{'fraction_non_alphanumeric': 0.016312056737588652, 'fraction_numerical': 0.0028368794326241137, 'mean_word_length': 5.532407407407407, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Facing the Changing Demands of Europe: Integrating Entrepreneurship Education in Finnish Teacher Training Curricula

The European Union (EU) considers the learning of entrepreneurial skills to be an essential factor in creating welfare. Therefore, in the EU, one of the latest core aspects is to develop entrepreneurship education in teacher education. However, entrepreneurship education still seems to be, across the countries, a quite uncommon theme. This article describes the ways in which entrepreneurship education is included in the curricula of Finnish teacher training. The curricula for academic and vocational teacher education were obtained in autumn 2010, either online or by requesting them in paper or electronic format. The inclusion of entrepreneurship education has developed relatively effectively in the curricula of vocational teacher education units. Academic teacher education units have not really increased the quantity of entrepreneurship education in their curricula. In the curricula of the teacher training schools, entrepreneurship education is mentioned at least as a formality. The current unstable situation in the EU requires not only economic arrangements, but also new approaches in other areas, such as education and its reform. As an implication for practice, we propose there could be more support for curriculum design of higher education at both national and EU level.