Depends on a chosen idea, some suggested ideas are for the lesson (45 minutes), others can take longer periods.
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.
Depends on a chosen idea, some suggested ideas are for the lesson (45 minutes), others can take a whole year.
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.
The AflaYouth, which curriculum aims to improve income-generation abilities for vulnerable young women and men (aged 16-24+) across geographies. It is suited to easily be adaptable in all contexts. It enables young people to gain access to training, support, mentoring and on- and offline learning during their transitions into the formal labour market or entrepreneurship.
Aflatoun’s core programme focuses on children of primary school age, because new attitudes and behaviours are most easily absorbed during this time. It is a fundamental period in personal development, where literacy, numeracy and basic skills become ingrained and part of everyday life. Our curricula can be used within formal primary education, but for those without access to schools we have developed the Non-Formal Education manual.
The AflaYouth curriculum aims to improve income-generation abilities for vulnerable young women and men (aged 16-24+) in all of Aflatoun’s regions. A programme model for Social and Financial Skills (SFS), Employability and Entrepreneurship skills, suited to easily be adaptable to all contexts. It enables young people to gain access to training, support, mentoring and learning on- and off-line during their transitions into the formal labour market or entrepreneurship.
Social and Financial Skills (SFS) program covers the following transferable skills:
Self-awareness • Judge & identify one’s strengths and weaknesses • Show tolerance • Cope with stress and frustration • Overcoming Obstacles • Feel empathy • Building confidence and motivation • Regulate saving and spending • Plan and budget • Manage financial options • Differentiate between needs and wants.
Employability program covers the following transferable skills:
Communicate constructively • Teamwork and cooperation • Setting goals • Critical thinking • Decision making • Anticipating challenges • Negotiation and persuasion • Flexibility • Seeking and making use of guidance • Gaining, processing and assimilating new knowledge
Entrepreneurship program covers the following transferable skills:
Identifying opportunities • Sense of initiative • Creativity and innovation • Problem-solving • Leadership • Risk-assessment • Planning and managing projects • Ability to prioritise • Building on prior experience and knowledge.Studies have shown the positive impact that a combination of social, financial and livelihoods education, along with access to appropriate financial services can have on young people. Girls and young women take leadership opportunities, young people become active citizens, children stay in education or training, and young people’s sexual and reproductive health and rights are strengthened. The key factors are the individual’s confidence, their capabilities to manage their economic circumstances, and their access to the right kind of financial and educational services. This report is about helping young people take control, to self-determine, and to achieve their goals. To enhance children’s social agency and financial health resulting in greater empowerment six evidence-based strategies are examined. These translate into specific recommendations for national policy makers, private sector entities, educators, international agencies and civil society/NGOs. The success of these solutions requires that children and youth are involved in all stages of their design, implementation and evaluation.
English and other languages (varies depending from the country). Through a strong network of 345 partners and 38 governments, the organisation reaches 10.5 million children and young people each year in 108 countries.
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.
The platform provides lots of opportunities for games, so duration can vary depending on needs.
“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.
How can you transform a bottle of water into something that has value for other people?
A plastic bottle with water to each group (½ a liter)
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!
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.
Participants develop their narrative
competency, creativity, argumentative competency as well as their
assertiveness, their persuasiveness and their communication and presentation
30-60 min preparation time. One minute presentation.
Smartphone, tablet or laptop and if necessary,
additional presentation material.
Participants should be able to arouse enthusiasm in potential funding sources for their business idea. They have only one minute to present the most important aspects of their concept and beat out their competitors.
Seeing the relationship between language teaching and entrepreneurial education Teaching language in an entrepreneurial way
Workshop of 2 hours
Concrete materials such as lego blocks, vegetables and fruit, bathroom products, work utensils and socks
In this workshop students design an entrepreneurial lesson for primary school children.
In order to start this workshop it is important that students already have a basis of didactics and teaching experience. The workshop starts with a short explanation about entrepreneurship in education. We strongly emphasize the breadth of the subject because entrepreneurship is often only associated with setting up a business, accounting, profit and loss.
Next, students in small groups are given the assignment to work out an entrepreneurial lesson on the basis of concrete material. We give students two materials that at first sight do not seem to have too much to do with each other. The purpose of this is precisely to challenge them to think creatively.
After this first design, we ask them to present their design to another group. The group that listens identifies the business opportunities they have heard and seen in the design. The presenting group complements unnoticed opportunities.
Afterwards, each group gets an additional assignment to look at. They have to look at the language development opportunities in their design. If they are not yet enterprising, they are also asked to make them enterprising. In this way we want students to experience that entrepreneurial teaching is not the same as project teaching. When carrying out a project you indeed have a lot of opportunities to work on the entrepreneurial skills, but also within individual lessons we can make enterprising and in all lessons there is language.
Practice the first steps of design thinking: empathize, define, ideate and prototype
During a hackathon, participants have to solve a problem - a case - in a short time
24 to 36 hours
Depends on the case (pen, paper, computer…) A case, preferably from a professional
city or company present their case to the participants.
In what follows, students accept the challenge and try to find a good solution for the problem within the give time frame.
to invite a multidisciplinary group for a hackathon. In this way, you can have
students from the teacher training course work together with students from
other courses, but also with external participants. By working in multi-disciplinary
groups you broaden everyone's perspective
hackathon it's all about cooperation. You all work in a pleasant, informal
setting to find a good solution as quickly as possible. Teamwork, time pressure
and the necessary relaxation ensure an inspiring event where everyone gets the
most out of themselves. This provides an enormous boost of energy before,
during and after the event. You will see that after the event you will continue
to solve other cases full of energy and inspiration.
Students focus on the first three steps and if possible sketch a prototype of their solution. However, the emphasis is mainly on thinking up a solution rather than actually realizing it. That would be a nice bonus, but that is not the intention.
a well-developed case. The goal to be achieved must be very clear for each
team. If not, solutions will be devised that nobody is waiting for.
case realistic and adapt it to the available time and space.
different times when students can call on experts who have a good knowledge of
the case. This way, students can not only empathize better at the start, but
they can also question them if they get stuck in their process.
How did we use it at
the AP college?
In our college,
students from the Applied Computer Science and Electronics ICT course
successfully took part in a hackaton.