M. Bacigalupo1, P. Kampylis1, E. McCallum2, Y. Punie1

1European Commission, Joint Research Centre, Directorate B - Growth & Innovation (SPAIN)
2Bantani Education (BELGIUM)
Entrepreneurship is regarded as one of the key competences necessary for a knowledge-based society and economy. The development of the entrepreneurial capacity of citizens and organisations is indeed one of the policy priorities for the European Union and the Member States. A major challenge however, is that there is no common understanding of what entrepreneurship as a competence consists of. Therefore, based on extensive research and stakeholder consultations, the Entrepreneurship Competence Framework (EntreComp) was developed and published in June 2016 (!rq73WN). The framework proposes a comprehensive and broad conceptualisation of entrepreneurship as a competence aiming to bridge the worlds of education and work. EntreComp model consists of 3 competence areas, 15 competences, an 8-level progression model and a comprehensive list of 442 learning outcomes. This paper traces the development of a self-assessment tool (SAT) for entrepreneurship competence targeting young adults aged 16-25, based on the EntreComp model.

The development of the tool is based on the in-depth analysis of existing tools and how they correspond to the competences identified in the EntreComp model. In order to locate and select relevant tools we conducted a comprehensive review of academic and grey literature. Ten tools were selected for in-depth analysis, representing different approaches to the encouragement of self-assessment of entrepreneurial skills, knowledge or attitudes.

The preliminary findings of the in-depth analysis reveal significant differences in the competences addressed by each tool. Only one out of the ten tools covers all the competences identified through the EntreComp framework. There is diversity in terms of the goals and target audience for each tool. Some have employability or start-up as ultimate goal and others aim at nurturing the entrepreneurial mind-set of the respondents. Two specifically focus on the self-assessment of entrepreneurial competences, while one translates non-formal learning experiences into evidence of skills developed for academia or employers. Some target learners, others target educators, entrepreneurs or employees. The analysis of the key aspects of each of the tools analysed has led to a number of general considerations. These include a user-centred approach; focus on experiential reflection; a broad interpretation of the entrepreneurship competence; and an open (non-judgemental) approach of its self-assessment.

These considerations will guide the design of a prototype SAT for the entrepreneurship competence of young adults. This SAT will have a twofold aim: to provide a compass for young adults' personal and professional development based on the mapping of their entrepreneurship competences; and to give visibility to these competences as a basis for discussion with tutors, teachers and mentors as well as with potential employers.

This is the first time that a SAT will be developed based on the in-depth analysis of existing tools and on a broad European conceptual model for entrepreneurship as a competence. This will open up opportunities for those working in education, employment and business start-up to make working links to and between the SAT and the EntreComp learning outcomes framework.