Ordner Document Library

Ordner Communities of Practice

Communities of Practice

This category holds discussion and research papers related to the topic of communities of practice, in particular how to build, cultivate and sustain communities of practice.

Ordner Creativity and innovation

Creativity and innovation

Creativity is the prime source of innovation, which in turn is acknowledged as the main driver of growth and wealth creation, as key to improvements the social field and as an essential tool in addressing global challenges such as climate change, health care and sustainable

Ordner Developing skills and transversal key competences, bridging the world of work

Developing skills and transversal key competences, bridging the world of work

The European Union defines eight key competences: communication in the mother tongue, communication in a foreign language, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competence, sense of initiative and entrepreneurship as well as cultural awareness and expression.

Ordner E-Learning

Using new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.

Ordner Education transitions, school to work transitions, life transitions and pathways

Education transitions, school to work transitions, life transitions and pathways

Concepts and approaches to guiding people of all ages through change.

Ordner Entrepreneurial Skills

Literature and Materials related to Entrepreneurial Skills

Ordner Learning Region | Learning City

Learning Region | Learning City

Promoting learning partnerships on local and regional level in order to build meaningful contexts for social and economic innovation.

Ordner Lifelong Learning - General Themes and Topics

Lifelong Learning - General Themes and Topics

Lifelong learning may be broadly defined as learning that is pursued throughout life: learning that is flexible, diverse and available at different times and in different places. The European Commission (2001) found that lifelong learning has “Four broad and mutually supporting objectives: personal fulfilment, active citizenship, social inclusion and employability/adaptability”. In this regard, lifelong learning has lifewide dimensions that transcend narrow economic and vocational aspects.

Ordner Lifelong learning policies

Lifelong learning policies

Lifelong policies has many facets. However, its major aim might be seen in the continuously support process of stimulating and empowering "individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment, in all roles circumstances, and environments.” (Watson 2003)

Ordner Project development, implementation and evaluation

Project development, implementation and evaluation

This category holds documents related to initiating, planning, management, monitoring and completion of projects.

Ordner Promoting social and economic cohesion through advanced adult education opportunities

Promoting social and economic cohesion through advanced adult education opportunities

According to the European Agenda for Adult Learning adult education shall promote equity, social cohesion and active citizenship through participation in social and cultural learning for personal development and fulfillment.

Ordner Quality Assurance in Education & Training

Quality Assurance in Education & Training

The European Quality Assurance Reference Framework (Reference Framework) is designed to promote better vocational education and training by providing authorities with common tools for the management of quality.

Ordner Senior and intergenerational learning

Senior and intergenerational learning

The ageing of the population is one of the significant transformations being experienced in European societies and a critical social policy issue facing families, governments and communities.

Ordner Serious Games

Serious Games

Serious games are simulations of real-world events or processes designed for the purpose of solving a problem. Although serious games can be entertaining, their main purpose is to train or educate users,

Ordner Validation of Informal Learning

Validation of Informal Learning

Validating non‑formal and informal learning is increasingly seen as a way of improving lifelong and lifewide learning. More European countries are emphasising the importance of making visible and valuing learning that takes place outside formal education and training institutions, for example at work, in leisure time activities and at home.


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pdf BITC Toolkit - Quality Work Placements in the New Normal

Von Markiert in enter.mode.en, internship, quality, virtual, workplacement

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Work placements can be a great leveller for employers looking to diversify their workforce, invest in their communities, and nurture future talent. As employers adapt work placements within the ‘new normal’, this guide sets out ways to ensure they offer an accessible, inclusive,and quality experience for participants.

pdf EntreComp - The Entrepreneurship Competence Framework (2016)

Von Markiert in enter.mode.en, entrepreneurship 1 Download

The development of the entrepreneurial capacity of European citizens and organisations is one of the key policy objectives for the EU and Member States. Ten years ago, the European Commission identified sense of initiative and entrepreneurship as one of the 8 key competences necessary for a knowledge-based society. The EntreComp framework presented in this report proposes a shared definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work.

Developed through a mixed-methods approach, the EntreComp framework is set to become a reference de facto for any initiative aiming to foster entrepreneurial capacity of European citizens. It consists of 3 interrelated and interconnected competence areas: ‘Ideas and opportunities’, ‘Resources’ and ‘Into action’. Each of the areas is made up of 5 competences, which, together, constitute the building blocks of entrepreneurship as a competence. The framework develops the 15 competences along an 8-level progression model and proposes a comprehensive list of 442 learning outcomes. The framework can be used as a basis for the development of curricula and learning activities fostering entrepreneurship as a competence. Also, it can be used for the definition of parameters to assess learners’ and citizens’ entrepreneurial competences.

pdf EntreComp into Action - Get inspired, make it happen - A user guide to the European Entrepreneurship Competence Framework (2018)

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This guide is a tool for those individuals and organisations who wish to explore why, when and how they can use EntreComp, the European Entrepreneurship Competence Framework. The entrepreneurship competence is increasingly recognised as a competence for life, relevant to personal development and fulfilment, finding and progressing in employment, as well as initiating new ventures ranging from community campaigns, social enterprises to new start-up businesses.

Why a competence for life? Being creative or thinking about how to do things in new ways is equally relevant to progressing your career as well as coming up with new business ideas. Taking the initiative and mobilizing others to get involved are useful skills when fundraising for your local sports team, or establishing a new social enterprise. Understanding how to put a plan into action and use finances wisely are relevant for your own life and for business planning in an SME.

EntreComp is new, so those using it are just starting out in their use of the framework and exploring how it can be implemented in practice. The examples gathered here are intended to illustrate the breadth and depth of potential for using EntreComp, but this will of course evolve through time and experience. This guide is intended to inspire more actors across Europe and beyond to get involved, to join a community of participants committed to embedding these competences for life into education, communities, work and enterprise.

pdf Entrepreneurial Competences: Comparing and Contrasting Models and Taxonomies (2018)

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The emphasis on competences as capturing key aspects of entrepreneurship is relatively recent and quite distinct from research on entrepreneurial traits or cognitive styles in that competences represent observable and measurable knowledge, behaviour, attitudes and skills.
Many competency taxonomies and models have been proposed by scholars, as frameworks organized into tiers of competences including descriptions of the activities and behaviours associated with that competency (Chouhan and Srivastava, IOSR Journal of Business and Management, 16(1): 14–22, 2014). However, no comprehensive set of entrepreneurial competences has emerged from these distinctions and no or little empirical evidence has been provided to validate these categorizations (Morris et al., Journal of Small Business Management 51(3): 352–369, 2013).
This study compares and contrasts three traditional models (Morris et al., Journal of Small Business Management 51(3): 352–369, 2013; Bartram’s, Journal of Applied Psychology 90(6): 1185–1203, 2005, with the EU Entrepreneurship Competence Framework; Bacigalupo et al., EntreComp: the entrepreneurship competence framework, EUR 27939 EN, Publication Office of the European Union, 2016) previously empirically validated by the authors.

pdf European EEE Project: Entrepreneurship Teaching Toolkit (2018)

Von Markiert in enter.mode.en, entrecomp, entrepreneurship, teachers, teaching 4 Downloads

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Incorporating the EntreComp competences framework, EEE Teaching Toolkit reflects on the main dimensions needed for educating successful entrepreneurs.  It translates the core ideas behind the EntreComp framework into practical exercises, that aims at “nurturing a new generation of entrepreneurs” in line with the goals of Entrepreneurship 2020 Action Plan.

pdf JRC-IPTS: Entrepreneurship Competence - An Overview of Existing Concepts, Policies and Initiatives - Final Report (2015)

Von Markiert in enter.mode.en, entrepreneur, entrepreneurship 2 Downloads

This report presents the state of the art on the topic of entrepreneurship competence identifying and comparing different theoretical and practical approaches from the academic and entrepreneurial world. It draws on an extensive literature review, an inventory of selected initiatives and in-depth case studies.
The report looks at different definitions, frameworks, components and other elements of entrepreneurship as a competence, and reflects upon entrepreneurship education, teaching and assessment methods used for entrepreneurial learning.
This report is the final output of the JRC-IPTS funded study 'Entrepreneurship Competence: An overview of existing concepts, policies and initiatives (OvEnt)'; it is part of the wider research agenda of JRC-IPTS on 'ICT for Learning and Skills' that aims to provide evidence on how skills and key competences that our digital society needs are acquired, certified and recognised.

default OECD Skills Studies: Supporting Entrepreneurship and Innovation in Higher Education in The Netherlands (2018)

Von Markiert in education, enter.mode.en, entrecomp, entrepreneurial, entrepreneurship, Europe, skills

The higher education sector in The Netherlands offers excellent examples of what it means to be innovative and entrepreneurial, and promote entrepreneurial mind sets, entrepreneurship and knowledge exchange. Creating value from academic knowledge through innovative services, products, processes and business models that meet economic, social and environmental needs lies at the core of this strategy.
The current challenge is to strenghten the anchoring of value-creation processes in education and research. This can be achieved through increased interdisciplinarity, entrepreneurial mindset development across all subject areas, incentives for effective wider world engagement of researchers and students, and growth-oriented support for startups. This report presents an in-depth analysis of the policy framework and institutional practices and provides useful guidance for policy makers and university leaders across the world. HEInnovate is a joint initiative of the European Commission and the OECD to promote the innovative and entrepreneurial higher education institution.

pdf Predicting entrepreneurial motivation among university students: The role of entrepreneurship education (2016)

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This research aims to better understand the main drivers of entrepreneurial motivation among university students and to determine whether entrepreneurship education has a moderating effect on improving the impact of knowledge base and entrepreneurship competencies on entrepreneurial motivation.
This study uses a mixed-method approach that combines qualitative interviews and a cross-sectional survey of a sample of 465 university students. Findings The study reveals that entrepreneurship competencies are a predictor of entrepreneurship motivation but that knowledge base is not. Additionally, entrepreneurship education does not improve the motivation of university students to become entrepreneurs. These findings suggest that, to increase entrepreneurial motivation, pedagogy should emphasize the development of students’ entrepreneurial psychological and social skills by covering in particular the emotional dimension and critical thinking.
This research contributes to the literature on entrepreneurship education and provides strategic recommendations for university managers and education-policy makers.

pdf The Role of Higher Education in Development of Entrepreneurial Competencies: Some Insights from Castilla-La Mancha University in Spain

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This study presents an analysis of the entrepreneurial competences of second- and fourth-year undergraduate students at the University of Castilla-La Mancha (UCLM), under the framework of the Entrepreneurial Teachers Network, an ongoing project at this institution.
The analysis of a sample of 1874 students identified three profiles of competences of students at the UCLM. The first profile is related to competences in performing and resolving activities, the second is related to risk aversion and uncertainty management and the third is associated with the capacity for teamwork.
Furthermore, it was found that the competences related to implementing and performing activities significantly influence job creation as they exhibit a positive relationship with the intention of creating a company in the first three years after graduation. Emotion-related competences also exhibit a significant effect on entrepreneurial intention, although this association is negative.

Finally, relation-based competences were found to have no impact on entrepreneurial intention.

pdf Training for Mentors and Supervisors of Higher Education Apprenticeship programmes - A Generic Structure for a Continuing Professional Development Course

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Training for Mentors and Supervisors of Higher Education Apprenticeship programmes  - A Generic Structure for a Continuing Professional Development Course

The ApprEnt project, coordinated by eucen in the years 2017-2019, has developed a generic prototype structure for a Continuing Professional Development (CPD) course that intends to give potential users the basis for training tutors and mentors of HEA work-based learning programmes. Being a generic prototype structure, the course gives enough guidance but at the same time flexibility so that any institution/organisation from any country can adapt the model and its contents to their own needs, taking into account not only the national legal strains but also institutional/organisational limitations (especially those connected to time and resources). This generic structure is a tool that users can define and finalise according to their specific needs and context.