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Category: Type of tool

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Purpose

  • To provide practical ideas, how children and youth can be taught entrepreneurship at schools.
  • To analyse the examples of learning outcomes and their assessment.

Material

https://sodas.ugdome.lt/metodiniai-dokumentai/perziura/1521

Duration

Depends on a chosen idea, some suggested ideas are for the lesson (45 minutes), others can take longer periods.

Description

The methodological material created by a group of experts and based on a lot of valuable references provides examples of long-term and short-term planning under the renewed Economic and Entrepreneurship Framework Program (Lithuanian). It provides the illustrations of lesson plans, a brief description of the assessment, and sources of information that economics teachers and students can use in preparation for and during the lessons.

Languages

Lithuanian.

Published on

Purpose

  • To provide practical ideas, how children and youth can be taught entrepreneurship at schools.

Material:

https://www.rokiskiosc.lt/wp-content/uploads/2019/03/verslumo_metodika-1.pdf

Duration:

Depends on a chosen idea, some suggested ideas are for the lesson (45 minutes), others can take a whole year.

Description

A methodology adapted to the needs of regions as an integral part of creatively entrepreneurship in both formal and non-formal education in grades 5-11 ,although many ideas can be applicable in primary level and/or Higher Education Institutions with Initial Primary Teacher Education.

Languages

English, Lithuanian, Russian.

Published on

Purpose

  • to develop Entrepreneurship Competence of future teachers;
  • to become familiar with tools, prepared by other in-service teachers or other interested parties for different education levels (including primary school and Higher Education);
  • to create and to share tools in the provided platform.

Material

https://www.tesguide.eu/

https://www.tesguide.eu/default.aspx

Duration

Depends on a particular tool.

Description

TES is one of the largest entrepreneurship education initiatives in Europe, co-funded by the European Commission through the Competitiveness and Innovation Programme (CIP). It aims at supporting teachers’ professional development in applying the entrepreneurial learning in several subjects and learning environments (primary, secondary, upper secondary and vocational schools). As teachers are playing a leading role in the implementation and evolution of entrepreneurial learning: thousands of good tools and methods for entrepreneurial learning are used in European schools every day. The Virtual Guide constitutes the first attempt to systematize them with over 100 tools and methods included in the first edition, but it aims to further grow and to become an increasingly important go-to place for entrepreneurial teachers in search of good ideas and examples. In order to achieve such a goal, we need your help to broaden the variety of tools and methods presented in the guide. If you have developed experiences, best practices or new ideas share them by filling the form provided on the website. The Virtual Guide provides 33 tools for lower primary and 55 for higher primary levels, and 48 tools for Initial Teacher Education.

Languages

English

Published on

Purpose/goal

To make a self-assessment of innovative potential of Higher Education Institution.

Material

https://heinnovate.eu/en

Duration

The HEInnovate workshops are 1-day workshops for one or more higher education institutions. For each workshop, a group of people are brought together to work with HEInnovate. The users will have a chance to use the self-assessment tool and share experiences and ambitions. If time is limited these can be delivered as half-day workshops. There are three types of workshops set out in this guide, covering HEIs at different stages in their use of HEInnovate.

HEInnovate is a self-assessment tool for Higher Education Institutions who wish to explore their innovative potential. It guides you through a process of identification, prioritisation and action planning in eight key areas. HEInnovate also diagnoses areas of strengths and weaknesses, opens up discussion and debate on the entrepreneurial / innovative nature of your institution and it allows you to compare and contrast evolution over time. You can have instant access to your results, learning materials and a pool of experts.

The European Commission and the OECD have joined forces in the development of HEInnovate. It is free, confidential and open to anyone to use. HEInnovate can be used by all types of higher education institutions. This website offers more than just an interactive tool; it also contains case studies, user stories and supporting material to help you to design solutions tailored to your needs. 

Platform also provides a Training Package, where you can download and find everything you need to organise your very own HEInnovate workshop.

Languages

English, although The eight dimensions of innovation are explained in 24 languages: Bulgarian, Croatian, Czech, Danish,  Dutch,  English, Estonian, Finnish, French, German, Greek, Hungarian, Indonesian, Italian, Latvian, Lithuanian, Maltese, Polish, Portuguese, Romanian, Slovak, Slovenian, Spanish, Swedish.

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Purpose/goal

  • To enrich experience of Initial Teacher Education students on how Entrepreneurship Education activities for primary students can be developed.
  • To work directly in the classroom with primary students or integrate the platform into subjects’ lessons.

Material

http://www.pinigenai.lt/

Duration

The platform provides lots of opportunities for games, so duration can vary depending on needs.

Description

“Pinigėnai” is a fun, educational game for children aged 5-9 and young people. "Pinigėnai" helps to introduce children to the most important principles of earning and spending money and to explain their value in a fun and interesting way. This website and the tasks on it are designed to help teach children how to handle money properly. In addition, most tasks can be a great basis for conversations and discussions with children about money and decisions related to real-life situations. “Pinigėnai” is a Lithuanian version of the educational game Moneyville, created by the Danske Bank Group in cooperation with experienced experts. “Pinigėnai” is part of Danske Bank's financial literacy program to develop basic financial skills for children and young people. The “Pinigėnai” website can be used by anyone. Since the game was launched in 2008, within three years users have registered more than 575 thousand times on the website of the game "Pinigėnai" and the total number of logins was approaching 2.5 million. In eight countries, the game attracted more than 5.3 million users, who logged in 20 million times and spent 90 million minutes in the game. Lithuanian game “Pinigėnai” and it’s version in other languages – Moneyville, has iPad and Android apps available too.

Language(s)

Pinigėnai is awailable only in Lithanian

For other than Lithuanian language users: http://www.moneyville.co.uk/laerer-about-pengeby Moneyville – English, Irish,  Swedish, Danish, Norwegian, Estonian, Finish.

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Purpose/goal

  • To give an idea for Highier Education Institutions with Initial Teacher Education how EE can be implemented as it shares practical recommendations.
  • To share good experience from different Europen countries, linked to particular Higier Education Institutions, as contact details of responsible people are provided, it is suitable for making new parnerships and for building a national or international network.

Duration

A hundred pages to read a full guide.

Material

http://ec.europa.eu/DocsRoom/documents/7465/attachments/1/translations

Description

Abstract:

In 2012, DG Enterprise and Industry and DG Education and Culture initiated two transnational events targeting teachers’ preparation for entrepreneurship education. The events took place in May 2012 (Dublin, Ireland) and in September 2012 (Brdo, Slovenia). The aim of the events was to bring together actors involved in teacher education and training in entrepreneurship to present good practice, exchange ideas and learn from each other. About 170 delegates from more than 30 countries — European Member States as well as accession countries and partner countries — took part in the two events. Experts presented frameworks and guidelines; and practitioners from schools, teacher training institutions, non-governmental organisations (NGOs) and training providers showcased their methods, programmes and projects. Innovative ideas were explored and discussed in workshops and group working sessions. Altogether, a wide variety of areas of action regarding the implementation of entrepreneurship education in teacher education was covered. This guide aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the success factors of the examples, and provides contact details for more information. Building on this, it provides a selection of practical recommendations developed as a result of the events, hoping to inspire practitioners to take action and continue with their own activities to enable teachers for entrepreneurship education.

Language(s)

20 european union languages, including English, French, German, Spanish, Lihuanian, Swedish, Danish, and Duch.

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General description

This Intellectual output is a questionnaire for primary teacher students to evaluate their Entrepreneurial competences. It consists of relevant questions and assumptions. You can as a Higher education teacher use the test before and after a course/module to evaluate the learning/progression among the students.  

The development of the constructions have been inspired by Octoskills and  Entrecomp - the european entrepreneurship competence framework. The questions have been tested twice by student groups in the project and thereafter revised and reformulated.

The final questionnaire consists of nine constructions:

  • Professional entrepreneurship pedagogy knowledge
  • Professional leadership
  • Professional entrepreneurial attitude
  • Network
  • Value
  • Creativity
  • Motivation
  • Teacher support 
  • Persistence

Instructions for use

The self-evaluation questionnaire is provided as a downloadable Excel-file which will automatically add up all answers and calculate average scores for each construction.

Answer each question by entering a character in the white square representing the assessment of your positioning on the scale (1 in Figure 1). It does not matter what character you type, the score will be set from the position marked (3 in Figure 1). An average score for the construction will be calculated automatically. Make sure to answer all the questions in each section, otherwise the average score (2 in Figure 1) will not be representative of that construction. 

Figure 1. How to fill in and interpret the self-evaluation tool.

To make the overall scores more accessible, an overview of all the constructions can be found on a separate tab, entitled “Overview”. Return to the form by clicking the tab “Form”.

Figure 2. Use the tabs at the bottom to switch between an overview of the average scores of the constructions and the form.

The form can be cleared for reuse by clicking the button “Clear form” found at the top right in the Form tab. Please note that previously entered data will be lost when doing this.

Downloads

Self-evaluation-toolDownload
Self-evaluation-tool_no-macrosDownload

Note that buttons will not work in the no-macros version. It is only intended for those that have security settings that doesn't allow macros.

Published on

Purpose/goal

How can you transform a bottle of water into something that has value for other people?

Duration

3-4 hours

Material

A plastic bottle with water to each group (½ a liter)

Description

How can you create value for others?

In groups of 3-4 persons you must discuss what you will do with the bottle. First you discuss these 2 questions: What is Entrepreneurship as a mindset? What does transformation mean?

Talk about the process. Create and facilitate a creative and entrepreneurial space. Use each other’s skills and competences, and use the surroundings and get out of the room! Come back with a product and present it for the group! You have 1 hour in the group!

Language(s)

English and Danish

Published on

Purpose/goal

  • To share the EntreComp framework.
  • To share a definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work.

Duration

Just reading the paper could take aroun 4 hours.

This paper could be worked autonomously or work in teams.

The learner could read it guided by the lecturer or work it using different methosologies.

There is not a fixed time as it depends on the number of questions proposed.

Material

See: https://www.researchgate.net/publication/305991942_Bacigalupo_M_Kampylis_P_Punie_Y_Van_den_Brande_G_2016_EntreComp_The_Entrepreneurship_Competence_Framework_Luxembourg_Publication_Office_of_the_European_Union_EUR_27939_EN

Shortened URL: https://bit.ly/2IkSnkl

Description

Abstract

The development of the entrepreneurial capacity of European citizens and organisations is one of the key policy objectives for the EU and Member States. Ten years ago, the European Commission identified sense of initiative and entrepreneurship as one of the 8 key competences necessary for a knowledge-based society. The EntreComp framework presented in this report proposes a shared definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work. Developed through a mixed-methods approach, the EntreComp framework is set to become a reference de facto for any initiative aiming to foster entrepreneurial capacity of European citizens. It consists of 3 interrelated and interconnected competence areas: ‘Ideas and opportunities’, ‘Resources’ and ‘Into action’. Each of the areas is made up of 5 competences, which, together, constitute the building blocks of entrepreneurship as a competence. The framework develops the 15 competences along an 8-level progression model and proposes a comprehensive list of 442 learning outcomes. The framework can be used as a basis for the development of curricula and learning activities fostering entrepreneurship as a competence. Also, it can be used for the definition of parameters to assess learners’ and citizens’ entrepreneurial competences.

Language(s)

English

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•50 randomly selected words on the list• Choose two digits between 1-50• Combine the two words chosen

Example

Word 1:   ________________________

Word 2:   ________________________

Buisness idea: 

 _______________________________


 _______________________________

________________________________

Tool-Creativity-on-demandDownload