Page 228 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 228
involves the development of intuitive decision making, creative problem-solv-
ing, strategic thinking, time planning, coordinating work and motivating oth-
ers for work.
While some authors still disagree about the answer to the question of
whether quality creativity, innovation and entrepreneurship can be devel-
oped as part of young people’s educational process at a very early age, agree-
ment about the learning and teaching methods has already been reached.
The prevailing conviction is that young people need to be taught in an ac-
tive and experimental way, so they get accustomed to systematic thinking and
entrepreneurial action-taking. The focus is mainly on learning through work
and experience, experimenting, considering the risks and tolerating mistakes,
creative problem-solving, obtaining feedback as part of social interaction,
role-playing and interaction with the world of adults. Cotton and Gibb (1992)
believe that instead of the conventional mode of teaching entrepreneurship
(mostly entrepreneurial skills), which is sometimes delivered and taught in a
rigid and scholastic manner, young people should experience the concept of
the development of creativity, innovation and entrepreneurship in particular.
228 The authors suggest that conventional modes of learning should be supple-
mented and, where applicable, replaced by modes that foster the develop-
ment of innovation in students.
Table 9: Modes of learning and teaching
Conventional approach Entrepreneurial approach
Content-oriented. Process-oriented
Teacher-oriented Student-oriented
Teacher is the expert Teacher is the facilitator
‘Know what’ ‘Know how and who’
Passive student (receiving knowledge) Active student (generating knowledge)
Emotional detachment Emotional involvement
Programmed sessions Flexible sessions
Imposed learning objectives Negotiated learning objectives
Concept theory emphasis Practical relevance of theory
Subject/functional focus Interdiciplinary focus
Fear mistakes Learn from mistakes
Teacher is infallible (one-sided learning) Teacher learns (two-sided learning)
Limited exchange Interactive learning
Source: Gibb, 1998
student (under)achievement: perspectives, approaches, challenges
ing, strategic thinking, time planning, coordinating work and motivating oth-
ers for work.
While some authors still disagree about the answer to the question of
whether quality creativity, innovation and entrepreneurship can be devel-
oped as part of young people’s educational process at a very early age, agree-
ment about the learning and teaching methods has already been reached.
The prevailing conviction is that young people need to be taught in an ac-
tive and experimental way, so they get accustomed to systematic thinking and
entrepreneurial action-taking. The focus is mainly on learning through work
and experience, experimenting, considering the risks and tolerating mistakes,
creative problem-solving, obtaining feedback as part of social interaction,
role-playing and interaction with the world of adults. Cotton and Gibb (1992)
believe that instead of the conventional mode of teaching entrepreneurship
(mostly entrepreneurial skills), which is sometimes delivered and taught in a
rigid and scholastic manner, young people should experience the concept of
the development of creativity, innovation and entrepreneurship in particular.
228 The authors suggest that conventional modes of learning should be supple-
mented and, where applicable, replaced by modes that foster the develop-
ment of innovation in students.
Table 9: Modes of learning and teaching
Conventional approach Entrepreneurial approach
Content-oriented. Process-oriented
Teacher-oriented Student-oriented
Teacher is the expert Teacher is the facilitator
‘Know what’ ‘Know how and who’
Passive student (receiving knowledge) Active student (generating knowledge)
Emotional detachment Emotional involvement
Programmed sessions Flexible sessions
Imposed learning objectives Negotiated learning objectives
Concept theory emphasis Practical relevance of theory
Subject/functional focus Interdiciplinary focus
Fear mistakes Learn from mistakes
Teacher is infallible (one-sided learning) Teacher learns (two-sided learning)
Limited exchange Interactive learning
Source: Gibb, 1998
student (under)achievement: perspectives, approaches, challenges
