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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

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.

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

Purpose/goal

  • To activate teachers' creativity to solve the biggest challenges in education today.
  • To help each other designing learner-centered approach to problem solving.
  • To build teachers' skills and confidence to design for the evolving needs of their students and schools
  • To share good practices.
  • To learn using Design Thinking.

Duration

It depends on what you want to do and the way yo take advantage of he community (guild).

Material

  • Toolkit : https://www.teachersguild.org/approach To catalyze creative leadership, The Teachers Guild builds off the methods and mindsets from the Design Thinking for Educators Toolkit. It’s a learner-centered approach to problem-solving that builds teachers' skills and confidence to design for the evolving needs of their students and schools.
  • Teacher-Designed Solutions: https://www.teachersguild.org/solutions The solutions are free for other teachers to use or adapt them in any sense. It could be a good idea to use them during lessons to implement them and see if they need any adaptation.

Description

It is a professional community that activates teachers' creativity to solve the biggest challenges in education today. In their collaborative learning programs they use Design Thinking, a learner-centered approach to problem solving. Teachers tap into their inner designer by trying new ideas and discovering what works and why for their students and schools.

Language

English

Purpose/goal

To look for people eager to lead projects that bring change in and out of their organizations.

Duration

It is a hands-on, practical and exciting training that lasts for 16 weeks.

Material

See: http://www.creaction.es/en/home

Description

Creaction! is an online training platform developed by the University of Deusto to foster entrepreneurial skills. It is a journey that starts when someone invites you to join it. There are different roles: 

  • Travelers are those who join the journey once they receive an invitation from their Guide. Although there are individual exercises, the journey is designed to be made simultaneously in a group. 
  • Guide is the person who invites travelers to join Creaction! This person has previously completed the journey. He or she will shake and motivate the travelers during their adventure and will keep track the traveler's work. 
  • Hosts are experts from the University of Deusto who have created the Creaction! Methodology. They will help guides in their tasks as journey shakers. 

The journey concludes with a final project that will make the change either in or out your organization. The topic of the projects can be either defined by the Guide or by the same traveler.

Creaction! has a clear practical approach, and the best sample of this is that to conclude the journey, each traveler has to share his or her project following the Design For Change methodology.

Language(s)

  • English
  • Basque
  • Spanish

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

•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: 

 _______________________________


 _______________________________

________________________________

Goal/Purpose

Participants develop their narrative competency, creativity, argumentative competency as well as their assertiveness, their persuasiveness and their communication and presentation competencies.

Duration

30-60 min preparation time. One minute presentation.

Material

Smartphone, tablet or laptop and if necessary, additional presentation material.

Description

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.

http://www.youthstart.eu/de/challenges/elevator_pitch/

Goal/Purpose

After this training course, participants (teachers/university students) should be able to

  1. Reflect on and understand how creativity, innovation, and entrepreneurial competencies are put into practice in an educational context.
  2. Recognize opportunities in their lessons that are suitable for an entrepreneurial project, develop and evaluate an idea, and present it to their colleagues and/or other actors.
  3. Gather and make use of feedback on the idea from potential users and external actors.
  4. Implement the idea
  5. Evaluate the implementation process

Duration

It can be used for a few sessions or over a longer period of time.

Material

Handbook (in German)

https://www.dkjs.de/fileadmin/Redaktion/Dokumente/themen/Jugend_Zukunft/Entrepreneur_Teaching_DKJS_2014.pdf

Description

The handbook gives practical advice and provides teachers and trainers details about how such a training course could be designed.        

The concept is based on the following understandings:

Personal experience: Only when teachers have learned themselves – that is, experienced in their own learning processes – what self-directed, creative learning feels like, will they be able to create an entrepreneurial culture among their pupils.

Reflection: The participants become aware of which approaches they already successfully practice and how to strengthen them. They reflect on their role and pedagogical approach and how they view their pupils.

Motivation: Learner motivation and successful learning depend on flexible and innovative teaching styles and methods.

Doing something new: This concept of professional development does not include any rigid learning units but is instead based on the intrinsic desire of teachers to do something new and be innovative.

Role model: When teachers themselves use entrepreneurial competencies in their lessons, this motivates their pupils to acquire them as well. We call this way of teaching ‘entrepreneurial teaching’.

Goal/ Purpose

The Devil’s Advocate method helps learners handle counter-arguments to their own position. This requires them to consciously change their perspective so that new positions can be discovered, critically examined, and tested. The goal of this method is also to motivate learners to engage more deeply with a subject. It can also be used as a warm-up exercise before working on a subject or event, as well as in the evaluation phase of an idea to show its advantages and disadvantages.

Duration

This method can be used as a warm-up activity, in an evaluation phase or during a whole seminar session, 30-90 min, depending on the subject matter.

Material

No specific material needed.

Description

Individual learners or small groups take the role of the so-called ‘devil’s advocate’, an opposing standpoint that is by design expressly critical of the idea or opinion being discussed. A devil’s advocate gathers counter-arguments and attempts to persuade the other participants in the exercise. This exercise promotes an intensive and controversial discussion of ideas. Moreover, by acting out other positions, learners often find it easier to raise topics that they might otherwise be unwilling to talk about. After the exercise, learners discuss how persuasive each argument was.

https://erwachsenenbildung.at/aktuell/nachrichten/7242-advocatus-diaboli-durch-kontroverse-argumentation-ueberzeugen.php

Purpose/goal

Seeing the relationship between language teaching and entrepreneurial education
Teaching language in an entrepreneurial way

Duration

Workshop of 2 hours

Material

Concrete materials such as lego blocks, vegetables and fruit, bathroom products, work utensils and socks

Description

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.

Goal/ purpose

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

Duration

24 to 36 hours

Material

Depends on the case (pen, paper, computer…)
A case, preferably from a professional

Description

The school, 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.

You prefer 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

During a 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.

Success factors

Start from 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.

Keep the case realistic and adapt it to the available time and space.

Provide 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.

Read more


Purpose/goal

To activate teachers' creativity to solve challenges

Duration

1,5- 2 hours

Material

bookcovers
volunteers

Description

It is an open book about life.
There are no paper books in the Human Library. You meet people of flesh and blood. People with an inspiring story or a poignant testimony. Their stories are about loss, success, illness, hope, recovery… Talking with a Human Book is not only a good remedy against prejudices and taboos, but also ideal to inspire and develop creative thinking.
How does it work?
At the beginning of each Human Library you get an overview of the Human Books present. You choose the story that appeals most to you and get to know the man or woman behind the story. Each conversation lasts 20 to 30 minutes. During this time you will have the opportunity to get to know the Human Book in a personal conversation, from person to person.
In The Human Library it is like a real library:

  • The Book is the person who wants to share his experiences.
  • The Borrower is the person who wants to borrow a 'book'.
  • The Catalogue is the collection of titles and short descriptions of each book, with keywords.
  • The Librarian is the administrator of The Human Library.
    Vlaamse Vereniging voor Geestelijke Gezondheid (VVGG) (Flemish Mental Health Association). (s.d.). The Human Library. Consulted from https://www.geestelijkgezondvlaanderen.be/de-levende-bibliotheek

How did we use it at the AP college?
Good education is one of the most important escape routes from deprivation. It is therefore important that our students gain insight into the complexity of this subject and are able to provide good education. In order to be able to set up a good education, it is important that students can come up with solutions for the obstacles they encounter. Poverty is one such obstacle. They have to be able to work in their school and classroom with few resources. In the past, we noticed that students often got stuck on the complexity of the problem.

The Human library not only helps them to grasp the complexity, but we also focus on the further development of our students' creative thinking so that they are able to come up with solutions with few resources and within a unique context. The Human books bring all students a unique story that not only inspires, but is also a starting point to find creative solutions for the problems they are confronted with in education.

Moreover, this form of work also enables them to test their actions or flourishing ideas against various experts.

Available in Dutch and English