Timeline
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
38690

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The challenges of the future are subject to a high degree of uncertainty. Climate change, Industry 4.0 and digitalisation of all areas of life and work, go hand-in-hand with geopolitical and social problems. These challenges require ideas for the sustainable further development of Austria as a business location.

This requires self-confident and responsible citizens who shape their own future and that of society through entrepreneurial and social initiative. People who actively implement ideas are the engine for further development and economic prosperity.

To this end, the activities, projects and measures on entrepreneurship are to be rolled out more widely and new measures are to be developed.

Objectives

Goals and objectives of the policy development.

The action plan for entrepreneurship education has the following objectives:

  1. at the societal level, it will be a matter of dealing with the political, social and economic significance of the sustainable development goals (SDGs) and working effectively and efficiently to achieve these goals;
  2. at the individual level, it will be about promoting the continuous development of professional expertise and interdisciplinary competences, strengthening autonomous and independent action and enabling people to deal with uncertainty and solve problems in a structured way;
  3. in this way, the self-efficacy of pupils, students and apprentices is to be strengthened, participation in society learnt and thus a contribution made to equal opportunities.

According to a position paper, the following central fields of action are associated with these objectives:

  1. entrepreneurship skills should be embedded at all levels of education and training;
  2. all pupils, students and trainees should receive at least 100 hours of entrepreneurship education;
  3. entrepreneurship education should be strengthened in the initial training of teachers and trainers as well as in their further and continuing vocational training;
  4. entrepreneurship as a learning environment should be supported both in the dual system and in full-time schools;
  5. partnerships between education institutions and enterprises, in particular small and medium-sized enterprises (SMEs), shall be further developed in terms of regional development and entrepreneurship networks and organisations shall be strengthened at regional, national and European level;
  6. the participating ministries shall jointly initiate at least 10 relevant projects or implement at least 10 relevant measures in the period up to 2025 (see below).

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In November 2020, the National action plan for entrepreneurship education was presented, the core element of which is the Map of actions for children and young adults in the field of entrepreneurship education.

The plan was developed from a cooperative venture between the Federal Ministry of Digital and Economic Affairs (BMDW), the Federal Ministry of Education, Science and Research (BMBWF) and other ministries, including the Federal Ministry of Labour, Family and Youth (BMAFJ) and the Federal Ministry of Finance (BMF), the Federal Chancellery and about 65 stakeholders (including the Austrian Economic Chamber (WKÖ), the Federation of Austrian Industries (IV), the Austrian National Bank (OeNB), universities, initiatives, and foundations who have set up a joint vision/objective for a future-proof Austria by 2025 and have agreed to work towards that objective. They have compiled a comprehensive map of measures to achieve this vision. Their coordinated procedure (bundling of activities, initiatives and projects) aims to strengthen their impact.

The core element of the action plan is the Map of actions for children and young adults in the field of entrepreneurship education. It consists of three parts:

  1. part 1: schemes for the structural widening of entrepreneurship education and the strengthening of an entrepreneurship education ecosystem. This part indicates schemes planned to promote and perpetuate entrepreneurship education in...

In November 2020, the National action plan for entrepreneurship education was presented, the core element of which is the Map of actions for children and young adults in the field of entrepreneurship education.

The plan was developed from a cooperative venture between the Federal Ministry of Digital and Economic Affairs (BMDW), the Federal Ministry of Education, Science and Research (BMBWF) and other ministries, including the Federal Ministry of Labour, Family and Youth (BMAFJ) and the Federal Ministry of Finance (BMF), the Federal Chancellery and about 65 stakeholders (including the Austrian Economic Chamber (WKÖ), the Federation of Austrian Industries (IV), the Austrian National Bank (OeNB), universities, initiatives, and foundations who have set up a joint vision/objective for a future-proof Austria by 2025 and have agreed to work towards that objective. They have compiled a comprehensive map of measures to achieve this vision. Their coordinated procedure (bundling of activities, initiatives and projects) aims to strengthen their impact.

The core element of the action plan is the Map of actions for children and young adults in the field of entrepreneurship education. It consists of three parts:

  1. part 1: schemes for the structural widening of entrepreneurship education and the strengthening of an entrepreneurship education ecosystem. This part indicates schemes planned to promote and perpetuate entrepreneurship education in Austria;
  2. part 2: activities involving entrepreneurship education from primary to secondary II levels. This part provides an overview of the existing activities and outlook on planned projects;
  3. part 3: definitions for entrepreneurship, entrepreneurship education and sustainable entrepreneurship education.

The ministries and institutions involved will initiate at least 10 relevant projects or implement at least 10 relevant measures in the period up to 2025, some of which are already in progress or are being implemented, and which are especially relevant for vocaitonal education and training (VET):

  1. establishment of the SMART training firm pilot in VET schools;
  2. school development: entrepreneurship schools (VET schools and colleges), VET schools and colleges with a special focus/specialisation on entrepreneurship education;
  3. piloting of learner cooperatives;
  4. ideas and business plan competition;
  5. Youth innovative: an established public competition for pupils and apprentices to reward innovative ideas;
  6. entrepreneurship as a separate competition at EuroSkills;
  7. establishment of entrepreneurship weeks (piloted in 2020);
  8. Youth start - a digital learning platform for entrepreneurship education (piloted in 2020).

The digital entrepreneurship learning platform Youth start digital lab is being developed and will be compatible with the Austrian curriculum for upper secondary schools and can be used both in and outside the classroom. The platform is based on existing and scientifically proven teaching materials as provided through the Youth start entrepreneurial challenges programme or the Entrepreneur handbook series, which will be prepared for digital use and supplemented with new content. Users will be able to create individual learning pathways, adapt content to their own needs and receive immediate feedback. The platform is being developed under the auspices of the Ministry of Education (BMBWF) by the Initiative for Teaching Entrepreneurship (IFTE) and in cooperation with the University College for Teacher Education Vienna/Krems (KPH Vienna/Krems).

2020
Implementation

At an entrepreneurship summit in November 2020, the Map of actions for children and young adults was presented as the heart of the Austrian action plan for entrepreneurship education. This map, which includes established entrepreneurship education measures and projects, is intended to promote the advancement of entrepreneurship education at all levels of education and training by making existing projects and measures widely accessible and by implementing them, in addition to developing new measures.

In October 2020, the Entrepreneurship week initiative was piloted in two VET colleges in Tyrol and Vienna. This is an entrepreneurship education scheme for young people (aged 14-19), especially in upper secondary VET schools and colleges. It is held either at school or externally (in a shared space or a makerspace), with the intention of spending 3 to 5 days intensively dealing with entrepreneurship and working on one's own ideas. It should help the young people involved to access or deepen projects during the current or next school year. The Entrepreneurship week is to be organised in cooperation with young start-ups, established businesses and ecosystem experts. The project was organised by AustrianStartups and the Initiative for Teaching Entrepreneurship (IFTE) on behalf, and with the support of the Federal Ministry of Digital and Economic Affairs (BMDW), the Austrian Federal Economic Chamber (WKO).

Regarding the Youth Start Digital Lab, in the winter semester 2020/21, the first ready-made digital learning offers for learners were tested in cooperation with teacher training colleges together with teachers from VET schools and colleges. From the findings of these tests, further development steps were worked out.

2021
Implementation

The measures set out in the action plan were further expanded. The Youth Start Digital learning platform piloted in 2020 was expanded and filled with content, and the Youth start entrepreneurship challenges programme was expanded to 49 options. This programme offers comprehensive teaching and learning formats on topics of entrepreneurship education that are prepared in the form of 49 challenges. The challenges can be selected according to the age of the respective group of learners through different levels, topics and time frames.

Other measures in the action plan were implemented in 2021:

Smart training firms

Training firms are a teaching model at schools for business administration in which learners learn about the complex processes and interrelationships of business practice in companies, reflecting business reality. The smart training firms model places a special focus on networked work, modern sales structures, innovative services and social media marketing. In addition to the focus on digitalisation, sustainability, social sensitivity and digital quality are core topics for smart training firms.

Learner cooperatives

In the school year 2020/21, learner cooperatives were initiated in four pilot schools, three colleges of agriculture and one college of business administration. Within the framework of this model, learners set up and run cooperatives for learning purposes, which carry out business activity largely based on reality within a defined framework. An essential component is the close cooperation with regional partner cooperatives. In November 2021, a checklist was published showing all the necessary steps for setting up a learner cooperative. Work has also begun to identify further locations for learner cooperatives beyond the pilot schools.

Youth entrepreneurship week

The activities started in 2020 for Youth entrepreneurship week and were continued in 2021, reaching 70 trainers and 1 800 learners in 55 events across Austria. A new website was also launched with all the necessary information for schools to get involved in the programme. With the Entrepreneurship journey, an offer was also developed to support young people in taking further their ideas developed during entrepreneurship week, e.g. through competitions, learning opportunities and networking events.

Youth start digital lab

The digital learning offers of Youth start digital lab on entrepreneurship education were further expanded and made available on the learning platform of the Ministry of Education. Registration on the platform and access to the content is possible for all interested parties. Teachers have their own access so that the learning content of Youth start can be linked to other courses on the learning platform. The offers on the platform of the Youth start entrepreneurial challenges have been further expanded: currently, 49 so-called challenges are available there.

2022
Implementation

The above activities, initiatives and projects were continued and further developed in 2022.

Between May 2022 and June 2023, 110 Youth entrepreneurship week exercises will be supported in planning, implementation and follow-up, with the aim of reaching around 3 300 learners.

The Youth start digital lab was further expanded. Short explanatory videos were created for different target groups to facilitate the introduction to the platform.

2023
Implementation

In 2023, the activities, initiatives and projects described above were continued.

Furthermore, the JAA (Junior Achievement Austria) launched the junior company mini, a programme designed for learners in primary school. The junior company programme has been in operation for a number of years. In this programme upper secondary school learns set up real companies for the duration of a school year, offering products and services they have developed themselves on the open market. They develop their own business idea and navigate all the phases of a real business project, from brainstorming and team building to planning, production, marketing and sales, right through to closing the deal. The JAA provides materials and organises yearly events such as a marketplace and competitions. In the new version, primary school pupils learn basic economic concepts and set up their own mini-companies. With guidance from teachers and experts, they design, produce, and sell products, learning about entrepreneurship and their own potential.

At the November 2023 Entrepreneurship Summit, an interim report was presented which outlined the measures that have already been implemented, those that are still in progress, and further initiatives that have been added.

2024
Implementation

In 2024, all aforementioned activities, initiatives and projects were continued.

At the European junior company competition 2024, Austria's best junior company 2024 secured the leadership award, the EmpowerHer award and, for the first time in history, the title 'JA Europe company of the year 2024'.

In addition, the Austrian platform for entrepreneurship started to outline a vision 2030.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Federal Ministry of Education, Science and Research (BMBWF)
  • Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
  • Association for the Promotion of Cooperative Education, Science and Research (genoBWF)
  • Federal Ministry of Labour and Economy (BMAW)
  • Initiative for Teaching Entrepreneurship (IFTE)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices
  • Young people (15-29 years old)

Education professionals

  • Teachers
  • Trainers

Entities providing VET

  • Small and medium-sized enterprises (SMEs)
  • VET providers (all kinds)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Developing and updating learning resources and materials

This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.

Acquiring key competences

This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Strategy/Action plan
Cite as

Cedefop, & ReferNet. (2025). Action plan to promote entrepreneurship in education: Austria. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/38690