In the context of the competence approach in education, the article explores the possibilities of dealing with the uncertainty as a characteristic of contemporary societies by cultivating competence for tolerance of ambiguity and for dealing with uncertainty, ambiguity and risk. It looks for points of convergence between two models – the Reference Framework of Competencies for Democratic Culture (2016) and EntreComp (2018), which systematize competencies for entrepreneurship. The descriptors available in the two models are analysed to assess the degree of proficiency in the selected competence. The hypothesis that the use of case studies in teaching is an appropriate technique for cultivating constructive coping with uncertainty is justified. By commenting on an authentic student analysis of a civic case study and the wording and expectations for a case study within the entrepreneurship matriculation, it is indicated that civic case studies currently appear to be more open to developing entrepreneurial competencies than entrepreneurial case studies to civic competencies. The current asymmetry in the teaching of civic and entrepreneurial competencies can be addressed by systematically using the available frameworks and descriptors to develop learning activities, assessment and self-assessment in a mode of intersectional dialogue and interaction.
Evelina Ivanova-Vardzhiyska (Wed,) studied this question.