Abstract:

The methodology of entrepreneurship education and its evaluation in basic school should be specified so that teachers can develop students' entrepreneurial competence sub-competencies (Ruskovaara, 2014). The Entrepreneurial Competence Framework EntreComp divides entrepreneurial competence into 3 areas and 15 sub-competences, which are used to identify adapted pedagogies, assessment methods and learning environments that promote effective entrepreneurship learning at three skill levels: primary, intermediate and advanced (Bacigalupo et al. 2016). Learning outcomes are statements of what a learner knows, understands, and can do after learning (Cedefop, 2009).

The aim of the research was to find out which sub-competences of entrepreneurial competence and how they were measured and evaluated at the international level to create a suitable measurement tool for basic school students.

An important sub-competence of basic school students' entrepreneurial competence is financial literacy, which is measured by the PISA test. To ensure the scope and validity of the financial literacy test, different elements (content, processes, and context) from three perspectives were identified and assessed. The working principle of the financial literacy test included learners' entrepreneurial attitudes and task types were computer-based scenarios or problem tasks that included interactive links to additional materials, editable graphs and drawings to test different solutions and enable decision-making (PISA, 2018).

The research compared the types and content of tasks created for basic schools with the PISA and EntreComp frameworks by sub-competences: ideas and opportunities (noticing opportunities, creativity, vision, valuing ideas / ethical and sustainable thinking), resources (self-awareness and self-efficacy, motivation and perseverance, resource , financial and economic skills, involvement of others), activities (entrepreneurial thinking / management, planning and management, coping in different situations and taking risks / courage, cooperation, learning from experience) (Bacigalupo et al. 2016).

The development of entrepreneurship education must be increasingly supportive and deepen students' development skills. The development of lower and higher-level skills was monitored with the aim of testing students' factual knowledge, analytical and inferential skills, and the application of this knowledge. To get the whole picture, the tasks were compared both at a lower level (e.g. decoding words, knowledge of vocabulary) and at a higher level (e.g. analyzing, linking and evaluating information) and by combining different skill levels (Angosto et al. 2013; Applegate et al. 2002). To develop critical thinking, students were asked more complex questions that required the use of prior knowledge, inference, and the ability to read readings critically (Mayer, 2002). Two types of answers were used to assess financial literacy: constructed answers (one word, number written by the respondent) and selected answers (yes / no answer from four options) (PISA, 2018).

The analysis was performed to create a tool for measuring entrepreneurial sub-competencies, PISA tests and EntreComp provided an overview of the content and format of the tasks offered for the development of entrepreneurial sub-competencies in basic school.

Keywords:

Entrepreneurial competence, education, measuring, development, skill, attitude.