Page 296 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
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r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
salaries, wages, and commissions. They must also keep production and fi-
nancial records, pay rent for space and equipment, and pay taxes and div-
idends if profits are realized (Cousins R. et.al., 1995). Enterprise education
is the application of creative ideas and innovations to practical situations –
with the aim to produce individuals with the mindset and skills of respond-
ing to opportunities, needs and shortfalls, the key skills including taking
the initiative, decision making, problem solving, networking, identifying
opportunities and personal effectiveness. Entrepreneurial frame can be ap-
plied to all areas of education, extending beyond knowledge acquisition to a
wide range of emotional, social, and practical skills; and Entrepreneurship
education is the application of enterprise skills specifically to the creation
and growth of organizations, with entrepreneurship education focusing on
developing skills and applying an enterprising mindset to the specific con-
texts of setting up a new venture, developing and growing an existing busi-
ness, or designing an entrepreneurial organization (QAA, 2010).
Further,`student`s enterprises`, represents the world`s largest enter-
preneurship education program, which is attended by more than 10 mil-
lion students a year. In Serbia, the program was implemented in 2006. Since
then, over 60,000 students in 286 primary and secondary schools from all
over the country have gone through educational programs in the field of
enterpreneurship and financial literacy (Kisic, Petkovic, 2019). That way,
students have the opportunity to learn through theoretical and practical
lessons, a mentorship program, as well as through a number of fairs and
competitions. During one academic year, students get an opportunity to
create and manage their own enterprise with real issues and challenges. It
seems to be their first practical enterpreneurship experience, so they get the
opportunity to gain valuable knowledge and skills, and complement their
theoretical knowlegde with basic skills of managing a business. In the pa-
per we emphasise the significance of interactive learning projects involving
students and their teachers, who are at the same time mentors and addi-
tional support of student organizations. In the research we aim to elaborate
the influence of Junior Achievement programs (student organizations) in
Serbia, on the students’ increasing knowledge and skills. We examined the
possibility of students’ skill development and knowldege expansion, and
how these different aspects of practical learning lead students to increase
competences for doing business. The development of those skills is guid-
ance for their future business and management capabilities, and their com-
petitiveness at the labor market. The key point of this program is to teach
296
salaries, wages, and commissions. They must also keep production and fi-
nancial records, pay rent for space and equipment, and pay taxes and div-
idends if profits are realized (Cousins R. et.al., 1995). Enterprise education
is the application of creative ideas and innovations to practical situations –
with the aim to produce individuals with the mindset and skills of respond-
ing to opportunities, needs and shortfalls, the key skills including taking
the initiative, decision making, problem solving, networking, identifying
opportunities and personal effectiveness. Entrepreneurial frame can be ap-
plied to all areas of education, extending beyond knowledge acquisition to a
wide range of emotional, social, and practical skills; and Entrepreneurship
education is the application of enterprise skills specifically to the creation
and growth of organizations, with entrepreneurship education focusing on
developing skills and applying an enterprising mindset to the specific con-
texts of setting up a new venture, developing and growing an existing busi-
ness, or designing an entrepreneurial organization (QAA, 2010).
Further,`student`s enterprises`, represents the world`s largest enter-
preneurship education program, which is attended by more than 10 mil-
lion students a year. In Serbia, the program was implemented in 2006. Since
then, over 60,000 students in 286 primary and secondary schools from all
over the country have gone through educational programs in the field of
enterpreneurship and financial literacy (Kisic, Petkovic, 2019). That way,
students have the opportunity to learn through theoretical and practical
lessons, a mentorship program, as well as through a number of fairs and
competitions. During one academic year, students get an opportunity to
create and manage their own enterprise with real issues and challenges. It
seems to be their first practical enterpreneurship experience, so they get the
opportunity to gain valuable knowledge and skills, and complement their
theoretical knowlegde with basic skills of managing a business. In the pa-
per we emphasise the significance of interactive learning projects involving
students and their teachers, who are at the same time mentors and addi-
tional support of student organizations. In the research we aim to elaborate
the influence of Junior Achievement programs (student organizations) in
Serbia, on the students’ increasing knowledge and skills. We examined the
possibility of students’ skill development and knowldege expansion, and
how these different aspects of practical learning lead students to increase
competences for doing business. The development of those skills is guid-
ance for their future business and management capabilities, and their com-
petitiveness at the labor market. The key point of this program is to teach
296
