Abstract
The United Nations’ Sustainable Development Goals promote entrepreneurial competences as a means of supporting young people to innovate, start businesses, and create jobs. Furthermore, the European Union considers entrepreneurial skills to be essential in creating welfare and economic sustainability. Empowering individuals with entrepreneurship education, an entrepreneurial mindset and behaviors, are tools to develop human capital. This article explores how European policies can drive development of entrepreneurial competences by examining the case of the European Framework for Entrepreneurial Competences (EntreComp) and its integration into education and training development in different countries. With this research, we contribute education development from the practical point of view by analyzing how a cross section of actors, using EntreComp as a European framework for entrepreneurial competences, see that entrepreneurial learning has been realized and could be further supported in transnational education contexts. We will also expand the theoretical discussion of entrepreneurship education from the perspective of education sciences, as we have not previously obtained clarifying results or conclusions on how, for example, the educational change related to the development of entrepreneurship education should be implemented. The research data was collected through a case study, for which an online survey including both quantitative and qualitative approaches was conducted in 2020. Responses from 348 respondents from 47 countries were analyzed through an extended model for learning originally conceptualized by Shulman and Shulman (2004). The findings suggest that EntreComp has been widely recognized as a critical driver of competence in entrepreneurial education. However, a lack of shared vision and development of practice in the use of EntreComp can hinder the effective implementation of the framework. Thus, further support and guidance are needed in promoting the learning process of policymakers, educators, trainers, and other stakeholders, on both micro- and macro-level education design, to support successful adoption and adaptation of the policy-driven frameworks.
Highlights
IntroductionStates in 2015, have increasingly focused on entrepreneurial learning interventions to support ambition in young people to start their own businesses and generate their own employment opportunities (SDG4.4 and SDG8.3)
This study investigates how the EntreComp framework has been implemented in transnational education contexts, looking at how EntreComp guides the creation of a future vision for integrating entrepreneurship education to educational practices
The results from the online survey generated new knowledge on how the EntreComp framework can guide the collaborative creation of a future vision for education; how well it is recognized, implemented, and understood in practice; and how it motivates and supports realization of educational change, which emphasizes the value of entrepreneurial competencies
Summary
States in 2015, have increasingly focused on entrepreneurial learning interventions to support ambition in young people to start their own businesses and generate their own employment opportunities (SDG4.4 and SDG8.3). Considers entrepreneurial skills to be an essential factor in creating social and economic sustainability. The framework used in this survey, based on the work of Shuman and Shulman [14], Seikkula-Leino [26], and Seikkula-Leino et al [21,50,51], has been widely used. It has proven effective in qualitatively assessing educators’ learning and reflection within education reform.
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
