Abstract:

Competence-based education has gained importance since it is seen as a strategic tool to connect education and lifelong learning (E, 2006; PECD, 2016). Thus, Entrepreneurship Education is important to enhance the development of entrepreneurship competence [Herrmann, Hannon, Cox, & Ternouth, 2008; EC, 2016; Lackéus, 2015; Draycott & Rae, 2011). To develop competencies sustainably and to a mastery level, they need to be introduced and developed from the primary school in the successive education levels (Lilleväli & Täks, submitted). In sum, competence development should be approached systematically at all educational levels.

There are many classifications and different approaches how competencies are defined, conceptualized, and competence models constructed. Also, approaches to competence development in educational settings vary. This variation is driven by the aims and the learning outcomes of entrepreneurship education; educational context and national strategies; and other. Even more, in the literature, there are several attempts to conceptualize entrepreneurship competence by modeling relevant competencies and intended learning outcomes in different educational and proficiency levels. For example, Danish model (Rasmussen & Nybye, 2013) EntreComp model (Bacigalupo, Kampylis, Punie, & Van den Brande, 2016), and others.

There is an increasing amount of information about competence models and what competencies should be developed in the light of future global challenges and the changing workplace. However, what these offered competence models do not provide explicitly are the guidelines and tools how to interpret/translate entrepreneurship competence to learning processes and learning methods. At the same time, to develop competencies systematically, teachers need to understand the ways entrepreneurial competencies can be developed (EC, 2016). Therefore, establishing the common ground for the entrepreneurship competence development helps to provide information about the gradual competence development, and assess it.

Following the previous line of thought, the aim of the study is to provide ideas how entrepreneurship competence can be systematically developed and translated into learning activities and methods.

To highlight the entrepreneurial learning aspects, we go through the stages of learning process development using:
1) social-constructivist learning approach (Palinscar, 1998; Täks et al., 2014; Tynjälä et al. 2009),
2) Bigg’s 3P learning model (2003, p. 19),
3) entrepreneurial learning processes (Rae, 2003).

We will highlight how we integrate Biggs learning model with different learning levels (personal and social learning, as well as, the value creation), assessment and learning methods. We will present the possible solutions using Estonian entrepreneurship competence model that is adapted from the EntreComp as an example.

The results of integrating the learning processes, methods, and assessment will be highlighted and translated into an example entrepreneurship course. The discussion will include the issues of embedding the competencies into existing subject areas.

Highlighting how competencies can be integrated into learning processes and what methods could be used to develop competencies helps to decrease the gap between what competencies should be developed and how it could be done. In other words, this understanding helps teachers to adapt and apply tools relevant for a gradual and systematic competence development.

Keywords:

Entrepreneurship education, competence development, pedagogy, entrepreneurial learning.