Prethodno priopćenje
PREFERRED METHOD OF IMPLEMENTING ENTREPRENEURSHIP EDUCATION INTO CROATIAN PRIMARY SCHOOLS
Narcisa Manojlović
; Ministarstvo za demografiju, obitelj, mlade i socijalnu politiku, Zagreb, Hrvatska
Sonja Ivić
; Osnovna škola „Vladimir Gortan" u Rijeci, Rijeka, Hrvatska
Sažetak
Introducing and implementing education for entrepreneurship into European primary and secondary schools has resulted in different conceptual, programme and organisational approaches. Analyses of the method in which entrepreneurial learning has been incorporated into national curricula have shown that in the majority of the analysed countries (Eurydice survey 2011, EACEA, 2012) a cross-curricular approach without explicit entrepreneurial content in particular subjects prevails in primary schools. Incorporating entrepreneurial content into existing compulsory and/or optional subjects, i.e. a combination of integration and cross-curricular approach is slightly less common. Separate (entrepreneurial) subjects are not common practice in primary schools as opposed to general secondary education where all of the three aspects of entrepreneurial education are present to a significant extent. This paper presents the results of a survey that has examined which method, according to the headmasters' opinions (representative sample of 271 respondents) is most appropriate for implementing entrepreneurship education into Croatian primary schools. Since the National Curriculum for general compulsory and secondary education as well as the most recent reform documents issued by the Ministry of Science, Education and Sports plan to treat entrepreneurship as an inter-subject topic, we have examined if this is the best way to implement it, as well as to what extent the following are preferable: integrating entrepreneurship content into existing subjects, introducing it as a separate subject, introducing/running an imaginary company, setting up pupils’ communities, other extra-curricular activities, other periodical educational activities (modular programmes, workshops), extra-curricular cooperation and communication (topic meetings, tours, case studies), etc. We have also examined the significance of the differences in preferring one method over the other in relation to the school characteristics (the size of the school, the size of the community, region) as well as estimated indicators of their performance and the limitations they face when entrepreneurship learning is in question. The results have been analysed in relation to the starting point of the mentioned document and the experience in entrepreneurship learning up to this point in order to devise recommendations for further improvement of this educational segment.
Ključne riječi
entrepreneurship education; inter-subject topic; primary schools; headmasters' opinions
Hrčak ID:
183424
URI
Datum izdavanja:
26.6.2017.
Posjeta: 1.129 *