GEC+ 2016: Antonija Mrsic
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The document summarizes the results of a survey on entrepreneurship education policies and practices in EU member states. The survey found that while entrepreneurship education is a priority in most member state policies, implementation is often limited to optional courses and lacks an ecosystem approach. It recommends strengthening the inclusion of entrepreneurship as a key competence in national curricula, adopting an ecosystem approach that supports teachers, and improving coordination of policies between member states through the SME Envoy Network.
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GEC+ 2016: Antonija Mrsic
- 1. WWW.MINPO.HR ENTREPRENEURSHIP EDUCATION IN THE EU AN OVERVIEW OF POLICIES AND PRACTICE; Results of thematic survey for the EU SME Envoy Network (2015) Antonija Mršić Head of Sector for International Cooperation and Innovation Ministry of Entrepreneurship and Crafts; Deputy SME Envoy for Croatia WWW.MINPO.HR
- 2. WWW.MINPO.HR Introduction • Creation of intuitively entrepreneurial mind-set begins with education via boosting: – Creativity (generating new knowledge) – Entrepreneurship (applying new knowledge into products or activities useful for society) • Do we agree on that? How is education policy aware/involved/relevant? • What do we do in Europe (EU) to foster entrepreneurial learning as a first step in the process of making the institutional environment favourable for individuals to become entrepreneurs?.....Croatian Ministry of Entrepreneurship and Crafts conducted a survey to find out
- 3. WWW.MINPO.HR But first…about the setting • Entrepreneurship and SME policy in the European Union is a soft law policy- no regulatory obligation for transposing EU laws into national legal system – EC gives policy recommendations via - joint „strategy paper”, policy review, policy change induced via comparison between countries and best practices • SME Envoy Network - a forum of policy decision makers - each member state has its own „SME Envoy • Each Envoy covers a specific priority – initiates discussion and policy sharing • Croatia volunteered for topics: Entrepreneurship Education – + In progress: Entrepreneurship Promotion and Supporting Infrastructure • Other countries and topics: i.e. Denmark covers topic of scale ups, Netherlands access to finance and VCs, Sweden digitalization etc.
- 4. WWW.MINPO.HR About the survey on EE (1) • Croatian SME Envoy volunteered to be the rapporteur on entrepreneurship education (EE) • Survey design, data collection and analysis in cooperation with the South East European Centre for Entrepreneurial Learning (SEECEL) • Special EE survey designed and implemented during 20 July – 11 September 2015 • Responses received from 24 Member States • Results first presented during the main SME event in the EU, the SME Assembly in November 2015, in Luxembourg • Publication issued in February 2016
- 5. WWW.MINPO.HR About SEECEL • The South East European Centre for Entrepreneurial Learning is an independent, non- profit institution founded in 2009 to promote and foster EE on the initiative of eight (8) South East European countries: – Albania, Bosnia and Herzegovina, Croatia, The former Yugoslav Republic of Macedonia, Kosovo*, Montenegro, Serbia, Turkey • SEECEL's work program and activities fully supported by the European Commission and the Croatian Government • Founded by the MEC and the Croatian Chamber of Economy
- 6. WWW.MINPO.HR About the survey (2) Aims of this survey: • To identify trends with regards to both the progress and challenges facing entrepreneurship education • To provide illustrative country examples • To provide recommendations for furthering the entrepreneurship education agenda, with specific reference to the potential role of the SME Envoy Network
- 7. WWW.MINPO.HR Policy background for EE in the EU Entrepreneurship education is identified as a priority in the following EU strategic documents: • Europe 2020 Strategy • Policy framework on SME development (SBA; Entrepreneurship 2020) • Policy framework for education and training (e.g. ET 2020; Rethinking Education; Council conclusions on entrepreneurship in education and training 2015; etc.)
- 8. WWW.MINPO.HR SURVEY RESULTS: SUMMARY OF FINDINGS AND CONCLUSIONS
- 9. WWW.MINPO.HR 1. Policy framework • Broad policy commitment to the entrepreneurship education agenda in all EU Member States (MS) • In 8 MS entrepreneurship education is not reflected in education strategies • In 9 MS entrepreneurship education is not a priority of education policy • Majority of MSs: EE is a medium-to-high priority of education policy... but there is a need to ensure more involvement and „buy-in” from education ministries • most MS agree EE is an education policy priority • 1/3 MS believe that is not an education policy priority at all
- 10. WWW.MINPO.HR 2. Policy partnership • In most MS examples of policy partnerships (integrated approach) have no direct link to entrepreneurship education or are project-based • Some strong policy partnerships between relevant ministries and other stakeholders to promote entrepreneurship education exist in several Member States • In majority only project-based partnerships (with a limited mandate and scope) or bodies with a much broader mandate (e.g. chamber of commerce; education institute) with only indirect (or negligible) links to EE
- 11. WWW.MINPO.HR 3. National curriculum • Integrating entrepreneurship as a key competence into education curricula is widespread • BUT often through optional rather than compulsory subjects, and in some countries implementation has not yet begun or is project-based • Although previous EU data (Eurydice, 2012) tell us that most EU countries have incorporated EE into primary and secondary curricula
- 12. WWW.MINPO.HR 4. Eco-system approach • Several MS complement their curricular approaches with policies to support entrepreneurial schools, teacher training and good practice exchange • Many MS that promote entrepreneurship in the curriculum have not yet developed such complementary measures, so there appears to be a need to raise awareness of such an “eco- system” approach
- 13. WWW.MINPO.HR What is the eco-system approach? Source: EC Thematic WG on Entrepreneurship Education, 2014 (p. 14)
- 14. WWW.MINPO.HR 5. Monitoring • Almost no Member States collect data on (or evaluate) how entrepreneurship education is implemented... • ... but one Member State stands out as having a high quality evaluation system in place, and others have begun to plan this process
- 15. WWW.MINPO.HR Other notable findings • Non-formal entrepreneurship education for groups such as the unemployed, women, youth or disadvantaged groups are completely separated from policies relating to entrepreneurship education in formal education, with no links or coordination made between these policies • Practical entrepreneurial experience is available for students in many Member States through training in firms or cooperation with NGO’s • There are a number of other innovative good practices in Member States such as local and regional entrepreneurship education initiatives, as well as the establishment of (or cooperation with) specialised non-profit organisations for entrepreneurship education
- 16. WWW.MINPO.HR RECOMMENDATIONS TO THE EUROPEAN COMMISSION AND THE SME ENVOY NETWORK
- 17. WWW.MINPO.HR Recommendations (1) 1. Further strengthen the “key competence approach” to EE in national and school-level curricula in EU Member States 2. Move beyond curriculum specification to an “ecosystem approach” that supports schools and teachers to develop EE and fosters stakeholder involvement 3. Ensure that the EE ecosystems at the national level ensure full involvement of education ministries
- 18. WWW.MINPO.HR Recommendations (2) 4. Consider how to improve the „Open Method of Coordination” on EE between Member States through the platform of the SME Envoy Network 5. Consider how to strengthen EU-level expert support for the development of entrepreneurship education
- 19. WWW.MINPO.HR Some questions raised and discussion ongoing 1. How do we ensure full involvement of education ministries in EE? 4. Do we need to strengthen EU-level expert support for the development of EE? 5. How do we further strengthen the “key competence approach” to EE in national and school-level curricula? 6. How do we move beyond curriculum specification to an “ecosystem approach”?
- 20. WWW.MINPO.HR • For more details please check the full report at: • http://www.seecel.hr/new-seecel-publication-on- entrepreneurship-education-in-the-eu
- 21. WWW.MINPO.HR Thank you for your attention! Contacts: antonija.mrsic@minpo.hr www.minpo.hr
Editor's Notes
- Within the SME Envoy Network, we are obviously all familiar with how the SME policy framework at the EU-level promotes entrepreneurship education, primarily with the Small Business Act and the Entrepreneurship 2020 Action Plan (2013). What we are perhaps less familiar with is the extent to which entrepreneurship education features in the EU's education and training policy framework. On this slide you can see some of the most important policy documents issued by EU institutions in this area that explicitly mention entrepreneurship education as a priority.
- Some strong policy partnerships between relevant ministries and other stakeholders to promote EE exist.. Most surveyed Member States claim that a partnership is in place (16) or is planned (3) E.g. Denmark: a Partnership including four ministries (education, higher education and science; business and growth; culture) meets annually key stakeholders to discuss implementation of the national EE strategy. E.g. Portugal: National working group (from multiple sectors) working on special guidelines for implementing EE as cross-curricular competence in schools. ... but many of the examples have no direct link to EE or are project-based. Only 6 of the 19 examples are formal bodies with a specific focus on EE; others are either: project-based (with a limited mandate and scope) bodies with a much broader mandate (e.g. chamber of commerce; education institute) with only indirect (or negligible) links to EE.
- Integrating entrepreneurship as a key competence into education curricula is widespread... Previous Eurydice data (2012) tell us that most EU countries have incorporated EE into primary and secondary curricula. E.g. Lithuania: Education Strategy 2013-2022 includes emphasis on key competences and on entrepreneurship as one of key aspects to be developed through education. E.g. Spain: New Organic Law on Improving Educational Quality (2013) places entreneurship as cross-curricular competence at primary and secondary levels. ... but entrepreneurship education content is often through optional rather than compulsory subjects, and in some countries implementation has not yet begun or is project-based E.g. Belgium (Flemish Region): Special EE action plan recently completed, but student participation in EE is optional for almost all levels of education. E.g. Slovakia is an example of a country that has explicitly integrated entrepreneurship as a key competence into steering documents and into the curriculum, but the SME Envoy assesses that it still “remains unnoticed in school curricula”.
- Some Member States include support to entrepreneurial schools, teacher training and good practice exchange... E.g. Austria: Austria has incorporated EE as a key competence in the curriculum and in its national qualifications framework, has a partnership that monitors these changes to the curriculum. It also has a range of in-service teacher training initiatives and has a system for the certification of entrepreneurial schools. E.g. Estonia: EE measures in LLL strategy (overseen by a partnership) integrates teacher training, recognition for entrepreneurial schools/teachers, good practice exchange and general entrepreneurship promotion measures ... but many Member States do not, so there appears to be a need to raise awareness of the ecosystem approach. Several countries that explicitly mention entrepreneurship as part of their core curriculum do not yet appear to have planned for teacher training, support for entrepreneurial schools, good practice exchange or monitoring of EE. Malta and Ireland, on the other hand, are examples which have taken a systematic, ecosystem approach for EE in tertiary education, but not (yet) in pre-tertiary.
- Integrating entrepreneurship as a key competence into education curricula is widespread... Previous Eurydice data (2012) tell us that most EU countries have incorporated EE into primary and secondary curricula. E.g. Lithuania: Education Strategy 2013-2022 includes emphasis on key competences and on entrepreneurship as one of key aspects to be developed through education. E.g. Spain: New Organic Law on Improving Educational Quality (2013) places entreneurship as cross-curricular competence at primary and secondary levels. ... but entrepreneurship education content is often through optional rather than compulsory subjects, and in some countries implementation has not yet begun or is project-based E.g. Belgium (Flemish Region): Special EE action plan recently completed, but student participation in EE is optional for almost all levels of education. E.g. Slovakia is an example of a country that has explicitly integrated entrepreneurship as a key competence into steering documents and into the curriculum, but the SME Envoy assesses that it still “remains unnoticed in school curricula”.
- Almost no Member States collect data on (or evaluate) how entrepreneurship education is implemented... Several countries note that no official data are collected, but that sources such as the Global Entrepreneurship Monitor (GEM) provide data on their countries. Other countries only refer to specific EE-related projects, which collect data on numbers of users. Even some countries with longer traditions of implementing EE best practices do not have in place systematic data collection/analysis system for EE issues (e.g. Finland only has occasional monitoring activities) ... but one Member State stands out as having a high quality evaluation system in place, and others have begun to plan this process E.g. Denmark: Unique example of systematically accumulation and dissemination of knowledge about EE provision in Denmark, including short-and long-term impact of EE. E.g. Malta: Only country to mention plans to use of national student assessments for monitoring the acquisition of EE learning outcomes (which are now being developed).
- Further strengthen the “key competence approach” to EE in national and school-level curricula in EU Member States This ultimately means ensuring that all those who complete formal education acquire the knowledge, skills and attitudes defined under the EU competence entitled “a sense of initiative and entrepreneurship- This means ensuring that the entrepreneurship competence is not only acquired by a proportion of students as an optional subject, but is made compulsory The key competence approach also means that EE is not necessarily about learning how to launch a business, but about learning to “turn ideas into action”, Move beyond curriculum specification to an “ecosystem approach” that supports schools and teachers to develop EE and fosters stakeholder involvement Curriculum specification is necessary, but not sufficient for ensuring that entrepreneurship education “works” in the classroom. Extra measures are needd such as support to schools, teacher training, teaching guidelines, monitoring, good practice exchange. Ensure that the EE ecosystems at the national level ensure full involvement of education ministries The support of central educational authorities is cirtical for achieving system-level change in education-
- Consider how to improve the Open Method of Coordination on EE between Member States through the platform of the SME Envoy Network While the SBA Fact Sheets currently allow for some benchmarking of country performance as part of the Open Method of Coordination, there are insufficient opportunities or platforms for countries to discuss and identify joint challenges and to exchange good practice The SME Envoy Network could provide such platform. For example, through setting a thematic working group for EE. Consider how to strengthen EU-level expert support for the development of entrepreneurship education The European Commission’s high level reflection panel on EE recommended the establishment of a European Centre for Entrepreneurship Education . A range of initiatives and institutions have already been set up in this direction, with EU support. E.g. The European Entrepreneurship Education NETwork (EE-HUB) http://ee-hub.eu/ ; SEECEL itself. The strengthening (or multiplication) of such expertise hubs could provide support, advice and resources for policy development on entrepreneurship education.
- Further strengthen the “key competence approach” to EE in national and school-level curricula in EU Member States This ultimately means ensuring that all those who complete formal education acquire the knowledge, skills and attitudes defined under the EU competence entitled “a sense of initiative and entrepreneurship- This means ensuring that the entrepreneurship competence is not only acquired by a proportion of students as an optional subject, but is made compulsory The key competence approach also means that EE is not necessarily about learning how to launch a business, but about learning to “turn ideas into action”, Move beyond curriculum specification to an “ecosystem approach” that supports schools and teachers to develop EE and fosters stakeholder involvement Curriculum specification is necessary, but not sufficient for ensuring that entrepreneurship education “works” in the classroom. Extra measures are needd such as support to schools, teacher training, teaching guidelines, monitoring, good practice exchange. Ensure that the EE ecosystems at the national level ensure full involvement of education ministries The support of central educational authorities is cirtical for achieving system-level change in education-