Education and training for entrepreneurship - reference documents
Study: Effects and impact of entrepreneurship programmes in higher education [983 KB] (March 2012)
The aim of this study is to assess the impact of entrepreneurship education on four dimensions: 1) the acquisition of the entrepreneurial competence 2) intentions towards entrepreneurship; 3) employability; and 4) impact on the society and on the economy.
Results show that entrepreneurship education makes a difference. Those who went through entrepreneurial programmes and activities display more entrepreneurial attitudes and intentions, get a job earlier after finishing their studies, can innovate more even as employees in a firm, and start more companies.
The report consists of both a comparative overview and national descriptions. The comparative overview shows that the great majority of European countries address entrepreneurship education through national strategies or initiatives. Thus the importance of entrepreneurship education is widely recognised. The report also presents those countries where concrete guidelines and teaching materials give support to teachers, as well as a picture of current initiatives and ongoing reforms.
Final report: Enabling Teachers as a Critical Success Factor. [923 KB] (November 2011)
The report is a repository of information and good practice, for both policy makers and practitioners, on how to enable teachers to take on a new role in the classroom (as "facilitators" of learning), use innovative and entrepreneurial methods of teaching, help young people to develop entrepreneurial mindsets and skills.
The document includes a framework for mapping the area of entrepreneurship education, building strategy, priority setting and action, using a progression model developed from the discussions of the Panels. Good practices show how to address key areas within the progression model.
This report focuses on existing policies and programmes that promote learning about entrepreneurship within vocational training systems. It considers initial vocational education, corresponding to upper secondary vocational education (level ISCED 3) and post-secondary non-tertiary education (level ISCED 4). Lessons are drawn on how public policies can support the teaching of entrepreneurship within vocational training. Information on existing programmes and teaching methods has been gathered. Good practice are highlighted on how the teaching of entrepreneurship can be effectively addressed in vocational education.
This report explores key issues regarding the teaching of entrepreneurship in higher education, identifies existing obstacles and proposes a range of solutions, taking into account the different levels of responsibility (public policy, institutions, educators and relevant stakeholders).
The ideas advanced at the Oslo Conference on "Entrepreneurship Education in Europe: Fostering Entrepreneurial Mindsets through Education and Learning" by a broad representation of stakeholders resulted in a detailed catalogue of initiatives. The Agenda is a menu of proposals, from which all responsible actors can pick actions at the appropriate level, and adapt them to the local situation.
Commission Communication of 13 February 2006:
Implementing the Community Lisbon Programme:Fostering entrepreneurial mindsets through education and learning (COM/2006/0033)
The Commission has outlined a set of recommendations aimed to enhance the role of education in creating a more entrepreneurial culture in European societies. Starting from an early age, school education should stimulate young people's awareness of entrepreneurship as options for their future, and help them to be more creative and self-confident in whatever they undertake. At a later stage, universities and technical institutes should integrate entrepreneurship as an important part of the curriculum.
The report on the role of student companies in secondary education looks at the different methods and providers of such programmes. It shows how concrete examples can be successfully implemented, and looks at possible obstacles and difficulties. The report proposes a set of recommendations - addressing all the actors concerned - on how to increase the presence of these methodologies in education systems and their take-up by schools.
Making progress in promoting entrepreneurial attitudes and skills through Primary and Secondary education: follow-up of the Best Procedure project on "Education and Training for Entrepreneurship" - Final Report of the Expert group [264 KB] (March 2004)
This report by a group of national experts of 26 European countries, co-ordinated by the Commission under the Multiannual Programme for Enterprise and Entrepreneurship (2001-2005), is the follow-up of a previous "Best Procedure" project (see information provided below). Coherently with priorities identified by the Entrepreneurship Action Plan, it aims to strengthen and focus current efforts at all levels to foster an entrepreneurial culture in Europe, starting from school.
The "Best Procedure" project on education and training for entrepreneurship tries to identify and compare initiatives from across Europe that aim to promote the teaching of entrepreneurship in the education systems, from primary school to university. For this purpose, a group of experts was established with members appointed by the national governments (the EU 15 + Norway), and with the Commission taking a coordinating role.