The Working Group for Digital and Entrepreneurial Competences held a large three-day meeting in Jahorina in the first half of December. In collaboration with six additional expert working groups, they developed and defined desirable learning outcomes of entrepreneurial and digital competencies of students according to their age.
Working groups were tasked with developing learning outcomes for ISCED 1 (end of fifth grade), ISCED 2 (end of ninth grade), and ISCED 3 (end of secondary education) levels based on the EU Digital Framework and the EU Entrepreneurial Competence Framework, as well as presenting good practice examples. The primary goal of the December meeting is to create digital and entrepreneurial competence materials in the form of a Handbook to assist teachers in applying these key competencies.
The meeting in Jahorina drew nearly 40 participants. Members of six expert working groups for digital and entrepreneurial competencies were selected from among classroom and subject teachers, high school teachers, and pedagogical institutes’ advisors. All of them actively participate in the educational system and have firsthand knowledge of what students at certain levels can master.
The working group for entrepreneurial and digital competencies started working in September this year and aims to include these competencies in the curriculum, in the near furture, at all levels of education, from primary and secondary schools to universities, in accordance with current educational trends and recommendations of the European Union.
The purpose of the inclusion of entrepreneurial and digital competencies in the curriculum is to prepare students for the demands of the labour market so that they are job ready on completion of their schooling. By receiving digital and entrepreneurial training in the education system, students develop compentencies that help them better adapt to the modern labour market. As a future labour force, they also develop a more proactive approach in solving everyday challenges in the work environment.
