In this course, participants will learn the basic characteristics and importance of entrepreneurship.
Although it is typically associated with business and economics, entrepreneurship has relevant applications in 21st-century schools. It is both a skillset and a mindset characterized by creativity and the potential for significant cultural, social, and financial impact.
This course will introduce core terminology and provide theoretical background but the focus will be primarily on practical ideas and hands-on experience. Participants will, through case studies and workshops, discover the ways in which to successfully apply entrepreneurship in their class and school.
This course is intended for all teachers (from novice to experienced) who teach different subjects at both primary and secondary school levels. Participants will learn about the concept of financial literacy and how to strengthen the entrepreneurial skills of their students through project-based learning.
Participants will learn how to set up projects and activities across subjects and involving other teachers, at school or in their local community.
Concept by: Vladimir Široki
The course will help the participants to:
- Learn more about concepts and principles;
- Learn methods and techniques that will help students increase their entrepreneurial skills;
- Learn how to integrate project-based learning in their classes in order to develop the entrepreneurial skills of students;
- Create activities within their subjects with the aim of improving their students’ financial literacy;
- Learn how to promote school projects in the online community and therefore improve the digital and entrepreneurial skills of students;
- Better understand legal and ethical aspects.
Day 1 – Introduction to the course
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools;
- Introduction to the subject: What is entrepreneurship? Who are entrepreneurs?
- Key Competences for Lifelong Learning.
Day 2 – Financial Literacy
- Essential knowledge, skills, and attitudes;
- Case study: Ethical value and success;
- The principles of financial literacy;
- Workshop: Successful financial literacy programmes.
Day 3 – Financial literacy curriculum
- Global initiatives: financial education curriculum and how to rely on the resources of various global initiatives;
- Workshop: Selecting the most suitable programmes and activities of financial education;
- Outcomes of financial literacy curriculum;
- Workshop: Designing financial literacy activities;
- Case study: Developing real-world decision-making skills and boosting proactivity.
Day 4 – Entrepreneurship and PBL
- Why is PBL suitable for teaching entrepreneurship?
- The structure of the project;
- Workshop: Designing an entrepreneurial PBL activity.
Day 5 – Entrepreneurship as a cross-curricular activity
- Entrepreneurship beyond the classroom (local initiatives, removing barriers, environment, charity campaigns);
- Workshop: The entrepreneurial project for my school and/or local community;
- Electronic business – how to promote your idea in the online community;
- Legal aspects – business ethics, creativity, copyright, and plagiarism;
- Entrepreneurship as a tool for active participation in democratic life.
Day 6 – Course closure & cultural activities
- Course evaluation: round-up of acquired competencies, feedback, and discussion;
- Awarding of the course Certificate of Attendance.
- Excursion and other external cultural activities.
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.