Entrepreneurship
Education at Schoolin Europe
National Strategies,
Curricula andLearning Outcomes

EURYDICE

Entrepreneurship
Education
at School in Europe
National Strategies,
Curricula andLearning Outcomes

March 2012

This document is published by the Education, Audiovisual and Culture Executive Agency(EACEA P9 Eurydice and Policy Support).

ISBN 978-92-9201-252-6
doi:10.2797/80384
This document is also available on the Internet(http://eacea.ec.europa.eu/education/eurydice).
Text completed in March 2012.
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CONTENTS
Contents

3

Introduction

5

Chapter 1: National Strategies and Action Plans

7

1.1. Timeline for the launch of entrepreneurship education strategies

7

1.2. Types of strategies

7

1.2.1. Specific strategies
1.2.2. Broader strategies

89Chapter 2: Integration of Entrepreneurship Education into National Curricula

13

2.1. Primary education

13

2.2. General lower secondary education

14

2.3. General upper secondary education

16

Chapter 3: Student Learning Outcomes and Central Guidelines for Teachers

19

3.1. Specific learning outcomes

19

3.2. Provision of central guidelines and teaching materials

22

Chapter 4: Current Initiatives and Ongoing Reforms

25

4.1. Current initiatives

25

4.2. Ongoing reforms

27

Conclusion

29

National Descriptions

31

Table of Figures

87

Acknowledgements

893

INTRODUCTION
Europe faces a number of challenges that can only be met if it has innovative, well-educated, andentrepreneurial citizens who, whatever their walk of life, have the spirit and inquisitiveness to think in
new ways, and the courage to meet and adapt to the challenges facing them. Moreover, a dynamic
economy, which is innovative and able to create the jobs that are needed, will require a greaternumber of young people who are willing and able to become entrepreneurs  young people who will
launch and successfully develop their own commercial or social ventures, or who will become
innovators in the wider organisations in which they work. Because education is key to shaping young
people’s attitudes, skills and culture, it is vital that entrepreneurship education is addressed from anearly age. Entrepreneurship education is essential not only to shape the mindsets of young people but
also to provide the skills and knowledge that are central to developing an entrepreneurial culture.
According to the Key Competence Framework, the entrepreneurship key competence refers to anindividual’s ability to turn ideas into action. It includes creativity, innovation and risk taking, as well as
the ability to plan and manage projects in order to achieve objectives. Developing mindsets, generic
attributes and skills that are the foundations of entrepreneurship can be complemented by imparting
more specific knowledge about business according to the level and type of education.
The European Commission has long supported and helped further the cause of entrepreneurshipeducation. Within the education and training agenda, the strategic framework for European
cooperation, Education and Training 2020 has, as its fourth long-term strategic objective, to enhancecreativity and innovation, including entrepreneurship, at all levels of education and training (1). The
Commission is continuing its support through the Europe 2020 strategy where the need to embed
creativity, innovation and entrepreneurship into education systems is highlighted in three flagshipprogrammes: Youth on the Move, An Agenda for New Skills and Jobs, and Innovation Union.
The scope of this research is primary (ISCED level 1) and general secondary education (ISCED levels
2 and 3). The curricula for vocational, technical or commercial schools at secondary level are notincluded. Only the public education sector is taken into account, except in the case of Belgium, Irelandand the Netherlands, where the grant-aided private sector is also covered because it accounts for the
majority of school enrolments. Furthermore, in Ireland the vast majority of schools are defined legallyas privately owned but, in fact, are fully state funded and do not require payment of fees by parents. In
the Netherlands, equal funding and treatment of private and public education is enshrined in theconstitution. The school reference year is 2011/12.
The Eurydice Unit of the Education, Audiovisual and Culture Executive Agency (EACEA) has
coordinated the collection of data and the preparation and drafting of this comparative overview. The
questionnaire was developed in close cooperation with the European Commission, DirectorateGeneral for Education and Culture.
This comparative overview analyses the main information received from the Eurydice Network,
representing 31 European countries. It is divided into four chapters covering:
1. National strategies and action plans to encourage the integration of entrepreneurshipeducation.
2. How entrepreneurship education is currently being addressed in national educational steering
documents in terms of general approaches and subject curricula.

1()

http://ec.europa.eu/education/lifelong-learning-policy/doc1120_en.htm

5Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

3. Specific learning outcomes defined for entrepreneurship education and any practicalguidelines to support teachers.
4. Initiatives to promote entrepreneurship education and the current situation on educational
reforms impacting on the subject.
Examples of current practice from individual countries are given in the overview. However, in addition,
a complete set of national descriptions is available in the second part of this report; these include
references and links to all the relevant policy documents.

6

CHAPTER 1: NATIONAL STRATEGIES AND ACTION PLANS
This first chapter looks at specific strategies and action plans as well as any broader strategies tointegrate entrepreneurship education into primary and general secondary education.

1.1. Timeline for the launch of entrepreneurship education strategies
This first section focuses on the launch of national strategies between 2000 to 2011 promoting
entrepreneurship education. It does not consider the issue of whether entrepreneurship education has
been explicitly recognised in European countries’ central level educational steering documents. This
will be dealt with in the second chapter.
The 2003 Lithuanian national education strategy already explicitly mentioned entrepreneurshipeducation. The United Kingdom (Wales) and Norway followed closely behind, launching strategies in
2004. These countries, as well as the Netherlands and Finland, are now in their second wave of
measures. Many more countries launched strategies from 2007 and particularly in 2009, and several
strategies have only been launched very recently; the Flemish Community of Belgium embarking on
this path towards the end of 2011. In some countries, like Hungary, Portugal and Romania,
entrepreneurship strategies are currently under discussion and could be launched soon.
Figure 1.1: Launch of national entrepreneurship education strategies for general education (ISCED 1-3)
between 2000 and 2011

Source: Eurydice.

1.2. Types of strategies
Entrepreneurship education is currently being promoted in most European countries. Several different
approaches have been adopted (see Figure 1.2):


specific strategies/action plans focused exclusively on the integration of entrepreneurshipeducation;broader educational or economic strategies which incorporate objectives for entrepreneurshipeducation;

individual or multiple initiatives related to entrepreneurship education.

Chapter 4 provides a short overview of these initiatives.

7

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

Figure 1.2: National/regional strategies and initiatives to the implementation of entrepreneurship education
into general education (ISCED 1-3), 2011/12

Specific strategy
Part of a broader strategy
Ongoing initiatives
No current strategy or ongoing initiative

Source: Eurydice.

1.2.1. Specific strategies
In six countries and two regions, specific strategies for the implementation of entrepreneurshipeducation in primary and general secondary education have been launched.
The government of the Flemish Community of Belgium launched the Action Plan for
Entrepreneurship Education 2011-2014 at the end of 2011. This is a shared initiative between thePrime Minister, Minister for Economy and Agriculture, Minister for Education and Minister for
Employment. The objective is to prepare students for self-employment as well as providing
teachers with the training needed to help them create positive attitudes towards entrepreneurshipand self-employment. The Action Plan is also a contribution to the economic growth strategy
Flanders in Action 2020.
In Denmark, the strategy for education and training in entrepreneurship (2009) was developed ina partnership between the Ministry for Science, Technology and Innovation, the Ministry of
Culture, the Ministry of Education and the Ministry of Economic and Business Affairs, and it
describes an active investment in entrepreneurship training at educational institutions. In the
future, laws, executive orders and performance/development contracts will address educationand training in entrepreneurship wherever relevant, involving every level of education, earmarking
funds and included entrepreneurship in the management of educational institutions.
In Estonia, on 7 October 2010, a mutual agreement for promoting entrepreneurship education
was signed by the Minister of Education and Research, the Minister of Economic Affairs andCommunications, the Chairman of the Estonian Chamber of Commerce and Industry, the Directorof the National Examinations and Qualifications Centre and the Chairman of the Enterprise8Chapter 1: National Strategies and Action Plans to Incorporate Entrepreneurship Education

Estonia Foundation (EAS). On the bases of this agreement, the Estonian Chamber of Commerce
and the Academic Advisory Board for Business Education has published a document on the
programme for promoting entrepreneurship education.
In Lithuania, two specific strategies 'Economic Literacy and Entrepreneurship Education' (2004)
and the 'National Program of Youth Entrepreneurship Education and Encouragement for 20082012' as well as the broader education strategy 'National Education Strategy 2003-2012' aim tostrengthen the focus on entrepreneurship and financial management at all school levels.
The Dutch ministries of Economic Affairs, Education, Culture and Science, and Agriculture,
Nature and Food Quality have been promoting entrepreneurship and enterprise in education
since 2000. In 2005, the ministries started with the Programme Partnership Leren Ondernemen
which was followed by the Education and Entrepreneurship Action Programme 2007
(Actieprogramma Onderwijs en Ondernemen, O&O 2007) and the Education Networks
Enterprise 2009 (Onderwijs Netwerk Ondernemen, ONO 2009), through which the Netherlands
provide a specific subsidy scheme to help educational institutions to integrate entrepreneurshipeducation into their policies, organisation and curricula. The objective is to have more students
demonstrating an entrepreneurial mindset and behaviour and to increase the number starting up
their own business within a period of five years following the completion of their education.
In Sweden, in its Budget Bill 2009, the government announced its ambition for the teaching ofentrepreneurship to be an integrated theme throughout the education system. This strategy for
entrepreneurship is part of a reform process with government decisions and initiatives to support
the development of entrepreneurship programmes. In May 2009, the Government presented its
strategy for entrepreneurship in the field of education, where measures aimed at encouraging the
integration of entrepreneurship into all levels of education are described.
In the United Kingdom (Wales), the Youth Entrepreneurship Strategy (YES) was launched in
2004 to provide a structure and focus for entrepreneurship education in Wales. The initiative isongoing and the current Action Plan covers 2010-2015.
Norway’s first strategic plan for entrepreneurship in education and training 'See the Opportunities
and Make them Work!' ran from 2004 to 2008. In September 2009, an action plan followed –Entrepreneurship in Education and Training – from compulsory school to higher education 20092014. The main objective of the action plan is to strengthen the quality and scope ofentrepreneurship education and training at all levels and in all areas of the education system.
The countries which have already launched specific strategies for entrepreneurship education are
mainly located in Northern Europe.

1.2.2. Broader strategies
National objectives related to entrepreneurship education can be found in national lifelong learning
strategies as well as in general education and youth strategies which generally include a key
competences approach. Economic growth strategies also often embrace entrepreneurship education.
At the European level, the 2006 Recommendation of the European Parliament and Council on key
competences for lifelong learning, sets out 8 key competences, the 7th being entrepreneurship (2).
Within this framework, several countries (e.g. Bulgaria, Czech Republic, Hungary, Austria, Poland andTurkey) have created national strategies for lifelong learning that include objectives for the
implementation of entrepreneurship education. The example of the Czech Republic is given here.
2()

http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF

9

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

The Strategy for Lifelong Learning in the Czech Republic (2007) aims at the development offunctional literacy and key competences such as financial literacy. Entrepreneurship is not,however, explicitly mentioned. This strategy was followed by the Strategy for Lifelong Learning
Implementation Plan, approved in 2009, which supports curriculum reform with an emphasis on
increasing the functional literacy of students and the development of key competences. This can,for example, be done by the implementation of larger student projects, such as the setting up of
training firms.
In several other countries, recent education and youth strategies have also encouraged thedevelopment of key competences, including entrepreneurship.
The 2009-2014 declaration of community policy (Déclaration de Politique Communautaire 20092014) of the French Community of Belgium includes an objective directed at all school levels tofoster an entrepreneurial spirit and the ability to innovate.
In Bulgaria, the Programme for the Development of Education, Science and Youth Policy in the
Republic of Bulgaria (2009-2013) sees entrepreneurship being developed in schools throughmodules integrated into the curricula of general subjects. Moreover, the National Programme for
Youth (2011-2015) includes, as its first priority, encouraging young people’s personal
development and economic well-being, which includes encouraging entrepreneurship and theacquisition of business skills. Furthermore, the Bulgarian National Lifelong Learning Strategy(2008-2013) calls for the integration of entrepreneurship into school education in both curricularand extra-curricular forms.
In Greece, entrepreneurship education is part of the strategy for the New School (2010), which
follows the educational strategic objectives common to the EU, among which is improving
innovation, creativity and entrepreneurial spirit.
In Finland, entrepreneurship is emphasized within the broader education strategy of the latest
five-year development plan for education and research (2011-2016) including the objective topromote entrepreneurship at all levels and to improve the cooperation between education andwork life.
In Liechtenstein, the National Strategy on Education 2020 (March 2011) explicitly supports theET 2020 objective to promote innovation and creativity as a key competence.
The implementation of entrepreneurship education is sometimes part of a growth strategy intended topromote entrepreneurship and innovation to create a dynamic economy. As the importance ofdeveloping an entrepreneurial spirit during compulsory education has now been recognised, this often
leads to partnerships between stakeholders in education and those from different economic sectors.
In Spain, the Ministry of Education (national level), as well as the different Autonomous
Communities (regional level), develop the entrepreneurship education by establishing regulations
on education including such aspect and designing educational initiatives to promote it. In addition,
the 2011 Plan for Entrepreneurial Support by the Ministry of Industry, Energy and Tourism,
fosters actions to boost and promote entrepreneurship initiatives. Moreover, local and regional
strategies for the promotion of an entrepreneurial culture encourage regional education
authorities to carry out a wide range of initiatives. These include the sharing of methodologies
and educational materials for entrepreneurial education, introducing curricular and extra-curricular
activities, collaborating with regional ministries, chambers of commerce, associations and otherprivate bodies, such as Junior Achievement.

10Chapter 1: National Strategies and Action Plans to Incorporate Entrepreneurship Education

The Republic of Slovenia’s Development Strategy (SDS) adopted by the government in June
2005 defines the vision and objectives for Slovenia’s development up to 2013. Its second
development priority is the effective generation, circulation and application of the knowledge
needed for economic development and quality jobs.
The Slovak Republic integrated entrepreneurship education into its National Reform Programmeof the Slovak Republic 2008-2010. One of its objectives is to support entrepreneurial skills
development and the acquisition of basic business and economic knowledge by students insecondary education.
The Iceland 2020 strategy defines social and economic objectives which also apply to education;
innovation and the entrepreneurial mindset are mentioned as part of the educational reforms.
The previous examples of strategies show that the promotion of entrepreneurship can be tackled fromdifferent directions such as formal education, youth, life-long-learning and employability. In somecases the strategies explicitly encourage curriculum reforms to incorporate entrepreneurshipeducation. In the next chapter a closer look is taken at the current state of play of entrepreneurshipeducation in the curricula.

11

CHAPTER 2: INTEGRATION OF ENTREPRENEURSHIP EDUCATION INTO
NATIONAL CURRICULAThis chapter looks at whether entrepreneurship education is explicitly recognised in European
countries’ central level educational steering documents (official documents containing curricula,guidelines, obligations and/or recommendations). Where this is the case, the study examines how
entrepreneurship education is being incorporated into national curricula.
Entrepreneurship education can be integrated into general education in different ways: a crosscurricular approach can be taken, it can be integrated into existing subjects or it can be introduced asa separate curriculum subject. Where it is integrated into existing subjects, these are often optional.
However, in some cases, they are compulsory. Many different combinations of approaches appear.
Moreover, although most countries explicitly recognise entrepreneurship education at least to somedegree in primary and secondary education, the overall pattern of provision changes significantly fromone school level to another.

2.1. Primary education
In primary education, about two thirds of countries (or regions within countries) explicitly recognise
entrepreneurship education and, in these countries, the cross-curricular approach prevails (seeFigure 2.1). Under this approach, rather than being explicitly mentioned as part of a particular subject,entrepreneurship objectives are expressed as being transversal, horizontal or cross-curricular. They
form part of the values and competences to be developed throughout all subjects and curriculum
activities.
In the Netherlands, although entrepreneurship education is not explicitly mentioned as being part ofthe official curriculum, schools can apply for a subsidy to develop their own entrepreneurshipprogramme or lessons.
Where entrepreneurship education is integrated into other subjects, these are mostly subjects which
form part of the compulsory curriculum. In most countries, entrepreneurship is taught as part of social
sciences, which may include history, geography, government and politics or civics education as wellas other related areas such as community studies. In a few countries, entrepreneurship education ispart of subjects other than social sciences. Thus, in Bulgaria and Latvia, entrepreneurship education is
included in the subject 'home economics and technology'; in the Czech Republic, it is part of theoptional subject 'ethics'; in Lithuania, entrepreneurship education is integrated within social sciences
but also as part of natural sciences; in Poland it is integrated within social sciences as well as
mathematics.
In primary education, entrepreneurship is not generally taught as a separate subject. However, in the
Slovak Republic, there is a subject called work education, which can give considerable attention toentrepreneurship education. Furthermore, in Finland, there is scope to develop specificentrepreneurship classes.

13

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

Figure 2.1: Approaches to entrepreneurship education in primary education (ISCED 1), according to central
steering documents, 2011/12

Cross-curricular
Separate compulsory subject or integrated
into other compulsory subjects
Separate optional subject or integrated
into other optional subjects
Not explicitly mentioned
in steering documents

Source: Eurydice.

Country specific note
United Kingdom (UK-ENG): Enterprise Education is taught as part of Personal, Social and Health Education. This subject is
not itself compulsory for schools to teach, but is taught in most schools and is then compulsory for pupils.

2.2. General lower secondary education
At secondary level, many more countries make explicit reference to entrepreneurship education in
their steering documents than they do at primary level. The cross-curricular approach is stillwidespread as is the integration of entrepreneurship education into other subjects (see Figure 2.2). In
two thirds of these countries, these are compulsory subjects. In the other third they are optional.
In most of the countries, the cross-curricular approach is combined with the integration ofentrepreneurship education into other subjects (see Figure 2.3).
Unlike in primary education, some countries teach entrepreneurship education as a separate subject
at lower secondary level. In Lithuania and Romania, entrepreneurship education is a compulsory
subject. In Bulgaria, it is compulsory for students choosing the technology branch and in Denmark andSpain, it is an optional subject.
At this level of education, the subjects areas most likely to incorporate entrepreneurship education areeconomics, business studies and careers education, with equal proportions of countries treating thesesubjects either as compulsory or as optional. Social science subjects are, however, still the locus ofentrepreneurship education in many countries, with a majority of countries offering it as compulsory
subject.

14

Chapter 2: Integration of Entrepreneurship Education into National Curricula

Figure 2.2: Approaches to entrepreneurship education in lower general secondary education (ISCED 2),
according to central steering documents, 2011/12

Cross-curricularCompulsory separate subject or integrated
into other compulsory subjects
Separate optional subject or integrated
into other optional subjects
Not explicitly mentioned
in steering documents

Source: Eurydice.

Country specific note
United Kingdom (UK-ENG): Enterprise Education is taught as part of Personal, Social and Health and Economic Education.
This subject is not itself compulsory for schools to teach, but is taught in most schools and is then compulsory for pupils.

Figure 2.3: Subjects integrating entrepreneurship education in general lower secondary education(ISCED 2), 2011/12
Entrepreneurship
Economics, business studies andcareers education
Social sciences
Maths, sciences, technology, ICT
Arts and music

Non-compulsory/optional branches

Compulsory for all

Source: Eurydice.

Country specific note
United Kingdom (UK-ENG): Enterprise Education is taught as part of Personal, Social and Health and Economic Education.
This subject is not itself compulsory for schools to teach, but is taught in most schools and is then compulsory for pupils.

Finally, several countries report that entrepreneurship education is integrated into the mathematics,
sciences, technology and ICT subject area, while in Latvia and Sweden some elements are included
in arts and music.

15

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

2.3. General upper secondary education
At upper secondary level, all countries recognise entrepreneurship education in their steering
documents, even if the exact term 'entrepreneurship' is not always used.
The cross-curricular approach is as widespread in upper as in lower secondary education, i.e. inaround two thirds of European countries. There are, however, some differences between lower andupper secondary education. In Germany, for example, where entrepreneurship education is a crosscurricular objective across lower secondary education, it is only included in optional subjects in upper
secondary education.
What is most noticeable at this level of education, in comparison with lower secondary education, is
the increase in the number of countries  more than two thirds of all European countries  integrating
entrepreneurship education in optional subjects.
Figure 2.4: Approaches to entrepreneurship education in general upper secondary education (ISCED 3),
according to central steering documents, 2011/12

Cross-curricular
Separate compulsory subject or part ofother compulsory subjects
Separate optional subject or integrated
into other optional subjects
Not explicitly mentioned in steering
documents

Source: Eurydice.

Country specific note
United Kingdom (UK-ENG): Enterprise Education is taught as part of Personal, Social and Health and Economic Education.
This subject is not itself compulsory for schools to teach, but is taught in most schools and is then compulsory for pupils.

Finally, most countries do not restrict entrepreneurship education to cross-curricular teaching but
usually combine this approach with its integration into compulsory or optional subjects (seeFigure 2.5); in several countries, all three approaches are used.

16

Chapter 2: Integration of Entrepreneurship Education into National Curricula

Figure 2.5: Subjects integrating entrepreneurship education in general upper secondary education(ISCED 3), 2011/12
Entrepreneurship
Economics, business studies andcareers education
Social sciences
Maths, sciences, technology, ICT
Others: Ethics, French

Non-compulsory/optional branches

Compulsory for all

Source: Eurydice.

Country specific note
United Kingdom (UK-ENG): Enterprise Education is taught as part of Personal, Social and Health and Economic Education.
This subject is not itself compulsory for schools to teach, but is taught in most schools and is then compulsory for pupils.

As in lower secondary education, some countries at this school level offer entrepreneurship as aseparate subject in addition to other approaches. As such, it is an optional subject in all countries
except Poland, where the new curriculum includes entrepreneurship as a separate compulsory
subject. Introduced on 1st September 2009 and gradually being implemented until 2016, the new
curriculum includes entrepreneurship as one of its priorities. However, for upper secondary schools, itwill only come into force in the school year 2012/13. In Bulgaria, Lithuania, Austria, Slovenia, Sweden,
Turkey and Norway, the subject entrepreneurship is optional or part of a specific branch. In Sweden,
upper secondary education is in a process of reform and, as a result of the changes, entrepreneurshipis taught as a separate subject in the economics branch from autumn 2011.
In upper secondary education, more than half of the countries include entrepreneurship education in
the subject area of economics, business studies and career education. However, in only a few
countries are these subjects compulsory. Where entrepreneurship education has been integrated into
the social sciences subject area (around a dozen countries), those subjects remain, for the most part,compulsory subjects.
Less countries than in lower secondary education include entrepreneurship in the maths, sciences,
technology and ICT subject area (Lithuania, Poland, Slovenia and Sweden), and all of these subjects
are compulsory. Luxembourg includes elements of entrepreneurship education within the subject ofFrench while in Latvia it is part of ethics, an optional subject.

17

CHAPTER 3: STUDENT LEARNING OUTCOMES AND CENTRAL GUIDELINESFOR TEACHERS
This chapter looks firstly at the specific learning outcomes for entrepreneurship education as definedby central educational authorities for primary and general secondary education. Learning outcomesare defined as statements of what a learner is expected to know, understand and/or be able todemonstrate on completion of a learning activity; they include any specific intellectual and practicalskills gained. The second sub-section gives an overview of central guidelines to support teachers in
implementing entrepreneurship education.

3.1. Specific learning outcomes
The overall goal of entrepreneurship education is to give students the attitudes, knowledge and skills
to act in an entrepreneurial way. These broad dimensions of entrepreneurship education have beenbroken down into various categories (see below) which provide the framework for the wide range of
specific learning outcomes adopted by European countries. The model has been adapted from
Heinonen and Poikkijoki (3). Of course, this is a tentative approach as the concept of learning
outcomes in still under development and widely discussed, even more so in the area of transversal
competences such as entrepreneurship. The following figures and comments give a first idea of thekind of learning outcomes related to entrepreneurship and explicitly stated in the curricula of European
countries. The comparability between countries is limited as the understanding and use of learning
outcomes varies nationally. A common European understanding and approach to learning outcomesfor entrepreneurship education is still to be developed.
Attitudes
Category 1. Self-awareness and self-confidence are the entrepreneurial attitudes which constitute the basis for all otheraspects of entrepreneurship. They entail discovering and trusting in one's own abilities which then allow individuals to turn theircreative ideas into action. In many countries, these attitudes might be pursued as general education goals.
Category 2. Taking the initiative and risk taking, critical thinking, creativity and problem solving are also fundamental, butthey are also specific attributes of an ‘enterprising self’.

Knowledge
Category 1. Knowledge of career opportunities and the world of work are learning outcomes that are not exclusively related
to entrepreneurship, but usually form part of students’ general preparation for their future career choices. However, a soundknowledge of the nature of work and different types of work involve an understanding of what it is to be an entrepreneur. Thisknowledge also allows students to define and prepare their place in the world of work with a well developed awareness ofopportunities and constraints.
Category 2. Economic and financial literacy including knowledge of concepts and processes that can be applied toentrepreneurship.
Category 3. Knowledge of business organisation and processes is specific knowledge of the environment in which
entrepreneurship is often applied.

SkillsCategory 1. Communication, presentation and planning skills as well as team work are transversal skills essential toentrepreneurs.
Category 2. Practical exploration of entrepreneurial opportunities includes the various stages of the business set upprocess, including designing and implementing a business plan.

3()

Developed from Heinonen & Poikkijoki (2006). An entrepreneurial-directed approach to entrepreneurship education:
mission impossible? Journal of Management Development, 25(1) and incorporating issues from EC (2007). Key
competences for lifelong learning – European Reference Framework and NESTA (2009). The identification andmeasurement of innovative characteristics of young people.

19

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

Figure 3.1: Definition of learning outcomes for entrepreneurship education in primary and generalsecondary education (ISCED 1-3), according to central steering documents, 2011/12

Compulsory learning outcomes related to entrepreneurial
attitudes, knowledge and skills in secondary education(ISCED 2-3), 2011/12

Attitudes

Knowledge

SkillsEntrepreneurship learning outcomesin both primary and secondary education

Entrepreneurship learning outcomesin only secondary education

No entrepreneurshiplearning outcomes

Source: Eurydice.

Looking at the general picture, we notice that most European countries cover learning outcomes forentrepreneurship at one school level and/or another (see Figure 3.1). Only few countries report nothaving any specific learning outcomes for entrepreneurship in their curricula. At primary level, half of
all European countries define specific learning outcomes for entrepreneurship education generally
linked to compulsory subjects (see Figure 3.2). In secondary education, more countries specify
learning outcomes for lower or upper secondary level, or, in some cases, both. As stated in Chapter 2,
entrepreneurship education in secondary education is more often integrated into optional subjects.
Therefore, not all students will achieve the entrepreneurship learning outcomes if they choose not totake the associated subjects (see Figure 3.2).
Some countries stand out because they specify numerous learning outcomes for the various
categories of attitudes, knowledge and skills relating to entrepreneurship or because they apply
learning outcomes across several school levels. In Spain, for example, some categories of attitudes,
knowledge and skills are already covered in primary schools. All of them are covered in lower
secondary education either within the compulsory basic competence named 'Autonomy and Personal
Initiative' or as part of optional subjects on entrepreneurship education in some Autonomous
Communities. In upper secondary education, they are included either within the general goals of the
Bachillerato to be acquired by all students or as part of specific subjects for a speciality of the
Bachillerato.

20

Chapter 3: Student Learning Outcomes and Central Guidelines for Teachers

Figure 3.2: Specific learning outcomes for entrepreneurship education in primary (ISCED 1) and generalsecondary education (ISCED 2-3), according to central steering documents, 2011/12
ISCED 1
Attitudes: Self-awareness, self-confidence
Attitudes: Initiative, risk-taking, creativity,
critical thinking, problem solving
Knowledge: Career opportunities
and world of work
Knowledge: Economic and financial
literacy
Knowledge: Business organisation andprocess
Skills: Communication, presentation,planning, team work
Skills: Exploring entrepreneurial
opportunities, design business projects

Not compulsory

Compulsory for all

ISCED 2-3
Attitudes: Self-awareness, selfconfidence
Attitudes: Initiative, risk-taking, creativity,
critical thinking, problem solving
Knowledge: Career opportunities
and world of work
Knowledge: Economic and financial
literacy
Knowledge: Business organisation andprocess
Skills: Communication, presentation,planning, team work
Skills: Exploring entrepreneurial
opportunities, design business projects

Left
ISCED 2Right
ISCED 3

Non-compulsory/optional branches

Compulsory for all

Source: Eurydice.

Country specific note
United Kingdom (UK-ENG): Enterprise Education is taught as part of Personal, Social and Health (and Economic) Education.
This subject is not itself compulsory for schools to teach, but is taught in most schools and is then compulsory for pupils.

In primary education, the entrepreneurial learning outcomes most often referred to are those linked toattitudes, and these are usually the more specifically entrepreneurial attitudes of ‘taking the initiativeand risk taking, critical thinking, creativity and problem solving’. Several countries have learning
outcomes for the category ‘knowledge of career opportunities and the world of work’ at this level, while
one third of all countries focus on the transversal entrepreneurial skills of ‘communication,
presentation and planning skills as well as team work’. However, only Austria, Poland and Slovenia
have established learning outcomes associated with ‘economic and financial literacy’. Estonia is thesole country that specifies learning outcomes for the ‘knowledge of business organisation andprocesses’. It is important to note that, at this level of education, no country defines learning outcomes
linked to practical entrepreneurial skills.

21

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

In general secondary education, if we focus on entrepreneurial education integrated into compulsory
subjects, it appears that one third of all countries specify learning outcomes linked to all three
dimensions: attitudes, knowledge and skills (see Figure 3.1).
It is interesting to note that while some countries specify learning outcomes either for attitudes or forknowledge, and others specify learning outcomes for two of the three dimensions, there is no country
which specifies learning outcomes only for the skills dimension. In the same way, most of thecountries that define learning outcomes for practical entrepreneurial skills in upper secondary school
also have outcomes linked to business knowledge at the same level of education (see Figure 3.2).
This indicates that the development of practical entrepreneurial skills, ‘exploring opportunities anddesigning business projects’, necessarily builds on other related learning outcomes; it is not an
objective which can be achieved in isolation.
The most widely applied category of learning outcomes for entrepreneurship education is the second
category of attitudes ‘taking the initiative and risk taking, critical thinking, creativity and problem
solving’. Nearly half of all European countries apply these learning outcomes as early as primaryeducation, while more countries include them in lower and upper secondary education. At lower
secondary level, nearly all countries link them to compulsory subjects.
The number of countries promoting learning outcomes linked to entrepreneurial knowledge increases
with the level of education. In upper secondary education, nearly half of all countries include economic
and financial knowledge in their learning outcomes, even if many are only linked to optional subjects.
More than half of all countries specify learning outcomes for ‘knowledge of business organisation andprocesses’ and the proportion that includes this category as part of optional subjects is equallyimportant.
Finally, the definition of learning outcomes linked to transversal entrepreneurial skills starts in primaryeducation in some countries. However, the number of countries specifying these outcomes increases
to almost one third of all European countries in secondary education. Learning outcomes linked topractical entrepreneurial skills are specified by countries only from secondary education; relatively few
countries in lower secondary education but reaching nearly half in upper secondary education.

3.2. Provision of central guidelines and teaching materials
Generally speaking, the practical implementation of entrepreneurial education depends on teachers,
schools, and local educational authorities. However, central authorities can support teachers throughthe provision of central guidelines and/or teaching materials.
Roughly one third of European countries have specified that they provide practical guidelines to help
teachers implement entrepreneurship education. These can form part of the guidelines for the subjects
in which entrepreneurship education is integrated or can be linked to entrepreneurship education as
cross-curricular objective. Teaching materials have also been developed in one third of all European
countries.
In the French Community of Belgium, for economic sciences, teachers have assessment
examples available for where students are asked to resolve a specific problem linked to the
management of a company or to reflect on their practical experience with a student training firm.
Furthermore, for the same subject, there is a variety of teacher handbooks related toentrepreneurship, e.g. on the product life-cycle, credit and profitability.

22Chapter 3: Student Learning Outcomes and Central Guidelines for Teachers

In Estonia and Lithuania for example, implementation guidelines and learning outcomes areincluded in national curricula. Methodological material is also available for teachers to help them
implement entrepreneurship education.
Figure 3.3: Provision of central guidelines and materials for entrepreneurship education, 2011/12

Central guidelines for teachers
Teaching materials
No central guidelines

Source: Eurydice.

In Ireland, the subject curricula for Business studies (ISCED 2) and Business (ISCED 3) areaccompanied by implementation guidelines for teachers. Moreover, resources and support forteachers is offered by the Second Level Support Service.
In Cyprus, strategies and specific ideas for activities to enhance entrepreneurial behaviour as across-curricular objective are stated in a circular. Schools are encouraged to be learning
workshops where the approach is participatory. It requires schools to work out an action plan.
In Sweden, the National Agency for Education was in 2009 commissioned by the government tostimulate work on entrepreneurship in schools in line with the new steering documents forcompulsory school and upper secondary school. It has produced a comprehensive support
material with examples on how entrepreneurship can be included in the teaching. During 2012,
the Agency allocates grants to schools in order to stimulate the development of activities in termsof entrepreneurship and entrepreneurial learning in schools at all levels.
In Turkey, a student-centred approach is adopted for the optional subject of Entrepreneurship.
Project work and other out-of-class tasks promote student creativity and interaction. The syllabus
and textbook for the course is written by experts from the Ministry of National Education.
In the United Kingdom (Wales), online implementation guidance and tools to enable schools
and colleges to develop a continuum of entrepreneurial learning are under development and will
be available online in 2012. National delivery programmes that support this work include the'Dynamo Curriculum Materials' which are innovative teaching materials providing guidance and23Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

resources to support the development of entrepreneurial skills and attitudes. More than 2 000
teachers have been trained.
It is interesting to note that in several countries implementation strategies and teaching materials forentrepreneurship education are being provided and developed in partnership between different
ministries (e.g. education or finance), organisations mandated by the government, private non-profit
organisations and in cooperation with the world of enterprise.
In Spain, there is a whole range of teaching materials developed by the Spanish Directorate
General of SMEs of the Ministry of Industry (DGPYME). Moreover, within the framework of thecollaboration agreement between the Ministry of Education and the High Council of Chambers ofCommerce, and specifically the programme Entrepreneurial Round, chambers of commerce havedeveloped teaching materials for promoting young students’ entrepreneurial spirit. Finally, several
Autonomous Communities are developing specific entrepreneurship programmes and practicalimplementation guidelines and tools, for primary school up.
In Austria, several stakeholders are involved in providing specific entrepreneurship education
programmes: Entrepreneurship Education for School-based Innovation (EESI), which is an‘impulse centre’ from the Ministry of Education; the Initiative for Teaching Entrepreneurship(IFTE), member of the European Network for Teaching Entrepreneurship and Junior Enterprise
Austria. The strategy for implementing entrepreneurship education is for schools to be more
open; they must reach out to find settings for learning outside the school premises. Companies,
public institutions and other organisations are considered useful teaching and learning settings as
they provide for hands-on learning experiences and relate to real-life situations. The setting up
and running of student firms is also encouraged to implement entrepreneurship education.
In Finland, the ministry of education and culture in cooperation with other ministries andstakeholders issued Guidelines for entrepreneurship education (2009). They include objectives
for 2015 with a stronger focus on entrepreneurship at all levels of education and bettercollaboration between key players in the development of teaching methods to support
entrepreneurship. Due to full school autonomy in this area, methods of implementation may vary.
However, guidelines are also included as part of the core curriculum and these specify that themain focus should be on practical exercises and the creation of personal participation
experiences. The learning environment may be developed in cooperation with different
organisations and enterprises.

The previous examples give an idea of the variety of central guidelines and teaching materials for
implementing entrepreneurship education. Nevertheless, some common features also appear.
Entrepreneurship education generally builds on active and participatory teaching methods. Its main
characteristics are the practical, project-based approach, promoting practical experience throughworkshops, cooperation with different organisations and enterprises, including learning settingsoutside school, and last but not least the hands-on approach of setting up and running student firms.

24

CHAPTER 4: CURRENT INITIATIVES AND ONGOING REFORMS
4.1. Current initiatives
Initiatives and programmes to promote entrepreneurship education are widespread (see Chapter 1,
Figure 1.2). In some countries, these have been developed within the framework of specific strategies
to develop entrepreneurship education while in others they are part of broader educational or
economic strategies. In the countries where such strategies have not yet been developed, freestanding initiatives may pave the way for future developments.
Closer cooperation between stakeholders in education and business is one of the means used topromote and implement entrepreneurship education. In some cases, the aim of such cooperation is toenable students to discover the world of work and prepare them for their own future career choices. It
can include job-shadowing.
In the German-speaking Community of Belgium, a network of education and business
representatives (Studienkreis Schule & Wirtschaft) focuses on cooperation and the transition
between school and work. It runs several projects and activities to facilitate meetings between
students and businesses and fosters the development of an entrepreneurial spirit. One-day extracurricular activities, (Technikids for 5th and 6th year of primary school and Dream Day for 5th or
7th year of upper secondary school) allow students to become familiar with the work of different
professions.
In Cyprus, students in the 2nd year of lower secondary education can gain experience in a
profession of their choice over one week. Furthermore, two or three times a year, the Enterprise
Day programme gives students the opportunity to become familiar with the workplace and thedaily activities of a person in business.
In Latvia, in September-October 2011, the Investment and Development Agency of Latvia (LIAA)
organised meetings of upper secondary students (taking Economics and Basics of businesseconomics) and representatives of 20 successful and innovative enterprises working in sectors
such as pharmacy and food production. Students and their teachers met with business managers
and had the opportunity to discuss topics on innovative business solutions and support measuresfor new entrepreneurship initiatives (for instance, through a business ‘incubator’ organisation in
the regions).
In some countries, incentives are given to schools and other interested parties to develop a variety of
programmes to promote entrepreneurship education. This gives schools the opportunity to gain
funding for pilot projects as a first step to embed entrepreneurship education in the curriculum.
In Malta, the Government launched the Entrepreneurship through Education Scheme in February
2011. Its aim is to provide support to all schools in primary and lower secondary education for the
implementation of projects promoting entrepreneurship, including entrepreneurship teachingmaterial, networking initiatives, provision of lectures and relevant teacher training, visits to local
businesses and entrepreneurial activity.
The organisation of entrepreneurship competitions can be seen as an incentive to students to engage
in entrepreneurial projects. Furthermore, the certification of entrepreneurial skills adds value forstudents who choose to invest in their skills development. The competitions also highlight theimportance of developing entrepreneurial skills in education from an early age. However, the wider

25

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

impact of the competitions on the development of entrepreneurship skills is restricted as access tothem is often limited.
The University of Cyprus in collaboration with the Ministry of Education and Culture conducts anannual entrepreneurship competition for students in the second and third year of upper secondary
education.
In Austria, the Entrepreneur's Skills Certificate is a course of four modules covering essential andpractical questions on entrepreneurship. It can be delivered alongside the core curriculum inschool settings from lower secondary education. Starting as a small initiative in 2004/05,
167 schools were offering the course in 2008/09 and 21 100 students had already gained thecertificate by August 2010.
In Romania, the Business Plan Competition, aimed at all registered training firms, was introducedin the school year 2008/09 as a joint initiative of the Ministry of Education, Research, Youth andSports, the National Centre for the Development of Vocational and Technical Education,
KulturKontakt Austria and other social partners.
Several countries have started to invest in what can be seen as a prerequisite of the successful
delivery of entrepreneurship education  the training and support of teachers.
In the Flemish Community of Belgium and within the framework of the European Regional
Development Fund, the project Proleron aims to raise the standard of entrepreneurial education
by training secondary school teachers in entrepreneurship and developing their entrepreneurial
attitudes through adopting non-traditional approaches and teaching methods and by using nontraditional pedagogical tools.
In Bulgaria, the Ministry of Education organised pilot training projects for teachers in primaryeducation. Two hundred teachers were trained in 2010/11 and another training programme is to
be organised in 2011/12 for 250 new teachers.
In the Netherlands, the Education and Entrepreneurship Action Programme 2007 and 2009 also
included a training programme for teachers to ensure they act in an entrepreneurial manner
themselves and to help them encourage entrepreneurial behaviour in their students. The plan
was to train forty teachers who, in turn, would act as trainers to help train a thousand teachers inprimary, secondary and middle vocational education.
In the United Kingdom (England), to support enterprise in schools the government is enhancing
online resources for teachers at the Enterprise Village and promoting the recruitment of 2 500
local enterprise champions through the Inspiring the Future website.
Many examples can be found for the implementation of entrepreneurship education by involving
students in setting up and running fictive companies. These types of activity follow the innovative andpractical approach that usually characterises entrepreneurship education. Specialized nongovernmental organisations (NGOs), such as Junior Achievement, often facilitate such projects.
In Ireland, for example, students in the Transition Year (first year of upper secondary education)and taking part in the Enterprise module can get involved in mini companies.
In Cyprus, a new programme has been introduced in some schools, called ‘simulation sample
enterprises’. During a whole year, students divide into groups to work on a specific area ofentrepreneurship, building their own understanding of what an enterprise is.

26

Chapter 4: Current Initiatives and Ongoing Reforms

In Latvia, the non-profit organisation Junior Achievement – Young Enterprise Latvia plays anactive role in organising seminars and workshops for students on establishing and running
Student Learning Enterprises. Seminars for students and their teachers take place in various
cities of Latvia. The main aim of the programme is to enhance students’ entrepreneurship skills
and to develop their decision making skills. In the school year 2010/11 more than 560 Student
Learning Enterprises were established. Similarly, in Lithuania, Junior Achievement is one of theleaders in the promotion of entrepreneurship education and their programs are taught in 40 % of
Lithuanian secondary schools. In Romania, their programmes are implemented in over
1 000 schools, due to a partnership with the Ministry of Education and the financial support
provided by the business community.
In Luxembourg, the Association Jonk Entrepreneuren, created by the government in cooperation
with economic stakeholders, and part of the network Junior Achievement – Young Enterpriseoffers programmes for different school levels which includes ‘mini-enterprises’. Students are
responsible for running a mini-enterprise over one year with their teacher as coach.

4.2. Ongoing reforms
It is important that the current picture of entrepreneurship education in Europe is viewed in context.
Many national education systems are in a process of reform in order to adapt to 21st century
economic and social demands  the integration or reinforcement of entrepreneurship education isamong the objectives of many of these curricular reforms.
In Bulgaria, the new Law on Pre-school and School Education, still under discussion inministerial working groups, envisages entrepreneurship, creativity and developing a sense of
initiative as one of the main goals of the educational system in Bulgaria. Entrepreneurship will be
included as one of the subjects to be introduced. While the Ministry determines at national level
the total number of hours for this area of the curriculum, schools are free to decide how to
distribute these hours between a range of subjects.
In Ireland, the National Council for Curriculum and Assessment has developed a short senior
cycle course on enterprise. It has not yet been incorporated into the curriculum; its
implementation is still under discussion between educational stakeholders.
In Spain, the 2011 reform of the core curriculum for lower secondary education includes a new
optional subject in the 4th year  Professional Guidance and Entrepreneurial Initiative. The reform
will be implemented in 2012/13; nevertheless, the education authorities are free to implement itfrom 2011/12.
In Cyprus, in the new curriculum for primary and secondary education to be implemented inschool year 2011/12, emphasis is given to attributes, skills and working methods that enhance
entrepreneurial behaviour as a cross-curricular objective.
In Malta, a draft National Curriculum Framework (NCF) was launched in May 2011 as aconsultation document. Education for entrepreneurship is proposed as a cross-curricular theme
identified as essential for the education of all students and for achieving the aims of education. It
is intended to strengthen the embedding of elements of entrepreneurial behaviour through the
integration of entrepreneurship programmes, projects and activities in the established curriculumfor schools both at primary and secondary level.

27

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

In Poland, the ongoing curricular reform which will be completed in 2016 focuses on shaping
attitudes and competences including entrepreneurship.
In Sweden, entrepreneurship is part of the ISCED 3 school reform implemented in 2011, in theform of commentary material on how to look at entrepreneurship in the various programmes, andin the form of a forthcoming commentary material on the new subject of entrepreneurship, which
will be published in 2012.
In Iceland, national curriculum revisions were launched in 2011 and new subject curricula are
expected in 2012. These revisions will include compulsory elements of creative activity for all
subjects.

28

CONCLUSION
With 31 countries participating in the 2011 Eurydice survey on ‘Entrepreneurship Education’, theconsultation provided a unique opportunity to gather information on the current state ofentrepreneurship education in primary and general secondary education as well as on the associatedrecent national strategies, action plans, initiatives and ongoing reforms.
A great majority of European countries address entrepreneurship education through national
strategies or initiatives (see Chapter 1, Figure 1.2). This clearly reflects the wide recognition of theimportance of entrepreneurship education in Europe. Nearly half of the countries have incorporated
the objectives linked to the promotion of entrepreneurship education within broader strategies (lifelong
learning, education and youth, growth), while several countries, located mainly in Northern Europe,
have launched specific entrepreneurship education strategies.
The survey shows that two thirds of European countries explicitly recognise entrepreneurship in
central steering documents at primary education level (see Chapter 2.1, Figure 2.1). This changes
significantly in secondary education, where virtually all countries integrate entrepreneurship into thecurriculum in some form (see Chapter 2.2, Figure 2.2 and Chapter 2.3, Figure 2.4).
In primary education, the cross-curricular approach prevails. Where entrepreneurship education is
integrated into existing subjects, these are generally compulsory. Entrepreneurship is not taught as aseparate subject.
The cross-curricular approach starts to give way to the integrated approach in lower secondary
education, with each model being used in a similar number of countries. However, whereentrepreneurship is integrated into other subjects, in a third of countries these are optional rather thancompulsory subjects. In either case, they mostly belong either to the social sciences area or to thearea of economics, business studies and careers education. A few countries offer entrepreneurship asa separate subject.
In upper secondary education, the cross-curricular approach remains equally widespread, but the
number of countries also using the integrated approach increases, as does the use of optional
subjects. Several countries combine a cross-curricular approach with integration in both compulsory
and optional subjects. In addition, there are more countries which offer entrepreneurship as a separate
subject. As in lower secondary education, the social sciences are still a popular home forentrepreneurship education. However, more countries at this upper level integrate it into the area of
economics, business studies and careers education.
The survey shows that many European countries define specific learning outcomes forentrepreneurship education and these generally cover different aspects of the three dimensions ofentrepreneurial attitudes, knowledge and skills.
In primary education, half of the countries define learning outcomes related to entrepreneurship andthese mostly cover entrepreneurial attitudes but also transversal entrepreneurial skills. No country
addresses practical entrepreneurial skills at this school level.
At secondary level, most countries have defined learning outcomes for entrepreneurship education.
Many countries cover all three dimensions: attitudes, knowledge and skills and most of them at least
two. However, no country has learning outcomes linked only to entrepreneurial skills, which indicatesthat the other dimensions are needed to build these skills. The data shows that in the countries wherepractical entrepreneurial skills are defined in upper secondary education, others linked to businessknowledge are often also introduced at the same level of education.

29

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

The information provided shows that a third of countries have practical implementation guidelines forentrepreneurship education and, in also roughly one third of countries, teaching materials have beendeveloped. Where practical implementation guidelines and/or teaching materials are offered, it
appears that they are sometimes developed in partnership with different ministries, non-governmentalorganisations (NGOs) and other organisations mandated by the government. What seems tocharacterise the implementation of entrepreneurship education is a mix of active and participatory
teaching methods, based on practical experience such as setting up and running student firms.
The ongoing initiatives related to entrepreneurship education in a dozen countries show a range ofactivities, including closer cooperation between education and business, financial initiatives to fundpilot projects promoting entrepreneurship, the organisation of entrepreneurial competitions, thecertification of entrepreneurial skills, the setting up and running of student training firms and last, but
not least, teacher training and support.
Finally, it is important to highlight, that the current picture of entrepreneurship education in Europe isviewed in a context where half of the countries are engaged in a process of educational reform. Theseongoing changes often include the strengthening of entrepreneurship education among theirobjectives.

30

NATIONAL DESCRIPTIONS(Alphabetic order)
Austria

32

Belgium – Flemish Community

34

Belgium – French Community

36

Belgium – German-speaking Community

37

Bulgaria

38

Cyprus39

Czech Republic

40

Denmark

43

Estonia

44

Finland

46

France47

Germany

48

Greece48

Hungary

49

Iceland50

Ireland

51

Italy

52

Latvia53

Liechtenstein

55

Lithuania

57

Luxembourg

59

Malta

60

The Netherlands

61

Norway62

Poland64

Portugal66

Romania

67

Slovakia

69

Slovenia

71

Spain

73

Sweden78

Turkey79

The United Kingdom – England

80

The United Kingdom – Northern Ireland

82

The United Kingdom – Scotland

83

The United Kingdom – Wales

84

31

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

AUSTRIANATIONAL STRATEGY, CURRENT INITIATIVES
There is no specific national strategy for entrepreneurship education in general education.
However, the Austrian Strategy on Lifelong Learning, adopted in July 2011 by the AustrianFederal government sets out entrepreneurship education as a cross-curricular competence among
the eight key competences (cf. recommendation of the Council and the Commission 2006).
Entrepreneurship education is specially tackled in Action lines 8 and 2 of the Strategy.
http://www.bmukk.gv.at/ministerium/vp/20110705b.xml
http://www.bmukk.gv.at/medienpool/20916/lllarbeitspapier_ebook_gross.pdf(only DE)
(only DE)A lot of concrete initiatives for entrepreneurship education have been running and are being
spread.
Entrepreneur's Skills Certificate (EU best practice) can be delivered beside the core curriculumin school settings as from ISCED 2.
http://portal.wko.at/wk/startseite_dst.wk?dstid=7189 (only DE)

Jugend Innovativ (Innovative Youth) (EU best practice) is a competition supporting project workin 5 topical areas: business, design, engineering, science and climate protection. The target groupis mainly upper secondary students in regular classes.
www.jugendinnovativ.at (only DE)

Euro Finance Driving Licence: This certificate can also be delivered in school for free, following
an agreement with the Ministry.
https://at.finanzfuehrerschein.eu/show/willkommen/ueberblick/index.html
https://www.finanzportal.at/show/willkommen.html(only DE)
(only DE)

Entrepreneurship Education for School-based Innovation: The Impulse Centre from the
Ministry aims at fostering entrepreneurship education and school innovation through teacher
support, information exchange, development of supporting teaching aids, contacts to regional
businesses, etc.
http://www.eesi-impulszentrum.at/(only DE)The Initiative for Teaching Entrepreneurship (IFTE) also offers workshops, didactic material andnetworking. It is Member of the European Network for Teaching Entrepreneurship.
http://www.ifte.at/

Junior Enterprise Austria, which is part of the network Junior Achievement, offers specificprogrammes for entrepreneurship education, including the creation of real companies as a school
project for one (school) year.
www.junior.cc

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized at all school levels.
In ISCED 1, entrepreneurship education is taught as part of the compulsory subject Sachunterricht.

32

National Descriptions

Concrete implementation guidelines are included in the curriculum. Some of the possible strategies
are the following: thematic excursions on economic experiences; arrangement of learning
situations using original materials from the economic world as well as relevant didactic material;
development of an understanding of economic processes in a playful way.
http://www.bmukk.gv.at/schulen/unterricht/lp/Volkschullehrplan3911.xml
http://www.bmukk.gv.at/medienpool/14051/lp_vs_7_su.pdf(only DE)
(only DE)In ISCED 2 (3rd and 4th year), entrepreneurship education is integrated in the framework of an
intensive career and vocational preparation, both in the compulsory subjects and in the compulsory
exercise vocational orientation, as well as in vocational practice days, field visits and excursions.
It is part of the general learning objectives (educational field Human beings and society) and of thecompulsory subjects Geography and Economics, Technical Work, History and Social
Studies/Political Education.
There is a special branch of academic secondary schools (AHS) with focus on home economics
and where business education and preparation for the world of work and employment are crosscurricular and compulsory.
http://www.bmukk.gv.at/schulen/unterricht/lp/lp_abs.xml(only DE)In ISCED 3, the curriculum of academic secondary schools (AHS) includes entrepreneurshipeducation as part of the general learning objectives (educational field Human beings and society)and of the compulsory subjects 'History and Social Studies', 'Political Education', and 'Geography
and Economic Studies'.
http://www.bmukk.gv.at/schulen/unterricht/lp/lp_ahs_oberstufe.xml(only DE)

The curriculum of pre-vocational schools includes entrepreneurship education as an educational
strategy. It is therefore integrated as cross-curricular objective and as part of the compulsory
subjects Vocational Orientation and Practical Life Skills, Political Education and Economics. There
are also separate optional subjects such as the Entrepreneur's Skills Certificate and others in theareas of specialisation.
http://pts.schule.at/data/PTSLehrplan-2008.pdf(only DE)One of the implementation strategies for entrepreneurship education is the opening of schools:
School can reach out providing for learning settings outside the school premises andcomplementing instruction by school events. Companies, public institutions, etc. are useful placesof teaching and/or learning as they provide for hands-on learning experiences and relate to real-lifesituations.
Training firms are another possible implementation strategy.
More specifically for the implementation of the Entrepreneur's Skills Certificate, specific didactic
material is available.
http://learning-uf-at.bitmedia.cc/system/contentview.php/static/default08/de/mediendemos.ihtml?itk_sid=600e9de77d3bcec1ba097188a7e34ce3 (only DE)

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 1
Sachunterricht:


explore basic economic needs in their specific life settingsgain insights into the world of work and understand the need of a good education

knowledge of economic interrelations explained in concrete examples

33

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

ISCED 2
General learning objectives (educational field Human beings and society):

develop a strong personality and address the challenges of working life

being able to identify, discover and critically question personal wishes, interests and talents andappreciating gifts and skills

Geography and Economics:


act with responsibility and tolerance in the personal, professional and public spheresgain understanding of different economic and social systems

understand and assess realities and developments in working life and careers

Technical Work:gain understanding of the world of work and professional life

develop skills by collecting experiences from practical work

promote readiness for cooperation and team spirit in planning and manufacturing processes

ISCED 3
History and Social Studies, Political Education:
empower students to analyse existing social, cultural, economic and political structures

Geography and Economic studies:gain basic knowhow and specific insights into internal business processesunderstand the transformation of production processes and the changes in work and employment by
the growing impact of technology and globalisationdevelop interest for self-employment (entrepreneurship)

BELGIUM – FLEMISH COMMUNITYNATIONAL STRATEGY, CURRENT INITIATIVES
Action Plan Entrepreneurship Education 2011-2014 of the Flemish Government
http://www.vlaanderen.be/servlet/Satellite?pagename=nieuwsberichten%2FNB_Nieuwsbericht%2FNieu
wsbericht&cid=1312173854424(only NL)

The official certificate of ‘Business Management’This minimum programme is imposed by the federal government and has been laid down by Royal
Decree. The compulsory subject material must be acquired in at least 120 hours. The Flemish
government translated this minimum programme into entrepreneurial skills. This minimum
competency-oriented programme is imposed to all schools of secondary education and adulteducation in Flanders through a circular letter.
http://www.ond.vlaanderen.be/edulex/database/document/document.asp?docid=13955(only NL)

Competento: Virtual knowledge centre for entrepreneurial building.
http://www.competento.be/(only NL)

COOS: A competition, with the prize of a Trophy for the ‘School team with the best entrepreneurial
skills’.
http://www.ond.vlaanderen.be/dbo/projecten/proj_afger_coos.htm(only NL)
http://www.ond.vlaanderen.be/dbo/en/projecten/projecten_coos-2009.htm

Plan(k)gas: A business plan competition for ISCED 3 (1st-2nd year) in Flanders.
http://www.flandersdc.be/nl/plankgas

34(only NL)National Descriptions

ProleronThis project aims at professionalizing secondary school teachers and teachers in adult education
on entrepreneurship and to stimulate their entrepreneurial mindsets by adopting non-traditional
approaches and teaching methods and by using non-traditional pedagogical tools in order toincrease the efficiency of the entrepreneurial education.
http://www.ond.vlaanderen.be/dbo/projecten/projecten_proleron_bis.htm (only NL)
http://www.ond.vlaanderen.be/dbo/en/projecten/projecten_proleron_bis.htm

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Sense of entrepreneurship and social-economic literacy are explicitly recognized as crosscurricular objective in ISCED 2 and 3.
As freedom of education is a constitutional right in Belgium, schools enjoy considerable autonomy
in determining curriculum and teaching methods.
A guide for the implementation of cross-curricular attainment targets has been published in 2010:
http://www.ond.vlaanderen.be/publicaties/?get=NIEUW&nr=393&i=38

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
The Action Plan Entrepreneurship Education defines a learning pathway for entrepreneurshipeducation. It should, however, be observed that in view of autonomy of schools in curriculum
design and teaching methods, schools can decide in a fully autonomous way whether and how
they will take the recommendations of the Action Plan on board.
The two basic units of a learning pathway for entrepreneurship education as suggested by theaction plan entrepreneurship education are 'entrepreneurship' (starting up a business) and 'a senseof entrepreneurship' (entrepreneurial behaviour).
ISCED 1-3


a sense of entrepreneurshippositive image formation about entrepreneurs and entrepreneurship

economical awareness: importance of enterprises for society

ISCED 3a sense of entrepreneurshippositive image formation about entrepreneurs and entrepreneurship

economical awareness: importance of enterprises for societyentrepreneurship: individual choice of each student

35

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning OutcomesBELGIUM – FRENCH COMMUNITYNATIONAL STRATEGY, CURRENT INITIATIVES
Déclaration de Politique Communautaire 2009-2014
Includes the objective to foster an entrepreneurial spirit and innovation capacities at all schoollevelshttp://www.cfwb.be/fileadmin/sites/portail/upload/portail_super_editor/Docs/declaration_politique_communautaire.pdf(only FR, p. 34)

Governmental awareness-raising campaign on entrepreneurship, including small businessprojects and meetings with the world of enterprise
http://www.wallonie.be/fr/themes/entreprises/promotion-de-l-esprit-d-entreprise/sensibilisation-a-lentrepreneuriat/index.html(only FR)

In cooperation with ASE (Agence de stimulation économique) and its Programme Wallon Espritd'Entreprendre, workshops on entrepreneurial spirit are organized with the aim to have each
student participate at least once. ASE also offers a range of events, grants, teaching materials andtools.
http://www.espritdentreprendre.be/FR/INDEX/index.php
http://www.as-e.be/
http://www.as-e.be/ase/ase-fr-cg/esprit-d-entreprendre/actions-pour-les-jeunes/index.html
http://www.tousdesas.be/index.php(only FR)
(only FR)
(only FR)
(only FR)End of ISCED 1, beginning of ISCED 2:
Cap'Ten: Tools and materials for entrepreneurship education
http://www.ichec-pme.be/capten/(only FR)

http://www.dreamday.be/pdf/Traces_DREAM_FR.pdf(only FR)ISCED 3 (3rd-5th year): Programme DREAMEXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized as cross-curricular objective at all schoollevels. However, schools have the full autonomy to determine curricula and teaching methods.
In ISCED 1, there are some examples of schools that particularly encourage attitudes andabilities linked to entrepreneurship, e.g. initiative, creativity, autonomy, responsibility.
In ISCED 2-3, it is part of the optional subject 'economic sciences'.
Implementation guidelines and teaching materials for the subject 'economic sciences' are available.
http://www.enseignement.be/index.php?page=24399
http://www.enseignement.be/index.php?page=25137&type=3&annee=13,14,15,16,17,18&discipline=10&act=search(only FR)
(only FR)LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
For ISCED 3, the learning outcomes for the subject 'economic sciences' are defined as
evaluation criteria.
http://www.enseignement.be/index.php?page=24924&navi=592(only FR)Transversal competences such as analysis, problem solving, conceptualization, synthesis areapplied to topics, among which there is enterprise.
They are also included in the programs available for each subject in the public schools as well as in
the private grant aided schools and public grant aided schools.

36National Descriptions

Programs focus on the solution of concrete issues. Applying competences to topics implies anentrepreneurial spirit.
Some examples of learning outcomes are:

gathering and evaluating information to solve microeconomic problems

find solutions to concrete issues applying fundamental microeconomic concepts

develop awareness of opportunities and constraints to producer and consumer behaviour



prepare to act as a responsible and autonomous citizendevelop awareness for the necessity of rational business management and the monitoring of thebusiness development and its productscarry out a simple market and product study in the framework of a mini school enterprise or thefinancing of an extracurricular activity
http://www.enseignement.be/index.php?page=25190&navi=2436(only FR)
http://admin.segec.be/documents/4551.pdf(p. 53, only FR)
http://www.cpeons.be/tempFiles/456212215166/VB%20D2%20D3%20TTr%20SCIENCES%20%20ECONOMIQUES.pdf(only FR)BELGIUM – GERMAN-SPEAKING COMMUNITYNATIONAL STRATEGY, CURRENT INITIATIVES
ASE (Agence de stimulation économique) is in charge of current initiatives to promote
entrepreneurial spirit.
http://www.bildungsserver.be/desktopdefault.aspx/tabid-2459/4428_read-31787/
http://www.as-e.be/(only DE)
(only FR)

Network of education and business representatives (Studienkreis Schule&Wirtschaft) working on
the cooperation and transition between school and entrepreneurship, offering several projects andactivities to facilitate meetings between students and business and the development ofentrepreneurial spirit:
ISCED 1: 5th-6th year: TechniKids
ISCED 3: DREAM DAY (5th-7th year), young enterprises
http://www.schulewirtschaft.be/Studienkreis_Schule_Wirtschaft/Home/home.html(only DE)EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized in the framework curriculum (Rahmenpläne
Schulische Berufswahlvorbereitung und Berufsorientierung) as a cross-curricular objective, in placesince June 2008 for ISCED 1-3.
http://www.bildungsserver.be/PortalData/21/Resources/downloads/schule_ausbildung/schulische_ausbil
dung/Endfassung_Sammeldekret_2010_angepasst.pdf

In ISCED 3, it is also part of the subject 'economy', for the students who choose an economic
option.
From ISCED 1-3, various other curricular and extra-curricular activities linked to the promotion ofan entrepreneurial spirit are being offered, but the schools are autonomous in the implementation.
No specific implementation guidelines exist.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
No specific learning outcomes defined.

37

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

BULGARIA
NATIONAL STRATEGY, CURRENT INITIATIVESThe National Lifelong Learning Strategy (2008-2013) calls for integration of entrepreneurship inschool education in both curricular and extracurricular forms.
http://issuu.com/lafrikanov/docs/lifelong_learning_national_strategy_2008_-_2013

Programme for Development of Education, Science and Youth Policy in the Republic of
Bulgaria (2009-2013) sees entrepreneurship to be developed in schools through integrated
modules in the general subjects' curricula.
http://mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/programa_MOMN-2009-2013.pdf(only BG)

The National Programme for Youth (2011-2015) lists as first priority encouraging the personal
development and economic activity of young people and improving the access to information andquality services. This includes stimulating entrepreneurship and the acquisition of business skills.
http://www.mon.bg/opencms/export/sites/mon/top_menu/youth/procedures/National_programme_for_youth_
2011-2015.pdf(only BG)

In ISCED 1, where entrepreneurship education is not compulsory, it is becoming increasingly popular
to offer such education, as the Ministry of Education organized pilot trainings of teachers forentrepreneurship education in the elementary grades in 2010/11. 200 teachers were trained to deliver
the programs, which are created, adapted and provided by Junior Achievement Bulgaria, in schools
across Bulgaria. In the 2011/12 school year, the Ministry already organized another pilot training for
250 new teachers who will commit to teaching entrepreneurship in the elementary grades.
The initiatives and programs of Junior Achievement that were once voluntarily implemented by ahandful of schools, nowadays are increasingly included in official educational plans, andentrepreneurship is about to become institutionalized as a compulsory element of the educational
process.

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized as cross-curricular objective and is
promoted by the Ministry through the national program for qualification of teachers.
In ISCED 1, it is not compulsory, but delivered as part of the subjects in the area Domestic Lifestyleand Technology.
In ISCED 2 (4th year) and ISCED 3, each school can choose among different branches, called
profiles. In the branch named Technology – Entrepreneurship and business (annually, about
50 general high school offer this profile), entrepreneurship education is compulsory and integrated
into all subjects (separate subject as well as part of other subjects).
The implementation covers both theory and practice (through online simulation games, student
mini-enterprises). The educational program is very modern and relies heavily on cooperation andsupport from the business and the parents’ community. It is based on the entrepreneurshipeducation programs of Junior Achievement Bulgaria.
http://bulgaria.ja-ye.org/pls/apex31mb/f?p=17000:1002:118851603916357::::P0_APP_LANGUAGE:3

The new Law on Preschool and School Education, still under discussions in ministerial working
groups, envisages entrepreneurship, creativity and developing a sense of initiative as one of themain goals of the educational system in Bulgaria. Entrepreneurship will be included as one of the38National Descriptions

subjects. The Ministry determines on national level the total number of school hours, but the school
has autonomy in distributing those among a range of subjects.
For ISCED 2 (4th year), there have been talks to introduce a separate compulsory subject'Entrepreneurship', but opinions differ as to whether this is the most appropriate approach, withmany experts being convinced that it would be more effective to integrate entrepreneurship into thecurricula of all educational subjects.
http://mon.bg/opencms/export/sites/mon/news-home/2009/kontseptsia-22-03-2011.pdf(only BG)

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 2 (4th year) and ISCED 3 of the school branch 'Technology – Entrepreneurship andbusiness':
The main aim is the formation of entrepreneurial culture and a sense of initiative, including
managerial, economic and information literacy and behavioural models.
Students know about:theoretical foundations of economy (macro- and micro-models, structures, functions)

practical aspects of entrepreneurship

the management and activity of a student-run mini-company

the practical aspects of economy in the firm and office

the information technologies in management – business communication and usage of management
and economic softwarethe norms of business ethics, strategies for success, leadership and preparation for a career

the challenges of global economy

Using the learning-by-doing method, they learn how to run a student enterprise in practice.

CYPRUSNATIONAL STRATEGY, CURRENT INITIATIVESIn ISCED 3 (2nd year): Working gaining experiences week: During one week the students follow
a profession of their choice.
Enterprise Day programme: Taking place 2-3 times a year, it gives the students the opportunity to
get familiar with the workplace and daily activities of a businessman.
A new programme has been introduced in some schools, called Simulation samples ofenterprises. During a whole year, students divide into groups to work on a specific subject ofentrepreneurship, building their own understanding of what an enterprise is.
The University of Cyprus in collaboration with the Ministry of Education and Culture conducts anannual competition on entrepreneurship for students of ISCED 3 (2nd and 3rd year).

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is not explicitly recognized. However, in the new curriculum for
ISCED 1-3, to be implemented in the school year 2011/12, emphasis is given on attributes, skills
and working methods that enhance entrepreneurial behaviour as a cross-curricular objective.
http://www.nap.pi.ac.cy/

39(only EL)

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

Furthermore, one of the goals of the Ministry of Education and Culture during the last years has
been to incorporate elements of entrepreneurship as part of other subjects such as science andeconomics.
To get familiar with this basic aim of the New Curriculum and the ways for developing these skills
and attributes, the Ministry of Education and Culture set for this academic year, 2011/12, the aim'Our school – A workshop for developing critical thinking, creativity and collaboration' (CF circular).
According to a circular, schools should be workshops of learning, where students have the chance
to raise problems and in collaboration with their peers and their teachers seek and find solutions.
Schools are asked to achieve this goal, by working out an action plan. Specific ideas for activities
are proposed in the circular.
http://www.moec.gov.cy/(only EL)
http://www.moec.gov.cy/stoxoi/stochoi2012/stochoi_scholikis_chronias_2011_12.pdf (only EL)

Every year, one or two aims are described in a circular and guide the work of schools throughout
the year. In the school year 2005/06 for ISCED 1, an emphasis was given to entrepreneurshipeducation. Apart from defining the meaning and explaining basic elements, certain activities were
proposed such as visits to businesses, role plays and other educational games. Moreover, alecture with the title 'Entrepreneurship in primary education' was presented to all head teachers of
ISCED 1 by the First Education Officer of Primary Education.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
No specific learning outcomes for entrepreneurship education are specified.

CZECH REPUBLIC
NATIONAL STRATEGY, CURRENT INITIATIVESThe Strategy of Lifelong Learning in the Czech Republic (2007) aims at the development offunctional literacy and key competences such as financial literacy. Entrepreneurship is not explicitly
mentioned though.
http://www.msmt.cz/uploads/Zalezitosti_EU/strategie_2007_EN_web_jednostrany.pdf

It was followed by the Strategy for Lifelong Learning Implementation Plan approved in 2009 (bymeans of which the goals of the Strategy will be implemented in 2009-2015), which supports anongoing curricular reform (introduced at the turn of the 21st century and legislatively supported by
the 2004 Education Act) with an emphasis on increasing the functional literacy of students and thedevelopment of key competences though e.g. the implementation of larger student projects, suchas setting up fictive companies etc.
http://www.msmt.cz/vzdelavani/strategie-celozivotniho-uceni-cr?lang=1(only CZ)EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized within the cross-curricular themes, which
are compulsory. Furthermore, the curriculum is based on the concept of key competences, among
which there are working competences (ISCED 2) and entrepreneurial competencies (ISCED 3).
In ISCED 1 and 2, entrepreneurship education is part of the cross-curricular themes named 'Moral,
character and social education' and 'Civic education for democracy'. It is also part of the optional
subject 'Ethical education'.

40

National Descriptions

In ISCED 2, additionally, it is part of the compulsory subjects 'Man and Society: Civics' and 'TheWorld of Work' (compulsory only in the last two years).
In ISCED 3, entrepreneurship education is part of the cross-curricular theme 'Moral, character andsocial education'. It is also part of the subject 'Basics of Civics and Social Sciences' (Educational
Area: Man and Society) compulsory in the first two years.
http://www.msmt.cz/vzdelavani/framework-education-programme-for-basic-education
http://www.vuppraha.cz/wp-content/uploads/2009/12/RVP_ZV_EN_final.pdf
http://old.vuppraha.cz/soubory/RVP_G-anj.pdf

Schools have full autonomy to decide how to implement cross-curricular themes and no concrete
implementation guidelines for entrepreneurship education exist. However, the Manual for
Development of School Education Programmes contains strategies for key competencesdevelopment and fulfilment.
In ISCED 1 and 2, problem-solving competency should be developed by integrating creative
thinking:children are guided to an active participation in all phases of activities, planning, preparation,
implementation and evaluation

instruction is conducted so that students look for different solutions to problems and are able to defend
these solutions



during the school in nature – škola v přírodě (which provides breaks for children and students in ahealthy environment without the need to interrupt their education) and project days school uses miniprojects for logical solving of problems

students present their opinions and ideas in school magazine

Moreover, professional competency should be developed:motivating students to active involvement into the world of work



guide students to objective self-evaluation and judgment with real potential in professional orientation
http://www.vuppraha.cz/wp-content/uploads/2010/02/Manual_SVP-ZV.pdf (only CZ)

In ISCED 3, entrepreneurial competency should be developed:

offering students activities that support their ability to make decisions independently, plan, prepare andimplement some activities – 'school academies' (students performance and presentation of students
activities), graduation ball, textbooks exchange, etc.

encouraging students to evaluate their own procedures and results of their work

involving students in group, class or school projects

These activities are monitored by teachers and the teachers offer students professional help. They
help students to discover and develop their abilities through school or national competitions andinclude activities in instruction that familiarise students with career opportunities.
http://www.vuppraha.cz/wp-content/uploads/2010/02/Manual_SVP-G.pdf(only CZ)LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 1-2: Learning outcomes for cross-curricular themes 'Moral, character and social education'and 'Civic education for democracy':

guides the student towards an understanding of himself/herself and othersdevelops the basic skills for good communication, as well as the respective knowledgeshapes and develops the basic skills for cooperation

helps the student acquire the basic social skills necessary for solving complex situations (such asconflicts)

shapes study skills



guides the student towards understanding the importance of order, rules and laws for the functioning ofsociety41

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomesdevelops and supports the abilities and skills for communication, formulation, argumentation, dialogue
and presentation



guides the student towards considering issues in the broader context and towards employing criticalthinking

ISCED 2 (additionally): Learning outcomes of the subject 'Man and Society: Civics':


explain how his/her more realistic knowledge and evaluation of his/her own personality and potential
can positively influence decision making, relations with others and quality of life

assess the influence of personal qualities on achieving individual and common goals

explain the importance of willpower in attaining objectives and overcoming obstacles



recognise manifestations of negative qualities in himself/herself and in others, assess critically his/herbehaviour and conduct and correct them accordingly

describe how character and volitional qualities can be regulated and cultivated, how personal strengths
can be developed, weaknesses overcome and healthy self-confidence nurtured

Learning outcomes of the subject 'The World of Work':

become oriented in the work activities of selected professions

evaluate his/her potential when selecting a suitable profession and professional training

make use of professional information and advisory services for the selection of appropriate education

show in model situations the ability to present himself/herself when entering the labour market

ISCED 3: Learning outcomes of the cross-curricular theme 'Moral, character and social education':

aim at understanding himself/herself, create balanced self-perception e.g.:o realise his/her personal qualities, skills, achievements and potential, andevaluate themo develop self-confidence and responsibility and utilise his/her abilities
o set his/her own objectives and plan his/her personal development basedon thato realise how he/she is perceived by others, become able to accept praise as
well as criticism, success and failure positively and become able to learn
from experienceo present himself/herself purposefully in various situations

seek ways to confront stress arising from the character of life at a given time

distinguish factors affecting mental energy and creativitygain specific (self-restraint as well as communicative) skills for handling various social situations(situations which are complicated in terms of communication; competition; cooperation; help, etc.)create a list of different behavioural variants and make responsible decisions on the utilisation of thedifferent types of behaviour and conduct in various situations

understand the social group in which he/she lives

form high-quality interpersonal relations, take others into consideration

become aware of his/her rights, obligations and responsibilities within a group as well as the rights andobligations of otherslearn to cooperate

Learning outcomes for the subject 'Basics of Civics and Social Sciences':

compare personality in the individual developmental stages of life, define what each stage brings tohuman life and with what life tasks it presents people

compare various methods of learning and evaluate their effectiveness for his/her study while taking
his/her predispositions into account, apply the principals of mental hygiene when working and learning

use the acquired knowledge when coming to know himself/herself as well as others and when selecting
his/her professional orientation

illustrate on specific examples appropriate methods of coping with difficult life situations

42

National Descriptions

DENMARKNATIONAL STRATEGY, CURRENT INITIATIVESStrategy for education and training in entrepreneurship (2009).
The strategy is developed in a partnership between the Ministry for Science, Technology andInnovation, the Ministry of Culture, the Ministry of Education and the Ministry of Economic andBusiness Affairs. It describes an active investment in entrepreneurship training at educational
institutions. In the future, laws, executive orders and performance/development contracts willaddress education and training in entrepreneurship wherever relevant, involving every level of
education, earmarking funds and included entrepreneurship in the management of educational
institutions.
http://en.fi.dk/publications/2010/strategy-for-education-and-training-in-entrepreneurship

The Danish Foundation for Entrepreneurship was established by the Danish government inJanuary 2010, as one part of the above mentioned strategy. It is intended to create a coherent
national commitment to education and training in entrepreneurship and become a national
knowledge centre for education and training in entrepreneurship.
http://www.ffe-ye.dk/(only DK)
http://www.ffe-ye.dk/media/1521/impact_of_entrepreneurship_education_in_dk.pdf

The new government from autumn 2011 has launched the development of a broad innovation
strategy, into which the education strategy will be incorporated in a revised version.

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINESIn ISCED 2, entrepreneurship education is explicitly recognized as part of the compulsory
subject Education, Business and Labour Market Orientation.
https://www.retsinformation.dk/Forms/R0710.aspx?id=125973 (only DK)

In ISCED 2 (last year), there is also an optional separate subject: Entrepreneurship.
http://www.uvm.dk/Service/Publikationer/Publikationer/Folkeskolen/2009/Faelles-Maal-2009-Ivaerksaetter (only DK)

In ISCED 3, entrepreneurship education (development of creativity and innovation) is explicitly
recognized as cross-curricular objective.
https://www.retsinformation.dk/Forms/R0710.aspx?id=132647#K1

There are no specific implementation guidelines.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
There are no specific learning outcomes for entrepreneurship education.

43(only DK)

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

ESTONIANATIONAL STRATEGY, CURRENT INITIATIVES
On 7 October 2010, the mutual agreement for promotion of entrepreneurship education in Estonia
was signed by the Minister of Education and Research, the Minister of Economic Affairs andCommunications, the Chairman of the Estonian Chamber of Commerce and Industry, the Directorof the National Examinations and Qualifications Centre and the Chairman of the Enterprise Estonia
Foundation (EAS)
http://www.koda.ee/public/Kava_koostoolepe_allkirjadega.pdf(only EE)

On the bases of this agreement, the Estonian Chamber of Commerce and the Academic Advisory
Board for Business Education has published a document on the programme for promotion ofentrepreneurship education.
http://www.koda.ee/public/Ettevotlusoppe_edendamise_kava_Olen_ettevotlik_koos_lisadega.pdf (only EE)

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

According to new National Curricula for Basic Schools and Upper Secondary Schools (2011),
entrepreneurship education is explicitly recognized at all school levels as a cross-curricular
objective. Entrepreneurship competence is part of the general competences that should be formed
through the whole learning process. Moreover entrepreneurship is included in national curricula asa cross-curricular topic 'Civic Initiative and Entrepreneurship'.
In ISCED 2-3, it is also taught as part of the compulsory subject 'Civic studies'.
In ISCED 3, an optional separate subject 'Economic and business studies' will be offered notlater than from 1st September 2013.
http://www.hm.ee/index.php?1511576
http://www.hm.ee/index.php?1512622
http://www.hm.ee/index.php?1512619

The implementation guidelines and learning outcomes are included in the National Curricula.
Methodological material is also available for teachers to help them implement entrepreneurshipeducation.
http://www.oppekava.ee

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
Competencies that should be formed through all subjects as well as in extracurricular and out-ofschool activity are the following:
ISCED 1: Pupil is capable of planning and evaluating his/her activities;
ISCED 2: Student is enterprising, believes in him or herself, shapes his or her ideals, sets goals forhim or herself and acts in their name, heads and makes adjustments to his or her behaviour andtakes responsibility for his or her actions;
ISCED 3: Student is capable of evaluating his/her aspirations, considering his/her abilities andopportunities, is capable of foreseeing potential success and lack of success, is aware of various
employment spheres, trends on the labour market, is capable of obtaining information on further
educational and employment opportunities, plans his/her careers, thinks critically and creatively,

44

National Descriptions

develops and values his or her own and others’ ideas, provides justification for his or her choices
and positions.
Competencies that should be formed through Civic Studies:
ISCED 2Students should:

explain and use in context the following terms: market economy, market and market relations, demand,
supply, competition, productivity, profit, state budget, state and local taxes, common benefits, social
security, poverty, social insurance, social benefit, labour market, gross and net wage, loan, investment
and consumer protectionunderstand the opportunities offered by the labour market to people with different educational levels
and know what it means to be an owner, entrepreneur, employer, employee or unemployed personthe principles of budget-planning and calculate net wages



explain the principles of the current market economy, the roles of businesses and the state in theeconomy, the purpose of taxation and the taxes effective in Estonia and individuals’ rights andresponsibilities in connection with taxes

ISCED 3Students should have acquired an overview of the functioning of the current economy and different
economic systems, and will be able to:describe the principles of economy-related communication between statesvalue the principles of a sustainable economyunderstand the role of consumers and entrepreneurs in society and their shared and opposed interests

understand taxation policies and their effect on individuals and society and value the payment of taxes
as a contribution of citizens and entrepreneurs to the well-being of society

form an accurate estimate of their capabilities, know how to operate in the job market and understandthe nature of and need for lifelong learning

find economy-related information, using appropriate statistical methods to process it and present theresults in spoken and visual form and in writing

understand legislation regulating work relations, business and the protection of intellectual property

Competencies that should be formed through Economic and business studies:Students should: explain and use basic economic concepts and know the modern market economy
principles

assess production factors and factor-related income, ascertain how market and price determine
production and consumption and analyse the factors that affect supply and demand

assess the importance of lifelong learning and skills improvement for particular professions and theirown career planning, develop skills of communication and management, engage in cooperation andvalue the principles of business ethics

know labour legislation and can select or find a job and calculate gross and net wages and employer’s
labour costsunderstand that consumption should be based on human needs, understand their rights andresponsibility as consumers, economizing, plan and compile personal and family budgets and analysebudgetary constraints

know that money is generally recognised as a medium of exchange, unit of account and store of value
and compare the usefulness of loans with the accompanying combination of expenditure and risks

know the obligations of individuals and companies before the state, analyse company’s role in themarket economy and explain differences between main types of business entity

ascertain productivity, returns to scale and mass production and know how qualified labour force,modern technology and efficient and environmentally friendly application of resources directly affectproductivity



assess the development trends and opportunities of the Estonian economy and know the goals andimportance of the international economy in the globalisation process

45Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

FINLAND
NATIONAL STRATEGY, CURRENT INITIATIVES
Entrepreneurship is emphasized in the latest 5-year development plan for education andresearch (Ministry of Education and Culture, 2011-2016, following the one for 2007-2012).
Objectives: promotion of entrepreneurship at all levels and improving the co-operation between
education and work life.
http://www.minedu.fi/OPM/Koulutus/koulutuspolitiikka/asiakirjat/kesu_2012_fi.pdf(only FI)
http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2012/liitteet/okm03.pdf?lang=en (CF chapter:
Level of education and competencies; Stronger links between education and working life; point 25)

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized and integrated as compulsory crosscurricular theme named 'Participatory citizenship and entrepreneurship' in ISCED 1-2 and 'Active
citizenship and entrepreneurship' in ISCED 3.
Due to full school autonomy, implementation modalities vary. Normally integrating it in generalsubjects such as social studies, schools can also organize special entrepreneurship courses.
Implementation guidelines for ISCED 3 specify the main focus to be on practical exercises,
creation of personal experiences of participation. The study environment may be developed incooperation with different organisations and enterprises.
http://www.oph.fi/download/47675_POPS_net_new_2.pdf (ISCED 1-2)
http://www.oph.fi/download/47678_core_curricula_upper_secondary_education.pdf (ISCED 3)

Guidelines for entrepreneurship education, 2009, has been published by the Ministry of
Education and Culture in cooperation with other ministries and stakeholders, including objectives
for 2015 e.g. stronger focus on entrepreneurship in all levels of education, better collaboration
between key players in the development of teaching methods to support entrepreneurship.
http://www.okm.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm07.pdf_1924203533.pdf (only FI)

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
In ISCED 1-2, the learning objectives for the cross-curricular theme of active/participatory
citizenship and entrepreneurship include:to act with a sense of enterprise and initiativeto act innovatively and perseveringly in achieving a goalto assess one's own actions and their impactto get to know working life and entrepreneurial activity

In ISCED 3, students will adopt pro-activeness and enterprise as their own operating methods andbe familiar with the different forms and opportunities of entrepreneurship.

46

National Descriptions

FRANCENATIONAL STRATEGY, CURRENT INITIATIVES
There is no specific national strategy for entrepreneurship education, except for tertiary education.

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized and integrated as cross-curricular objectivefrom ISCED 1 to 3.
Introduced progressively in 2006, the seven basic common competences to be acquired duringcompulsory education are since 2011 taken into account in the attribution of the leave certificate.
The 7th competence is Autonomy and Initiative. Curricula have been revised in order to integrate
the basic competences now being a formal reference in the evaluation of all students.
http://www.education.gouv.fr/cid2770/le-socle-commun-de-connaissances-et-de-competences.html(only FR)In ISCED 2 (3rd year), discovery sessions of professions and training are offered.
In ISCED 2 (4th year), entrepreneurship education is part of optional subjects that students canchoose: discovery of professions (3h or 6h/week), preparation for vocational training or introduction
to professions in alternation. All these optional subjects include the exploration of companies andprofessions.
In ISCED 3 (1st year), entrepreneurship education is part of the optional subject 'Economic andsocial sciences'.
In ISCED 3 (2nd and 3rd year) the branch 'Economy and Social' includes entrepreneurshipeducation as part of the compulsory subject 'Economic and social sciences'. There is a new
curriculum for this subject as from the school year 2011/12.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 1-3: Cross-curricular basic competence Autonomy and Initiative:
Competences:

turn ideas into actionsdefine the steps of the project

Find and contact partners, consult relevant contacts

take decisions and the consequent risks

consult other opinions, exchange, inform, organize meetings and represent a group

determine the things to do and priorities

Attitudes:
desire to take initiatives, anticipate, be independent in private, public and later professional life

curiosity and creativity

motivation and determination in achieving objectives

ISCED 3 (2nd year): Branch 'Economy and Social':

understanding of how an company produces

knowledge of how to evaluate the performance of an company

47

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

GERMANYNATIONAL STRATEGY, CURRENT INITIATIVES
There is no national strategy for entrepreneurship education in general education.

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized in ISCED 2 and 3 as a sub-topic in theoptional subject 'economics', in ISCED 2 also as a cross-curricular objective.
In ISCED 2, students are introduced to entrepreneurship by setting up a model/mini-enterprise.
The amount of time dedicated to a topic and the composition of lessons is decided locally and by
the teacher. Individual Länder provide guidelines.
All the details by Land and school type (Gynmasium, Realschule and Hauptschule) are detailed in
the following document:
http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2001/2001_10_19_Wirtschaftl_Bildung.
pdf(only DE)LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT LEVEL ISCED 1, 2 AND 3
In ISCED 3, the learning outcomes for the subject 'economics' are defined in terms of standard
evaluation criteria.
http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/1989/1989_12_01-EPA-Wirtschaft.pdf(especially chapter 2, only DE)

GREECENATIONAL STRATEGY, CURRENT INITIATIVES
Entrepreneurship education is part of the strategy for the 'New School', which follows theeducational strategic objectives common in the entire EU, among which the enhancement ofinnovation, creativity and entrepreneurial spirit.
http://www.minedu.gov.gr/
http://www.minedu.gov.gr/apo-to-simera-sto-neo-sxoleio-me-prota-ton-mathiti.html(only EL)
(only EL)EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized in ISCED 3 (3rd year) as part of the subject'Basic Principles of Organization and Business Administration'. The subject is taught for 2 hours
per week, throughout the 3rd year of ISCED 3. It is a compulsory subject in the branch of thetechnological direction (information technology cycle).

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 3, subject 'Basic Principles of Organization and Business Administration':48

National Descriptions

This subject aims at helping the students develop a sound background that will allow them tocomprehend the organization and administration of enterprises and other institutional bodies.
Students should learn about:the reasons for creating enterprises and other institutional bodies, the elements they consist of, theirrelations with the environmentthe main operational functions of enterprises



the importance and the content of management as well as the administrative functions

the understanding of the professions that exist in the field of business administration

HUNGARY
NATIONAL STRATEGY, CURRENT INITIATIVES
There is no specific national strategy for entrepreneurship education, except for tertiary education.
However, the Strategy of Lifelong Learning (2005) aims at the development of key competencessuch as the sense of initiative and Entrepreneurship.
http://www.nefmi.gov.hu/europai-unio-oktatas/egesz-eleten-at-tarto/egesz-eleten-at-tarto-090803

Due to new regulations, strategies and action plans are planned for entrepreneurship educationfrom the next academic year (2012/13).
Junior Achievement Hungary (JAH) and Junior Achievement Worldwide are offering various
programmes and projects for schools to promote entrepreneurship (some examples below).
http://www.ejam.hu/hu (only HU)

JAH Company Programme: during a whole year students divide into groups to work on a specificsubject of entrepreneurship, building their own understanding of what an enterprise is.
http://www.ejam.hu/hu/jam-diakvallalkozas.html

JAH – Job Shadow Day: A program for students to find out what it is like to be in a specificprofession. The shadower will follow the professional and observe their daily work.
http://ejam.hu/hu/k%C3%B6zgazdas%C3%A1gtan-%C3%BCzleti-tervez%C3%A9s/arnyekprogram.html

JA Worldwide – Our community: Pilot project containing five didactic units on how people andbusinesses operate within a community.
http://ja-yecoreprogrammes.org/our_community/

Taniroda: Students are introduced to entrepreneurship by setting up a model/mini-enterprise.
http://www.cegszolgalat.hu/ckhu/FrameSet.htm

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized as cross-curricular objective, the sense of
initiative and entrepreneurship being integrated as a key competence in the National Core
Curriculum (NCC, ISCED 1-3). According to the steering document, which refers to the Key
Competences for Lifelong Learning recommended by the European Parliament and Council(18/12/2006), this competence comprises knowledge, creativity, propensity to induce changes andrisk-taking as well as developing and implementing plans in order to achieve objectives. It serves
as a basis for more specific knowledge and skills which are needed for the pursuit of economic
activities.
http://www.nefmi.gov.hu/kozoktatas/nemzeti-alaptanterv-nat/nemzeti-alaptanterv

49

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

The entrepreneurship skills are part of the key competences to be acquired by the end ofcompulsory education. Such entrepreneurship skills are part of the key competences related to thesubjects included in the historic-social area for all ISCED 3 educational pathways.
In ISCED 3, entrepreneurship education is explicitly recognized as part of the optional subject'economics'.
There are no specific implementation guidelines.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
There are no specific learning outcomes for entrepreneurship education.

ICELAND
NATIONAL STRATEGY, CURRENT INITIATIVES
Innovation and Entrepreneurial mindset are mentioned in the Iceland 2020 strategy as part of theeducational reform as well as in the 2009-2012 strategy of the Science and Technology
Council.
http://eng.forsaetisraduneyti.is/iceland2020/social-objectives/
http://www.vt.is/files/S&T%20policy%202010-2012_302180683.pdf (Section 8 in particular)

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

National curriculum guidelines introduced in 2011 include Creativity as one of the six fundamental
pillars of education, which will mean that creative activity in all subjects will be compulsory.
Innovation Education has been a part of the national curriculum subject guidelines for compulsory
education since 1999, however it will not be so in the new edition that will be published in 2012/13.
Until then, the objectives of the subject 'Innovation Education' and the use of knowledge are still
operative.
The objective is to give all students the possibility to use knowledge, skills and competences theygain through education to create inventions and solving problems.
http://www.namskra.is (2011, development of national curriculum, only IS)

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
The learning outcomes for Innovation Education belong to the following 3 groups for all levels:

ICT literacyidea, solution, product

individual, technology and environment

The second group contains for the levels ISCED 2-3 in particular:

implementation and development

practicalityorganisation

time management and presentation

However, the learning outcomes will be redefined for all subjects with the new subject curriculumfor 2012 including compulsory involvement of creative activity in all subjects.

50National Descriptions

IRELAND
NATIONAL STRATEGY, CURRENT INITIATIVES
There is no specific national strategy for entrepreneurship education in general education.
However, the city and county enterprise boards and Junior Achievement Ireland are providing
teacher resources for entrepreneurship education as from ISCED 1. Furthermore, in the Transition Year
(ISCED 3, 1st year), students taking part in the module Enterprise can get involved in mini companies.

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized as cross-curricular objective and as part ofother subjects in ISCED 2-3.
In ISCED 2, it is part of the optional subject 'Business Studies', which is taken by 60 % of students.
In ISCED 3, it is part of the optional subject 'Business', which is taken by 40 % of students.
The National Council for curriculum and assessment has developed a short senior cycle course on
enterprise. This is not yet on the curriculum and its implementation on the curriculum is a matter ofdiscussion between the educational stakeholders.
http://www.ncca.ie/en/Consultations/Short_Courses/Enterprise.html

The subject curricula are accompanied by guidelines for teachers.
http://www.education.ie/servlet/blobservlet/jc_businessstudies_guidelines.pdf?language=EN
http://www.education.ie/servlet/blobservlet/lc_business_guide.pdf?language=ENMoreover, resources and support for teachers is offered by Second Level Support Service:
http://businessandenterprise.slss.ie/

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 2: Learning outcomes for 'Business studies':

encourage initiative and develop self reliance

develop in each student a positive attitude to the creation of wealth and its distribution



encourage an interest and a positive attitude towards the business world and enable students toacquire a knowledge and an understanding of commercial activities and provide an introduction to thestructures and functions of business institutions and their inter-relationships



develop a positive attitude towards entrepreneurs, towards profits, towards the creation of wealth andits distribution
http://www.education.ie/home/home.jsp?maincat=&pcategory=17216&ecategory=17317&sectionpage=&subject=17657&language=EN&link=&page=

ISCED 3: Learning outcomes for 'Business':contribute to a balanced and appropriate general education, leading to the personal and social
development of students through a study of business and enterprise

encourage initiative and self-reliance

develop a clear understanding of the role of enterprise

encourage the development of appropriate enterprise learning skills



generate in students a positive and ethical attitude to enterprise in personal, business and public life
http://www.education.ie/home/home.jsp?maincat=&pcategory=17216&ecategory=17313&sectionpage=&subject=17593&language=EN&link=&page=51

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

ITALY
NATIONAL STRATEGY, CURRENT INITIATIVES
There is no specific national strategy for entrepreneurship education except for technical andvocational pathways.
The simulated training firm (Impresa formativa simulate – IFS) is an innovative learning methodology
where students can learn real work processes by simulating the set up and running of virtual
enterprises, working in a network and supported by real enterprises.
http://www.ifsnetwork.it/portale_ifs/index.php (only IT)

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is not explicitly recognized in ISCED 1-2, however it is a cross-curricular
objective in ISCED 3, as entrepreneurship skills are part of the core competences to be acquired by theend of compulsory education. Such entrepreneurship skills are part of the core competences related tothe subjects included in the historic-social area for all ISCED 3 educational pathways.
The steering document refers to the Key Competences for Lifelong Learning recommended by
European Parliament and Council (18/12/2006):
http://www.indire.it/lucabas/lkmw_file/obbligo_istruzione/DM22agosto2007_139_doc_tecnico.pdf (only IT)

There are no specific implementation guidelines for entrepreneurship education.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
At the end of compulsory education, all students should have acquired knowledge and skills
adequate to build their future learning pathways, to face adult life and build up knowledge andbasic skills – including sense of initiative and entrepreneurship – as part of a lifelong learning
process, also in view of their future working life.
ISCED 3: Historic-social area
Competence to be acquired by the end of compulsory education:identify the fundamental characteristics of the socioeconomic system to orientate oneself in the
productive activities of the territory

This competence is made up of the following skills and knowledge:identify the main characteristics of the labour market and the work opportunities available in one’s
territory

identify the main economic sectors of one’s territoryknow economy rules and fundamental principles of the labour market

know the rules to create a curriculum vitaeknow basic tools to understand the productive activities one’s territoryknow main subjects of the territorial economic system
http://www.istruzione.it/alfresco/d/d/workspace/SpacesStore/ac01964a-ae09-4707-9bc3b6092b3cc7fe/certificato_obbligo.pdf(only IT)52

National Descriptions

LATVIANATIONAL STRATEGY, CURRENT INITIATIVES
There is no national strategy for entrepreneurship education. However, under the European
Regional Development Fund and in the framework of the Innovative Entrepreneurship
Motivation Programme (2009-2014), several activities for entrepreneurship education areorganized by the Investment and Development Agency of Latvia (LIAA). Thus, the Agency hasorganised in September-October 2011 meetings of ISCED 3 students (learning subjects
Economics and Basics of business economics) with 20 successful and innovative enterprises
working in the fields of pharmacy, food production, etc. Students and their teachers are meetingwith management staff of the enterprises and have the opportunity to discuss topics on innovative
business solutions and support measures for new entrepreneurship initiatives (for instance, throughbusiness incubator structure in regions). A national business plan contest for ISCED 3 students is
also part of the programme.
http://www.liaa.gov.lv/lv/biznesa_abc/motivacijas_programma/ (only LV)

Junior Achievement – Young Enterprise Latvia plays an active role in organising seminars andworkshops for students about establishing and running of Student Learning Enterprises. Seminars
for students and their teachers take place in various cities of Latvia. The main aim of the
programme is to enhance students’ entrepreneurship skills and to develop their decision making
skills. In the school year 2010/11, more that 560 Student Learning Enterprises were established.
http://www.smu.lv/about1

Enterprising Education in Sweden, Estonia, Latvia and Finland (Enterprising SELF) was a
3 year project financed by the Central Baltic INTERREG IV A Programme and accomplished in
2011. Enterprising education was a concept through which young people will become successful
learners, confident individuals, responsible citizens and effective contributors. In total 60 preprimary, primary, lower and upper secondary schools were involved in the project with
800 participants. During the implementation phase (2009-2011), every education institution
developed experience and methods on how to motivate students and students and to change theirattitude to entrepreneurship. Every country has gathered good practice examples. The projectproved that the methods of entrepreneurship skills development can be successfully applied evenat pre-primary level.
http://www.enterprisingself.com/international
http://www.centralbaltic.eu/

The yearly subject 'Olympiad in Economics' for ISCED 3 students has essential importance forentrepreneurship education in Latvia, its aim being to promote understanding of entrepreneurshipand to enable students to put their knowledge and skills in practical application. The organizers of
the Olympiad are the National Centre for Education and the University of Latvia in cooperation withlocal municipalities.
http://visc.gov.lv/aktualitates/normdok/20111005_visc_rik_289.pdf (LV only)

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized as cross-curricular objective and as part ofother subjects at all school levels.
In ISCED 1-2, it is mainly part of the compulsory subjects 'Social science', 'Home economics' and'Technologies, Visual art and Music'.

53

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

In ISCED 3, it is part of the optional subjects 'Ethics', 'Economics', 'Commercial studies' and 'Basics
of business economics'.
http://www.likumi.lv/doc.php?id=150407 (only LV)
http://www.likumi.lv/doc.php?id=181216 (only LV)

Implementation guidelines are available in a guideline document for teachers, by subject. Some
more specifically related to entrepreneurship education can be found among those for the subjects
in which it is integrated, e.g.:
ISCED 1: Social Science:
3rd year: Discuss with pupils the qualities of a successful entrepreneur, find possibilities to engage
in economic activities in the nearest area.
4th year: Discuss about entrepreneurs, their business and products and 'Would you like to become
an entrepreneur or employee? Explain your choice'. Teachers may organise a visit of anentrepreneur in the class.
ISCED 2: Social Science:
2nd year: Discuss topics of career planning and labour market.
3rd year: Discuss types of economic activity, meetings with entrepreneurs and visit of a bank can
be arranged.
http://visc.gov.lv/saturs/vispizgl/programmas/pamskolai/soczin.pdf
http://visc.gov.lv/saturs/vispizgl/programmas/vidskolai/majsaimn_230508.pdf
http://visc.gov.lv/saturs/vispizgl/programmas/vidskolai/etika_200508.pdf
http://visc.gov.lv/saturs/vispizgl/programmas/vidskolai/ekonomika_200508.pdf
http://visc.gov.lv/saturs/vispizgl/programmas.shtml(only LV)
(only LV)
(only LV)
(only LV)
(only LV)ISCED 1-3: Class lessons and the development of up-bringing work:
Methodological Recommendations for the Development of Up-bringing Work (2011) for all general
education schools and all the three ISCED levels states among main tasks of up-bringing work 'opromote the development of students’ entrepreneurship skills and students learning companies'
and 'to involve local community entrepreneurs in joint projects'. School curriculum in Latvia includes
also at least one more teaching period for all grades every week called 'class lesson', organized by
the class teacher. Class lessons are for discussing various themes including career guidance andentrepreneurship issues.
http://visc.gov.lv/audzinasana/metmat/20111018_audz_met_iet.pdf(only LV)LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 1Social science:ability to characterize entrepreneurship activities at his/her place of living

understanding of work as an instrument for the development of welfareability to describe cases when knowledge, education and initiative have helped people to becomeprosperous and gratified

Home economics and technologies:awareness about the uniqueness and usefulness of self-made artefact as a type of one's selfexpression and confirmation of own skills

54National Descriptions

ISCED 2Social science:awareness of the value of workability to plan his/her further career considering own skills, interests and needs of societyHome economics and technologies:skills to notice opportunities and to give qualitative proposals for improvement of life environmentawareness of his/her opportunities to enhance sustainable development of the society

ISCED 3
Ethics:an understanding about ethics of entrepreneurship and its relationship with the policies and rights

Economics:awareness about entrepreneurship and commercial activity

understanding of problem and ability to make an effective decision based on evaluation of alternatives

ability to analyse a choice to become an employer or employeereadiness to participate in labour market in one of these roles, being aware of his/her own rights andduties

ability to see the opportunities to engage in commercial activity in the role of employer, employee orself-employed

Commercial studies:knowledge about and ability to create a business planability to analyse the operation of an enterpriseknowledge about bookkeeping, marketing and managementknowledge about the rights and duties of an employer

LIECHTENSTEIN
NATIONAL STRATEGY, CURRENT INITIATIVESThe National Strategy on Education 2020 (March 2011) explicitly supports the ET 2020 objective
to promote innovation and creativity as key competence.
http://www.regierung.li/uploads/media/Bildungstrategie.lq.pdf(only DE)EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized as cross-curricular objective at all schoollevels.
The Law on schools includes in its mission statement the preparation of students for professionallife.
http://www.gesetze.li/Seite1.jsp?LGBlm=1972007(only DE)In ISCED 1-3, entrepreneurship education is also part of other subjects, namely the compulsory
subject area 'Human being and environment' including the subject 'Life Science'.
ISCED 1-2: http://www.llv.li/pdf-llv-sa-lehrplan_fl_auflage_2_0512.pdf

55(only DE)

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes
ISCED 3: http://www.llv.li/amtsstellen/llv-sa-amtsgeschaefte-lehrplaene.htm(only DE)In ISCED 3, there is a special profile Economy and Law.
Additionally, entrepreneurship education is offered in the framework of schools project days/weeks(ISCED 2 and 3). These are often realized in close cooperation with local companies/industries.
The national curricula states explicitly that especially optional subjects should be taught activityand project-oriented.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
Throughout the curricula objectives related to entrepreneurship education are stated, i.e. to work
independently and in teams, to plan tasks rationally and to carry them out; to share money andtime thoughtfully and to use tools and materials adequately and with care.
ISCED 1-3
Subject area: Human being and environment:

ensure that students become responsible, considerate people, capable of taking criticism

dealing with their own physical and spiritual needs and their own performance to affect positively theopportunities of life, personality development and the discovery of identity and meaning

discover interdependencies of the individual and society and recognize opportunities of taking action
and influence

encourage students to be independent, strengthen their self-confidence, develop curiosity and lead toan optimistic life attitude

responsibility for own actions, values, rights and duties



conflicts, problem-solving

Within this subject area, the subject 'Life Science' containing particularly:
Economy:

assess one's needs, abilities and skills with respect to demands and characteristics of the world ofwork

plan further education and career

Career guidance and preparation:knowledge about interactions between economy, environment, technology and societyreflexion on students' own economic behaviour

Home economics:consumers behaviour

56

National Descriptions

LITHUANIANATIONAL STRATEGY, CURRENT INITIATIVESThe National Strategy of Education 2003-2012 states as a principle to strengthen attention on all
ISCED levels to entrepreneurship and finance management. The aim is to reach that every student
of lower secondary school would achieve elements of economic literacy.
http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=214370(only LT)The Strategy of Economic Literacy and Entrepreneurship Education (2004)
http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=235714&p_query=&p_tr2=

National Program of Youth Entrepreneurship Education and Encouragement for 2008-2012
http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=318306&p_query=&p_tr2=

The non-profit organisation Lithuanian Junior Achievement (LJA) is one of the leaders in the
promotion of entrepreneurship education. LJA programmes are taught in 40 % of the Lithuaniansecondary schools. LJA organizes workshops for the Lithuanian teachers of economics andentrepreneurship.
Student Company programme: In the school year 2010/11, the number of student companies has
doubled compared with the previous year.
Innovation Camps and Business Contests: Held for students aiming at promoting student
entrepreneurship, creative ideas, teamwork, solving of real problems and encouraging students inachieving their goals.

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship Education is explicitly recognized at all school levels.
In ISCED 1-3, it is part of other subjects in the social development area: world discovery,
mathematics, geography, technology, history, etc.
In ISCED 1, it is more precisely part of the subject 'world discovery' in the social development
area and part of science education.
http://www.smm.lt/ugdymas/docs/programos/1_pradinio%20ugdymo%20bendroji%20programa.pdf(only LT)In ISCED 2 (last 2 years), additionally, it is taught as a compulsory separate subject named'Economics and entrepreneurship education'.
http://www.smm.lt/ugdymas/docs/programos/6_Socialinis-ugdymas.pdf(only LT)In ISCED 3, economics and entrepreneurship education is an optional subject.
http://www.upc.smm.lt/suzinokime/bp/2011/Socialinis_ugdymas_5_priedas.pdf(only LT)Within the General Curriculum Framework and with required confirmation, school has theautonomy to design school and class level curriculum.
The steering documents mention that entrepreneurial attitudes and skills are developed bypracticing critical thinking, problem solving, developing the ability to present one’s activity, as wellas through active teaching methods such as discussions, projects. Learning outcomes andimplementation guidelines are included in the curriculum.
Methodological material for basic (lower secondary) school teachers, describing the expected
learning outcomes of the pupils, presenting recommended guidelines for the education process,57

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

describing the levels of pupils’ achievements and presenting examples of different level pupils’
work:
http://www.upc.smm.lt/ugdymas/pagrindinis/rekomendacijos/ (only LT)'Providing Wider Possibilities for Choosing a Learning Pathway by Students aged 14-19, Phase II:
Deeper Learning Differentiation and Individualisation for Ensuring Education Quality Demanded by
the Modern Labour World' is a project to develop teaching material for entrepreneurship.
http://galimybes.pedagogika.lt/projekto-veiklos/verslumo-gebejimu-ugdymas only (LT)The above mentioned strategies imply a strengthening of the attention given to the implementationof entrepreneurship education and an update of the curricula at all school levels, introducing active
teaching and learning methods, which stimulates student self-sufficiency, critical thinking andcollaboration. The new General Curriculum Framework for primary and lower secondary education
was updated in 2008. For upper secondary education, it was updated in 2011.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
Learning outcomes (attitudes, knowledge and understanding, skills) are defined in the General
Curriculum Framework confirmed by the Ministry of Education and Science in 2008 and 2011.
The main aim of economic literacy and entrepreneurship skills development in school is to reachthat students develop fundamental knowledge of economics, entrepreneurship skills, economic
thinking mind set, ability to orient and successfully act in constantly changing economical
environment.
The aim of entrepreneurship and economy education in secondary schools is to choose
consciously the subject of economics, to develop knowledge and understanding of economical
processes in Lithuania and the world, to raise skills of personal financial sense, entrepreneurshipcompetence, purposefully learn and plan professional and personal life, create academic
knowledge based on perception of changing economic conditions.
ISCED 2-3: Economic and entrepreneurship education
The main tasks are:

orientation in market

finance managementbusiness organisation and entrepreneurial skills education

analysis and evaluation of the state’s role in economy and the economic indicators

participation in international markets provision

58

National Descriptions

LUXEMBOURG
NATIONAL STRATEGY, CURRENT INITIATIVES
There is no national strategy for entrepreneurship education in general education. However, thegovernment, in cooperation with economic players, created an association with the mission topromote the spirit of entrepreneurship in schools. This association, Jonk Entrepreneuren asbl, ispart of the network JA-YE Europe. It offers programmes for the different school levels.
ISCED 1 (4th year): Our community – pilot project developed by JA Worldwide, containing five
didactic units on how people and businesses operate within a community.
ISCED 2 (3rd and 4th year): Fit for Life – six didactic units exploring students' personal options forfinances, education and career based on their qualifications, interests and values.
ISCED 3Engineering Trainee Day: Promotion of engineering and science careers by accompanying anengineer during two days of work.
Mini-Enterprises: During one year, students are responsible for a mini-enterprise with theirteacher as coach.
Innovation Camp: During one day, students gather to find solutions to a business challenge givenby the private sector.
Job Shadow Day: Jonk Entrepreneuren in association with Fedil awards some students thepossibility to job shadow business director during one day of work.
http://www.jonk-entrepreneuren.lu/

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINESIn ISCED 1 (last year), entrepreneurship education is explicitly recognized and integrated as partof the subject 'French'.
No specific implementation guidelines, however some didactic material: a special teaching unit,
based on a didactic comic strip named 'Boule et Bill create their enterprise', has the objective totransmit in a very concrete way a spirit of entrepreneurship. Teachers are encouraged to be flexible
in its implementation, adjusting to the class and by promoting contacts with the world of theenterprises.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
No specific learning outcomes.

59Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

MALTA
NATIONAL STRATEGY, CURRENT INITIATIVESIn February 2011, the Government launched the Entrepreneurship through Education Scheme,to provide support to all schools in ISCED 1 and 2 for the implementation of projects promoting
entrepreneurship, including entrepreneurship teaching material, networking initiatives, provision of
lectures and relevant teacher training, visits to local businesses and entrepreneurial activity.
http://schoolnet.gov.mt/sanfrangisktassisi/library/Circulars_Latest/Circulars_2011/02_February/week1/0
2.02.DES_03_2011.PDF
http://www.maltachamber.org.mt/content.aspx?id=274786

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINESThe National Minimum Curriculum states as one of its aim to prepare students for the world ofwork. Flexibility and creativity are listed among the skills and competences to be developed as across-curricular objective at all school levels. The need to address analytical, critical and creative
thinking skills is included as well as the need for the educational process to extend beyond theclassroom and that the workplace offers an important educational context.
In ISCED 2 (3 last years), entrepreneurship education is part of the optional subject 'BusinessStudies'.
In ISCED 3, it is integrated into the optional subjects 'Intermediate Economics' and 'Intermediate
Accounting'.
There are no specific implementation guidelines for entrepreneurship education.
A draft National Curriculum Framework (NCF) was launched in May 2011 as a consultation
document with different stakeholders. Education for entrepreneurship is proposed as a crosscurricular theme identified as essential for the education of all students and for achieving the aimsof education. Its aim is to strengthen the embedding of elements of entrepreneurial behaviour
through the integration of entrepreneurship programmes, projects and activities in the establishedcurriculum for schools both at primary and secondary level.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 2: Business studies:

provide a broad understanding of the activities that take place within a business environment withspecial reference to the local environment and identifying changes to which business activities have to
responddevelop an awareness of how the main types of business and commercial institutions are set up,organised, financed and operated and how their relationships with other organisations, consumers,
employees, owners and society at large are controlled and regulated within a legal framework of rights
and dutiesdevelop the need for decision making in business and how knowledge and understanding of businesslanguage, concepts and communication skills help in the decision making process

develop numeracy and literacy skills in the interpretation of data and how such data can be discovered,
selected and presenteddevelop an appreciation of the interdependence of all individuals, groups, and institutions within theworking world and how socio-economic development could be enhanced through participation,
cooperation, mutual understanding and ethical issues
http://www.curriculum.gov.mt/secondary_syllabi_f2_5.htm

60

National Descriptions

ISCED 3: Intermediate/Advanced Economics or Intermediate/Advanced Accounting

be able to handle concepts which are perceived of being of immediate use to students



to know economic principles, issues and policiesfinancial, cost and management accounting



to find solutions to applied economic problems, students being expected to interpret and evaluate therelationships from statistical data and develop the skills of understanding and interpreting economic
situations from economic reports and situations

to develop the students’ literacy, presentation and evaluative skills in the areas of Financial andManagement Accounting
http://www.um.edu.mt/__data/assets/pdf_file/0013/102262/IM08.pdf
http://www.um.edu.mt/__data/assets/pdf_file/0018/106425/AM_08.pdf
http://www.um.edu.mt/__data/assets/pdf_file/0007/101320/IM01.pdf
http://www.um.edu.mt/__data/assets/pdf_file/0018/101538/AM01.pdf

THE NETHERLANDSNATIONAL STRATEGY, CURRENT INITIATIVESThe Dutch ministries of Economic Affairs, Education, Culture and Science and Agriculture, Natureand Food Quality have been promoting entrepreneurship and enterprise in education since 2000.
In 2005, the ministries started with the Programme Partnership Leren Ondernemen which aim
was stimulating entrepreneurship education. Following the Partnership Leren Ondernemen, theprogramme Education and Entrepreneurship Action Programme started in 2007
(Actieprogramma Onderwijs en Ondernemen, O&O 2007): the goal of this subsidy scheme is a
growing number of educational institutions having integrated entrepreneurship education in its
policies, organisation and curricula and more students demonstrating an entrepreneurial mindset
and behaviour. To achieve these goals following instruments have been defined:
Education Networks Enterprise 2009 (Onderwijs Netwerk Ondernemen, ONO 2009, 2010 and2011/12): subsidies to support initiatives to implement entrepreneurship education in partnershipwith primary, secondary schools, vocational education and local businesses.
Evidence based research on the effects of entrepreneurship education so that best practices canbe dispersed to other schools
Train the trainer programme for teachers: to ensure teachers act in an entrepreneurial manner
themselves and to stimulate creativity/pro activeness, etc. with their students. Teachers of theschools involved in the O&O 2007 scheme and the ONO 2009 scheme are expressly invited toparticipate, although others are also welcome. The plan is to train up forty teachers in 2010 to act
as trainers who, after 2010, will help to train a thousand teachers in primary, secondary and middle
vocational education.
In association with the Kauffman foundation, an exchange programme for excellent entrepreneurial
students have been developed.
The support of different national initiatives on entrepreneurship education: A good example is the
Global Entrepreneurship Week.
http://www.onderwijsonderneemt.nl/ (only NL)
http://www.onderwijsonderneemt.nl/english/action_programme_education_and_entrepreneurship

61

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Given the school autonomy, entrepreneurship education is not generally explicitly recognized
but it is demand-driven, i.e. schools can apply for a subsidy to develop an education programme orclasses themselves at all school levels (next to the compulsory classes), in cooperation with local
or national businesses, higher education institutions, etc. One of the deliverables of such projects
can be the development of steering documents. Arrangements can cover the whole range ofmodalities from one school project to another: cross-curricular integration, as part of other subjects,
as separate subject, extra-curricular activities, etc.
There are no specific guidelines. However the website of the Action Programme contains examples
and activities supported.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
There are no specific learning outcomes for entrepreneurship education.
However, the aim of the Education and Entrepreneurship Action Programme 2007 is a growing
number of pupils and students showing more entrepreneurial behaviour and starting up their own
business within a period of five years after completing their education.

NORWAYNATIONAL STRATEGY, CURRENT INITIATIVESStrategic plan for entrepreneurship in education and training: See the opportunities and makethem work! 2004-2008.
http://www.regjeringen.no/upload/KD/Vedlegg/Grunnskole/Strategiplaner/See_the_opportunities_and_make_them_work_2204-2008.pdf

Action plan Entrepreneurship in Education and Training – from compulsory school to higher
education 2009-2014, launched on 1 September 2009.
The main objective for the action plan is to strengthen the quality and the scope ofentrepreneurship education and training at all levels and areas of the education system.
http://www.regjeringen.no/upload/KD/Vedlegg/UH/Rapporter_og_planer/Actionplan.pdf

More generally, the education system is seen as vital for the development of a culture forentrepreneurship and a creative society. Training in entrepreneurship can help students to becomeacquainted with local working and business life, and by striving for a better collaboration between
the education system and working life, local workplaces can be used as learning contexts.

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized at all school levels as cross-curricular
objective and as part of other subjects. It is integrated in the National Curriculum for Knowledge
Promotion in Primary and Secondary Education and Training. It is embedded in the themes andaims of the Core Curriculum, in the clauses of the Quality Framework and in the competence aimsof the various subject curricula.
In ISCED 2, entrepreneurship education is part of the compulsory subject 'Social studies' and ofmany new optional subjects to be introduced.

62

National Descriptions

In ISCED 3, it is part of the compulsory subject 'Social studies' and it is taught as a separate
optional subject 'Entrepreneurship and business development'.
http://www.udir.no/Stottemeny/English/Curriculum-in-English/

The Ministry announces to the Parliament the inclusion of entrepreneurship as a subject in thedevelopment of new offers for optional subjects from the school year 2012/13:
http://www.regjeringen.no/nb/dep/kd/dok/regpubl/stmeld/2010-2011/meld-st-22-2010-2011.html?id=641251(only NO)

The proposed changes to the national curriculum were approved by the Parliament (Storting) on
9 January 2012.
Due to the full school autonomy, the modalities of implementation are organized by the individual
educational institution.
However, different resources and guidelines are available on the Education's directorate website:
http://sok.udir.no/Sider/results.aspx?k=entrepren%c3%b8rskap (only NO)

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 2: Social studies
Sociology (main subject area): e.g. make a plan for starting and operating an enterprise based on a survey
to determine the basis for such an enterprise

ISCED 3: Social studies
Working and business life (main subject area):use digital tools to collect information on numerous professions and discuss opportunities andchallenges in the labour market todayreflect on the value of having employment and what characterises a good working environment

elaborate on causes of unemployment and discuss ways of reducing unemployment

discuss some ethical issues in connection with working lifegive an account of the place of organisations in working life in Norway and the factors that determine
wages and working conditions

assess challenges in founding a business enterprisefind and extract the main figures and information from the profit and loss accounts and balance sheetsof enterprises using manual and digital tools

Full information is included in the programme of the subject:
http://www.udir.no/Stottemeny/English/Curriculum-in-English/_english/Common-core-subjects-inprimary-and-secondary-education/

Entrepreneurship and business development (optional programme subject):

evaluate the further development of a business ideaelaborate and discuss the need for new forms of business organisation in a business

evaluate and carry out an organisation's developmentmap out the need for expertise and competence, and make a plan for competence development

analyze the need for capital, and prepare economic calculations for a business

evaluate and further develop a marketing strategy



prepare a strategic plan, and uphold the ethical and environmental conditions for this

explain the concept innovation, and discuss how innovation processes are undertaken

elaborate and discuss the meaning of innovation for company competitiveness and value creationelaborate and discuss what management and corporate culture mean for innovation

carry out a developmental process for a productelaborate and discuss new business models, and present measures for improvements

63Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

discuss Norway's role in an international economic perspective

give an account of national collaborative partners within international tradegive an account of how central international economic organization regulate international trade

present the business culture within current international markets

evaluate international business opportunities for a product

describe the process of import and export of a productelaborate and discuss the social, ethical and environmental challenges of a business

Full information is included in the programme of the subject:
http://www.udir.no/Stottemeny/English/Curriculum-in-English/_english/Programmes-for-general-studies/

POLANDNATIONAL STRATEGY, CURRENT INITIATIVES
Entrepreneurship education is mentioned in the Lifelong Learning Perspective strategic
document (2010), which aims at the improvement of the level of key competences, one of them
being entrepreneurship.
http://bip.men.gov.pl/index.php?option=com_content&view=article&id=1164%3Aperspektywa-uczeniasi-przez-cae-ycie-dokument-strategiczny-opracowany-przez-midzyresortowy-zespo-do-spraw-uczeniasi-przez-cae-ycie-w-tym-krajowych-ram-kwalifikacji-dziaajcy-na-podstawie-zarzdzenia-prezesa-radyministrow-nr-13-z-dnia-17-lutego-2010-r-&catid=36%3Aprogramyprojekty&Itemid=59

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is one of the priorities of educational policy, which is reflected in thecontent of the new core curriculum in force since 1st September 2009 and gradually being implemented until 2016. For ISCED 3, it will come into force in 2012/13. The new curriculum emphasizes
the development of students' attitudes and competences among which entrepreneurship.
http://www.reformaprogramowa.men.gov.pl/(only PL)

Entrepreneurship education is explicitly recognized as part of compulsory subjects in all levels.
ISCED 1 (3 last grades): History and Society, Mathematics
ISCED 2: Civic education, Geography, Mathematics, IT
ISCED 3: Civic education, Geography, History and Society, IT
At ISCED 3, there are also a compulsory separate subject 'Introduction to Entrepreneurship' andan additional optional separate subject 'Economics in Practice'.
The curriculum also formulates learning outcomes and concrete implementation guidelines (corecurriculum with commentaries).
http://www.men.gov.pl/images/stories/pdf/raport.pdf (only PL)

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
The Polish core curriculum (introduction) explicitly mentions fostering attitudes and skills necessary
for functioning in the modern world as one of the major goals of education at all levels: e.g. selfawareness, critical thinking, problem-solving, ability to communicate and team work.

64

National Descriptions

Learning outcomes in the area of entrepreneurship are defined in the new core curriculum in termsof requirements for particular subjects in which entrepreneurship education is integrated, as well as
for the separate subjects.
ISCED 1 (3 last grades)
History and Society: e.g.:list examples of various human needs and ways to fulfil themname socio-economic problems of their local arearecognise the role of labour and its social distribution

Mathematics: apply some numeracy skills in practice e.g.
calculate percentages and become familiar with elements of descriptive statistics

ISCED 2
Civic education: e.g.:understand the market economy rules including economic processesunderstand rules of rational everyday life management

acquire skills related to the analysis of future education and professional career prospects

Geography: e.g.:recognise differences in employment structureunderstand current problems of the labour market, features of regional economy and import as well as
economics related problems of neighbouring countries and wider

Mathematics: in the framework of further development of numeracy skills e.g.:

implement percentage calculations in the practical context such as calculation of prices, annual bankinterest

IT: e.g.


use a calculation sheet for solving arithmetical problems such as planning of expenses; prepare
presentations of data and reports

ISCED 3
Civic education: e.g.


become familiar with fiscal policy of territorial self-government and budget organisation (EU andnational)

Geography: e.g.
recognise rules in the economy and mutual links and dependencies in the system man-natureeconomy.

History and Society (economy): e.g.


be aware of forms of crediting of trade activities and other ventures

IT: e.g.
acquires skills related to data collection and presentation, databases

Introduction to Entrepreneurship: Familiarizes with the functioning of enterprises.
Economics in Practice:plan an economic venture and its implementation in form of a project (defines stages of project
implementation, identify financial and non-financial outcomes, etc.)



becomes familiar with the market analysis, organisation of the enterprise and assessment of effects

65

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

PORTUGALNATIONAL STRATEGY, CURRENT INITIATIVES
The Ministry developed between 2006 and 2009 a National Project for Entrepreneurship Education(PNEE).
http://www.dgidc.min-edu.pt/educacaocidadania/index.php?s=directorio&pid=48(only PT)A National Strategy for Entrepreneurship is under development and the Ministry of Educationand Science is a key stakeholder.
There are a number of schools (mainly at ISCED 3) that develop entrepreneurship education as
evidenced by an external evaluation commissioned by the Ministry in 2010. Complementarily,
some municipalities developed local strategies to promote entrepreneurship with youngsters(campaigns in schools, contests, workshops, business advisers, etc.).
The Ministry is preparing a National Contest of Entrepreneurship, for ISCED 3, coupled withawareness campaigns and on-line support for teachers (webinars, entrepreneurship education
hotline and workshops in teacher training universities).
Furthermore, the Draft Proposal for Portuguese Lifelong Guidance Competences Framework
recognizes key entrepreneurial education competences. The Draft Proposal is still underdiscussion and not public yet.

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized as cross-curricular objective at all schoollevels. It is however not compulsory as such.
In ISCED 3 (first year), it can be part of the subject 'Civic Training', which explores 3 topics: citizenshipand human rights, health and sexual education and one other out of a range of topics, among which
entrepreneurship education. The school board has the autonomy to decide about this third subject.
http://www.dgidc.min-edu.pt/index.php?s=noticias&noticia=207 (only PT)

A Citizenship Education Curricula Proposal for ISCED 1-3, where entrepreneurship education is
also generically considered, was launched in June 2011 and is being implemented since school
year 2011/12.
http://www.dgidc.min-edu.pt/educacaocidadania/index.php?s=directorio&pid=71(only PT)

In order to help schools setting up entrepreneurship education strategies, a manual and a tutorial
video for ISCED 2-3 were produced in 2011.
http://www.dgidc.min-edu.pt/educacaocidadania/index.php?s=directorio&pid=19(only PT)LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT LEVEL ISCED 1, 2 AND 3
For ISCED 1-3, learning outcomes can be found in general guidelines and recommendations
documents for practice, applied in the context of the National Curricula. They can include thedevelopment of attitudes such as self-awareness, self-confidence, initiative and risk-taking,creativity, critical thinking and problem-solving as well as transversal entrepreneurial skills like
communication and team-work.
In ISCED 2 (5th year), these learning outcomes are considered as compulsory, since they are partof the compulsory programme for Citizenship and Security.
In ISCED 3, some learning outcomes are linked to economic and financial literacy.

66

National Descriptions

ROMANIANATIONAL STRATEGY, CURRENT INITIATIVES
The Ministry of Economy, Commerce and Businesses has launched the 'Government Strategy
for the Development of the Small and Medium-Sized Enterprises (SMEs) Sector by 2013'
developed within a project co-funded by the European Social Fund. At present, there is a draft
Government Decision on the approval of this strategy. The general objective of the strategy isthe economic revival and the support for the development of SMEs over 2010-2013.
The measures and actions proposed within Priority 'Promoting an entrepreneurship culture andmaking entrepreneurship education efficient' refer to: Continuous development of the education
system in order to efficiently support the promotion of an entrepreneurship culture, with thefollowing actions: e.g. Developing specific modules within the school curriculum, which provide
students with the opportunity to learn concrete things and the option of extending theirentrepreneurship knowledge; Appropriate teacher training; Supporting the partnership between
businesses and the education system with a view to promote entrepreneurship by developing
curricula, in cooperation with local businesses, which provide students with the opportunity ofhands-on experience through activities in a company.
http://www.fonduri-structurale.ro/detaliu.aspx?t=Stiri&eID=8780 (only RO)

The Law of National Education 1/2011 stipulates in Article 343 the establishment of Community
Lifelong Learning Centres by local public administrations in partnership with education andtraining providers. The role of the centres is to implement policies and strategies in the area of
lifelong learning at community level. Among the responsibilities of these centres, according to
Article 344, paragraph 1, point c), there are 'the provision of educational services for children, youth
and adults through: (...) (iv) programmes for entrepreneurship education'.
http://www.edu.ro/index.php/base/frontpage(only RO)The concept of training firm was introduced in the Romanian technical and vocational educationand training through a project initiated within the Stability Pact and carried out in cooperation with
the Austrian Ministry of Education and Culture – the ECO NET project, since 2001.
http://www.tvet.ro/index.php/ro/component/content/article/18-cap4/147-firma-de-exerciiu-intreprinderea-simulata.html (only RO)
http://www.roct.ro/ (only RO)

In the framework of the strategic project 'Training Teachers' in technical and vocational education andtraining – the SERVICES profile in order to expand the use of the modern training firm method,
implemented by the CNDIPT in 2010-2013, teacher training for the implementation of the training firm
concept is taking place. The Ministry of Education organises dissemination actions as a follow-up.
http://firmaexercitiu.tvet.ro/

The Business Plan Competition, addressed to all registered training firms, was introduced in theschool year 2008/09 as a joint initiative of the Ministry of Education, Research, Youth and Sports,
the National Centre for the Development of Vocational and Technical Education, KulturKontakt
Austria and other social partners.
http://www.roct.ro/competitia-business-plan/

Since 1993, Junior Achievement (JA) has implemented economic, entrepreneurship, financial
and vocation guidance programmes in the Romanian schools. Junior Achievement has developed
both optional programmes/school-based curriculum for all levels of education and programmes for
extracurricular activities. The JA programmes are implemented in over 1 000 public schools
throughout the country, due to the partnership No. 10184/2003 with the Ministry of Education andthe financial support provided by the business community.
http://www.jaromania.org/

67Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINESISCED 2: In 2009, all curricula for this school level were reviewed and the new curricula wereapproved by Order of the Education Minister 5097/2009. For each subject and year of study, thePresentation Note of the curriculum refers to the eight key competences, the 7th being sense of
initiative and entrepreneurship. Entrepreneurship education is thus explicitly recognized as
cross-curricular objective in ISCED 2.
http://www.ise.ro/ro-ro/departamente/curriculum/programescolare.aspx (only RO)

Entrepreneurship is also part of the compulsory subject 'Technological Education' (curriculararea Technology) organized in modules (two distinct modules per year of study), one of which is
Family Economy, studied in ISCED 2 (2nd year) and as a compulsory separate subject, named'Entrepreneurship Education' (curricular area Technology) (1 hour per week), studied in ISCED 2(last year).
http://www.ise.ro/Portals/0/Curriculum/progr_gim/TH/Educatie%20tehnologica_clasele%20a%20V-a%20-%20a%20VIII-a.pdf(only RO)In ISCED 3 (first year), entrepreneurship education is part of the core curriculum as part of thesubject 'Applied Economy' (curricular area Man and Society), for all specialisations of thetechnological path (1 hour per week).
http://www.ise.ro/Portals/0/Curriculum/progr_lic/OS/Economie%20aplicata_tehnologic_clasa%20a%20XII-a%20-%20a%20XIII-a.pdf(only RO)
http://www.ise.ro/Departamente/Curriculum/Programescolare.aspx(only RO)The curriculum contains the general and specific competences to be acquired, values and attitudes
to be developed, as well as some methodological suggestions.
One tool used for the development of entrepreneurial competences is the training firm. Guidelines
for the organisation and functioning of training firms are being developed (see above, current
initiatives).
http://www.tvet.ro/index.php/ro/component/content/article/18-cap4/147-firma-de-exerciiu-intreprinderea-simulata.html
http://www.roct.ro/

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 2 (last year): Entrepreneurship education
General competences:

use of concepts specific to entrepreneurship education for the organisation of knowledge andexplanation of facts, events, and real life processes

application of knowledge specific to entrepreneurship education in situations characteristic of themarket economy, as well as in the analysis of personal development possibilities

cooperation within different groups for finding solutions to theoretical and practical problems specific to
the world of businessesevaluating proper behaviours for a changing economic and social environmentformulating opinions referring to solutions to community problems, initiating and running businesses

Specific competences (e.g.):giving examples of qualities of a successful entrepreneur

establishing, through cooperation with others, one’s roles in a business environmentcritical analysis of one’s behaviour in choosing a professional career, as well as of the availability for
professional re-orientation in relation to the dynamics of the economic and social environment

evaluating the possibility to run one’s profitable business considering the interests of the community

Values and attitudes:

68National Descriptions


independent thinking and actionpositively relating to others

responsibility in entrepreneurshipfree initiative

economic efficiency

In 2003, the National Service for Assessment and Examination at that time (at present National
Centre for Assessment and Examination) developed recommendations named 'Assessment
Standards for Grades 4, 8 and 12 in the Romanian education system'; the standards for grade 12
also included standards for the subject 'Entrepreneurship Education'. The assessment standards
developed in this context establish a minimal and a maximal level in the achievement ofcompetences.
http://www.edu.ro/index.php/articles/6434 (p. 91, only RO)

SLOVAKIANATIONAL STRATEGY, CURRENT INITIATIVES
Entrepreneurship education is part of a broader strategy laid down in the National Reform
Programme of the Slovak Republic 2008-2010. One of its objectives is to support entrepreneurial
skill development and acquisition of basic business and economic knowledge in ISCED 2 and 3.
http://www.finance.gov.sk/en/Documents/1_Adresar_redaktorov/Illes_Zsolt/pomoc%20tanicke/National%20Reform%20Programme%20SR%202008-2010_EN.pdf

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized and integrated as cross-curricular objectiveat all school levels. Indeed, the Law Code on Education and training stipulates aims andcompetences, which students should gain and among which entrepreneurial competences arestated.
http://www.minedu.sk/data/USERDATA/Legislativa/Zakony/245-2008.pdf

In ISCED 1, there is also a compulsory separate subject, named 'Work education'.
In ISCED 2, there are compulsory separate subjects, i.e. Technology and World of work.
In ISCED 3, it is part of another subject, i.e. Civics.
No specific implementation guidelines defined.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 1: Work education:function of technology in society

to realize how technology influences our life in different situation (at home, school, work, etc.)bipolar perception of technologydevelopment of personal qualities

to use creativity and ideas

responsibility for quality of one`s own work69

(only SK)

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomesdevelopment of assertiveness, advance one's own interest, attitudes and feelings; self-realisation, selfconfidence and self-education
http://www.statpedu.sk/files/documents/svp/1stzs/isced1/vzdelavacie_oblasti/pracovne_vyu%C4%8Dov
anie_isced1.pdf(only SK)ISCED 2: Technology:ability to solve a problem, ability to apply creative ideas in a job

be responsible and independent, ability to judge and to express one`s opinion

self-knowledge and self-evaluation in professional orientation

ability to respond to changes in labour market in a flexible wayunderstanding of work activities as opportunity for self-realisation and self-education and developmentof entrepreneurship thinking
http://www.statpedu.sk/files/documents/svp/2stzs/isced2/vzdelavacie_oblasti/technika_isced2.pdf(only SK)
http://www.statpedu.sk/files/documents/svp/2stzs/isced2/isced2_spu_uprava.pdf(only SK)World of work:

to realize the meaning of creation and protection of the environmentdevelopment of a positive attitude to work and protection of something, which was created

understanding of realisation, aims, principles and risk of entrepreneurshipdevelopment of moral/ethical qualities, systematic nature, purposefulness, persistence andindependence; esthetical perception of environment
http://www.statpedu.sk/files/documents/svp/2stzs/isced2/isced2_spu_uprava.pdf(only SK)
http://www.statpedu.sk/files/documents/svp/2stzs/isced2/vzdelavacie_oblasti/svet_prace_isced2.pdf (only SK)

ISCED 3: Civics:
Development of key competencies/skills
social and personal

societal and civilentrepreneurial spiritinitiative

ability to learn
http://www.statpedu.sk/files/documents/svp/gymnazia/vzdelavacie_oblasti/obcianska_nauka_isced3a.pdf (only SK)

70

National Descriptions

SLOVENIANATIONAL STRATEGY, CURRENT INITIATIVESIn June 2005, the Government of the Republic of Slovenia adopted Slovenia’s Development
Strategy (SDS). It defines the vision and objectives of Slovenia’s development until 2013,classifying them into five development priorities with action plans. The second priority is effective
generation, two-way flow and application of the knowledge needed for economic development andquality jobs. Objectives linked to entrepreneurship education are e.g. to develop programmes toenhance the entrepreneurial spirit and knowledge and systematically revamp programmes tostimulate creativity and innovation. The Action Plan specified that entrepreneurial skills at all
education levels should be developed, the entrepreneurial spirit of young people should be
encouraged and positive notion of entrepreneurship established, training programmes for running
small enterprises and entrepreneurial knowledge for young people should be provided.
http://www.arrs.gov.si/en/agencija/inc/ssd-new.pdf

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized as cross-curricular objective and as part ofother compulsory and optional subjects.
The curricular of ISCED 1-2 (Basic School Act) has been amended in 2007 and the objective'development of the entrepreneurship as a personality attitude towards effective action, innovationand creativity' has been added. Implementation of the updated teaching subject curricula started inschool year 2011/12, including a competence approach (one of which is sense of initiative andentrepreneurship).
http://www.uradni-list.si/1/objava.jsp?urlid=2007102&stevilka=5073(only SI)In some years of ISCED 1, entrepreneurship education is part of compulsory subjects in the social
development area and part of science education: Environmental Education, Social and Natural
Sciences, Technology and Home Economics.
In some years of ISCED 2, it is part of Geography, Technology and Civics.
For ISCED 3, an update of the teaching subject curricula was also launched in 2007 with the
adoption of guidelines and the inclusion of a competence approach. Implementation started in
2008/09.
http://www.mss.gov.si/fileadmin/mss.gov.si/pageuploads/podrocje/razvoj_solstva/Izhodisca_prenova_gi
mnazije.pdf(only SI)In ISCED 3, entrepreneurship education is also part of compulsory subjects (Geography, IT and
Social Sciences) and the optional subject 'Economy'. In schools with a branch 'Economy', thissubject is compulsory.
In schools with a branch 'technical engineering', the separate subject 'Entrepreneurship' iscompulsory.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
The learning outcomes for entrepreneurship education are included in the learning outcomes of thesubjects in which it is embedded. Some examples are given below.

71Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

ISCED 1: Environmental education, social and natural sciences and home economics andtechnology:


pupils understand the meaning of cooperation, learn about different ways of cooperation, competitionand solving conflicts

pupils present their work, ideas, opinions, knowledge and viewpoints (oral, written, IT communication)

pupils learn about the economic and other activities and professions



pupils develop logical and critical thinking, creative, effective strategies to address the issues andlifelong learning strategies (initiative and entrepreneurship)

pupils learn about different ways of payment, learn how to act economically and use resources
sparingly, they prepare a financial plan for the annual cost (e.g. for clothing)

pupils plan their working task and evaluate the meaning of work organisation
http://www.mss.gov.si/fileadmin/mss.gov.si/pageuploads/podrocje/os/prenovljeni_UN/UN_spoznavanje_okolja_pop.pdf (only SI)
http://www.mss.gov.si/fileadmin/mss.gov.si/pageuploads/podrocje/os/prenovljeni_UN/UN_druzba_OS.pdf (only SI)
http://www.mss.gov.si/fileadmin/mss.gov.si/pageuploads/podrocje/os/prenovljeni_UN/UN_gospodinjstvo.pdf (only SI)
http://www.mss.gov.si/fileadmin/mss.gov.si/pageuploads/podrocje/os/prenovljeni_UN/UN_naravoslovje_in_tehnika.pdf (only SI)

ISCED 2: Technology, geography and civics:
with teamwork students develop skills of cooperation and management



students learn about their abilities and predispositions, and develop creativity for the professional workand leisure

students describe the characteristics of the economy, analyze the impact of economic development on
the environment and the quality of human life

students gain basic information about the capitalist economy, economic rights (e.g. right to strike),conflicts between employers and workers, the role of union and the ways of solving problems andconflicts

students are aware of the importance of enterprises for the development of society

students compare their activities with the procedures in manufacturing enterprises and learn about the
principles of advanced technology
http://www.mss.gov.si/fileadmin/mss.gov.si/pageuploads/podrocje/os/prenovljeni_UN/UN_tehnika_tehnologija.pdf (only SI)
http://www.mss.gov.si/fileadmin/mss.gov.si/pageuploads/podrocje/os/prenovljeni_UN/UN_geografija.pdf (only SI)
http://www.mss.gov.si/fileadmin/mss.gov.si/pageuploads/podrocje/os/prenovljeni_UN/UN_DDE__OS.pdf (only SI)

ISCED 3: Geography, IT, sociology:

students gain the basic skills of entrepreneurial behaviour (planning, organizing, analyzing,
communicating, giving directions, managing tasks, evaluation, etc.)

students develop the ability to work in the group, to take responsibility, to evaluate and take risks andinitiatives

students proactively plan the process of solving the chosen problem, search the information andevaluate the quality of the proposed solutions



students explain the changing field of work, employment and economy in modern societies and assess
its consequences for the society, the life of individuals



students investigate the relationship of work and leisure for different social groups and the importanceof social organizations in modern societies
http://portal.mss.edus.si/msswww/programi2012/programi/media/pdf/un_gimnazija/geografija_spl_gimn.pdf (only SI)
http://portal.mss.edus.si/msswww/programi2012/programi/media/pdf/un_gimnazija/un_informatika_gimn.pdf (only SI)
http://portal.mss.edus.si/msswww/programi2012/programi/media/pdf/un_gimnazija/un_sociologija_gimn.pdf (only SI)

72

National Descriptions

SPAIN
NATIONAL STRATEGY, CURRENT INITIATIVES
The Ministry of Education (national level), as well as the different Autonomous Communities(regional level), develop entrepreneurship education by establishing regulations on education
including such aspect and designing and implementing educational initiatives to promote it.
On the other hand, the 2011 Plan for Entrepreneurial support by the Ministry of Industry,
Energy and Tourism, fosters actions to boost and promote the entrepreneurship initiative in
general. Among its action lines, there is one specifically aimed to promote entrepreneurshipeducation.
http://www.ipyme.org/en-us/IniciativaEmprendedora/Paginas/IniciativaEmprendedora.aspx

Local and regional strategies for the promotion of entrepreneurial culture encourage a wide
range of initiatives carried out by the regional education authorities: the sharing of methodologies
and educational materials for entrepreneurial education, curricular and extracurricular activities,
collaboration with Regional Ministries, Chambers of commerce, associations and other privatebodies, such as Junior Achievement.
Recently, in 2011, a series of acts has been enacted, including some legislative changes so as toencourage and speed up the development of a more competitive economy. The changes
established in these regulations try to favour the adaptation of the education system, implementing
reforms having an impact on the curriculum, with the goal of improving the students’ competences
so as to make their integration into the labour market easier.
http://www.boe.es/boe/dias/2011/03/05/pdfs/BOE-A-2011-4117.pdf
http://www.boe.es/diario_boe/txt.php?id=BOE-A-2011-4551(only ES)
(only ES)EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

In 2006, on the occasion of the reform of the Act on Education, which constitutes the present
basic legal framework of the education system, the Spanish Directorate General of SME's(DGPYME) of the Ministry of Industry, took part with the Ministry of Education to include
entrepreneurship education as one of the basic aims of the education system. Both ministries havealso participated in the development of the curricular contents of the different education stages.
This act establishes goals related to Entrepreneurship Education in every educational level(ISCED 1, 2 and 3). The core curriculum established since then includes basic competences for the
first time. For ISCED 1 and 2, one of the eight is Autonomy and personal initiative. This basic skill
enables a cross-curricular approach of entrepreneurial education.
http://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdf (only ES)
http://www.boe.es/boe/dias/2006/12/08/pdfs/A43053-43102.pdf (only ES)
http://www.boe.es/boe/dias/2007/01/05/pdfs/A00677-00773.pdf (only ES)

Entrepreneurship education has begun to be systematically included in the curricula of all theAutonomous Communities.
In ISCED 2 (3rd or 4th year), and given that the regulations of the optional subjects depend on theAutonomous Communities, some Communities have also included optional subjects which
specifically cover entrepreneurship education and pursue different learning outcomes linked toentrepreneurial attitudes, knowledge and skills. The subject has different names in the different
Autonomous Communities, for example: Entrepreneurial culture in Asturias and Cantabria,

73

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

Entrepreneurial initiative in Castile and Leon, Workshop on Entrepreneurial Initiatives in Galicia or
Business and Entrepreneurial Initiative in Valencia.
On 29 July 2011, a reform of the core curriculum for ISCED 2 includes (at state level) a new
optional subject in the 4th year named 'Professional Guidance and Entrepreneurial Initiative'. The
reform will be implemented in the 2012/13. Nevertheless, the education authorities are free to
implement it already in 2011/12.
http://www.boe.es/boe/dias/2011/07/30/pdfs/BOE-A-2011-13117.pdf (only ES)

In the core curriculum of ISCED 3, there is a specific subject of the branch 'Humanities and Social
Science', named 'Business economics', which can be chosen by the students of this modality andby students of other branches.
http://www.boe.es/boe/dias/2007/11/06/pdfs/A45381-45477.pdf (only ES)

In some Autonomous Communities, there are also optional subjects which specifically cover theentrepreneurship education, for example: Business Practice (2nd year) in Catalonia, Social
Sciences research in Cantabria, Administration and Management foundations in Castilla-La
Mancha.
The DGPYME of the Ministry of Industry has prepared a series of didactic materials at thedisposal of the schools so as to support training action. These materials have been spread by the
web site of the DGPYME and in public events, meetings, etc.
http://www.emprendemosjuntos.es/es-ES/Paginas/EmprendemosJuntos2011.aspx (only ES)

In the framework of the collaboration agreement between the Ministry of Education and the HighCouncil of Chambers of Commerce, and specifically the programme Entrepreneurial round, theChambers of Commerce have developed some didactic material for promoting the young students’entrepreneurial spirit:
Dare to be entrepreneurial:
http://todofp.es/dctm/todofp/emprendedores/atrevete-a-emprender.pdf?documentId=0901e72b8046daf5(only ES)Workbook:
http://todofp.es/dctm/todofp/emprendedores/cuaderno-deactividades.pdf?documentId=0901e72b8046daf6(only ES)

Didactic guide:
http://todofp.es/dctm/todofp/emprendedores/guia-didactica.pdf?documentId=0901e72b8046daf7(only ES)

Several programmes of the Autonomous Communities include concrete implementation guidelines
and practical tools. The goals and contents developed by these programmes are included in thecontents of the different subjects of the curriculum.
ISCED 1
5th and 6th year. Andalusia: Programme EME – To be Entrepreneurial at my School
http://www.generacion-e.es/eme/presentacion/ (only ES)

Education programme aimed at promoting the entrepreneurial culture among the students, linking
on this manner the school to the enterprise world. Students learn to create their own cooperative
societies and to commercialize their products in a real market.
EME Practical Handbook:
http://www.generacion-e.es/eme/recursos/?recursos_emep=374(only ES)

National Descriptions

Asturias: EME- An enterprise at my school
Education programme through which, during the academic year, the students create and manage asociety where they make products to be sold once a year, in a market or fair in their town (including
didactic material. Paper edition in Castilian, Galician, Catalan and English).
http://www.valnaloneduca.com/eme/(only ES)

5th and 6th year Extremadura: Imagine to be enterprising
Education programme implying the participation in every area of knowledge (subjects) through aseries of teaching units composing the School Entrepreneurial Project (including on line resources).
http://www.imaginarparaemprender.es/(only ES)Basque Country: HASI ETA HAZIThe goal of this project is to sensitize and promote the values related to the entrepreneurial culture(including didactic material, teachers' guide).
http://lehenhezkuntza.hasietahazi.net/(only ES)ISCED 2
1st and 2nd year. Andalusia: Programme ÍCARO
Programme giving continuity to the programme 'To be Entrepreneurial at my School' (ISCED 1).
The students are able to create their own service cooperatives and to sell their products and/or
services in real trade. The activities of the cooperatives should be aimed at the creative-cultural
sector, mainly in activities of the audiovisual field, performing arts, edition, archaeology andheritage, design and communication and image (including on line resources, practical handbook):
http://www.generacion-e.es/icaro/presentacion/(only ES)

3rd year. Asturias: Programme Young Social Entrepreneurs
This education project suggests that the students compose an NGDO (non-governmental
development organisation). It is adapted to the subject 'Citizenship Education', so the contents aredefined, the goals are achieved and the basic competences established in the education law for the
3rd year of ISCED 2 are developed. The methodology is based on projects (including didactic
material).
http://www.valnaloneduca.com/jes/cont/presentacion/

3rd and 4th year of ISCED 2 and ISCED 3. Programme EJE – European Young Enterprise
It proposes the students to create and manage their own mini-enterprise. The legal form chosen is
the cooperative created in the class, which will establish trade relationships with mini-enterprises ofother Autonomous Communities or countries with the purpose of 'importing' and 'exporting'products between them (including didactic material).
http://www.valnaloneduca.com/eje/cont/presentacion (only ES)

ISCED 3
1st and 2nd year. Extremadura: Programme Imagine your own enterpriseIts goal is to boost and promote the entrepreneurial culture from the education level, awarding thebest cultural, social and business projects, using creativity and imagination as key tools (including
on line materials, e.g. Outline for building a project).
http://www.imaginatuempresa.com/ (only ES)

75

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT LEVEL ISCED 1, 2 AND 3
The objective directly related to entrepreneurship education for every education level.
ISCED 1: To develop individual initiative and teamwork, effort and responsibility in study, as well as
self-confidence, critical sense, personal initiative, curiosity, interest and creativity in learning.
ISCED 2: To develop an entrepreneurial spirit and self-confidence, participation, critical sense,
personal initiative and the ability of learning to learn, plan, make decisions and take on
responsibilities.
ISCED 3: To consolidate the entrepreneurial spirit with attitudes based on creativity, flexibility,
initiative, teamwork, self-confidence and critical sense.
In ISCED 1 and 2, the basic competence 'Autonomy and personal initiative' enables a crosscurricular approach of the entrepreneurial skill in all the subjects (cross-curricular approach). This
basic competence refers to the following learning outcomes:


to use one’s own judgment when choosing, imagining projects and taking the necessary actions todevelop personal options and plans –in the framework of individual or collective projects– admitting
responsibility for them, in the personal, social and work-related areasto develop skills and attitudes linked to project leadership, including self-confidence, empathy, spiritof self-improvement, dialogue and cooperation skills, timing and task organisation, the ability to affirm
and defend rights or the assumption of risks

to be able of relating the academic, work or leisure provision available to the abilities, wishes andpersonal projects

For the optional subject in the 4th year of ISCED 2 named 'Professional Guidance andEntrepreneurial Initiative', the learning objectives are accompanied by assessment criteria. Thissubject is expected to be implemented in 2012/13.
Learning objectives:to improve one’s knowledge and the development of active abilities and attitudes, allowing toestablish an appropriate vocational career project and qualifying for responding in a flexible andefficient manner to the changes which will take place all lifelong at personal and professional levelwith an entrepreneurial spirit

to develop abilities so as to interact with the other ones in a positive and efficient manner in any life
or work context

to establish the relationship between school work, lifelong learning and a professional careerdevelopment

to search, interpret, assess and use the information related to training and professional paths, using
ICT as an essential tool for making any decision

to understand the influence of the social and economic requirements in the work environment andstructure

to know the features of the jobs related to the different activity sectors, broadening one’s personal
horizon over and above the representations made from their environment’s stereotypes or
expectations

to analyse the labour market prospective in the socioeconomic, regional, national and international
environmentto carry out a rapprochement to a real labour environment allowing to discover a wide range of jobs
in different qualification levels

to understand some basic aspects of the legal, economic and financial systems, making possible tomanage within labour market as a salary earner or as an employer

76National Descriptions
to develop abilities related to search, obtain or create a job and to keep itto know and design one’s process of training and professional path, examining all the possibilities
appropriate for one’s expectations

Assessment criteria:


to know the personal and social competences generating employability, carrying out a personalevaluation of them in an objective and critical manner, as well as a training plan of the poorest
competences

to identify and describe the main competences and personal and social qualities associated to theentrepreneurship spirit and the manner how they can be developed

to adequately employ ICT, as well as the other resources and sources of information available in order toget some information about training and employment opportunities

to describe the typical features of the activity sector/s and the interesting professions and to interpret thedata related to the labour market trends in these sectors and professions

to actively participate in the search of training opportunities, professions and enterprises working,showing their entrepreneurship spirit

to demonstrate attitudes, skills and social and directing abilities in the group tasks carried out in the classand in the extracurricular activities



to value the entrepreneur and enterprise’s role as an essential element in the society and as anorganisation able to favour equality and solidarity among people, to allow personal and professional
enrichment and to combine job and personal life

to identify globalisation influence and the need of a sustainable development in the new innovative
projects, describing the features of these projects in close environments and the needs of permanent
training involved

to identify the following steps to access to work as an employee or self-employment

to recognise the main bank documents and products – deposit, loan, account, credit and debit cards –,as well as to know the recommendations about personal information safety and protection in relation withbanking transactions

to define an idea of business from a market study and the detection of social needs and business
opportunities and to develop an enterprise project plan developing the different plans of the businessplan

to design the project of vocational and training path, including the three phases of self-knowledge of theprofessional potential, knowledge of the socio-professional and labour environment and decisions
making

For the optional subject in ISCED 3, named 'Business Economy', the learning objective is linked toa criterion of evaluation.
Learning objective: To design and draw up simple business projects with creativity and initiativeby proposing the different resources and elements which are necessary for its organisation andmanagement.
Assessment criteria: To design and plan a simple business project, with an entrepreneurship
attitude and creativity, evaluating its viability.

77Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

SWEDENNATIONAL STRATEGY, CURRENT INITIATIVESIn the Budget Bill 2009, the Government announced its ambition for the teaching ofentrepreneurship to be an integrated theme throughout the education system.
http://www.sweden.gov.se/sb/d/574/a/129999

The strategy for entrepreneurship is part of a reform process with government decisions andinitiatives to support the development of entrepreneurship programmes.

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINESIn ISCED 1 and 2, entrepreneurship is integrated in the curriculum as cross-curricular objective,
as part of the school's values and mission: 'Schools should encourage students' creativity, curiosity
and self-confidence and willingness to examine their own ideas and solve problems. Students
should be able to take initiative and responsibility and develop their ability to work independently
and with others. The school will thus contribute to students developing an approach that promotes
entrepreneurship'.
Entrepreneurship is also described in the subject syllabuses (e.g. subjects Home and consumer
studies, Art), expressing entrepreneurship generally as entrepreneurial abilities, although theconcept is not always mentioned specifically.
ISCED 1 and 2 has a new curriculum applying as from 1st July 2011:
Curriculum for the compulsory school, preschool class and the leisure-time centre 2011
http://www.skolverket.se/2.3894/publicerat/2.5006?_xurl_=http%3A%2F%2Fwww4.skolverket.se%3A8080%2Fwtpub%2Fws%2Fskolb
ok%2Fwpubext%2Ftrycksak%2FRecord%3Fk%3D2687

Entrepreneurship is also part of the ongoing implementation of the ISCED 3 school reform, in theform of commentary material on how to look at entrepreneurship in the various programmes, and in
the form of a forthcoming commentary material on the new subject of entrepreneurship, which will
be published in 2012. As of autumn 2011, entrepreneurship is a cross-curricular objective as
well as part of specific disciplines (natural sciences, economics and social sciences) and as aseparate subject in the 'Economics' branch (and in four vocational programmes).
Entrepreneurship is part of the curriculum and exam objectives, where it is described as
entrepreneurial skills.
The school reform also implies preparing a more comprehensive support material on
entrepreneurship targeted to all types of school.
The National Agency for Education has already published a general information brochure, as well
as a summary of current research on entrepreneurship in school education. The Agency also
produces and disseminates more comprehensive support material on entrepreneurship targeted to
all types of school, in order to stimulate entrepreneurship and entrepreneurial learning in schools.
http://www.skolverket.se/skolutveckling/entreprenorskap (only SE)

The curriculum is a compulsory steering document, but schools and teachers are free to decide forthemselves how to work with entrepreneurship, as tools, materials, methods are never regulated in
Swedish schools.

78

National Descriptions

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
Specific learning outcomes are formulated in the form of required knowledge, skills and attitudes(formerly known as grading criteria). The steering documents also explicitly mention communicativeand collaborative skills as learning outcomes.
ISCED 1 and 2
Technology (12-13 years old): 'The student can carry out very simple technology development anddesign work by systematically examining and reviewing possible solutions and ideas to formulate
well-designed physical or digital models. During the work process, the student formulates andchooses options that lead forward in the process'.
Crafts (15-16 years old): 'The students can develop ideas by using offered inspirational materials
and materials which students themselves have gathered. During the work process, the student
formulates and selects alternative actions that lead forward in the process'.
ISCED 3: Entrepreneurship:

understanding of what entrepreneurship means for individuals, organisations, businesses andcommunities

ability to transform ideas into practical and targeted activities to start a project or fictitious company

ability to carry out a project or run a fictitious company

ability to complete and evaluate a project or fictitious company

knowledge of how ideas and products are protected by laws and regulations

ability to use business methods
http://www.skolverket.se/skolutveckling/entreprenorskap (only SE)
http://www.skolverket.se/forskola-och-skola/gymnasieutbildning/amnes-och-laroplaner/sok-programoch-amnesplaner/subject.htm?subjectCode=ENT (only SE)

TURKEYNATIONAL STRATEGY, CURRENT INITIATIVES
A lifelong learning strategy plan was prepared by the Ministry of National Education in 2009.
Based on the outcomes of the Lisbon Objectives, the strategy plan manifests that theentrepreneurship disposition, as one of the key competences, enables citizens to develop a strong
sense of lifelong learning. The plan states that school life should equip students with skills which
are needed in work life such as entrepreneurship, teamwork, being responsible, creativity andplanning.
http://mesbil.meb.gov.tr/genel/hayat%20boyu%20%C3%B6%C4%9Frenme%20dokuman.pdf (only TR)

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized as a separate optional subject in ISCED 3.
The implementation guidelines for the course provide the definition and the contemporary
understanding of entrepreneurship, give details of the course content, describe the understandingof learning and teaching context by explicitly defining the role of the students, teachers and theschool system. A student-centered approach is adopted. Project work and other outside-the-classtasks promote student creativity and interaction. The materials and texts are shaped in parallel with79

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomesthe contemporary philosophy of entrepreneurship. The teacher is a facilitator, mentor who gives
feedback in a reflective classroom setting.
The course is based on a curriculum, its syllabus and a textbook written by experts of the Ministryof National education.
http://ttkb.meb.gov.tr/program.aspx?tur=orta&lisetur=Genel&sira=derse&ders=Giri%C5%9Fimcilik (only TR)

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 3: Entrepreneurship:

develop the sense of entrepreneurship by building up the necessary knowledge and encouraging
creative and critical thinking in a social and an interactive atmosphere

develop the skills and dispositions of entrepreneurshipthink globally and scrutinize the society and the work sectors to identify the uncharted areas of societal
needs and expectations



create possible solutions by designing innovative approaches to work sector

THE UNITED KINGDOM – ENGLAND
NATIONAL STRATEGY, CURRENT INITIATIVESThe Department for Education has recently announced (July 2011) a review of Personal, Socialand Health Education (PSHE), the subject in which entrepreneurship education is currently
embedded.
http://media.education.gov.uk/assets/files/letter%20from%20nick%20gibb.PDF

The Education Act 2011 (section 29) amends the duty currently in place on schools to provide
careers education throughout secondary education, and work-related learning in Key Stage 4(ISCED 3, ages 14-16). It envisages schools and teachers taking greater control over, andaccountability for, what is taught in schools and how it is taught, and using their professional skills
to provide the best education for all students. The Government aims to reduce unnecessary
prescription, bureaucracy and central control throughout the system.
In February 2012 the House of Commons Library published a Standard Note on Enterprise
Education in Schools. This provides background on some of the main policy developments andcurrent arrangements relating to enterprise education in schools, as a briefing for Members of
Parliament and their staff.
http://www.parliament.uk/briefing-papers/SN06176.pdf

To support enterprise in schools, Government is enhancing online resources for teachers at theEnterprise Village and promoting recruitment of 2 500 local enterprise champions through theInspiring the Future website. It is also supporting the Premier League Enterprise Academy
programme, which provides 11 to 19-year-olds with advice and enterprise activities, introducing
them to business and self-employment.
http://www.bis.gov.uk/news/topstories/2011/Nov/mark-prisk-kicks-off-global-entrepreneurship-week

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINESEnterprise education is explicitly recognized (a broader term that is used rather thanEntrepreneurship Education) and is part of other subjects which are themselves non-statutory but
which are taught in most schools as part of a broad and balanced curriculum:

80National Descriptions

ISCED 1: Personal, Social and Health Education
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199209/pshe

ISCED 2-3: Economic wellbeing and financial capability within Personal, Social and Health andEconomic Education
http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198880/pshee

A Guide to Enterprise Education for Enterprise Coordinators, Teachers and Leaders at Schools,
published in March 2010, provides examples of the way in which enterprise capability andentrepreneurial thinking may be incorporated into the ethos and operation of schools (ISCED 2 and3).
https://www.education.gov.uk/publications/eOrderingDownload/00228-2010BKT-EN.pdf

However, the 2010 School White Paper sets out the government’s plans to reduce the amount of
guidance and materials offered to schools.

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
ISCED 1: Personal, Social and Health Education:ability to make simple choices and to cooperate with one another

identify positive ways to face new challenges

talk about a range of jobs and explain how they will develop skills to work in the futurelook after and save money
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199209/pshe/statements

ISCED 2: Economic wellbeing and financial capability:

demonstrate a range of enterprise skills, attitudes and qualities

assess needs, interests, skills, attitudes and aspirations in relation to options for learning and work andmake creative and realistic plans for transition into key stage 4

explain the positive and negative aspects of risk-taking in relation to economic issues and financial andcareer choices

demonstrate an understanding of the economic and business environment, including how and why
different businesses operate, and of different types of work, including employment, self-employment
and voluntary work
http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198880/pshee/ks3/
economic/statements

ISCED 3: Economic wellbeing and financial capability:

relate abilities, attributes and achievements to career plans, setting personal targets and evaluating
choices

demonstrate a range of enterprise skills when working independently and with othersdemonstrate how to seek out and secure opportunities for learning and work and develop, review andadapt plans for transition from key stage 4 (ISCED 3, ages 14-16)calculate and balance the element of positive and negative risk when making decisions related toeconomic issues and financial and career choicesrecognise that risk assessment and risk management are part of life and give examples of ways tomanage and reduce risk in different circumstances
http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198880/pshee/ks4/economic/statements

81Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

THE UNITED KINGDOM – NORTHERN IRELAND
NATIONAL STRATEGY, CURRENT INITIATIVES
There is no specific national strategy for entrepreneurship education in general education.

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized and part of other compulsory subjects,
namely:In ISCED 1: Personal Development and Mutual Understanding
http://www.nicurriculum.org.uk/microsite/_fla/tab1/2.html

In ISCED 2-3: Employability. It is part of a new area, i.e. Learning for Life and Work, in the revised
curriculum introduced in 2007/08.
http://www.deni.gov.uk/index/80-curriculum-and-assessment/80-statutory-curriculum.htm

Steering documents and implementation guidelines:
ISCED 1: Personal Development and Mutual Understanding
http://www.nicurriculum.org.uk/docs/key_stages_1_and_2/statutory_requirements/ks1_pdmu.pdf
http://www.nicurriculum.org.uk/docs/key_stages_1_and_2/statutory_requirements/ks2_pdmu.pdf
http://www.nicurriculum.org.uk/docs/key_stages_1_and_2/areas_of_learning/pdmu/PD-Guidance.pdf

ISCED 2-3: Employability (in Learning for Life and Work)
http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_employability.pdf
http://www.nicurriculum.org.uk/docs/learning_for_life_and_work/training/LLW-Guidance.pdf
http://www.nicurriculum.org.uk/key_stage_4/areas_of_learning/learning_for_life_and_work/
http://www.nicurriculum.org.uk/docs/key_stage_4/areas_of_learning/learning_for_life_and_work/ks4_employability_guidance.pdf

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT LEVEL ISCED 1, 2 AND 3
ISCED 1: Personal Development and Mutual UnderstandingChildren will develop:

self-confidence and self-esteem

an ability to work effectively with others and to take responsibility for themselvesan awareness of the immense value of personal and interpersonal skills in future life and employment
contexts

knowledge and understanding of the challenges and opportunities they may encounter in an
increasingly diverse society

informed decision-making and responsible action throughout their lives

ISCED 2: Learning for Life and Work
Students should be able to:research and manage information effectively to investigate employability issues, using Mathematics
and ICT where appropriateshow deeper understanding by thinking critically and flexibly, solving problems and making informed
decisions, using Mathematics and ICT where appropriatedemonstrate enterprise, creativity and initiative when developing ideas and following them through

work effectively with others82National Descriptions
demonstrate self management by working systematically, persisting with tasks, evaluating andimproving own learning and performance

communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear
awareness of audience and purpose

ISCED 3: Learning for Life and Work
Students should be enabled to:

explore self employment and identify relevant sources of supportexamine the impact of globalisation on employment

investigate the recruitment and selection process, taking into account the rights and responsibilities of
employees and employersconsider how employees and employers might maintain an effective working environment

investigate the increasing social responsibility of business in the communitydevelop a personal career plan based on relevant information and guidance

THE UNITED KINGDOM – SCOTLAND
NATIONAL STRATEGY, CURRENT INITIATIVESIn Scotland from 2003-2011, Determined to Succeed (DtS), the national enterprise in education
strategy, helped to develop the enterprise, entrepreneurial and employability skills of young people,
better preparing them for learning, life and work in a globalised society. The strategy wasembedded within the wider Curriculum for Excellence programme from April 2011.
http://www.ltscotland.org.uk/learningteachingandassessment/learningacrossthecurriculum/themesacros
slearning/enterprise/about/enterprisingteaching.asp

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is fully and explicitly recognized within the wider Curriculum for
Excellence programme. This curriculum reform started in 2002 and its implementation in the school
year 2010/11. Enterprise in education is embedded across curriculum guidance (through the'Experiences and Outcomes') as one of five key cross-cutting themes that permeate the new
curriculum, so is, and remains, core to the delivery of the new Curriculum.
http://www.ltscotland.org.uk/understandingthecurriculum/whatiscurriculumforexcellence/index.asp

Entrepreneurship education is a cross-curricular objective that is sometimes delivered throughthe curriculum and sometimes as extra-curricular activity.
Due to the school autonomy in Scotland, individual educational authorities decide on the concrete
modalities and implementation guidelines.
Support materials and case studies are available:
http://www.ltscotland.org.uk/learningteachingandassessment/learningacrossthecurriculum/themesacros
slearning/enterprise/supportmaterials/index.asp

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT ISCED LEVELS 1, 2 AND 3
Due to school autonomy, they are determined by local authorities. The Curriculum for Excellence is
flexible enough to allow for entrepreneurial opportunities.
The Curriculum for Excellence includes 4 key capacities, one of which is to become effective
contributors with an enterprising attitude and able to take initiative and lead, create and develop,
solve problems.

83Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

THE UNITED KINGDOM – WALESNATIONAL STRATEGY, CURRENT INITIATIVESThe Youth Entrepreneurship Strategy (YES) was launched in 2004 to provide a structure andfocus for entrepreneurship education in Wales. There is a YES Action Plan, a joint strategy
between the Department for Education and Skills (DfES) and Business, Enterprise, Technology
and Science (BET). The strategy focuses on young people and how they are taken forward on ajourney of entrepreneurship – raising their awareness, developing their entrepreneurial skills,
sparking ideas and providing practical information and support for those seeking to start up in
business. This is an ongoing initiative and the current Action Plan, covering 2010-2015, is availableat:
http://ms.fs4b.wales.gov.uk/pdf/YES-%20An%20Action%20Plan%20for%20Wales%202010-15%20_Eng.pdf

Big Ideas Wales was launched during Global Entrepreneurship Week in November 2010 to act as
the primary communication tool for young people considering starting a business and for partners
supporting them, including information, inspiration, signposting and events.
www.bigideaswales.com

EXPLICIT INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN STEERING DOCUMENTS,
MODALITIES AND IMPLEMENTATION GUIDELINES

Entrepreneurship education is explicitly recognized.
In ISCED 1, it is part of the subject 'Personal and social education'.
In ISCED 2-3, it is taught in a compulsory separate subject 'Careers and the world of work' (CWW),
and it is also part of the Learning Core of Learning Pathways 14-19 (ISCED 3, Key Stages 4 and5).
http://wales.gov.uk/docs/dcells/publications/110921careersworldworkframeworken.pdf

There is a document for supplementary guidance in the implementation of the subject 'Careers
and the world of work':
http://wales.gov.uk/docs/dcells/publications/110921careersworkguidanceen.pdf

Online implementation guidance and tools to enable schools and colleges to develop a continuumof entrepreneurial learning are under development and will be available online in 2012. New
professional standards for teaching practitioners were introduced in September 2011. The Learning
Wales website will be launched in September 2012 and the development and selection of material
to support teacher continuing professional development is under way.
National delivery programmes that support this work include: Dynamo Role Model Project – a
network of 350+ entrepreneurs who are trained to give inspirational workshops focussing on raising
entrepreneurial aspiration.
http://ms.fs4b.wales.gov.uk/sub_sites/yes/content/projects/role_models.aspx

Dynamo Curriculum Materials: These are innovative teaching materials providing guidance andresources to support the development of entrepreneurial skills and attitudes. Five Dynamo packs
cover the primary and secondary age ranges (5-19 years). 2000+ teachers have been trained.

84

National Descriptions

LEARNING OUTCOMES FOR ENTREPRENEURSHIP EDUCATION AT LEVEL ISCED 1, 2 AND 3
ISCED 1: Personal and social education
Learners should be given opportunities to understand:

the range of jobs carried out by people in their communitythat money is earned through work and can buy goods and services

the importance of looking after their money and the benefits of regular saving

ISCED 2: Careers and the world of work
Learners should have opportunities to:find out about the different types of work that are available and how work patterns are changing

recognise and challenge the stereotypes that limit people in their choice of work and careers

explore the attributes of entrepreneurs and the role of enterprise in wealth creation

learn about the personal qualities that employers see as important

consider their own and other people’s ideas about learning, careers and the world of work to inform
opinions and decisionsdevelop a range of ideas to solve problems

identify any obstacles to future plans and decide how they might be overcome

ISCED 3: Careers and the world of work
Learners should have opportunities to:consider their own and other people’s perspectives about learning, careers and the world of work to
inform opinions and decisions

seek out and evaluate innovative solutions to problems

develop a curriculum vitae (CV) based on their achievements, abilities, interests and skills



examine the implications of stereotyping in employment and training, recognising the benefits of apositive attitude to difference and diversity



explore the role of enterprise/wealth creation and develop their own ability to act in entrepreneurialways

use work-focused experiences to understand better what skills and personal qualities employers want

identify any obstacles to future aspirations and plan thoughtfully how they might be overcome
http://wales.gov.uk/docs/dcells/publications/110921careersworldworkframeworken.pdf (ISCED 2-3: p.14-17)

85

TABLE OF FIGURES
Figure 1.1:

Figure 1.2:

Figure 2.1:

Figure 2.2:

Figure 2.3:

Figure 2.4:

Figure 2.5:

Figure 3.1:

Figure 3.2:

Figure 3.3:

Launch of national entrepreneurship education strategies forgeneral education (ISCED 1-3) between 2000 and 20117

National/regional strategies and initiatives to the implementation ofentrepreneurship education into general education (ISCED 1-3), 2011/12

8

Approaches to entrepreneurship educationin primary education (ISCED 1),
according to central steering documents, 2011/12

14

Approaches to entrepreneurship educationin general lower secondary education (ISCED 2),
according to central steering documents, 2011/12

15

Subjects integrating entrepreneurship education in
general lower secondary education (ISCED 2), 2011/12

15

Approaches to entrepreneurship education in
general upper secondary education (ISCED 3),
according to central steering documents, 2011/12

16

Subjects integrating entrepreneurship education in
general upper secondary education (ISCED 3), 2011/12

17

Definition of learning outcomes for entrepreneurship education inprimary and general secondary education (ISCED 1-3),
according to central steering documents, 2011/12

20

Specific learning outcomes for entrepreneurship education inprimary (ISCED 1) and general secondary education (ISCED 2-3),
according to central steering documents, 2011/12

21

Provision of central guidelines and materials forentrepreneurship education, 2011/12

23

87

ACKNOWLEDGEMENTSEDUCATION, AUDIOVISUAL AND CULTURE
EXECUTIVE AGENCY
P9 EURYDICE AND POLICY SUPPORT
Avenue du Bourget 1 (BOU2)
B-1140 Brussels(http://eacea.ec.europa.eu/education/eurydice)Managing editor
Arlette Delhaxhe
Authors
Ania Bourgeois
Layout and graphics
Patrice Brel
Production coordinator
Gisèle De Lel

89

Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

EURYDICE NATIONAL UNITSBELGIQUE / BELGIË

DEUTSCHLAND

Unité francophone d’Eurydice
Ministère de la Communauté française
Direction des Relations internationales
Boulevard Léopold II, 44 – Bureau 6A/002
1080 Bruxelles
Contribution of the Unit: Joint responsibility

Eurydice-Informationsstelle des Bundes
Project Management Agency
Part of the German Aerospace Center
EU-Bureau of the German Ministry for Education andResearch
Heinrich-Konen-Str. 1
53227 Bonn

Eurydice Vlaanderen / Afdeling Internationale Relaties
Ministerie Onderwijs
Hendrik Consciencegebouw 7C10
Koning Albert II – laan 15
1210 Brussel
Contribution of the Unit: Experts: Isabelle Goudeseune,
Paul Schram (policy officers at the Flemish Department of
Education and Training); coordinator: Ilse Scheirlinckx(policy officer at the Flemish Department of Education andTraining)

Eurydice-Informationsstelle des Bundes
Project Management Agency
Part of the German Aerospace Center
EU-Bureau of the German Ministry for Education andResearch
Rosa-Luxemburg-Straße 210178 Berlin
Eurydice-Informationsstelle der Länder im Sekretariat derKultusministerkonferenz
Graurheindorfer Straße 157
53117 Bonn
Contribution of the Unit: Brigitte Lohmar

Eurydice-Informationsstelle der Deutschsprachigen
Gemeinschaft
Autonome Hochschule in der DG
Hillstrasse 74700 Eupen
Contribution of the Unit: Stéphanie Nix

EESTI
Eurydice Unit
SA Archimedes
Koidula 13A
10125 Tallinn
Contribution of the Unit: Mr. Einar Värä (Chief expert,
Ministry of Education and Research)

BULGARIA
Eurydice Unit
Human Resource Development Centre
Education Research and Planning Unit
15, Graf Ignatiev Str.
1000 Sofia
Contribution of the Unit: Lachezar Afrikanov

ÉIRE / IRELAND
Eurydice Unit
Department of Education & Skills
International Section
Marlborough Street
Dublin 1
Contribution of the Unit: Julia Lynch (Inspector, Departmentof Education & Skills)ČESKÁ REPUBLIKA
Eurydice Unit
Centre for International Services of MoEYS
Na poříčí 1035/4
110 00 Praha 1Contribution of the Unit: Simona Pikálková, Helena
Pavlíková, Marcela Máchová; expert: Lukáš HůlaELLÁDA
Eurydice Unit
Ministry of Education, Lifelong Learning and Religious Affairs
Directorate for European Union Affairs
Section C ‘Eurydice’37 Andrea Papandreou Str. (Office 2168)
15180 Maroussi (Attiki)
Contribution of the Unit: Athina Plessa - Papadaki (Director,
Directorate for European Union Affairs), Maria Spanou(Hellenic Eurydice Unit)

DANMARK
Eurydice Unit
Ministry of Science, Technology and Innovation
Danish Agency for International Education
Bredgade 36
1260 København K
Contribution of the Unit: Charlotte Romlund Hansen (Special
Consultant, Ministry of Children and Education)ESPAÑA
Unidad Española de Eurydice
Instituto de Formación del Profesorado, Investigación eInnovación Educativa (IFIIE)
Ministerio de Educación
Gobierno de España
c/General Oraa 55
28006 Madrid
Contribution of the Unit: Ana Isabel Martín Ramos,
Alicia García Fernández (scholar).

90

Acknowledgements

FRANCE

LIETUVA

Unité française d’Eurydice
Ministère de l'Éducation nationale, de l’Enseignement
supérieur et de la Recherche
Direction de l’évaluation, de la prospective et de laperformance
Mission aux relations européennes et internationales
61-65, rue Dutot
75732 Paris Cedex 15
Contribution of the Unit: Thierry Damour

Eurydice Unit
National Agency for School Evaluation
Didlaukio 82
08303 Vilnius
Contribution of the Unit: Eglė Vasiliauskaitė;expert: Marytė SkakauskienėLUXEMBOURG

Ministarstvo znanosti, obrazovanja i športa
Donje Svetice 38
10000 Zagreb

Unité d’Eurydice
Ministère de l’Éducation nationale et de la Formation
professionnelle (MENFP)
29, Rue Aldringen2926 Luxembourg
Contribution of the Unit: Tom Muller, Mike EngelÍSLANDMAGYARORSZÁG

Eurydice Unit
Ministry of Education, Science and Culture
Office of Evaluation and Analysis
Sölvhólsgötu 4
150 Reykjavik
Contribution of the Unit: Joint responsibility

Eurydice National Unit
Ministry of National Resources
Szalay u. 10-141055 Budapest
Contribution of the Unit: Orsolya Gergely (expert)

HRVATSKAMALTA

ITALIA

Eurydice Unit
Research and Development Department
Directorate for Quality and Standards in Education
Ministry of Education, Employment and the Family
Great Siege Rd.
Floriana VLT 2000
Contribution of the Unit: Josephine Vassallo (expert)

Unità italiana di Eurydice
Agenzia Nazionale per lo Sviluppo dell’Autonomia Scolastica(ex INDIRE)
Via Buonarroti 1050122 Firenze
Contribution of the Unit:: Simona Baggiani
expert: Maria Rosa Silvestro (Dirigente scolastico, Direzione
generale per gli ordinamenti scolastici e per l'autonomia
scolastica – MIUR)

NEDERLAND
Eurydice Nederland
Ministerie van Onderwijs, Cultuur en Wetenschap
Directie Internationaal Beleid / EU-team
Kamer 08.022
Rijnstraat 502500 BJ Den Haag
Contribution of the Unit: Sabah Dakika (expert)

KYPROS
Eurydice Unit
Ministry of Education and Culture
Kimonos and Thoukydidou
1434 Nicosia
Contribution of the Unit: Christiana Haperi;
expert: Andreas Stylianou (Secondary Education, Ministry of
Education and Culture)

NORGE
Eurydice Unit
Ministry of Education and Research
Department of Policy Analysis, Lifelong Learning andInternational Affairs
Kirkegaten 180032 OsloContribution of the Unit: Joint responsibility

LATVIJA
Eurydice Unit
Valsts izglītības attīstības aģentūra
State Education Development AgencyVaļņu street 31050 Riga
Contribution of the Unit: Viktors Kravčenko

ÖSTERREICH
Eurydice-Informationsstelle
Bundesministerium für Unterricht, Kunst und Kultur
Ref. IA/1b
Minoritenplatz 51014 Wien
Contribution of the Unit: Joint responsibility;
expert: Johannes Lindner

LIECHTENSTEIN
Informationsstelle Eurydice
Schulamt des Fürstentums Liechtenstein
Austrasse 79
9490 Vaduz
Contribution of the Unit: Informationsstelle Eurydice91Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes

POLSKASUOMI / FINLAND

Eurydice Unit
Foundation for the Development of the Education System
Mokotowska 43
00-551 Warsaw
Contribution of the Unit: Beata Płatos; expert: Danuta Pusek(Ministry of National Education)

Eurydice Finland
Finnish National Board of Education
P.O. Box 380
00531 Helsinki
Contribution of the Unit: Joint responsibility

SVERIGEPORTUGAL

Eurydice Unit
Department for the Promotion of Internalisation
International Programme Office for Education and Training
Kungsbroplan 3ABox 22007
104 22 Stockholm
Contribution of the Unit: Joint responsibility

Unidade Portuguesa da Rede Eurydice (UPRE)
Ministério da Educação
Gabinete de Estatística e Planeamento da Educação
(GEPE)
Av. 24 de Julho, 134 – 4.º1399-54 Lisboa
Contribution of the Unit: Pedro Cunha (expert)TÜRKIYEROMÂNIA

Eurydice Unit Türkiye
MEB, Strateji Geliştirme Başkanlığı (SGB)
Eurydice Türkiye Birimi, Merkez Bina 4. Kat
B-Blok Bakanlıklar
06648 Ankara
Contribution of the Unit: Osman Yıldırım Ugur, Bilal Aday,
Dilek Gulecyuz
Expert: Anthony Gribben

Eurydice Unit
National Agency for Community Programmes in the Field of
Education and Vocational Trainingrd
Calea Serban Voda, no. 133, 3 floor
Sector 4040205 Bucharest
Contribution of the Unit: Veronica – Gabriela Chirea incooperation with experts from:
Ministry of Education, Research, Youth and SportsoEugen StoicaNational Centre for TVET Developmento
Zoica Vlăduţ
oMihaela Ştefănescu
Institute for Education SciencesoAngela Teşileanu

UNITED KINGDOM
Eurydice Unit for England, Wales and Northern Ireland
National Foundation for Educational Research (NFER)
The Mere, Upton Park
Slough SL1 2DQ
Contribution of the Unit: Hilary Grayson; members of theThematic Working Group on Entrepreneurship Education:
Frank Hennessey (St Mary's University College, Belfast),
Elin McCallum (Welsh Government)

SCHWEIZ/SUISSE/SVIZZERAFoundation for Confederal Collaboration
Dornacherstrasse 28A
Postfach 246
4501 SolothurnEurydice Unit Scotland
Learning Directorate
Area 2C South
Victoria Quay
Edinburgh
EH6 6QQ
Contribution of the Unit: Eurydice National Unit – Scotland

SLOVENIJA
Eurydice Unit
Ministry of Education and Sport
Department for Development of Education (ODE)
Masarykova 16/V
1000 Ljubljana
Contribution of the Unit: Joint responsibility

SLOVENSKO
Eurydice Unit
Slovak Academic Association for International Cooperation
Svoradova 1
811 03 Bratislava
Contribution of the Unit: Joint responsibility

92

EACEA; Eurydice
Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning
Outcomes
Brussels: Eurydice2012 – 94 p.
ISBN 978-92-9201-252-6
doi:10.2797/80384

Descriptors: Entrepreneurship, curriculum, learning outcome, educational reform, basic skills,
educational policy, primary education, secondary education, EFTA, Turkey, European UnionEN

EURYDICE

The Eurydice Network provides information on and analyses of European
education systems and policies. As of 2011, it consists of 37 national units basedin all 33 countries participating in the EU's Lifelong Learning programme (EUMember States, EFTA countries, Croatia and Turkey) and is co-ordinated andmanaged by the EU Education, Audiovisual and Culture Executive Agency inBrussels, which drafts its publications and databases.
The Eurydice Network serves mainly those involved in educational
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structured and organised at all levels. Its publications output may be broadly
divided into descriptions of national education systems, comparative studies
devoted to specific topics, and indicators and statistics. They are available freeof charge on the Eurydice website or in print upon request.

EURYDICE on the Internet –http://eacea.ec.europa.eu/education/eurydice