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

EURYDICE

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

March 2012

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

ISBN 978-92-9201-252-6doi:10.2797/80384 This document is also available on the Internet (http://eacea.ec.europa.eu/education/eurydice). Text completed in March 2012. © Education, Audiovisual and Culture Executive Agency, 2012. The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded by a reference to 'Eurydice network', followed by the date of publication of thedocument. Requests for permission to reproduce the entire document must be made to EACEA P9 Eurydice and Policy Support.

Education, Audiovisual and Culture Executive Agency P9 Eurydice and Policy Support Avenue du Bourget 1 (BOU2) B-1140 Brussels Tel. +32 2 299 50 58 Fax +32 2 292 19 71 E-mail: eacea-eurydice@ec.europa.eu Website: http://eacea.ec.europa.eu/education/eurydice

CONTENTSContents Introduction Chapter 1: National Strategies and Action Plans
1.1. Timeline for the launch of entrepreneurship education strategies 1.2. Types of strategies 1.2.1. Specific strategies 1.2.2. Broader strategies

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Chapter 2: Integration of Entrepreneurship Education into National Curricula
2.1. Primary education 2.2. General lower secondary education 2.3. General uppersecondary education

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Chapter 3: Student Learning Outcomes and Central Guidelines for Teachers
3.1. Specific learning outcomes 3.2. Provision of central guidelines and teaching materials

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Chapter 4: Current Initiatives and Ongoing Reforms
4.1. Current initiatives 4.2. Ongoing reforms

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Conclusion National Descriptions Table of Figures Acknowledgements29 31 87 89

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INTRODUCTION
Europe faces a number of challenges that can only be met if it has innovative, well-educated, and entrepreneurial 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 thatare needed, will require a greater number 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 entrepreneurshipeducation is addressed from an early 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 an individual’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 ofentrepreneurship education. 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 enhance creativity 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...