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Purpose: The purpose of this paper is to present a new professional development framework (EntreCompEdu) that identifies the competencies educators need to promote entrepreneurial education in primary, secondary and vocational settings. Design/methodology/approach: This conceptual paper explores the relationships between the framework's various constructs to articulate its rationale and value. Its design was informed by literature review and critical feedback from an advisory group of European and national policymakers, university staff, teachers and education consultants. It is currently in a pilot stage. Findings: The paper proposes a new model in the field resting on six pedagogical principles. These are translated into five areas of competence: entrepreneurial knowledge and understanding, planning and organization, teaching and training, assessment, and professional learning. Research limitations/implications: This paper only describes the conceptual thinking and contents of EntreCompEdu based on a limited literature review. Empirical research is necessary to assess the impact of EntreCompEdu on teaching. There are implications for building a network to support educators' professional development. Practical implications: EntreCompEdu and its training materials offer educators structure and guidance to develop their competences. These are available in open access format, via https://www.entrecompedu.eu. Participants will have access to a bank of effective teaching practices and support network across Europe. Social implications: Collaboration is essential to effective entrepreneurial education, with EntreCompEdu facilitating a support network across Europe. Originality/value: EntreCompEdu is an original response to a policy problem, namely the need for a professional development framework to support the implementation of EntreComp. It is timely given calls to pay further attention to teachers' professional development and widen the appeal of entrepreneurial education. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to review the use of “competence” as a concept and through the use of occupational competence standards in six European countries.Design/methodology/approach Partners in an Erasmus+ project in each of the six countries prepared a review of the use of “competence” in their countries using a common template. The authors of this paper reviewed additional literature, summarised the individual country reviews and provided an analysis and commentary.Findings “Competence” is becoming a widely used concept across Europe, but its interpretation and application both vary. Between them, the countries in the study illustrate the use of separate occupational standards, both as a national strategy and developed by self-governing professions; as well as competence embedded directly in qualification and training specifications. The use of separate standards as a mandatory component in national vocational education and training systems is questioned, while the use of appropriate standards for licensing and qualified status is largely endorsed.Research limitations/implications The country reviews were conducted principally from the perspective of informing the developments taking place in the project, so were not comprehensive and also differed in emphasis between countries.Practical implications The study points to the need to avoid promoting any particular model of occupational competence at a European level, as opposed to seeking common ground that will aid mutual recognition of qualifications. It also cautions against the uncritical transfer of models and policies from one national system to another.Originality/value The paper provides additional evidence against “policy borrowing” without careful consideration of context, and contrasts the use of competence standards as part of a system-wide strategy with their tailored application for specific purposes. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to describe a revised approach describing occupational competence, with particular reference to its application in two European countries at the level of specific occupational fields and in relation to the models used in national vocational education and training (VET) systems.Design/methodology/approach An Erasmus+ project involved partners in five countries developing and trialling competence standards, following principles developed from approaches that have recently emerged in some British self-governing professions.Findings The model used in the project avoids the narrowness that was characteristic of earlier British approaches to occupational competence. It provides a template that can be used for articulating the essentials of practice, including in emerging fields and those that cut across professions and occupations. It is also flexible enough to provide underpinnings for different types of VET system without making assumptions about the way that economies, labour markets and education systems are organised.Practical implications A number of factors are outlined that improve the applicability of practice-based competence descriptions, including starting from occupational fields rather than job roles, focussing on the ethos and core activities of the field, and using concise and precise descriptions that are not limited to specific roles and contexts.Originality/value A tested, practice-based model of competence is put forward that can be applied at the level of broad professional or occupational fields, is neutral in respect of national labour markets and educational systems, and offers a means of developing a common “language” of competence at a European level. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to examine the impact of enterprise education on entrepreneurial attitude within European higher education institutions (HEIs) in France, Germany and Poland. The research seeks to consider whether differences between cultural and industrial heritage can influence entrepreneurial attitude and mediate the effectiveness of enterprise education. Design/methodology/approach - Research argues that Europe requires more entrepreneurs willing to innovate and create new ventures to facilitate economic growth. This research builds on prior studies, which have examined the impact of enterprise education and training on business start-up. In particular the study utilises the concept of entrepreneurial attitude to measure how enterprise education influences students'' perceptions of, and motivations towards, entrepreneurship as a viable career option. The study contrasts and compares the impact of a short enterprise course on entrepreneurial attitude among undergraduate students in French, German and Polish HEIs. A quantitative methodology employed a research instrument utilising five-point Likert arrays to contrast attitudes and opinions of students both prior to, and after, the delivery of the course. Findings - Enterprise education has a positive impact on entrepreneurial attitude of French and Polish students. Conversely, the course had a negative impact on male German students. It was also found that while female students are more likely to perceive a greater benefit from the learning experience, the impact of enterprise education on entrepreneurial attitude is actually more significant for male students. Practical implications - The research findings are of interest to academia and policy makers. The study suggests that entrepreneurial attitude among European students can be influenced by exposure to enterprise education. The results also indicate that gender, cultural and industrial heritage can moderate the impact of enterprise education. Originality/value - The paper provides evidence that differences between gender, culture and regional settings need to be considered in the design and delivery of enterprise programmes if they are to have the desired impact on entrepreneurial intent and graduate entrepreneurship. [ABSTRACT FROM AUTHOR]

Purpose – The aim of the paper is to locate and understand VET provision for young people in England and Scotland as a set of policies and practices that can also be located within a broader Europe-wide discourse. Design/methodology/approach – The research drew upon findings from a longitudinal study that comprised interviews with young people who were in JWT at the outset of the research. The work was conducted in the South West of England in 2007 and 2008 and comprised in-depth interviews with 13 young people, supported with 155 telephone interviews, a focus group session with three young people, and a participative research seminar with 25 key stakeholders. Findings – The research showed that although there are nuanced differences in approach, the fundamental basis of the policy rhetorics is the same. Whilst the issues and questions in this paper have been informed by the position in the UK and in particular England, it would seem that the same or similar issues and concerns have become part of the mainstream discourse, certainly within the OECD countries and beyond. Research limitations/implications – The methodology brings a narrative approach (focused upon individual young people), to bear upon a set of policy discourses within the education and skills agenda. Whilst the approach of the paper does not allow for generalisation, it does highlight the problem with a policy focus that fails to take account of what those most affected by the policies actually value and believe. Originality/value – This paper draws together policy narratives and the experiences of young people. [ABSTRACT FROM AUTHOR]

Purpose - This viewpoint paper aims to assess a curriculum response within a specific vocational sector, hospitality, driven by the recent surge in intra EU labour migration and the ensuing increase in workplace cultural diversity. Design/methodology/approach - The paper identifies an appropriate curriculum response by assessing the industry implications and proffering a conceptual model of curriculum response. Findings - The experience across business sectors, such as hospitality, emphasises the need for training that is geared to meet the needs of both international and indigenous employees and that, critically, intercultural issues represent a significant training gap. It is posited that the curriculum response is multifaceted embracing the need to address course content, learning outcomes, assessment methods and the training needs of educators. Originality/value - The paper is targeted at academics within applied business education, specifically in those areas of the services sector that have experienced significant labour migration in recent years. It is also of wider value to those involved in curricula design in a vocational context. [ABSTRACT FROM AUTHOR]

This paper explores what constitutes "enterprise education" in four European countries. It proposes a conceptual schema for capturing the various objectives of enterprise education programmes and initiatives. This conceptual schema is then used to categorise the objectives of 50 enterprise programmes from Austria, Finland, Ireland, and the UK. The paper reviews the teaching/learning methods used in these programmes. It discusses what factors are associated with "effective" enterprise education, illustrating the discussion with "best practice" from the programmes studied. The paper argues that in order to operate effective enterprise education programmes, policy makers and educators need a thorough understanding of the diverse and alternative aims and objectives of enterprise education interventions, of the alternative forms such interventions can take, and of the need to "train the trainers". [ABSTRACT FROM AUTHOR]

The focus of this paper is on developing an understanding, and benchmarking, human resource management (HRM) issues in small and medium enterprises (SMEs) in South-Eastern Europe. The importance of SME's in helping transition-based economies develop is critical, but at the same time the research indicates that the movement toward westernized business systems has a dramatic impact on the human resources within such businesses. Toward addressing this linkage, critical HRM issues related to work outcomes, measures of satisfaction, and managerial support were studied with a sample of nearly 300 employees from 21 SMEs in a country in South-Eastern Europe (the Former Yugoslav Republic of Macedonia). The data suggest that SMEs are not currently giving their employees what they want from their job (e.g. career development, participation in decision making) and that women are treated differently than men creating an imbalance within the workforce. From these data recommendations are drawn for SMEs on how to move forward as transition unfolds. [ABSTRACT FROM AUTHOR]