Entrepreneurship and its educational goals: Unterschied zwischen den Versionen
(Die Seite wurde neu angelegt: „The Eurydice report on Entrepreneurship Education at School in Europe (2012) includes the following broad definition of entrepreneurship as defined in the Euro…“)
Version vom 9. Januar 2014, 11:27 Uhr
The Eurydice report on Entrepreneurship Education at School in Europe (2012) includes the following broad definition of entrepreneurship as defined in the European framework for key competences for Lifelong Learning: “...the entrepreneurship key competence refers to an individual’s ability to turn ideas into action. It includes creativity, innovation and risk taking, as well as the ability to plan and manage projects in order to achieve objectives. Developing mindsets, generic attributes and skills that are the foundations of entrepreneurship can be complemented by imparting more specific knowledge about business according to the level and type of education.”
The overall goal of entrepreneurship education is “to give students the attitudes, knowledge and skills to act in an entrepreneurial way.” According to the framework for key competences, these include the ability to identify available opportunities for personal, professional and/or business activities, including “bigger picture” issues that provide the context in which people live and work, such as a broad understanding of the workings of the economy, and the opportunities and challenges facing an employer or organization. Individuals should also be aware of the ethical position of organizations, and how they can be a force for good, for example through fair trade or social enterprise. The framework cites such skills as proactive project management (involving the ability to plan, organize, manage, lead and delegate, analyze, communicate, de-brief, evaluate and record). Effective representation and negotiation, the ability to work both as an individual and collaboratively in a team are also mentioned. And last but not least, the framework covers the ability to judge and identify one’s strengths and weaknesses, and to assess and take risks as and when these are warranted.
- EACEA/Eurydice 2012 b, p. 5
- EACEA/Eurydice 2012 b, p. 19
- Framework for key competences, 2006, p. 11