The progression model is the theoretical background of the project and we use this theoretical background in all the tools of the project, This module describes the theory and methodology behind the project DICE.
The Progression Model could be used in entrepreneurial culture and in fostering creativity and entrepreneurial competencies. One of the challenges of entrepreneurship education has been a lack of description of the progression. This has led to similar practices in various stages of the educational cycle, so that it has been unclear how learning goals develop over time. The areas of competence in the four dimensions can be developed progressively over time by an expansion of competence in relation to depth of knowledge, complexity and taxonomic level. Since the core curricula constitute the framework for the four dimensions, the development of subject knowledge will provide the basis for progression, in entrepreneurial competences as in other subject areas. Each dimension will over time change in form and content, as from school pupils using creativity in their writing to university students using scientific methods to explain new and unknown phenomena. Competences are developed through coherent progression based on commitment, practice and reflection. Entrepreneurial and value-creating processes support this progression and competence building. In order to strengthen the four dimensions (creativity, action, attitude and outward orientation), their interrelationship and their link to core curricula, it is essential that students have continuous experiences of applying their entrepreneurial and other academic competences in value-creating entrepreneurial processes.
Click on the different flags to get the materials in Bulgarian, Danish, English, Portugal or Spanish.
The Progression Model could be used in entrepreneurial culture and in fostering creativity and entrepreneurial competencies. One of the challenges of entrepreneurship education has been a lack of description of the progression. This has led to similar practices in various stages of the educational cycle, so that it has been unclear how learning goals develop over time. The areas of competence in the four dimensions can be developed progressively over time by an expansion of competence in relation to depth of knowledge, complexity and taxonomic level. Since the core curricula constitute the framework for the four dimensions, the development of subject knowledge will provide the basis for progression, in entrepreneurial competences as in other subject areas. Each dimension will over time change in form and content, as from school pupils using creativity in their writing to university students using scientific methods to explain new and unknown phenomena. Competences are developed through coherent progression based on commitment, practice and reflection. Entrepreneurial and value-creating processes support this progression and competence building. In order to strengthen the four dimensions (creativity, action, attitude and outward orientation), their interrelationship and their link to core curricula, it is essential that students have continuous experiences of applying their entrepreneurial and other academic competences in value-creating entrepreneurial processes.
Click on the different flags to get the materials in Bulgarian, Danish, English, Portugal or Spanish.
