TE.EN.FARM's project rests on three basic findings. The first one. “Entrepreneurship Education (EE) is essential not only to shape the mind-sets of young people but also to provide the skills, knowledge and attitudes that are central to developing an entrepreneurial culture.” (“Entrepreneurship Education at school in Europe”, Eurydice Report, 2016). A European reference framework for the key competence “a sense of initiative and entrepreneurship” is currently being developed (EntrCOMP JRC, 2016), and there are several examples of national/regional reference frameworks for entrepreneurship as well as European organisations and projects, but at now the stage of development of EE is at Strategy Development, the evident need is to progress up to Strategy Consolidation (see “2010 Progression Model” presented in above mentioned Eurydice Report). The second one. 40% of the EU’s land is farmed (Eurostat, 2015), although farming is the principal economic activity in most rural areas, farmers do more than grow food: they take care of environment (exhaustible good) and they produce commodities and specialties for the rest of world, farmer has got a key role in Europe 2020’s strategy for inclusive, intelligent and sustainable development. In the last decade bibliography is full of examples and study cases, declaring that it’s time to grow up “enterprising farmers” (G. McElwee, 2006 et al.), also the EIP-AGRI Focus Group on “New entrants into farming” set up that the value New Entrants into farming add to European farming sector is huge: “..these individuals and groups are an important source of innovation and entrepreneurship..”(EIP-AGRI, 2016). The third one. Almost 10 years ago, the European Commission in a paper directly addressing evidence-based policymaking: “..Towards more knowledge-based policy and practice in education and training' reiterated the call for evidence-based policy-making, urging 'Member States and the EU institutions … to use evidence-based policy and practice, including robust evaluation instruments, to identify which reforms and practices are the most effective, and to implement them most successfully..”. And in 2017 Eurydice published a new Report titled “Support Mechanisms for Evidence-based Policy-Making in Education” in which there is a wide understanding of what constitutes evidence. It considers information, research and statistics from government bodies, higher education institutions, as well as other organisations. Specific OBJECTIVES are: -) to meet the needs of competitive farms; -) to learn entrepreneurial to young people approaching in Farming; -) to embed EE in strategic paths and the TE.EN.FARM.'s outputs, that are “Curriculum” and “Course content on EE in Farming” to integrate into VET paths. E asy’s TARGET GROUPS are divided in four categories: - VET students attending upper secondary schools in agrarian matters (I-VET), - teachers of Schools secondary level (I-VET) -trainers/educators of C-VET institutions involved in farming and rural development sectors - education system policy makers (especially who is able to act Curriculum reform). TE.EN.FARM project aims to following OUTPUTS: -) To create a new course on EE -) To create new CDP on EE for teachers -) Policy recommendations on embedding EE in education system
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