Guidelines for entrepreneurship education
opetus- ja kulttuuriministeriö
2009
Julkaisusarja:
Publications of the Ministry of Education 2009:9This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.
Julkaisun pysyvä osoite on
http://urn.fi/URN:ISBN:978-952-485-683-6Tiivistelmä
Entrepreneurship education is a much broader concept than entrepreneurship as a practice of trade. As a concept, it also encompasses training for entrepreneurship. Its components are an active individual with initiative, an entrepreneurial learning environment, education and training, and active and enterprise-promoting policy in society. Entrepreneurship education generates entrepreneurship at all levels of society and strengthens and creates business.
Entrepreneurship education is part of lifelong learning; in it, entrepreneurial skills are developed and supplemented at different points in life. It is a question of life management, interaction, self-guided action, a capacity for innovation and an ability to encounter change. Education and training help entrepreneurship evolve into a mode of operation, in which attitude, will and a desire to take action combine with knowledge and advanced competence.
In general education, the emphasis is on positive attitudes, basic entrepreneurial knowledge and skills and an entrepreneurial mode of operation. At the secondary level and in higher education, the knowledge and skills are developed further, including competencies relating to entrepreneurship. An entrepreneurial culture and procedures are best realised in cooperation with the operational environment according to the objectives set for entrepreneurship education at each level of education.
These guidelines for entrepreneurship education stress networking amongst different forms of education, business and industry, organisations, administrative and political decision-makers and pupils/students’ families. These networks develop the objectives and content of education, learning environments and an action culture which enhance the learner’s entrepreneurial skills and life management. In this fashion, learners develop their knowledge, skills and attitudes and mode of operation, enabling them to act in an entrepreneurial manner in their own lives together with others. All this facilitates the learner’s future operation in the labour market, either as an entrepreneur or in the employ of others.
The guidelines were prepared in broad-based cooperation with different operators in the entrepreneurial community. The partners included the Ministry of Employment and the Economy, the Ministry of Agriculture and Forestry, the National Board of Education, the State Provincial Office of Southern Finland, the Central Chamber of Commerce, Confederation of Finnish Industries (EK), Federation of Finnish Enterprises, Confederation of Agricultural Producers (MTK), Association of Finnish Local and Regional Authorities, Trade Union of Education in Finland (OAJ), Economic Information Office, Finnish 4H Federation, Centre for School Clubs, Junior Achievement – Young Enterprise Finland, Finnish Enterprise Agency, Junior Chambers of Commerce, University of Oulu/Kajaani Department of Teacher Education, University of Turku/ teacher training school and Lappeenranta University of Technology. The guidelines in hand are intended as recommendations for the web of development depicted in Figure 1.
Entrepreneurship education is part of lifelong learning; in it, entrepreneurial skills are developed and supplemented at different points in life. It is a question of life management, interaction, self-guided action, a capacity for innovation and an ability to encounter change. Education and training help entrepreneurship evolve into a mode of operation, in which attitude, will and a desire to take action combine with knowledge and advanced competence.
In general education, the emphasis is on positive attitudes, basic entrepreneurial knowledge and skills and an entrepreneurial mode of operation. At the secondary level and in higher education, the knowledge and skills are developed further, including competencies relating to entrepreneurship. An entrepreneurial culture and procedures are best realised in cooperation with the operational environment according to the objectives set for entrepreneurship education at each level of education.
These guidelines for entrepreneurship education stress networking amongst different forms of education, business and industry, organisations, administrative and political decision-makers and pupils/students’ families. These networks develop the objectives and content of education, learning environments and an action culture which enhance the learner’s entrepreneurial skills and life management. In this fashion, learners develop their knowledge, skills and attitudes and mode of operation, enabling them to act in an entrepreneurial manner in their own lives together with others. All this facilitates the learner’s future operation in the labour market, either as an entrepreneur or in the employ of others.
The guidelines were prepared in broad-based cooperation with different operators in the entrepreneurial community. The partners included the Ministry of Employment and the Economy, the Ministry of Agriculture and Forestry, the National Board of Education, the State Provincial Office of Southern Finland, the Central Chamber of Commerce, Confederation of Finnish Industries (EK), Federation of Finnish Enterprises, Confederation of Agricultural Producers (MTK), Association of Finnish Local and Regional Authorities, Trade Union of Education in Finland (OAJ), Economic Information Office, Finnish 4H Federation, Centre for School Clubs, Junior Achievement – Young Enterprise Finland, Finnish Enterprise Agency, Junior Chambers of Commerce, University of Oulu/Kajaani Department of Teacher Education, University of Turku/ teacher training school and Lappeenranta University of Technology. The guidelines in hand are intended as recommendations for the web of development depicted in Figure 1.