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This open access book illustrates a new type of formative intervention for in-service teacher training in entrepreneurship education. The book describes a Change Laboratory and shows how teachers and workshop assistants develop the idea of a multidisciplinary project entailing the design of a self-service and parking lot in a dismissed area close to the city centre. The multidisciplinary project is taken as example of how an idea is debated and turned into collective action and change, the very essence of initiative and entrepreneurship. The Change Laboratory thus increases the participation of students, teachers and stakeholders in the school towards a new curriculum through the implementation of a multidisciplinary project connecting school with the world outside and working life. The book features a foreword by Luke Pittaway, USASBE Entrepreneurship Educator of 2018. The manuscript discusses key concepts of Cultural Historical Activity Theory's Change Laboratory as a formative intervention in a coherent and accessible manner. Beyond that it carefully illustrates how the Change Laboratory and its principles of double stimulation and ascending from the abstract to the concrete can be used as a theory of change to address one of the difficult and new demands of the European Union's New Skills Agenda. The author takes the reader through the expansive learning journey and uses strong evidence to show how a new object can be developed, and how associated tensions and contradictions can be surfaced and tackled by actors with a partially shared object, and how a new concept can be formed and enriched through implementation and reflection in a manner that generates collective transformative agency. (Reviewer) This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie Grant Agreement No. 654101.

This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No. 654101. ; This article tackles the issue of enterprising teachers and how they can educate for the key competence of the sense of initiative and entrepreneurship as a cross curricular subject. It analyses the literature on entrepreneurship and enterprise education, didactics, competence and key competences. The article defines five aspects critical to teaching the sense of initiative and entrepreneurship. These are expanded upon a questionnaire and administered as structured interviews with a group of Italian secondary teachers and workshop assistants. Results show how the interviewees make sense of and teach enterprise education according to their role and the subject they teach. ; Peer reviewed

The aim of this article is to present an innovative approach for guidance. The article starts by introducing the structural reason of unemployment in Italy. It presents the Australian model of guidance and the new reforms on guidance which are being introduced in Italy. It then describes a Change Laboratory intervention carried in a vocational setting in Australia in 2012, which is proposed as model of guidance based on the capability approach.The different stakeholders actively participate in the process thus creating a formative characterization of guidance based on agency. This creates new capabilities for students on the possible career paths they want to undertake. Through this process of informed public dialogue, the students are given voice and contribute to shape the development of the personal life project into further education or work, and this process is led by their values and the values of their communities. Lo scopo di quest'articolo è di presentare un approccio innovativo all'orientamento scolastico e professionale. Si parte introducendo le cause strutturali della disoccupazione in Italia, per poi presentare il modello australiano di orientamento e le riforme che sono state introdotte in Italia sul tema. Successivamente si descrive un intervento di Change Laboratory realizzato nel 2012 in Australia che viene proposto come modello di orientamento basato sull'approccio delle capacitazioni. I diversi stakeholders partecipano attivamente generando una qualificazione formativa dell'orientamento basata sull'agency. Questo crea per gli studenti nuove capacitazioni sui possibili percorsi di carriera di studio o lavoro che vogliono intraprendere. Attraverso questo processo di dialogo pubblico informato si dà voce agli studenti, contribuendo così a formare lo sviluppo di un piano di vita personale verso percorsi formativi e o lavorativi, e questo processo è guidato dai valori degli studenti e delle loro comunità.

This contribution provides preliminary results relating to the evaluation of a web-based platform for cultivating a sense of initiative and entrepreneurship in compulsory education. This platform is used in Finland and abroad, and it was experimented for the first time in three Italian upper secondary schools as substitute of work experience during the COVID-19 pandemic. The article presents entrepreneurship education in Europe, and it explores the educational policies related to entrepreneurship in Italy. Next, it shows the model the platform is based on, and presents this evaluative study as multiple embedded case study: Focus groups were organized in the three classes with students and teachers, who performed a SWOT analysis on the use of platform as work experience. The analyses were subsequently validated through interviews to teachers. The explorative research questions concern: the first evaluation of the web platform; the extent this platform can be used for work experience; and possible differences of the application of the platform in the three contexts. Preliminary results suggest that the use of the platform as cross curricular subject during work experience nurtures a sense of initiative and entrepreneurship taken as key competence for lifelong learning. ; Questo contributo mostra i risultati preliminari relativi alla valutazione di una piattaforma web finlandese per lo sviluppo di un senso d'iniziativa e d'imprenditorialità in studenti della scuola secondaria superiore. Questa piattaforma è stata testata per la prima volta in tre scuole italiane in tempo di pandemia come Percorso per le Competenze Trasversali e l'Orientamento (PCTO). Si inizia introducendo l'educazione all'imprenditorialità in Europa, e si continua con le politiche educative nazionali in materia di imprenditorialità, mostrando poi il modello di competenza su cui la piattaforma si basa. Successivamente si presenta questo studio come valutazione di uno studio di caso incorporato e multiplo: nelle tre classi coinvolte si sono organizzati focus-group con studenti e insegnanti, che hanno effettuato un'analisi SWOT sull'utilizzo della piattaforma durante il PCTO; le analisi sono state successivamente validate grazie a interviste agli insegnanti. Le domande esplorative riguardano: la valutazione della piattaforma; la possibilità di utilizzarla come PCTO; e possibili differenze di applicazione emerse nei tre contesti. I primi risultati suggeriscono che l'utilizzo della piattaforma attraverso un progetto interdisciplinare sviluppa un senso d'iniziativa e d'imprenditorialità inteso come competenza chiave per l'apprendimento permanente.