Creation of Entrepreneurial Mindset (en)

A. Portugal #

 Overview of Entrepreneurship Education in Portugal #

In response to the European Union’s strategic objectives for promoting Entrepreneurship Education, the first entrepreneurship education programme – the National Entrepreneurship Education Plan (https://www.dge.mec.pt/educacao-para-o-empreendedorismo/projeto-nacional-de-educacao-para-o-empr

 eendedorismo) – was launched in Portugal in 2006. The aim of the first National Strategy for Entrepreneurship Education was to promote entrepreneurial activities in primary and secondary schools, under the authority of the Directorate-General of Curriculum Innovation and Development of the Ministry of Education. It was implemented from 2006 till 2010. However, the PNEE was not implemented in all schools, and it was difficult to mobilize teachers to commit to this project, which also had repercussions on student motivation (Teixeira, 2012). This highlights the need to train teachers with the skills and knowledge to properly deliver entrepreneurship, as well as emphasizing the role of the teacher as a mediator in the learning process.

According to a report by Eurydice on Entrepreneurship Education at school in Europe (2016), in 2014/2015 Portugal was considered not to have a national strategy linked to Entrepreneurship Education. The same source points to a cross-curricular approach to Entrepreneurship Education in Portugal.

Being explicitly recognized as a transversal objective at all levels of education, but not compulsory, Entrepreneurship Education is only considered if the school management decides to include it as part of the Citizenship Education subject (Saraiva & Paiva, 2014). This puts the development of entrepreneurial knowledge and skills by students on an unequal footing.

The Strategic Programme for Entrepreneurship and Innovation (+e+i), created in 2011, it’s not geared towards strategies and direct measures in the field of education and entrepreneurship skills at mainstream level. This national strategy for entrepreneurship – Startup Portugal – has a strong focus on business and startups’ development, aimed at stimulating the entrepreneurial spirit.

In 2016, a Working Group of Citizenship Education was setup, aimed at integrating in the school curriculum of all levels of education, a set of skills and knowledge in the field of citizenship, including the field of Entrepreneurship Education. The Strategy of Citizenship Education began to be implemented in the 2017/2018 school year.

However, Entrepreneurship Education is not directly incorporated into the school curriculum, nor is it taught as an independent subject. It is still included in the Citizenship Education curriculum, which is a non-compulsory subject in basic education, and Entrepreneurship Education is just one of its themes. Its implementation is managed and adapted autonomously by each school, according to their educational projects.

Some initiatives and programmes, such as business incubators and startup programmes, have emerged outside the educational system, promoting entrepreneurship at regional and local levels. These national partners have increased entrepreneurial support and follow-up to entrepreneurship within the education system.

Portugal also has a network of governmental and non-governmental organizations that work collaboratively to promote entrepreneurship, such as: National Association of Young Entrepreneurs (ANJE), Platform for Entrepreneurship Education in Portugal (PEEP), Junior Achievement Portugal Foundation.

Entrepreneurship Education in VET #

In Portugal, Vocational Education and Training can take the form of initial training or continuing training, aimed at youths or adults, and can be EQF levels II, IV or V.

Vocational Education and Training courses often referred to as “double certification courses”, typically provide both theoretical knowledge and practical skills relevant to specific professions. These courses aim to prepare individuals for the workforce while also awarding them with a formal qualification recognized by educational authorities.

There are various modalities, which depend on the target-group: Professional Programmes, Apprenticeship Programmes, Specialised Artistic Programmes, Technological Specialisation Courses and Adult Education and Training Programmes. (CEDEFOP, 2021)

EQF level IV Vocational Education and Training courses (Professional programmes) are typically offered in secondary schools and vocational schools, combining general education with vocational training in several fields. Technological Specialisation Courses (EQF level V) are a non-higher post-secondary training path, aiming at qualified integration in the world of work and/or to pursue higher education. These courses are delivered by polytechnic institutes.

In terms of structure, VET courses typically consist of a socio-cultural component (encompasses subjects that provide a broad educational foundation, including Portuguese language and literature, foreign languages and citizenship education); scientific component (focuses on fundamental scientific disciplines relevant to the specific vocational field); technical component (forms the core of vocational courses, offering specialized training in the skills and knowledge necessary for the vocational field); practical training in the workplace (aims to apply acquired knowledge and skills related to the professional area; developed in partnership with companies and community organizations).

Entrepreneurship education in Vocational Educational Courses (VET) in Portugal is not taught as an independent subject.

In Vocational Educational Courses, entrepreneurship can be integrated into the technical component of the curriculum, through specific modules or components (short-term training units) aimed at fostering students’ entrepreneurial mindset, knowledge, and skills.

There are VET courses where entrepreneurship modules (short-term training units) are compulsory in the technological component of the course. In other courses, the entrepreneurship modules are not integrated in the curriculum of the course, but it can be optional. The integration of entrepreneurship modules (short-term training units) in VET courses depends on the objectives and skills of each course.

Even though a particular course does not mention entrepreneurship units, it is possible to insert some units related to entrepreneurship to complete the total amount of hours of the course in its technical component.

In which case the school offering the course has the autonomy to choose to integrate these modules or others from a range of options.

Some examples of short-term training units on entrepreneurship in the National Qualifications Catalogue: Entrepreneurship (50 hours); Innovation and Entrepreneurship (25 hours); Business Models in Entrepreneurship (25 hours); Entrepreneurial Skills and Job Search Techniques (25 hours); Business Initiative and Entrepreneurship (25 hours); Business Management and Entrepreneurship (50 hours); Social Entrepreneurship (50 hours); Profile and Potential of the Entrepreneur – diagnosis / development (25 hours); Ideas and Business Opportunities (50 hours); Business Plan – Creation of Micro Businesses (25 hours); Business Plan – Creation of Small and Medium Businesses (50 hours); Personal Development and Job Searching Techniques (25 hours). (https://catalogo.anqep.gov.pt/)

The expected learning outcomes depends on the specific short-term training unit, which are defined at national level and available in the National Qualifications Catalogue.

In Portugal, the National Qualifications Catalogue (https://catalogo.anqep.gov.pt/), created under the Ministerial Order no. 781/2009, of July 23, is the strategic management tool for non-higher qualifications. It is organized in a dual certification logic, integrating, for each qualification, a set of school and professional references, according to the levels of the National Qualifications Framework (NQF): the professional profile, the training reference and the skills reference. So, the objectives, contents and/or expected learning outcomes are defined for each one of the short-term training units are defined in the NQC. It is also defined the number of training hours and the ECVET credits.

As an example, the short-term training unit entitled Entrepreneurship is identified with the code number 5945, has a total of 50 hours and has a value of 4.5 ECVET credits. The main general learning objective is: To identify and to analyse the elements needed to set up a business. The content and expected learning outcomes are also defined in the CNQ.

The syllabus of VET courses usually includes a component of practical training in the workplace, in which students can develop work habits, an entrepreneurial spirit and a sense of professional responsibility.

Entrepreneurship also can be integrated in the VET curriculum as a theme in a module, but in this case, it is only a theme in a big range of contents of the training module.

In the socio-cultural component of the course, similarly to regular education, there is also the possibility of Entrepreneurship Education being integrated into the Citizenship Education subject. The emphasis given to the subject depends on the school and its Educational Project.

The expected learning outcomes related to entrepreneurship contained in the Strategy of Citizenship Education can be found in general guidelines and recommendations’ documents for practice, applied in the context of the national curricula, including the development of attitudes such as self-awareness, self-confidence, initiative and risk-taking, creativity, critical thinking and problem-solving, as well as transversal entrepreneurial skills like communication and teamwork, and even, some learning outcomes are linked to economic and financial literacy.

Saraiva & Paiva (2014) emphasize the crucial role of teachers as facilitators in the teaching-learning process in entrepreneurship education (European Commission, 2011), student-centred teaching methods, as well as highlighting the need to prepare teachers to act in an entrepreneurial way of teaching, as agents of change, and to be able to network, establishing links with a wide range of stakeholders.

Entrepreneurship education is not included in most of teacher training or in continuing training. Higher education is beginning to offer some training on entrepreneurship, but the training offer specifically for teachers is still scarce. The Directorate-General for Education recently held some training workshops on Entrepreneurship Education, but as a dimension of Citizenship Education. The Directorate-General for Education (DGE) provides some guidelines and educational resources such as manuals, guides and video tutorials on Entrepreneurship          Education, available at:

 https://www.dge.mec.pt/educacao-para-o-empreendedorismo/recursos-educativos.

In VET courses, curricula offer some guidelines, teaching strategies and resources in the field of entrepreneurship education, but teachers have the autonomy to adapt learning materials and methodologies.

The teaching of entrepreneurship in Portugal is encouraged at all levels of education, although there is no effectively established national policy to this end. The style of entrepreneurial education embraced by Portugal is characterised by being more focused on identifying and executing business opportunities, and less focused on reviewing the issue in a broader and more socially contextualised way, therefore, lacking  a more reflective form of education. (Lima, 2018)

There is still a lot of work to be done to reach the level of the countries that are at the forefront of entrepreneurship education in Europe, both in terms of policies, and practices and changing the social, educational and cultural mindset.

References #

• • Bacigalupo, M., Kampylis, , Punie, Y., Van den Brande, G. (2016). EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union; EUR 27939 EN; doi:10.2791/593884.
  • CEDEFOP (2021). Vocational Education and Training in Portugal – short description. Luxembourg: Publications Office of the European
  • European Commission (2011). Entrepreneurship Education: Enabling Teachers as a Critical Success Factor – A report on Teacher Education and Training to prepare teachers for the challenge of entrepreneurship education. Directorate-General for Enterprise and Industry, Bruxelles,
  • European Education and Culture Executive Agency: Eurydice, Bourgeois, A., Balcon, M., Riiheläinen, J., Antoine, A. et al., Entrepreneurship education at school in Europe – Eurydice report, Publications        Office        of         the       European                       Union, 2016, h  ttps://data.europa.eu/doi/10.2797/301610
  • Equipa de coordenação do Projeto Nacional de Educação para o Empreendedorismo (2007). Dossier PNEE. Projecto Nacional Educação para o empreendedorismo. Lisboa: Ministério da Educação. Direção Geral de Inovação e Desenvolvimento
  • Figueiredo, (coord.); Pereira, M.; Ferreira, J.; Figueiredo, I. (2007). Guião «Promoção do Empreendedorismo na Escola». Lisboa: Ministério da Educação/Direcção – Geral de Inovação e Desenvolvimento Curricular.
  • Lima, L. C. (2018). Adult and permanent education in times of crisis: A critical perspective based on Freire and Gelpi. Studies in the Education of Adults, 50(2), 1-20. doi:10.1080/02660830.2018.1523087
  • Ministério da Educação/Direção-Geral da Educação (2017). Estratégia Nacional de Educação para a Cidadania.
  • Saraiva, H. & Paiva, (2014). Entrepreneurship education in Portugal – considerations on the topic and its development environment. HOLOS, 6, 3-15.
  • Teixeira, (2012). Educação para o Empreendedorismo – Um estudo sobre o Projeto Nacional de Educação para o Empreendedorismo, Tese de Mestrado, Universidade de Coimbra.
  •  

Websites #

• • • https://catalogo.anqep.gov.pt/

• • • https://www.dge.mec.pt/educacao-para-o-empreendedorismo/recursos-educativos

• • • https://cidadania.dge.mec.pt/sites/default/files/pdfs/referencialeducacaoempreendedorismoaf_0.pdf2

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B. Germany #

The number of start-ups in Germany increased slightly in 2023 compared to the previous year (Gründungsmonitor 2024). The relative proportions of start-ups by women and men vary quite significantly, so no clear trend can be observed in this regard. One factor that has a positive influence on the likelihood of starting a business is role models in one’s own environment, especially among women and younger people.

According to the Start-up Monitor 2024 („Gründungsmonitor 2024“), founders rate free market access and advisory services in Germany somewhat positively, but the education system has received very low ratings for years. This emphasizes the importance of promoting education on business-relevant knowledge and skills.

In principle, the teaching and development of entrepreneurial skills is integrated into school and vocational training (Portal der Kinder- und Jugendhilfe) and thus also pursues the goals of the European Commission’s Entrepreneurship Action Plan 2020. However, there are specific differences depending on the federal state. In a framework agreement on vocational schools from 12th March, 2015, updated on 9th September, 2021, it was expressly stated that prospects for entrepreneurial self-employment are also shown in VET.

Nationwide initiatives and programs on the topic of “entrepreneurship education” are aimed at both learners and teachers. Many initiatives provide free materials for teachers.

Sources: #

• • KfW-Gründungsmonitor 2024

• • Entwicklung unternehmerischer Kompetenz | Jugendhilfeportal

• • europa.eu/commission/presscorner/detail/en/IP_13_12

• • SEKRETARIAT DER STÄNDIGEN KONFERENZ (kmk.org)

A variety of initiatives and projects related to entrepreneurship education are listed below. Some of them are standalone programs, others are part of existing programs. The learning objectives are mostly similar: to train creativity, independent problem-solving skills and project management skills and to introduce young people to entrepreneurial thinking at an early age. Business plans are drawn up, financing options are sought, target group analyses are carried out, marketing strategies are discovered and sales channels are developed. The pedagogical methods range from pure knowledge transfer to planning and simulation projects to mentoring. Learning progress is checked through exams, competitions or project evaluations.

Full project details can be found in the links listed.

• • „Practical manual  for teacher training“: https://www.dkjs.de/fileadmin/Redaktion/Dokumente/themen/Jugend_Zukunft/Entrepreneur_Tea pdf
  • “Entrepreneurial spirit in schools” (Original: “Unternehmergeist in die Schulen”): https://www.unternehmergeist-macht-schule.de/DE/Unterrichtsmaterial/Materialien/materialien_n html
  • „Founder platform“ (Original: „Gründerplattform“): https://gruenderplattform.de/wicket/bookmarkable/com.businesspilot.vgz.pages.DynamicRenderP age?0&renderId=5a5f4d420196118b8425f1b0&tabId=15b58aec-ee21-41ad-a8e7-08ea58bc646b &tabId=15b58aec-ee21-41ad-a8e7-08ea58bc646b&tabId=15b58aec-ee21-41ad-a8e7-08ea58bc64 6b
  • „IW JUNIOR – Experience the economy“ (Original: “IW JUNIOR – Wirtschaft erleben: https://iwjunior.de/unsere-angebote/create/junior-schuelerunternehmen/
  • „SCHOOL BUSINESS“ (Original: „SCHULEWIRTSCHAFT“)  : https://www.schulewirtschaft.de/

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C. Turkiye #

Entrepreneurship in Turkiye #

The importance of entrepreneurship in Turkey was recognized in the early years of the republic and references were made to the development of entrepreneurship at the Izmir Economic Congress and steps were taken to develop free enterprise. However, it would be correct to say that these developments slowed down in the following years with the changing world conjuncture. However, after the 1950s, with Turkey’s transition to a multi-party system, there were significant changes in the country in the economic, political and social fields. These changes were reflected in people in a short time and new business ideas, new opportunities and areas to implement them began to emerge. New business ideas began to develop in cities and even in rural areas, and the number of entrepreneurs in Turkey increased and grew rapidly.  Entrepreneurship in Turkey has accelerated especially after the 1980s and with the January 24 decisions, some steps were taken to remove the obstacles to capital. Of course, these developments brought new economic and social problems with them in the country. However, despite all these developments, entrepreneurship in Turkey has started to develop, open up to the outside world and gain a competitive environment every passing day.

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Entrepreneurship Trainings in Vocational Education in Turkiye #

Entrepreneurship training in Türkiye is provided by various institutions or units, especially universities. Entrepreneurship courses are taught as compulsory or elective courses in faculties, colleges and vocational schools of universities, especially within the scope of economics and administrative sciences. This course is  carried out theoretically and practically. It is aimed to spread entrepreneurship awareness by establishing units such as the Atatürk University Entrepreneurship Research and Application Center on entrepreneurship. It is very important to transform this awareness into an entrepreneurial tendency among young people. However, in the implementation phase of this trend, it is also very important for the state to create economic and social conditions and to fulfill its responsibilities in their formation and to use tools that encourage entrepreneurship.

In Türkiye, entrepreneurship training is provided by some institutions within the scope of adult education and vocational training in addition to compulsory education.

KOSGEP e-Academy: KOSGEP Small and Medium Enterprises Development and Support Administration. This institution is a state institution and its operations are carried out by the state. Since entrepreneurship is a subject that requires continuous development for businesses, entrepreneurship training is provided through this institution. (https://www.kosgeb.gov.tr/) This institution provides gratuitous grants and low-cost loans to young people who complete their training. In this way, young entrepreneurs are brought into business life.

TÜBITAK: Adopting the vision of being an innovative, guiding, participatory and sharing institution in the fields of science and technology, which serves to increase the quality of life of our society and the sustainable development of our country, TÜBITAK determines the Science and Technology policies of  our country and publishes books and journals in order to increase this awareness in every segment of the society, in addition to its functions of supporting academic and industrial research and development studies and innovations, operating R&D institutes that carry out Research-Technology-Development studies in line with national priorities. The academic activities of scientists in Turkey and abroad are supported and encouraged with scholarships and awards, and the projects of our universities, public institutions and industry are funded, aiming to increase the competitive power of our country.  Entrepreneurship in Vocational Education is projected with grant calls opened by TÜBİTAK and these projects are followed up by this institution after they are funded. ( https://tubitak.gov.tr/tr )

Development Agencies: Development agencies aim to activate local development dynamics in Turkey, to ensure that regional resources and potentials are used in the best way possible, to ensure that development covers the entire country in a more balanced and holistic manner, and to ensure that our citizens have as equal access to opportunities as possible. In line with this purpose, activities are carried out to develop human and institutional capacity at the local level for entrepreneurship in our country, to spread the culture of project preparation and implementation, to create the necessary investment environment for the development of the global competitiveness of our regions, and to reflect local needs and demands in investment plans in the most accurate way. In this context, by assuming an interface function between central and local stakeholders, on the one hand, it works to implement national policies and targets at the local level, on the other hand, it aims to maximize the contribution of regional development to national development through local plan and strategy studies.

As a new/unique institutional structure in terms of our country’s public administration system, it tries to ensure local participation at the highest level in decision-making and implementation processes during all these studies, while implementing measures to ensure the healthiest coordination with central institutions and organizations.

As 26 development agencies operating in 26 level 2 regions across our country, we renew ourselves every day by developing newer and more innovative processes in order to be the solution partner of all our stakeholders in minimizing the economic and social development differences between our regions and increasing the competitiveness of our regions at the global level. ( https://www.ka.gov.tr/ )

References: #

• • https://www.kosgeb.gov.tr/

• • h ttps://tubitak.gov.tr/tr

• • h ttps://www.ka.gov.tr/

• • Ağca, & Kurt, M. (2007). İç Girişimcilik ve Temel Belirleyicileri, Ege Üniversitesi İktisadi ve İdari Bilimler Dergisi, Say: 29, 83–112.
  • Arslan, K. (2002). Üniversiteli Gençlerde Mesleki Tercihler ve Girişimcilik Eğilimler, Doğuş Üniversitesi Dergisi, 6(1), 1–11.
  • Çetin, (2007). Bölgesel Kalkınma ve Girişimci Üniversiteler, Ege Akademik Bakış, 7(1),217–238.
  • Aytaç, Ö. & İlhan, S., (2011). Girişimcilik ve Girişimci Kültür, http://www.sosyalbil.selcuk.edu.tr/sos_mak/makaleler. (04.01.2011).

• • Avşar, (2007). Yüksek Öğretimde Girişimcilik Eğilimlerinin Araştırılması, Çukurova Üniversitesinde Bir Uygulama, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü İşletme Anabilim Dalı, Y.Lisans Tezi, 99s.

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D. Romania #

 
The entrepreneurial culture in Romania has seen a significant evolution in recent years, reflecting a greater openness to initiative and risk.

Entrepreneurial education (EE) has gained a significant role in vocational education in Romania, offering students a solid foundation to navigate the business world. The integration of EE in VET programs allows the development of essential skills for professional success, such as initiative, creativity, critical thinking, problem solving and adaptability.

Integration: How is EE integrated into VET programs (stand-alone courses, modules within existing programs, etc.)?

The integration of entrepreneurship education into Romanian VET has been a gradual process, driven by national strategies and European Union (EU) policies aimed at fostering entrepreneurial skills.

• • National Strategy for Vocational Education and Training 2016-2020: This strategy emphasized the integration of entrepreneurship into the VET curriculum as a means to improve the relevance of education and training to the labor market. The strategy encouraged the development of specific entrepreneurial competencies as part of the broader educational goals.
  • Curriculum Development: Entrepreneurship education has been integrated as a cross-curricular theme in many VET programs. Some programs include dedicated modules or courses on entrepreneurship, while others incorporate entrepreneurial skills into broader subjects such as economics or business
  •  

Several national and European initiatives have supported the integration of entrepreneurship education in Romanian VET:

• • ROSE (Romanian Secondary Education Project): Funded by the World Bank, this project aims to reduce dropout rates in upper secondary and tertiary education by improving the quality of education, including the development of entrepreneurial skills
    among students.
  •  
  • Junior Achievement Romania (JAR): JAR has been a key player in promoting entrepreneurship education in Romania, offering programs
    like “Company Program” and “Start Up Program” in VET schools. These programs provide students with hands-on experience in starting and managing a business.
  •  
  • National Strategy for Vocational Education and Training 2016-2020: This strategy included specific measures to enhance entrepreneurship education, such as integrating
    entrepreneurial skills into the VET curriculum, providing teacher training, and promoting partnerships
    between VET schools and businesses.
  •  

Romania incorporates EE in VET programs through various methods:

• • Modules integrated in existing disciplines – Entrepreneurial concepts and skills are integrated in subjects specific to the vocational field, such as marketing in cosmetology programs or business planning in carpentry
  • Practice companies – Many VET schools use simulated companies/ business simulation where students manage all aspects of a business, from production to marketing and This practical experience strengthens the theoretical knowledge.
  •  
  • Optional courses – Some schools offer optional EE courses, allowing a deeper exploration of entrepreneurial concepts and strategies.
  •  

Learning Objectives: What are the specific learning objectives for EE in VET programs? #

The learning objectives of entrepreneurship education in Romanian VET are aligned with both national educational standards and EU frameworks, such as the EntreComp: The European Entrepreneurship Competence Framework (https://publications.jrc.ec.europa.eu/repository/handle/JRC101581).

Key objectives include:

• • Developing an Entrepreneurial Mindset: Encouraging creativity, innovation, and a proactive attitude towards opportunities and challenges.
  • Understanding Business Basics: Equipping students with knowledge of business planning, financial management, marketing, and legal aspects of starting and running a business.
  • Enhancing Problem-Solving Skills: Teaching students to approach problems with an entrepreneurial perspective, identifying solutions that can lead to new opportunities.
  • Building Self-Efficacy: Instilling confidence in students to take initiative, make decisions, and lead projects.
  •  

These objectives are designed to prepare students not only for entrepreneurship but also for active and responsible participation in the economy.

Content: What topics are covered in EE for VET (e.g., business planning, marketing, finance, etc.)? #

The specific topics covered in EE modules vary based on the vocational field. However, core areas typically include:

• • Business planning basics

• • Marketing strategies relevant to the specific vocational field (e.g., marketing for salons in cosmetology programs)
  • Financial literacy – Understanding of legal and regulatory aspects of running a business within the chosen field, covering topics such as budgeting, accounting, taxation, and funding options.
  • Legal and Ethical Considerations: Exploring the legal requirements for starting a business, intellectual property rights, and ethical issues in
  • Innovation and Creativity: Fostering creativity and innovation as essential components of entrepreneurship, including idea generation techniques and innovation management

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Pedagogical Methods: What teaching methods are used for EE in VET (lectures, case studies, simulations, etc.)? #

The pedagogical methods used in entrepreneurship education in Romanian VET are designed to be experiential and student-centered, emphasizing active learning.

• • Case studies: The use of realistic scenarios from the business world allows the analysis of challenges and the decision-making process in an entrepreneurial context.
  •  
  • Learning through projects: Students work on simulated or real projects, applying entrepreneurial concepts in problem solving and business planning.
  •  
  • Simulations and role-playing games: Simulating the business environment through role-playing games allows students to experience real situations and develop their communication, collaboration and negotiation skills.
  •  
  • Mentoring and coaching: Entrepreneurial experts can offer students guidance and support in developing skills and making decisions.
  •  

Teacher Training: Are VET teachers equipped with the skills and knowledge to deliver effective EE? #

Many VET teachers in Romania have limited practical experience in entrepreneurship or business. This lack of hands-on experience can make it difficult for them to convey the complexities of starting and running a business effectively. Entrepreneurship education requires not just theoretical knowledge, but also practical insights that are best imparted by those with real-world experience.

Several initiatives have been launched to improve the entrepreneurial competencies of VET teachers in Romania. For instance, the National Centre for Technical and Vocational Education and Training Development (CNDIPT) has worked on programs aimed at enhancing teachers’ ability to deliver entrepreneurship education. These programs often include workshops, courses, and collaborative projects with businesses.

Through EU-funded projects such as Erasmus+, Romanian VET teachers have had opportunities to participate in international exchanges and training programs focused on entrepreneurship education. These initiatives are designed to expose teachers to best practices and innovative teaching methods from across Europe Organizations like Junior Achievement Romania offer specialized training programs and resources for teachers, helping them to implement entrepreneurship education more effectively. JAR’s programs often include practical tools and methodologies that teachers can use directly in their classrooms.

Assessment Strategies: How is student learning in EE assessed (exams, projects, business plans, etc.)? #

Romanian VET institutions use a combination of assessment methods to evaluate student learning in EE, aiming to measure both cognitive understanding and the development of practical entrepreneurial skills.

• Written Exams and Quizzes: written exams and quizzes, are still commonly used to assess students’ knowledge of basic entrepreneurial concepts, business terminology, and theoretical frameworks.
• Project-Based Assessments: Students are often required to develop business plans, propose start-up ideas, or carry out small-scale entrepreneurial
  
  
• Presentations and Pitches: Students present their business ideas or project results to a panel of teachers and, in some cases, local
  
  
• Portfolios: A portfolio might include a collection of work such as business plans, market analyses, reflections on entrepreneurial activities, and feedback from mentors or
  
  
• Simulations and Role-Playing: Simulations and role-playing exercises are used to assess students’ decision-making abilities and their response to entrepreneurial challenges. The outcomes of these simulations, along with the decision-making process, are evaluated by teachers.
  
  

References and links #

European Commission. (2015). Entrepreneurship Education: A Road to Success – A compilation of evidence on the impact of entrepreneurship education strategies and measures. Publications Office of the European

Gherghina, R., & Grigore, A. M. (2018). Entrepreneurship Education in Romania: An Overview of the Educational System and its Role in Developing Entrepreneurial Skills. Journal of Entrepreneurship Education, 21(3).

Junior Achievement Romania. (2020). Impact of Entrepreneurship Education Programs in Romania. Junior Achievement

National Centre for Technical and Vocational Education and Training Development (CNDIPT). (2016). National Strategy for Vocational Education and Training 2016-2020. Ministry of Education

World (2018). Romania Secondary Education Project (ROSE): Project Appraisal Document. World Bank Group

Domilescu, I. G. (2019). Entrepreneurship education in Romania. Realities and perspectives in secondary and high school. Journal of Educational Sciences, 39(1), 81-89

https://www.romaniapozitiva.ro/bucuresti/programul-universitatea-antreprenoriala-aduce-noi-opo rtunitati-de-dezvoltare-a-initiativelor-antreprenoriale-si-inovative-in-universitatile-din-romania/

https://www.edu.ro/

https://www.jaromania.org/

https://publications.jrc.ec.europa.eu/repository/handle/JRC101581)

E. Poland Integration #

The basis for teaching entrepreneurship in vocational schools in Poland1 is the Regulation of the Ministry of Education and Science of February 6, 2023, amending the Regulation on the basic curriculum of general education for secondary school, technical school and vocational second -degree school . In contrast, for first-degree vocational schools and special schools, the basis is the Ordinance of the Minister of National Education of February 14, 2017 on the curriculum for preschool education and the curriculum for general education for elementary school, including for students with moderate or severe intellectual disabilities, general education for first-degree vocational school, general education for special school, and general education for post-secondary school.

In secondary school, a separate subject on entrepreneurship is being introduced for the first time for students – in vocational schools of the second level and technical schools called “Business and Management (B&M)” from 2023, and in first – degree vocational schools: ” Basics of Entrepreneurship.” B&M in the basic scope is implemented for 2 hours per week, in the extended scope 8 hours per week. It is worth mentioning that the subject was the subject of a major reform in 2023. It was considered that the educational results of B&M should include competencies – 4K (cooperation, communication, creativity, critical thinking); there was a reduction of macroeconomic content in favor of the topic of personal finance; practitioners should appear in the teaching of B&M – the involvement of entrepreneurs and business practitioners in teaching; the introduction of case study methodology – elements of the core curriculum based on up-to-date, local business case studies; the creation of an educational platform dedicated to B&M – e-learning based on business simulations and videos2. In general, B&M is to emphasize project management and working in teams. Instead of lectures for students on the development of the abbreviation GDP and the definition of structural unemployment, the teacher will set them tasks and support them in completing them. He is to be a mentor, not a lecturer.

Learning objectives and content #

Due to the two different legal bases, the objectives of entrepreneurship education, and thus also the content taught, differ between first-degree vocational schools and special schools, and second-degree vocational schools and technical secondary schools . In second degree secondary vocational schools and technical schools, the learning objectives include the following4 Among others: in terms of knowledge

1. Characterize the elements of entrepreneurial competence
2. understand the importance and challenges of teamwork 
3. characterize the stages of project management.
4. identify the basic types of risks associated with the implementation of projects.
5. Explain the mechanisms of the market economy, the interrelationships between its entities and to learn about the role of the state in economic processes. 
6. become familiar with the laws and institutions protecting the consumer.
7. understand different attitudes of people toward money and their consequences
8. characterize financial services important to the household.
9. understand methods of active job search.
10. explain the principles of business management.
11. know the process of planning one’s own business.

In terms of Skills and application of knowledge in practice, among others: 1. analyzing one’s own entrepreneurial competencies and preparing an action plan aimed at their development. 2. team cooperation and effective organization of team work 3. leading discussions and arguing during team work. 4. formulating and justifying goals, planning, presenting the scope and implementation of simple project tasks. 5. observing economic phenomena and drawing conclusions. 6. taking into account simple economic information and basic economic indicators in decision-making

Regarding the formation of attitudes:

1. Recognizing the importance and necessity of continuous improvement of entrepreneurial competence in personal and socio-economic life. 
2. Recognizing the importance of creative thinking in developing business ideas 
3. Appreciating the role of entrepreneurs who responsibly build a competitive economy
4. Adopting attitudes of economic patriotism,
5. Recognizing the consequences of unethical actions related to finance.
6. Awareness of the consequences associated with irresponsible indebtedness and mechanisms for getting out of the debt spiral.
7. Self-awareness and acceptance of responsibility for one’s career.
8. Appreciation of the role of employees’ entrepreneurial attitudes in the development of business and social ventures.
9. Appreciation of the role of the entrepreneur and managers in achieving corporate goals.
10. Being open to opportunities in the environment, taking initiative, ingenuity and determination to achieve goals. 11. Respect for intellectual property protection rights.
    
    

Accordingly, the taught content includes the following thematic blocks:

Entrepreneurial person in the modern world: entrepreneurship in the market economy, entrepreneurial competencies and methods to improve them, interpersonal skills, teamwork, creative thinking, the role of innovation in entrepreneurship:

Project management: specifics of a project, scope, stages and goals of a project, planning project tasks, budget and schedule of activities, roles in a project and division of tasks, summarizing project tasks.

Market economy: entrepreneurship in a market economy, features of a market economy, types of markets, market mechanism, entities of the market economy, entities of the social economy, parameters characterizing the economy, state and local government budgets, the role of the state in the economy, the consumer in the market, economic patriotism.

Personal finance: money, circulation of money, attitudes towards money, financial maturity, financial market institutions, household budget, debt spiral, taxes, forms of saving and investing, investment risk, banking services, security of electronic financial services, financial security of the future, social insurance, property and life insurance, investing in the Stock Exchange, ethics in finance.

Entrepreneurial person in the labor market: career, job search, job interview, self-presentation, formulating feedback, ethics at work.

Enterprise: enterprise management, own business and its environment, enterprise finance, business ethics, corporate social responsibility

In a first-degree vocational school, the learning objectives include the following6: Communication and decision-making. Regarding the economy and enterprise, the student is able to explain the principles of enterprise and draw up a simple business plan; characterizes the mechanisms of the economy and market institutions and the role of the state in the economy; analyzes current changes and trends in the world and Polish economies; distinguishes and compares forms of investment and the resulting risks. In terms of planning and career, the student describes the strengths of his personality; analyzes the availability of the labor market in relation to his own competence and career plans. As for ethical principles, the student explains ethical principles in business and in employee-employer relations, and is able to evaluate behavior in terms of ethics.

The content taught includes 6 thematic blocks:

Entrepreneurial person – the student learns about entrepreneurial qualities, recognizes assertive, submissive and aggressive behavior; relates them to the qualities of an entrepreneurial person; recognizes the strengths and weaknesses of one’s own personality; relates them to the qualities of an entrepreneurial person; makes rational decisions, based on the information at his disposal, and evaluates the consequences of his own actions; knows consumer rights and lists the institutions that uphold them; presents the principles of filing a complaint in case of non-compliance of goods with the contract; reads the information contained in advertisements, distinguishing them from persuasive elements; indicates positive and negative examples of the influence of advertising on consumers. In block II Market – features and functions, the student knows the social and economic goals of economy, distinguishes between the factors of production (labor, entrepreneurship, capital, land and information) ;knows the features, functions and types of markets; circulation of money.

In Block III Market Institutions, the student distinguishes between the forms and functions of money; explains the role of market institutions: central and commercial banks, stock exchange, investment funds, insurance companies, pension funds ;calculates the interest on a loan and a bank deposit, evaluates the possibility of repaying the loan taken with a certain income; calculates the expected profit from an exemplary capital investment in the short and long term; characterizes the pension system in Poland and indicates the relationship between one’s future professional activity and the amount of pension; analyzes the offers of banks, investment funds, insurance companies and pension funds.

Regarding the State, Economy (Block IV), the student: knows the economic functions of the state and measures of economic growth; the causes and tools of the state’s influence on the economy; lists sources of income and types of state spending; explains the impact of the budget deficit and public debt on the economy; searches for information on current trends and changes in the world and Polish economies.

In the block on Enterprise (V), the student: characterizes the environment in which an enterprise operates; discusses its goals, draws up a project for his/her own enterprise based on a business plan; distinguishes between the basic legal and organizational forms of an enterprise; describes the procedures and requirements for setting up an enterprise; discusses the principles of teamwork and explains what the roles of a leader and a doer are; discusses the characteristics of a good team leader; identifies and analyzes conflicts in a team and proposes methods for solving them, especially through negotiation; discusses the stages of project implementation and plans activities aimed at its realization;

Regarding the labor market (VI), the student: discusses the measures and effects of unemployment on the economy; analyzes his/her own opportunities to find a job in the local, regional, national and European markets; searches for job offers; distinguishes between ways of hiring an employee, prepares application documents for a specific job offer; prepares for and participates in a job interview under simulated conditions; distinguishes between ethical and unethical behavior as an employer and employee; explains the phenomenon of bullying in the workplace and presents ways to counteract.

Pedagogical methods #

The selection of teaching methods in light of the educational results indicate the use of, first of all, modern activating methods activating methods, since thanks to them the student remembers the most in the learning process. Methods based on the student’s action ensure greater and better quality of acquired knowledge. The choice of teaching methods depends on many factors, including the objectives of the classes, the age of the students, the level of knowledge or, finally, the school’s teaching base. These include: teamwork, implementation of tasks using the project method, use of business case studies, analysis of real experiences of Polish and foreign companies, business simulations, discussions, investment simulations, presentations of ideas for a business or social venture and defense of proposed solutions, study visits and interviews with potential customers, entrepreneurs, clients, elements of gamification. Each of the above forms, methods and techniques should serve to reflect socio-economic reality in a way that suits the cognitive abilities of students.

Teacher training #

Qualifications for the position of a teacher in secondary schools, technical secondary schools, second-degree vocational schools, first-degree vocational schools, are held by a person who has completed: (1) higher education, in a field (specialty) consistent with the subject taught, and has a pedagogical preparation, or (2) higher education, in a field whose learning outcomes include the content of the subject taught as indicated in the curriculum for that subject and has a pedagogical preparation, or

• higher education, in a field (specialty) other than those listed in items 1 and 2, and post-graduate studies in the subject taught as well as in the classes taught, and has a pedagogical

Teachers in Poland can acquire appropriate qualifications for teaching entrepreneurship through studies, courses, certificates and practical work experience. VET teachers in Poland have access to various forms of support and professional development opportunities that can help them teach entrepreneurship effectively.

Assessment strategies #

The subject “Business and Management” under the new law has become a matriculation exam subject that will be taken by students for the first time in 2027. As a result, students can take it and study it in either the basic or extended system. The new subject emphasizes teamwork so much, that for the first time in the history of matriculation exams, some of the tasks will be performed by students in groups. Teamwork will make up 30 per cent of the grade for the entire matriculation exam in B&M. It is not yet known whether the teamwork will be part of an oral or perhaps a written response, and what the evaluation criteria will be10. Methods of evaluation of students’ work: written tests covering a wider part of the material, – paper tests on the material covered in the last lessons (e.g., devoted to the last three topics), – mini matriculation exams – tests on a larger part of the material with tasks similar to those required for the matriculation exam, – oral answers – from the current material or other forms agreed jointly by the teacher and students, evaluation of team projects (20% of the total time devoted to the subject).

F. Ukraine #

National research on entrepreneurship education in vocational education and training (VET) in Ukraine highlights both significant advancements and ongoing challenges. Ukraine’s VET reforms aim to modernize the education system, thereby enhancing its relevance and appeal, and contributing to economic growth and improved career prospects for students.

Following Ukraine’s declaration of independence in 1991, the development of entrepreneurship education began, but the process has been gradual, slow and complicated by various economic and social challenges. Unlike many European countries, Ukraine lacks a long history of implementing entrepreneurship education, necessitating additional efforts to achieve high standards.

The European Investment Bank (EIB) and the EU4Skills (EU4Skills) program play pivotal roles in modernizing vocational education and training (VET) in Ukraine. They focus on establishing Centers of Excellence (CoEs) across various regions. The EIB provides a €58 million loan to support the construction, renovation, and upgrading of VET schools in up to nine oblasts, transforming them into CoEs.

This initiative is part of the EU4Skills: Better Skills for Modern Ukraine program, which is co-funded by the European Union, Germany, Finland, Poland, and Estonia (EIB, 2020; EIB, 2021). The primary goal of the EU4Skills program is to support the establishment of a modernized VET system that promotes sustainable and inclusive socio-economic development. This involves enhancing economic governance through diversification and increased labor productivity. Improvements will be achieved by effectively implementing a reform action plan, optimizing the VET network, and increasing the attractiveness and quality of VET for learners while ensuring relevance to the labor market (EU4Skills).

The European Investment Bank (EIB, 2021) has partnered with the Ministry of Education and Science of Ukraine to support the Ukraine VET project through a cooperation agreement on consultancy services. This collaboration includes an EU grant of €8.5 million from the Neighbourhood Investment Platform (NIP) to provide technical assistance for efficient project management and communication.

However, the full-scale invasion by russia since February 2022 has posed significant challenges to the VET system. Many institutions have had to adapt new teaching methods, including remote and mixed formats. Despite these challenges, the emphasis on entrepreneurial education remains strong, with initiatives to integrate entrepreneurship into curricula through practical experiences such as student enterprises, simulations, and mentoring programs.

In the context of ongoing globalization and rapid technological changes, economies are becoming increasingly entrepreneurial and knowledge-intensive. In Ukraine, as in other countries, these changes necessitate the development of entrepreneurial skills within organizations and institutions, including educational ones. Research indicates that entrepreneurial skills such as problem-solving, initiative, and flexibility are vital for economic development. The Ukrainian VET system needs to incorporate entrepreneurship at all educational levels to prepare students for broader economic participation. These skills, including self-reliance and risk-taking, are essential not only for starting new ventures but also for adapting to a rapidly changing world. Studies emphasize the growing importance of these competencies in fostering innovation and economic resilience (ERIC).

In Ukrainian VET programs, entrepreneurship education is integrated through both standalone courses and modules within existing programs. This integration is supported by several international projects, such as the EU4Skills program (EU4Skills), which aims to modernize the VET system and includes components focused on entrepreneurship education. Additional information is available on the websites of the European Training Foundation and EEAS (EEAS).

The main learning objectives for entrepreneurship education in Ukrainian VET programs include equipping students with entrepreneurial skills, fostering innovation, and preparing them for the labor market. This is part of broader efforts to align VET with European standards and enhance the employability of graduates. Ukraine is collaborating with employers to advance work-based learning and apprenticeships while modernizing occupational and educational standards to meet market demands. This includes updating school infrastructure with financial backing from EU and international partners. The emphasis on integrating vocational education and training closely with businesses aims to reduce emigration for job opportunities and strengthen the workforce’s role in company success. The shared vision for Ukraine’s future underscores the pivotal role of entrepreneurship education alongside training, lifelong learning, employment, and the labor market in driving comprehensive economic reforms (European Training Foundation, GOVET).

The subjects covered in entrepreneurship education for VET in Ukraine include business planning, marketing, finance, and the development of entrepreneurial competencies. They are integrated into curricula to provide practical and theoretical knowledge for starting/running businesses (EDUFI).

Pedagogical methods used for entrepreneurship education in VET programs in Ukraine include lectures, case studies, simulations, and practical projects. VET teachers in Ukraine are equipped with the necessary skills and knowledge to deliver effective entrepreneurship education through various training programs. International cooperation, particularly with countries like Finland, plays a crucial role in developing teacher training programs and their professional development (Hrytsenok, 2023).

Students are assessed through a combination of exams, projects, business plans, and practical assignments. It ensures that students not only understand theoretical concepts but can also apply them in real-world scenarios. These programs and courses are adequate resources for developing entrepreneurial skills among VET students in Ukraine.

The Volyn Resource Center, within the framework of the USAID Agricultural and Rural Development Program (AGRO), has been developing entrepreneurship education in vocational training institutions since May 2023. The Center implemented the project “Strengthening the Capacity of VET Institutions to Improve Youth Adaptability to Labor Market Needs During Wartime by Developing Entrepreneurial Skills.” This initiative was supported by the EU4Skills Program: Better Skills for Modern Ukraine, with financial backing from GIZ. The project involved comprehensive entrepreneurship training, where participants learned to generate business ideas, create self-sustaining products, and develop profitable business models. It also covered systematizing startups post-launch and finding funding for ideas, with ongoing consultative support to ensure success (Volyn Resource Center).

The “Business Education for VET” project saw participation from representatives of the Odesa, Kherson, Mykolaiv, Zaporizhzhia, Dnipropetrovsk, Cherkasy, Poltava, and Kharkiv regions in an online entrepreneurship training program from October 2021 to January 2022. Students of VET and other professional education institutions, teaching staff, and young community members up to 35 years old took part. The training was facilitated by certified trainers using the International Labour Organization’s methodologies, BIZ-UP and SIYB, recognized and effective in over 130 countries worldwide (Business Education for VET, Implementation of the project “Business Education for VET”).

In January 2024, 80 representatives of vocational education institutions in Kyiv, Dnipro, and Poltava, along with government institutions and entrepreneurs, had the first regional conference “Business Skills for Economic Growth: Supporting the Development of Entrepreneurial Competencies in Learners” in Kyiv. They discussed best practices in teaching entrepreneurship, public-private partnerships, and business support systems. They also shared their experiences in implementing entrepreneurship education courses in VET institutions (OCBITA,UA, 2024a).

The second conference “Business Skills for Economic Growth” was held in February 2024 in Lviv. Attendees were introduced to the project “Business Skills for Economic Growth: Training Courses for Students, Vocational Education Instructors, and Emerging Entrepreneurs.” This initiative is part of the “Vocational Education in Ukraine / Skills4Recovery” program, implemented by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ). The project aims to enhance and support the development of entrepreneurial skills among both youth and adults (OCBITA.UA, 2024b).

The video course “Fundamentals of Entrepreneurship” for vocational education institutions was developed within the UN Recovery and Peacebuilding Programme with the financial support of the EU. The course consists of 20 video lessons (Video Course “Fundamentals of Entrepreneurship”).

In October-November 2018, students of the Vocational Training Center 1 in Ivano-Frankivsk participated in the project “Art and Business”, organized by the Ivano-Frankivsk Chamber of Commerce and Industry (CPTO1). In 2023, the Department of Education and Science of Lviv Regional State Administration and NGO Junior Achievement Ukraine launched a project on entrepreneurship for students of vocational (technical) and pre-university professional education institutions. It was implemented in Lviv and Chernihiv regions, which had the highest number of internally displaced persons (LODA).

To improve the quality of VET, Ukraine plans to address war-related challenges by adapting education programs, creating new modular methodologies, and establishing a network of Qualification Centres. It aims at better aligning education with labor market needs during and after the war. VET schools will continue offering dual and on-the-job training, fostering partnerships to enhance sectoral and regional labor market coverage. VET teachers will receive further training to develop both soft and entrepreneurial skills among students, emphasizing the importance of entrepreneurship in modern education.

Plans also include enhancing career guidance and increasing the attractiveness of VET programs to attract more young people. Integrating VET-focused career guidance into primary and secondary education, through subjects like “Health, Safety, and Well-being” and “Entrepreneurship and Financial Literacy,” is crucial. This approach aims to build early awareness and interest in vocational training, fostering a better understanding of its value and opportunities. By providing relevant career guidance from an earlier stage, the strategy seeks to bridge the gap between education and the labor market, ensuring that students are well-prepared for their future careers (Leu-Severynenko, 2022).

References: #

• • Business Training. https://cpto1.if.ua/novini/navchannia-biznesu.html (in Ukrainian).

• • EDUFI: Vocational education and training in Ukraine reformed with Finnish support even in the middle of https://www.oph.fi/en/news/2023/vocational-education-and-training-ukraine-reformed-finnish-su pport-even-middle-war.
  • EEAS: EU and EIB continue helping Ukraine build modern vocational education infrastructure. https://www.eeas.europa.eu/delegations/ukraine/eu-and-eib-continue-helping-ukraine-build-mode rn-vocational-education-infrastructure_en?s=232.
  • EIB (2020). Vocational education and training in Ukraine. https://www.eib.org/en/projects/all/20180064.
  • EIB (2021). Ukraine: Team Europe – EIB and the European Commission join forces to modernise vocational

    https://www.eib.org/en/press/all/2021-461-ukraine-team-europe-eib-and-the-european-commissio n-join-forces-to-modernise-vocational-education.

• • ERIC: The Role of VET in the Entrepreneurial Ecosystem. https://eric.ed.gov/?id=ED575969.

• • EU4Skills: Better Skills for Modern
    https://www.eeas.europa.eu/delegations/ukraine/eu4skills-better-skills-modern-ukraine_en.
  • European Training Foundation: Ukraine: A future vision for vocational education. https://www.etf.europa.eu/en/news-and-events/news/ukraine-future-vision-vocational-education.
  • GOVET: Vocational education and training in Ukraine: A system in transition. https://www.govet.international/en/159632.php.
  • Hrytsenok, I. (2023). Effective counseling strategies for promoting entrepreneurship among vocational school students. Development of Modern Science and Education: Realities, Quality Issues, Innovations: Proceedings of the IV International Scientific and Practical Internet Conference (Zaporizhzhia, May 29-31), 345-348. https://lib.iitta.gov.ua/id/eprint/735844/ (in Ukrainian).
  • Implementation of the project “Business Education for VET”. Department of Education of Mykolaiv City Council. https://osvita.mkrada.gov.ua/profesijno-tekhnichna-osvita/41827/ (in Ukrainian).
  • Leu-Severynenko, S. (2022). A Short Overview on Vocational Education and Training in Ukraine: Current Status, Challenges and Reform Intentions Version 0 Bonn, 2022. https://res.bibb.de/vet-repository_780736.
  • Students of Vocational Education Institutions in Lviv Region Were Taught Entrepreneurship and Financial Literacy. https://loda.gov.ua/news/52295 (in Ukrainian).
  • OCBITA.UA, (2024a): Developing Entrepreneurship as the Foundation for Ukraine’s https://osvita.ua/vnz/reform/91448/ (in Ukrainian).
  • OCBITA.UA, (2024b): Vocational Education: Business Skills for Ukraine’s Reconstruction. https://osvita.ua/vnz/reform/91522/ (in Ukrainian).
  • Video Course  “Fundamentals of Entrepreneurship”.
    https://www.youtube.com/playlist?list=PL0-qYICkWMvcTta7VwHK5_LgXm2ED1xyJ  (in Ukrainian).
  • Volyn Resource Center: Project “Business Education for VET” – Just for You! https://vrc.rv.ua/case_study/business4pto/ (in Ukrainian).

• • Ukraine: Team Europe – EIB and the European Commission join forces to modernise vocational education.

    https://www.eib.org/en/press/all/2021-461-ukraine-team-europe-eib-and-the-european-commissio n-join-forces-to-modernise-vocational-education.