Abstract
Society requires education to prepare students with the tools and ability to navigate and find success for unknown futures. Entrepreneurship education has the potential to deliver the relevant curriculum and competencies to support young people to develop resilience, independence, innovation and ability to recognise opportunities to live productive and rewarding lives in this new post COVID-19 environment. Entrepreneurship has been encouraged by government initiatives to address rapidly evolving challenges due to economic disruption. The purpose of this study was to conduct a literature review of entrepreneurship education pedagogy in order to understand the growing evidence of the effectiveness of programmes that support students to act on opportunities that address social, economic, and environmental issues that have arisen in their communities. An analysis of 45 studies across nine countries suggests that although these types of learning opportunities are written into curricula, students rarely experience this type of learning in their schooling. Sustained interest in entrepreneurship through effective methods such as assistance from external trainers and value creation throughout schooling develops students’ intent for continued study of entrepreneurship at university. Teachers need opportunities to build confidence, knowledge and capacity to develop effective entrepreneurship education learning experiences that are relevant to today’s students’ future life challenges.
Highlights
Our global ‘new normal,’ we are told, is a state of disruption with an economic recession forecast to match if not surpass the Great Depression (Baker et al, 2020, para. 21)
In this paper we provide evidence that entrepreneurship education provides the opportunity for students to gain meaning from their learning and develop the types of competencies that will support them throughout their lives
Entrepreneurship education has the potential to develop students’ competencies, knowledge and skills to confidently act on opportunities, address issues and solve problems that have arisen in their communities
Summary
Our global ‘new normal,’ we are told, is a state of disruption with an economic recession forecast to match if not surpass the Great Depression (Baker et al, 2020, para. 21). Our global ‘new normal,’ we are told, is a state of disruption with an economic recession forecast to match if not surpass the Great Depression As of May 26, 2020, over 5.6 million people have contracted the COVID-19 virus, over 340,000 people have died, and 213 countries and territories have been affected (Worldometer, 2020). ‘Lockdowns’ are our new vernacular and have confined people to their homes. Parents have balanced online schooling with online work as businesses and schools have had to temporarily close to stop the virus spreading. Lockdowns imposed to contain the virus shattered the economy and millions of people have been forced into unexpected unemployment. Businesses have been closed beyond their capacity to reopen, global trade chains broken, manufacturing stopped and started, borders closed to travel
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