Page 227 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 227
s and independent operation, whenever this is needed, depends greatly on 227
the type of messages an individual received during his schooling period (Kent,
1990; Chell et al., 1991). For this reason, many authors agree that entrepreneur-
ial competency can be developed at an early age. The development of inno-
vation and entrepreneurship is included in the national curricula of a number
of European countries as one of the eight key competencies of lifelong learn-
ing (cf. Finland, Scotland etc.). These are the Key Competencies (2002) or skills
(Toner, 2011), which are some of the primary objectives of the European educa-
tional policy and the national educational policies of European countries. Con-
sequently, all EU Member States are working towards providing young peo-
ple with more innovative and entrepreneurial incentives. They are trying to
achieve this in different ways, some being more successful and others less so.
Several of them have incorporated fostering entrepreneurship into the entire
educational process in different ways. They work at improving the culture of
innovation and entrepreneurship through the following means in particular:
- by establishing partnerships between educational institutions and
companies or support organisations in the local environment with the
aim of developing creativity, innovation, entrepreneurship, opening
up the world of entrepreneurship, involvement in the economic envi-
ronment and developing a sense of responsibility in young people;
- by educating teachers or mentors of innovation and entrepreneurship
projects in individual schools;
- by inviting tenders for projects participated in by schools and educa-
tional practitioners; with these projects they promote practical work
and exchange of actual experience in relation to young people’s inno-
vation and entrepreneurship;
- by providing opportunities for young people to participate in indivi-
dual voluntary, free-time activities.
In the lower years of primary school, the emphasis is on raising awareness
of entrepreneurship being a factor that contributes to improving the way of
life within society and one of the possible career options. At a later stage, in
the higher years of lower secondary school, students are able to experience
the work of an entrepreneur themselves by participating in various projects.
Upper secondary school on the other hand is intended for the development
of entrepreneurship and motivation for entrepreneurial work on a wider scale.
Studies (Kourilsky and Carlson, 1997; Gibb, 2002) have revealed it is the entre-
preneurial competency that needs to be developed within the educational
system in particular. The entrepreneurial competency can namely be devel-
oped at an early age and is also most closely related to knowledge, skills and
personal traits which are developed during young people’s socialisation. This
fostering student achievement on the development of enterpreneurship
the type of messages an individual received during his schooling period (Kent,
1990; Chell et al., 1991). For this reason, many authors agree that entrepreneur-
ial competency can be developed at an early age. The development of inno-
vation and entrepreneurship is included in the national curricula of a number
of European countries as one of the eight key competencies of lifelong learn-
ing (cf. Finland, Scotland etc.). These are the Key Competencies (2002) or skills
(Toner, 2011), which are some of the primary objectives of the European educa-
tional policy and the national educational policies of European countries. Con-
sequently, all EU Member States are working towards providing young peo-
ple with more innovative and entrepreneurial incentives. They are trying to
achieve this in different ways, some being more successful and others less so.
Several of them have incorporated fostering entrepreneurship into the entire
educational process in different ways. They work at improving the culture of
innovation and entrepreneurship through the following means in particular:
- by establishing partnerships between educational institutions and
companies or support organisations in the local environment with the
aim of developing creativity, innovation, entrepreneurship, opening
up the world of entrepreneurship, involvement in the economic envi-
ronment and developing a sense of responsibility in young people;
- by educating teachers or mentors of innovation and entrepreneurship
projects in individual schools;
- by inviting tenders for projects participated in by schools and educa-
tional practitioners; with these projects they promote practical work
and exchange of actual experience in relation to young people’s inno-
vation and entrepreneurship;
- by providing opportunities for young people to participate in indivi-
dual voluntary, free-time activities.
In the lower years of primary school, the emphasis is on raising awareness
of entrepreneurship being a factor that contributes to improving the way of
life within society and one of the possible career options. At a later stage, in
the higher years of lower secondary school, students are able to experience
the work of an entrepreneur themselves by participating in various projects.
Upper secondary school on the other hand is intended for the development
of entrepreneurship and motivation for entrepreneurial work on a wider scale.
Studies (Kourilsky and Carlson, 1997; Gibb, 2002) have revealed it is the entre-
preneurial competency that needs to be developed within the educational
system in particular. The entrepreneurial competency can namely be devel-
oped at an early age and is also most closely related to knowledge, skills and
personal traits which are developed during young people’s socialisation. This
fostering student achievement on the development of enterpreneurship
