Abstract:

People with entrepreneurial competencies, both in business and in other fields of life, are more prone to identify problems and take actions, enhancing social and economic well-being (Hermann et al., 2008). Education is believed to be the key to supporting learners to become entrepreneurial. Thus, it is important to have a systematic approach to entrepreneurship education (EE) throughout all educational levels to prepare learners to become entrepreneurial. Learners need to acquire understanding how different cultural contexts attain innovation from early on and how youth and adults stand ready to succeed in an entrepreneurial economy. To systematise the educational approaches, several EE progression models are introduced and analysed.

Researching progression models of EE is believed to be important for several reasons. Firstly, the primary focus among researchers has been on independent initiatives and programs in higher education (Lackéus, 2015:22). Secondly, scientific studies on EE are critical and state small but positive effects of EE on entrepreneurial intentions (Bae, Qian, Miao, & Fiet, 2014; Martin et al., 2013). Thirdly, EE is believed to be essential in shaping young people’s mind-sets and providing entrepreneurial competencies (European Commission (EC), 2016). Fourthly, various reports (EC, 2006, 2008, 2011, 2016; Lackéus, 2015; etc.) state that EE should be embedded in the curricula in a more systematic way. However, there is still limited understanding of what needs to be done to support systematic development of learners’ entrepreneurial competencies. Existing EE progression models do not necessarily present the explicit background information by its development basis, and the application of presented principles in these models often remains abstract. Also, research on the results of the progression models application and its impact still remains seldom. However, creating a systematic approach to how entrepreneurial competencies could be developed from kindergarten and advanced gradually throughout the education system is necessary to make the learning process more efficient and meaningful (Rasmussen & Nybybe, 2013:4; Blenker et al., 2011:422). Also, systematic applications of EE would contribute to constructing more efficient measurement systems in general. Moreover, systematic analysis of existing models would help to fill the gaps above and allow making suggestions for the development of the progression model for Estonian context.

The aim of this paper is to understand the focus of EE at different educational levels, and how various progression models describe the systematic progress of developing entrepreneurial competencies throughout the education ladder.

This paper provides a critical literature overview of existing EE progression models. The main emphasis is on analysing recent progression models created by Gibb (2008), Rasmussen and Nybybe (2013, 2015), Nordic Council of Ministers Norden “From dream to reality” report (2016). The existing progression models in chosen countries are critically examined by comparing their focuses and outcomes. Based on the analyses, the best practices are adapted to formulate proposals for the creation of EE progression model for Estonian education system.

This paper contributes to the clearer understanding of the existing progression models.

Keywords:

Entrepreneurship education, progression models, competence development.