Three Es for teachers: economics, enterprise and entrepreneurship

Abstract

Schools in Scotland have recently received a resources boost, from high‐profile entrepreneurs working with the Scottish Executive Education Department, to raise the priority of enterprise education in both primary and secondary schools. At the same time, current policy documentation is clear about intentions to develop more entrepreneurs from the present generation of school pupils. Policy writers justify this as attempts to improve Scotland’s economic position, nationally and internationally. In primary and early secondary schooling, knowledge and skills in economic awareness, enterprise and entrepreneurship are found across curricular areas rather than as separate subjects. To support this approach effectively teachers require having knowledge and skills in the contexts involved as well as the teaching ability to include them appropriately. This paper identifies some of the contextual aspects of economic awareness, enterprise and entrepreneurship with which teachers should be familiar, and have reflected upon critically, before considering how to approach their inclusion in pupils’ learning.