Levels in addition some international entrepreneurial

levels. In addition, some international entrepreneurial assessment models such as Global Entrepreneurship
Monitor (Reynolds et al. , 2005) and Global Entrepreneurship Index (Acs, Szerb & Autio, 2016), have been
widely used at the national level and thus may not be very relevant to assess institutional level entrepreneurship
education. The entrepreneurship teaching model can be used to reflect different education levels as stated above
and can be employed to assess broader perspectives of entrepreneurial education (Fayolle & Gailly, 2008).

Kalimasi, P.
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Figure 1: Teaching Model Framework for Entrepreneurship Education
Source: Fayolle & Gailly (2008:572)
METHODOLOGY
This article is based on desk research. Theoretically, the trend has been assessed through the analysis of national
and international entrepreneurship training framework, regional frameworks, national policies and strategies for
implementation of entrepreneurial education. The article also encompassed a review of empirical and theoretical
literature based on: perceived understanding of ’entrepreneurial education, what constitutes entrepreneurial
education, how entrepreneurial education is integrated into different education levels, and research gaps in
different levels of education. To a great extent curriculum documents for all subjects in primary and secondary
education have been reviewed and to some extent some selected tertiary education courses.
ANALYSIS OF FINDINGS FROM LITERATURE
National and International Policies, Frameworks and Strategies
This section describes and analyses the findings of the desk research that has been done through discussing the
international and national framework for entrepreneurial training as well as directives of educational and other
sector policies towards promoting entrepreneurial education. Some donor oriented projects which have been
promoting entrepreneurship are also explained to show various initiatives that have been taken so far in various
levels of Tanzania’s formal education system. The analysis compares the directives of policies and frameworks
and what takes place in practice in various education levels and the available literature in different countries.
To begin with, the European Union developed the Entrepreneurship Competence Framework, known as
EntreComp in 2016 following contradiction of what should constitute entrepreneurial competences among
member states. The purpose of the framework was to harmonise the understanding of entrepreneurship
competences by outlining a list of 15 competences some of which are: creativity, financial literacy, learning
through experience and spotting opportunities (Bacigalupo et al . 2016:11). These competences are explained in
different initiatives including curricular reform in formal and non-formal education systems and institutions
(Bacigalupo et al ., 2016).