Page 237 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 237
munity is centred around collaborative work with the aim of developing 237
young people’s abilities, so they have a greater understanding of what is hap-
pening in their community. The common goal is for programmes and actual
activities to develop as part of a dialogue with the community and with differ-
ent stakeholders. This can impact the dynamic development of learning and
recognising opportunities, which are provided by a number of public policies,
i.e. economic, health care, environmental, cultural, social and others.
At this level, there is also great potential for innovations, which has to do
with a smaller, more manageable size of the environment, greater concentra-
tion of participants and a better integration into the local environment. Op-
portunities for using different sources are provided, both within the formal ed-
ucational system and outside of it, which may gradually involve the entire local
community in endeavours for a common goal. Another advantage is that it
is possible to test models and tools before they are used more widely. Some
companies and organisations are starting to become aware of it - they under-
stand that in the local environment in which a company operates, the support
of the immediate environment is also needed for one’s own innovation. That is
an environment that provides sufficient encouragement and entrepreneurial
challenges, so young people are able to shape their ideas into projects related
to different areas of life within the local environment. It is difficult to operate
and be innovative in an environment where there is little understanding for in-
novation and where it is not actually put into practice. At the same time com-
panies investing in young people’s innovation are aware that they are their fu-
ture employment potential.
Conclusion
The teaching practice and successful examples of fostering creativity, inno-
vation and entrepreneurship from Slovenia and elsewhere have shown that
by means of alternative approaches it is possible to further develop students’
self-image and confidence and thus also impact their learning achievement
and employment prospects. Through the action approach students learn how
to relate what they have learnt to real-life situations, and simultaneously solve
actual personal, social and business-related problems. This calls for teaching
approaches that mainly involve field work, becoming familiar with users and
solutions and testing solutions in real situations. Solutions need to be trans-
ferred from the school ‘laboratory’ environment into an environment where
they can actually be used. In doing so, the cooperation of teachers from differ-
ent areas of expertise and the use of suitable premises for group and experi-
mental work are important.
fostering student achievement on the development of enterpreneurship
young people’s abilities, so they have a greater understanding of what is hap-
pening in their community. The common goal is for programmes and actual
activities to develop as part of a dialogue with the community and with differ-
ent stakeholders. This can impact the dynamic development of learning and
recognising opportunities, which are provided by a number of public policies,
i.e. economic, health care, environmental, cultural, social and others.
At this level, there is also great potential for innovations, which has to do
with a smaller, more manageable size of the environment, greater concentra-
tion of participants and a better integration into the local environment. Op-
portunities for using different sources are provided, both within the formal ed-
ucational system and outside of it, which may gradually involve the entire local
community in endeavours for a common goal. Another advantage is that it
is possible to test models and tools before they are used more widely. Some
companies and organisations are starting to become aware of it - they under-
stand that in the local environment in which a company operates, the support
of the immediate environment is also needed for one’s own innovation. That is
an environment that provides sufficient encouragement and entrepreneurial
challenges, so young people are able to shape their ideas into projects related
to different areas of life within the local environment. It is difficult to operate
and be innovative in an environment where there is little understanding for in-
novation and where it is not actually put into practice. At the same time com-
panies investing in young people’s innovation are aware that they are their fu-
ture employment potential.
Conclusion
The teaching practice and successful examples of fostering creativity, inno-
vation and entrepreneurship from Slovenia and elsewhere have shown that
by means of alternative approaches it is possible to further develop students’
self-image and confidence and thus also impact their learning achievement
and employment prospects. Through the action approach students learn how
to relate what they have learnt to real-life situations, and simultaneously solve
actual personal, social and business-related problems. This calls for teaching
approaches that mainly involve field work, becoming familiar with users and
solutions and testing solutions in real situations. Solutions need to be trans-
ferred from the school ‘laboratory’ environment into an environment where
they can actually be used. In doing so, the cooperation of teachers from differ-
ent areas of expertise and the use of suitable premises for group and experi-
mental work are important.
fostering student achievement on the development of enterpreneurship
