Principle 1 of the SBA is built around two central themes: entrepreneurial learning and women's entrepreneurship, which both target the entrepreneurial potential of an individual and entrepreneurial culture at the level of community and society. While entrepreneurial learning supports the development of entrepreneurship key competence and mindset of all citizens from a lifelong learning perspective, women's entrepreneurship highlights the gender dimension of the entrepreneurship competence development reflected in the SME gender gap across Europe and a lack of women among business owners and job creators. Thus, entrepreneurial learning is an imperative for sustainable economic growth and better employment, contributing to the transformation of societal perceptions and comprehensive, inclusive government policies aiming at the development of innovative, entrepreneurial human capital.
Development of key competences requires an education system‑level shift and strategic investment in learner‑centred approach, competence-based curricula, teacher development and new cooperation modalities between business and education to provide practical entrepreneurship experience for all youngsters. Women’s entrepreneurship policies in the SBA agenda are based on cross‑stakeholder partnership, reflecting the complex nature of the gender gap in entrepreneurship and aiming at a comprehensive vision in the society on the importance of full‑scale women's engagement in entrepreneurship for national economies. Both policy areas require evidence‑based approach and effective monitoring and evaluation measures. The availability of high-quality data in disaggregated format is crucial.
In entrepreneurial learning, most countries have made good progress and are now able to deploy a range of policy instruments to support the entrepreneurial drive in education and built interfaces with wider economic policies. Emphasis in the assessment was given to entrepreneurship key competence where good efforts are being made by most countries, with Ukraine, Georgia and Moldova being top performers. Cross-ministerial partnership arrangements are in place in several countries, and cooperation between policymakers and support agencies must be reinforced. Armenia, Georgia, Moldova and Ukraine have adapted their curricula frameworks to include the entrepreneurship key competence applying the EU’s EntreComp provisions, and Ukraine has made the EU key competences part of its legislation and a driver of national education reform. The key challenge across the Eastern Partnership is how to prepare educators for teaching competence‑based curricula. While a variety of in‑service teacher training programmes to support entrepreneurial learning have been introduced in most of the Eastern Partner countries, pre-service teacher training should be addressed across the region. Practical entrepreneurship experience, which is key to the new entrepreneurial pedagogic paradigm and part of the EU’s education and enterprise policy recommendations, is better addressed in VET and needs more attention in general education. The Junior Achievement network plays an important role in these aspects. The assessment underlined the still-weak engagement of the higher education community with entrepreneurship and a lack of attention to entrepreneurship key competence development. Overall, monitoring and evaluation of policies remains weak in entrepreneurial learning.
Women’s entrepreneurship has been moving up the policy priority list in all EaP countries. However, the policy response has been more assumption‑based and international policy agenda‑driven, lacking both a high-quality, gender sensitive data for policy design and effective coordination between the government bodies responsible for economic development, entrepreneurship, employment, gender and education policies. In the current assessment, Georgia and Moldova are leading the way, showing maturity of support policy frameworks and actions. In most EaP countries, women’s entrepreneurship is now supported by non-formal policy partnerships, while Moldova, Azerbaijan, and Georgia have also established structured partnerships at the national level. Armenia, Belarus, Georgia and Moldova started to introduce cross‑linkages between policy documents at the national level to close the SME gender gap. All EaP countries now show a good spread of women's entrepreneurship support measures. Significant progress has been identified in the provision of training and support to women entrepreneurs and plenty of excellent practices have been found. Communication actions for raising awareness are among women’s entrepreneurship support measures in Armenia, Azerbaijan, Georgia and Moldova. There have been impressive developments in all countries on good practice sharing on women’s entrepreneurship support. Evidence based approach remains a challenge both in policy design and in monitoring and evaluation.
Going forward, policy makers should focus on:
Achieving structured policy coordination and system‑level cooperation of stakeholders to implement entrepreneurial learning and women's entrepreneurship;
Setting up well-functioning systems of evaluation of policy impact and effectiveness of support measures in entrepreneurial learning and women's entrepreneurship, with a focus on the quality data in disaggregated format for policy improvement;
In education, ensuring reference to the EntreComp and other EU competence frameworks in designing curricula and teacher training, as well as provision of practical entrepreneurship experience in upper secondary, VET and higher education;
In women's entrepreneurship, engage multiple stakeholders in common vision building and define both gender‑specific and gender‑neutral entrepreneurship support measures that reflect the country context and needs.