Abstract
There is a need to evaluate entrepreneurial education programs (EEPs) to see the impact they have on a country’s development. Previous work has focused mostly on entrepreneurial intentions, mainly in a university context. Additionally, literature reviews on the impact of entrepreneurial education have not yet been conclusive, mainly due to the use of subjective indicators and a low consideration of objective indicators. The purpose of this article is to respond to some of these challenges. Specifically, this study used an objective indicator, Total Early-Stage Entrepreneurial Activity (TEA), in a non-university context. A database was created that included programs categorized by autonomous communities. The analysis showed that EEPs significantly influenced the entrepreneurial activity of autonomous communities. This implies that entrepreneurial education should be a prioritized objective in the educational policy of these communities. The recommendations derived from these results are, among others, to promote role models, continue supporting the financing of entrepreneurial initiatives through education and training, continue implementing government policies to support entrepreneurship, and carry out evaluations on the impact that these programs have on skills acquired in the short and medium terms, as well as their maintenance over time.
Highlights
Education on entrepreneurship in the Spanish educational system follows the European strategy, which favors developing an entrepreneurial culture
We can affirm that, according to the knowledge of the authors, this was the first time that the study of the relationship between entrepreneurial education programs and the rate of entrepreneurial activity has been addressed in Spain
Most of the works that have analyzed the impact of entrepreneurial education have been limited to the university environment and have focused on entrepreneurial intentions
Summary
Education on entrepreneurship in the Spanish educational system follows the European strategy, which favors developing an entrepreneurial culture. Entrepreneurship education is a pedagogical response to the times and economic, social, and political challenges imposed by job markets (Gibb 2007; Saptono 2018). This type of education aims to develop key competencies (Area et al 2012) associated with specific learning, as indicated in the Eurydice Report (2012) on education for entrepreneurship in educational centers. This report emphasized that it is essential to promote skills, knowledge, and attitudes for the development of an entrepreneurial culture in Europe These skills and knowledge in entrepreneurship must provide practical, meaningful knowledge that can be applied in new work environments and that respond to the new demands required by society (Confederación Española de Organizaciones Empresariales 2017).
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