According to the OECD (2018), our societies are changing deeply and rapidly, and the societal, economic, and environmental challenges humanity will have to face in the coming years are unparalleled and unrivalled in history. In this context, education plays a key role in nurturing the key competences in everyone, A key competence is as a combination of knowledge, skills, and attitudes appropriate to the context. This is known as the K-S-A (knowledge, skills and attitudes) model (Komarkova, Gagliardi, Conrads, & Collado, 2015).
Despite large interest in the entrepreneurship competence no agreement was present about its distinctive parts. The EntreComp Framework (Bacigalupo, Kampylis, Punie, & Van den Brande, 2016) sought to tackle this issue with a consensus process around a common understanding that identified three competence areas (Into Action, Resources, Ideas and Opportunities), and, for each of these, five sub-competences, descriptors, as well as learning outcomes were defined and eight proficiency levels drawn out. Yet the EntreComp framework lacks empirical evidence on its use and effectiveness.
In an OECD policy document, Paniagua and Istance (2018) describe the teacher as a designer of learning environments, and identify six clusters of innovative pedagogies, one of which is experiential learning defined as “an approach where learners are brought directly in contact with the realities being studied” (p. 110). This cluster is characterised by the need to learn from evidence and the nurturing of those inquiry skills that allow students to tackle problems, hence in a lifelong learning perspective. The cluster of experiential learning revolves around three pedagogies to help students deal with real and complex challenges: teaching of uncertainty, service-based learning, and project-based learning.
Savery (2015, p. 9) defines problem-based learning as an “instructional learner-centred approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem”. According to Barrows (1986) problem-based learning is characterised by the following features:
- learning is student-centred,
- Learning occurs in small student teams,
- Teachers are facilitators or guides,
- Problems form the organizing focus and stimulus for learning,
- Problems are a vehicle to cultivate problem-solving skills,
- New information is acquired through self-directed learning.
The Korda Method can be defined as a highly structured problem-based learning method for entrepreneurship education, which is suited for K12. Yet, recalling Barrows’ (1986) principles of problem-based learning and Paniagua and Istance’s (2018) metaphor of teacher as designer of learning environments, in the Korda Method, the teacher’s role shifts “from being an arbiter of knowledge to being a designer of transformational learning experiences” (Korda S., 2019, p. 40).
This paper reports on a multiple-case study to test for the Korda Method as a suitable method for teaching entrepreneurship to both secondary as well as tertiary-level students. Contemporaneously, to measure the impact this method had on improving the students’ entrepreneurship competences in the two contexts, this paper makes use, also for the first time in scientific literature, of the EntreComp framework. The explorative research questions this paper tackles are:
● RQ1: To what extent can the EntreComp framework be used to evaluate entrepreneurship courses?
● RQ2: To what extent is the Korda Method suitable for EE, and how does it connect to other student-centred pedagogies?