Progression Model for Entrepreneurial Learning
A model for understanding entrepreneurship education and progression, developed by The Danish Foundation for Entrepreneurship, which seeks to overcome the lack of consistent research, the disagreements on the aim and the different paradigms in the field.
Purpose and process
The Progression Model offers a new approach based upon the broad interpretation that entrepreneurship education not only targets business startups, but also addresses an individual’s way of making a life in a flexible modern society and of contributing as citizens and employees. It is based on a conceptual framework of 4 entrepreneurial dimensions:
- Action - an individual’s ability to plan, act and create value through cooperation, networking, planning and risk managing
- Creativity - the ability to seek opportunities, create ideas and overcome uncertainties and challenges
- Context - knowledge of local and global society as the financial, social and cultural scene for enterprising activity
- Attitudes - individuals' beliefs in their own capacity to change their lives and opportunities and to fulfil their dreams in respect of ethical values and sustainability.
The model can be used for analysing existing and developing new methods, materials and concepts for entrepreneurship education; it also represents a 'framework' for assessing students' entrepreneurial knowledge, competences and enterprising mindsets.
Entrepreneurship education is seen as a 'must' for everyone but not necessarily that everyone learns the same in the same way. With regard to the ongoing discussion on ‘about’ , ‘for’, ‘through’ and ‘embedded’ entrepreneurship education, the Progression Model tries to overcome this issue by using a pragmatic approach based on the notion of experience-based learning.
The model sees entrepreneurship education as embedded in the curriculum, the focus being on the 4 dimensions as a specific add on. Another part of the model focuses on establishing continuous experience of entrepreneurial processes for students throughout the educational process.
Progression is seen as a process of:
- students' growing knowledge and skills according to the basic curriculum;
- development of more specific entrepreneurial knowledge;
- exposure to more and more extensive entrepreneurial experience.
Curricular or thematic relevance
The 4 entrepreneurial dimensions must be linked to the basic curriculum throughout the educational system, and should take account of differences in educational cultures and aims. One of the conclusions is that entrepreneurship education must fit into national curricula through the embedding of the 4 entrepreneurial dimensions in teaching and learning.
How to organise:
Any curricular/extra-curricular context is suitable
Assessment and evaluation approaches
Assessment and evaluation should be fully integrated within this approach
Files for download:progression_20model-1.eng.pdf / 1963kB
helper do TM detail body (June 6th, 1st half)
This is a useful way to think about what we are doing with entrepreneurial learning--are we addressing all the aspects--not just academics? Are we considering the bigger picture of how a child learns from primary through to university?
This tool is very useful because it merges entrepreneurial key competencies with curriculum which - in Denmark - is vital for teachers because they otherwise tend to neglect entrepreneurial teaching if it is not an intergrated part of their curriculum.