Author(s): GŁnther Seeber
In the last two decades, Entrepreneurship Education has become an issue of school education, while before it had mostly been part of business training courses and business university studies. Between 2014 and 2020, the European educational programme Erasmus+ funded 191 projects on entrepreneurial learning. This paper presents an analysis of these projects with regard to requirements on entrepreneurship education at schools. To this end, the author has developed a categorical analysis framework deduced from theoretical and political concepts of entrepreneurial learning at schools. He evaluates the projects by referring to competence goals, methods, and collaboration with external partners as required elements of entrepreneurship education. The results show a broad range of quality. On one end of the scale there are projects without any reference to common standards of entrepreneurship education, and on the other end, there are as many projects fulfilling all expectations. These are presented as good practices.