Page 236 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 236
tained that individuals with otherwise low learning outcomes at school may
have considerable knowledge in other fields in which they take great inter-
est. However, the school system is often unable to cultivate such a talent or in-
terests, or may not have the time or the interest to do so. Such individuals are
therefore in need of teaching approaches that are not centred around individ-
uals’ difficulties, but take into consideration and systematically build on their
competencies and their application in the real world.
The content of ‘design thinking’ makes it possible for young people to
come up with solutions that are important for themselves and society. Through
specific methods they are able to achieve tangible and socially-desired results
even without vast knowledge of traditional contents taught at school and re-
late the knowledge they have acquired to career aspirations. This type of ap-
proach nurtures one’s performance-based self-esteem and confidence in one’s
own abilities to be successful (Magajna et al., 2008; Kavkler et al., 2010), as well
as inner motivation and self-determination to achieve tangible results. What
is more, employers are on the lookout for employees who not only boast high
learning achievement, but also, or even especially so, excel at problem solving.
236 This means that in addition to learning outcomes there are a number of other
factors that impact job performance (Lee, 1986). Development of creativity, in-
novation and entrepreneurship may thus prove an interesting alternative ap-
proach to improving young people’s employability.
The Principle of Cooperation with Different Partners
in the Environment
Cooperation with the environment creates an abundance of opportunities
for taking on new challenges and producing fresh ideas. It aids in improving
the awareness of how important it is for education to integrate with the la-
bour market which in Slovenian schools, in particular primary/lower second-
ary ones, occurs on a relatively small scale (Cankar et al., 2013). It also involves
developing social capital, which is a significant component of lifelong learn-
ing (Kilpatrick et al., 2003). It is important for innovation to be developed with-
in various communities. In other words, the basis of innovation lies in the de-
velopment of a creative environment, wherein an especially important part
is played by communication among participants (Gotvassli, 2008). In the pro-
cess, it is up to the school to open doors and to be the initiator of coopera-
tion (Cankar et al., 2011). If young people strive to present their competencies
and ideas to the local environment, this means they are trying to gain the trust
of the environment in which they live. It is therefore important that while at
school they also learn how to present their ideas and projects in public. Local
and regional initiatives are especially important and suitable for the develop-
ment of creativity and innovation in young people. Cooperation with the local
student (under)achievement: perspectives, approaches, challenges
have considerable knowledge in other fields in which they take great inter-
est. However, the school system is often unable to cultivate such a talent or in-
terests, or may not have the time or the interest to do so. Such individuals are
therefore in need of teaching approaches that are not centred around individ-
uals’ difficulties, but take into consideration and systematically build on their
competencies and their application in the real world.
The content of ‘design thinking’ makes it possible for young people to
come up with solutions that are important for themselves and society. Through
specific methods they are able to achieve tangible and socially-desired results
even without vast knowledge of traditional contents taught at school and re-
late the knowledge they have acquired to career aspirations. This type of ap-
proach nurtures one’s performance-based self-esteem and confidence in one’s
own abilities to be successful (Magajna et al., 2008; Kavkler et al., 2010), as well
as inner motivation and self-determination to achieve tangible results. What
is more, employers are on the lookout for employees who not only boast high
learning achievement, but also, or even especially so, excel at problem solving.
236 This means that in addition to learning outcomes there are a number of other
factors that impact job performance (Lee, 1986). Development of creativity, in-
novation and entrepreneurship may thus prove an interesting alternative ap-
proach to improving young people’s employability.
The Principle of Cooperation with Different Partners
in the Environment
Cooperation with the environment creates an abundance of opportunities
for taking on new challenges and producing fresh ideas. It aids in improving
the awareness of how important it is for education to integrate with the la-
bour market which in Slovenian schools, in particular primary/lower second-
ary ones, occurs on a relatively small scale (Cankar et al., 2013). It also involves
developing social capital, which is a significant component of lifelong learn-
ing (Kilpatrick et al., 2003). It is important for innovation to be developed with-
in various communities. In other words, the basis of innovation lies in the de-
velopment of a creative environment, wherein an especially important part
is played by communication among participants (Gotvassli, 2008). In the pro-
cess, it is up to the school to open doors and to be the initiator of coopera-
tion (Cankar et al., 2011). If young people strive to present their competencies
and ideas to the local environment, this means they are trying to gain the trust
of the environment in which they live. It is therefore important that while at
school they also learn how to present their ideas and projects in public. Local
and regional initiatives are especially important and suitable for the develop-
ment of creativity and innovation in young people. Cooperation with the local
student (under)achievement: perspectives, approaches, challenges
