Page 229 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 229
Creativity and innovation can thus be developed and learnt during the ed- 229
ucational process, providing the educational process opens up suitable oppor-
tunities and encourages individuals’ development and learning, so their ideas
can be put into practice. This happens especially when the focus is on an in-
terdisciplinary approach, which guarantees resolutions and enables familiari-
sation with complex issues in a certain field and calls for finding and develop-
ing one’s own ingenious solutions, whereby support is provided by associate
professionals and the local environment. It is namely at the intersection of dif-
ferent fields where innovations occur. The predominant opinion is that young
people should gain knowledge about related issues in an active and experi-
mental way, which will get them accustomed to systematic thinking and en-
trepreneurial action-taking.
However, in spite of all the endeavours, there is a gap between school pol-
icy on creativity and innovation and related practice. The fact that EU Member
States promote creativity and innovation in their educational policies does not
in itself guarantee creativity and innovation are part of the day-to-day prac-
tice in schools. This means that the expectations of school policy makers are
in marked contrast to the opportunities for creative learning and innovative
teaching. It would be an exaggeration to claim that schools in Slovenia lack
ideas; also, that there is hardly any shortage of organised external incentives
for the development of creative and innovative processes in students. Howev-
er, in spite of this, study findings (cf. Likar, 2004; Lavrič et al., 2010; Cankar et al.,
2011, 2013) clearly show that a certain deficiency of the educational system in
this field has been perceived by schools and students. This means that suita-
ble improvements of the curriculum, and especially its implementation, may
result in young people internalising creativity and innovation to a greater ex-
tent, and would simultaneously foster initiatives in establishing a connection
with the environment. What is clearly needed is an incentive based on con-
crete activities bringing schools closer to the latest findings in relation to the
development of creativity, innovation and entrepreneurship, thus accelerating
the emergence of best practice.
A New Paradigm of the Development of Entrepreneurial
Competency and Disposition in Schools
Newer documents (Entrepreneurship Education Enabling Teachers as a Critical
Success Factor, 2011; Entrepreneurship Education at School in Europe, Nation-
al Strategies, 2012; Razvoj podjetniške naravnanosti in spretnosti v EU, 2012; En-
trepreneurship Education: A Guide for Educators, 2013) point out that the con-
cept of entrepreneurship education based on the paradigm of how to manage
a company is obsolete. Studies (Honig and Karlsson, 2004; Garavan and O’Cin-
fostering student achievement on the development of enterpreneurship
ucational process, providing the educational process opens up suitable oppor-
tunities and encourages individuals’ development and learning, so their ideas
can be put into practice. This happens especially when the focus is on an in-
terdisciplinary approach, which guarantees resolutions and enables familiari-
sation with complex issues in a certain field and calls for finding and develop-
ing one’s own ingenious solutions, whereby support is provided by associate
professionals and the local environment. It is namely at the intersection of dif-
ferent fields where innovations occur. The predominant opinion is that young
people should gain knowledge about related issues in an active and experi-
mental way, which will get them accustomed to systematic thinking and en-
trepreneurial action-taking.
However, in spite of all the endeavours, there is a gap between school pol-
icy on creativity and innovation and related practice. The fact that EU Member
States promote creativity and innovation in their educational policies does not
in itself guarantee creativity and innovation are part of the day-to-day prac-
tice in schools. This means that the expectations of school policy makers are
in marked contrast to the opportunities for creative learning and innovative
teaching. It would be an exaggeration to claim that schools in Slovenia lack
ideas; also, that there is hardly any shortage of organised external incentives
for the development of creative and innovative processes in students. Howev-
er, in spite of this, study findings (cf. Likar, 2004; Lavrič et al., 2010; Cankar et al.,
2011, 2013) clearly show that a certain deficiency of the educational system in
this field has been perceived by schools and students. This means that suita-
ble improvements of the curriculum, and especially its implementation, may
result in young people internalising creativity and innovation to a greater ex-
tent, and would simultaneously foster initiatives in establishing a connection
with the environment. What is clearly needed is an incentive based on con-
crete activities bringing schools closer to the latest findings in relation to the
development of creativity, innovation and entrepreneurship, thus accelerating
the emergence of best practice.
A New Paradigm of the Development of Entrepreneurial
Competency and Disposition in Schools
Newer documents (Entrepreneurship Education Enabling Teachers as a Critical
Success Factor, 2011; Entrepreneurship Education at School in Europe, Nation-
al Strategies, 2012; Razvoj podjetniške naravnanosti in spretnosti v EU, 2012; En-
trepreneurship Education: A Guide for Educators, 2013) point out that the con-
cept of entrepreneurship education based on the paradigm of how to manage
a company is obsolete. Studies (Honig and Karlsson, 2004; Garavan and O’Cin-
fostering student achievement on the development of enterpreneurship
