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Educating entrepreneurial talent

This programme aims to raise awareness, promote and guide entrepreneurial education as a key aspect for young people’s future

The FPdGi’s Educating Entrepreneurial Talent programme seeks to introduce the ‘Learn to be an Entrepreneur’ competence into teachers’ day-to-day practice in order to create genuine Entrepreneurial Schools in which entrepreneurship forms the fifth pillar of education, together with the existing competences of Learn to Know, Learn to Do, Learn to Be and Learn to Live Together.

Competence-based teaching is the ideal instrument for systematically training and developing all these skills in students, and when applied to the competence of Learning to Learn, this form of teaching develops students’ capacity for critical, creative and rigorous thought.

The programme has adopted what are known as Active Methodologies, which place the responsibility for learning on the student, and in which the role of the teacher changes substantially. The teacher’s work is applied less during the session and instead focuses more on planning and prior reflection so that the students can build their own learning more autonomously. The process involves three active methodologies: cooperative learning, service learning and creating ethical entrepreneurial projects, chosen for their potential in the classroom for providing knowledge linked to entrepreneurial talent.

The other main pillar of the programme concerns defining different evaluation systems, in which teachers adopt the role of learning process coaches for their students. The systematic application of tools produces clear results in improving students’ learning.

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The evolution of the programme since its launch

  • White Paper on Entrepreneurial Initiative in Spain. The starting point for the Foundation’s entrepreneurial education programme was the drafting and publication of this White Paper in 2011. In collaboration with ESADE and with the support of various leading international academic institutions, the White Paper is a fundamental tool that has served as a guide to developing the Foundation’s subsequent actions and as an element of reflection for many other organisations.
  • 1st Entrepreneurial Education Workshops.Held in January 2012, these workshops were used to create a map of existing resources in Spain and to promote greater interaction and synergy among those attending.
  • ‘Learn to be an Entrepreneur. How to teach entrepreneurial talent’ report. Published in 2013, this report was based on the 1st Entrepreneurial Education Workshops and details successful experiences carried out in Spain, draws pedagogical and didactical conclusions from the accumulated experiences in order to propose some criteria that enable new programmes to be created and it recommends multiple tools that can be used to evaluate programmes that promote entrepreneurial education. The report was sent out to 30,000 education centres all over Spain.
  • Teacher training programme. Since 2013, training events have been held in cities in 13 autonomous communities (Girona, Barcelona, Valencia, Madrid, Seville, Santander, Murcia, Las Palmas de Gran Canaria, Valladolid, Tenerife, Badajoz, Zaragoza and Vic, among others) for 1,300 education professionals, most of them teachers, but also members of management teams and public administrations and the Ministry of Education. These actions resulted in the implementation of 160 entrepreneurial education projects involving more than 25,000 students in different schools across the country.
  • Sessions to raise awareness with more than 300 head teachers. Also sessions were run to raise awareness among the heads of educational centres, mainly those where teachers who received training were based. The aim was to provide them with tools to lead the change and transformation of educational centres.
  • 2nd Entrepreneurial Education Workshops, held in Girona in February 2014, with the participation of more than 300 people (the main Spanish stakeholders in this area and a selection of teachers and head teachers that have taken part in the project) and with contributions from international experts from countries where the ‘entrepreneurial school’ model is already in operation.


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