Page 238 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 238
In underachieving students such a work method also encourages a feeling
of their social equity. Through a different work approach (in terms of its con-
tents and organisation) they are able to demonstrate the competencies they
have previously, i.e. as part of the conventional teaching process, been unable
to, or did not know how to, use. This is of particular importance in terms of la-
bour market requirements and student employability – namely, what future
employers will expect and require them to possess is mainly the ability to solve
random and commonly unstructured and unfamiliar problems.
However, in spite of this, study findings (Likar, 2006; Lavrič et al., 2010; Can-
kar et al., 2011, 2013) show that a certain deficiency of the educational system
in this field has been perceived by schools and youths. This means that suita-
ble improvements to the curriculum and, even more so, its implementation
may result in young people internalising creativity and innovation to a greater
extent, and would simultaneously foster initiatives in establishing connection
with the environment. What is obviously needed is an incentive that would be
based on concrete activities bringing schools closer to the latest findings in re-
lation to the development of creativity, innovation and entrepreneurship and
238 thus enable and stimulate the emergence of best practice.
References
Barak, M., and Doppelt, Y. (2000). Using portfolios to enhance creative thinking.
Journal Technology Studies, 26(2), 16–24.
Batey, M., and Furnham, A. (2008). The relationship between measures of creativ-
ity and schizotypy. Personality and Individual Differences, 45, 816–821.
Bourgeois, A. (2012). Entrepreneurship Education at School in Europe. National
Strategies, Curricula and Learning Outcomes. Education, Audiovisual and
Culture Executive Agency. Brussels.
Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 84.
Burke, C. (2007). Inspiring spaces: creating creative classrooms. Curriculum Brief-
ing, 5(2), 35–39.
Cankar, F., Deutsch, T., and Trampuš, M. (2011). Analiza stanja in uporabljenih
orodij ter aktivnosti za spodbujanje ustvarjalnosti, inovativnosti in podjetnos-
ti mladih, ki so vključeni v osnovnošolsko izobraževanje. Zavod RS za šolst-
vo. Ljubljana.
Cankar, F., Deutsch, T., Zupan, B., and Setnikar Cankar, S. (2013). Schools and
promoting innovation, Zagreb, Croatian Journal of Education, 15 (special
edition 2), 179–211.
student (under)achievement: perspectives, approaches, challenges
of their social equity. Through a different work approach (in terms of its con-
tents and organisation) they are able to demonstrate the competencies they
have previously, i.e. as part of the conventional teaching process, been unable
to, or did not know how to, use. This is of particular importance in terms of la-
bour market requirements and student employability – namely, what future
employers will expect and require them to possess is mainly the ability to solve
random and commonly unstructured and unfamiliar problems.
However, in spite of this, study findings (Likar, 2006; Lavrič et al., 2010; Can-
kar et al., 2011, 2013) show that a certain deficiency of the educational system
in this field has been perceived by schools and youths. This means that suita-
ble improvements to the curriculum and, even more so, its implementation
may result in young people internalising creativity and innovation to a greater
extent, and would simultaneously foster initiatives in establishing connection
with the environment. What is obviously needed is an incentive that would be
based on concrete activities bringing schools closer to the latest findings in re-
lation to the development of creativity, innovation and entrepreneurship and
238 thus enable and stimulate the emergence of best practice.
References
Barak, M., and Doppelt, Y. (2000). Using portfolios to enhance creative thinking.
Journal Technology Studies, 26(2), 16–24.
Batey, M., and Furnham, A. (2008). The relationship between measures of creativ-
ity and schizotypy. Personality and Individual Differences, 45, 816–821.
Bourgeois, A. (2012). Entrepreneurship Education at School in Europe. National
Strategies, Curricula and Learning Outcomes. Education, Audiovisual and
Culture Executive Agency. Brussels.
Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 84.
Burke, C. (2007). Inspiring spaces: creating creative classrooms. Curriculum Brief-
ing, 5(2), 35–39.
Cankar, F., Deutsch, T., and Trampuš, M. (2011). Analiza stanja in uporabljenih
orodij ter aktivnosti za spodbujanje ustvarjalnosti, inovativnosti in podjetnos-
ti mladih, ki so vključeni v osnovnošolsko izobraževanje. Zavod RS za šolst-
vo. Ljubljana.
Cankar, F., Deutsch, T., Zupan, B., and Setnikar Cankar, S. (2013). Schools and
promoting innovation, Zagreb, Croatian Journal of Education, 15 (special
edition 2), 179–211.
student (under)achievement: perspectives, approaches, challenges
