Entrepreneurship Education

The Personal Finance Education Group

The PFEG quality assures and provides resources to support personal finance education and advice and professional development for teachers involved in delivering personal finance education.
Source: http://www.pfeg.org/policy-campaigning/personal-finance-education-what-it

Most studies focus upon a case study that promotes a particular method rather than comparing or evaluating processes and methods within a holistic framework. p.20
Further, research needs to be more evaluative, longitudinal and contextual to examine the link between entrepreneurship education and graduate entrepreneurship.  p 24

For Teacher Educators:

The report identifies a need to develop an environment that enables innovation in teacher education by overcoming negative notions of ‘entrepreneurship’ and recognising social entrepreneurship. This is supported by concrete and tangibly defined learning outcomes for entrepreneurial teaching with developed and quality assured assessment methods for entrepreneurship education pedagogy informed by student feedback. Networks dealing with this area help to share the practice of teacher educators and can lobby for the development of this area.

Many of the teachers deployed to deliver aspects of enterprise education were non specialists and subject-specific professional development for teachers was patchy. This needs to be more substantial that updating sessions by exam boards.

There were few examples of teachers in 11 to 16 schools sharing good practice with specialist teachers in neighbouring schools or in wider subject networks. 
Source Economics, Business and Enterprise Education June 2011, No 100086

The use of teachers’ questioning to extend and deepen understanding was often weak;   In some cases there was an over-reliance on a limited range of activities and missed opportunities to engage students by building on their existing knowledge and experience.

Successful courses made effective use of real-world examples and of information and communication technology (ICT). 
Source: Economics, Business and Enterprise Education June 2011, No 100086

Poorer courses provided insufficient opportunities for students to engage directly with businesses and employers thus providing opportunities for first-hand research or direct contact with businesses that could enhance the quality of learning, relevance of assessment and level of discussion. Source: Ofsted,2011

• Framework for policy development

This includes political backing through inclusion of EE by establishing a common EU framework integrated into existing EU monitoring, the launch of national and regional strategies, ensuring coherent funding and recognising career structures. 
Source: The Oslo Agenda

Course Organisation and Management

Poorer courses provided insufficient opportunities for students to engage directly with businesses and employers thus providing opportunities for first-hand research or direct contact with businesses that could enhance the quality of learning, relevance of assessment and level of discussion. (Ofsted,2011)

Vocational business courses tended to be assessed wholly or mainly by internally set and marked assignments relying on written submissions.

The lack of clear learning outcomes in these areas meant that learners gained limited understanding of the economy, interest rates and their impact, recession, inflation, why prices vary and the ownership of companies.

Few English primary or secondary schools surveyed had a coherent programme of enterprise education to develop economic and business understanding and enterprise and financial capability for all children and young people or had appropriate learning outcomes for these areas. This meant that learners gained limited understanding of the economy, interest rates and their impact, recession, inflation, why prices vary and the ownership of companies.