From INSTRUCTORS to EDUCATORS, from PUPILS to LEARNERS:
an ENTREPRENEURSHIP EDUCATION MANIFESTO Norris Krueger, PhD
In 2015 OECD’s HE Innovate held a workshop in Potsdam as part of the Entrepreneurship360 project [https:// www.oecd.org/cfe/leed/entrepreneurship360-skills-entrepreneurship.htm]. They had presentations by 26 stellar primary/ secondary entrepreneurship programs; a curious thing surfaced. Every one of these programs had several factors in common. It was so striking to me but none of the educators thought it extraordinary, just normal practice. Or why it is well overdue for us to become educators, not just instructors. • Every program was primarily student-led (even in lower grades), most are student-designed.
multiple dimensions of student outcomes and other stakeholders. Could it be that easy? Why not do all of these? (Easier said than done, of course.) Don’t Our Learners DESERVE All of These? How well a student learns depends on them (of course). It also depends on the quality of the pedagogy, quality of instructor, and the setting (and longer-term on the ecosystem.) Pedagogy, instructor, setting, and ecosystem each have often surprising impacts on learner performance. If some/all are suboptimal, even great learners can fall short; if all are strong, every learner benefits.
• Deep engagement with the ecosystem (again, led typically by the students), occasionally not just immersion but co-immersion.
A+ pedagogical tools delivered by welltrained educators tailored perfectly to the learners, and assessed rigorously will NOT be easy. But why not?
• Always a professionally trained educator at the helm. Occasionally team-taught but still with someone fully trained in education science and practice. • Vigorous, ongoing assessment usually on
As we go through this manifesto, a good place to start is a question that Andy Penaluna asks “If you had to educate starting from Primary School, where would you start and why?” I would add how do we
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