Entrepreneurship Education in Basic and Upper Secondary Education ��� Measurement and Empirical Evidence

The starting point of this study is to direct more attention to the teacher and those entrepreneurship education practices taking place in formal school to find out solutions for more effective promotion of entrepreneurship education. For this objective, the strategy-level aims of entrepreneurship education need to be operationalised into measurable and understandable teacher-level practices. Furthermore, to enable the effective development of entrepreneurship education in basic and upper secondary level education, more knowledge is needed of the state of affairs of entrepreneurship education in teaching. The purpose of the study is to increase the level of understanding of teachers��� entrepreneurship education practices, and through this to develop entrepreneurship education. This study builds on the literature on entrepreneurship education and especially those elements referring to the aims, resources, benefits, methods, and practises of entrepreneurship education. The study comprises five articles highlighting teachers��� role in entrepreneurship education. In the first article the concept of entrepreneurship and the teachers role in reflection upon his/hers approaches to entrepreneurship education are considered. The second article provides a detailed analysis of the process of developing a measurement tool to depict the teachers��� activities in entrepreneurship education. The next three articles highlight the teachers��� role in directing the entrepreneurship education in basic and upper secondary level education. Furthermore, they analyse the relationship between the entrepreneurship education practises and the teachers��� background characteristics. The results of the study suggest a wide range of conclusions and implications. First, in spite of many outspoken aims connected to entrepreneurship education, teachers have not set any aims for themselves. Additionally, aims and results seem to mix. However, it is possible to develop teachers��� target orientation by supporting their reflection skills, and through measurement and evaluation increase their understanding of their own practices. Second, applying a participatory action process it is possible to operationalise teachers���entrepreneurship education practices. It is central to include the practitioners��� perspective in the development of measures to make sure that the concepts and aims of entrepreneurship education are understood. Third, teachers��� demographic or tenure-related background characteristics do not affect their entrepreneurship education practices, but their training related to entrepreneurship education, participation in different school-level or regional planning, and their own capabilities support entrepreneurship education. Fourth, a large number of methods are applied to entrepreneurship education, and the most often used methods were different kinds of discussions, which seem to be an easy, low-threshold way for teachers to include entrepreneurship education regularly in their teaching. Field trips to business enterprises or inviting entrepreneurs to present their work in schools are used fairly seldom. Interestingly, visits outside the school are more common than visitors invited to the school. In line, most of the entrepreneurship education practices take place in a classroom. Therefore it seems to be useful to create and encourage teachers towards more in-depth cooperation with companies (e.g. via joint projects) and to network systematically. Finally, there are plenty of resources available for entrepreneurship education, such as ready-made materials, external stakeholders, support organisations, and learning games, but teachers have utilized them only marginally.

Rehtori yritt��jyyskasvatuksen toimijana

Rehtoreiden roolista opetuksen ja oppilaitoksen johtajana l��ytyy tutkimustietoa mutta heid��n roolistaan yritt��jyyskasvatuksen toimijana ei juurikaan tiedet��. T��m��n tutkimuksen tavoitteena on selvitt���� rehtoreiden t��m��nhetkinen toiminta yritt��jyyskasvatuksen kehitt��misen n��k��kulmasta Ty��ss�� tarkasteltiin rehtoreiden toimintaa yritt��jyyskasvatuksessa yritt��j��m��isen ty��ilmapiirin luomisen, yritt��jyyskasvatuksen kehitt��misen ja arvioinnin, sek�� koulun k��yt��nt��jen ja verkostoyhteisty��n kannalta. Ty��ss�� selvitettiin kuinka taustatekij��t vaikuttavat rehtorin toimintaan yritt��jyyskasvattajana sek�� millaisia vaikuttavuussuhteita rehtoreiden johtamisk��yt��nn��ill�� on koulun yritt��jyyskasvatuksen k��yt��nt��ihin. Ty�� tehtiin kvantitatiivisena tutkimuksena, jonka empiirinen osuus toteutettiin verkkokyselylomakkeella Yritt��jyyskasvatuksen mittariston��� avulla. Tutkimuksen aineisto k��sitt���� 97 perus- ja toisen asteen koulun rehtorin vastausta. Tutkimustulosten perusteella rehtoreiden taustaan liittyvill�� muuttujilla on vaiku-tusta heid��n toimintaansa yritt��jyyskasvattajina. Erityisesti rehtorin liike-el��m��n kokemus, yritt��jyyskokemus ja yritt��jyyskasvatusaiheisiin koulutuksiin osallis-tuminen vaikuttivat rehtorin yritt��jyyskasvatuksen toimintaa lis����v��sti. Lis��ksi rehtoreiden kehitt��mistoimilla on vaikutusta yritt��jyyskasvatuksen k��yt��nt��jen n��kymiseen oppilaitoksessa ja verkostoyhteisty��h��n oppilaitoksen ulkopuolisten toimijoiden kanssa. Yritt��jyyskasvatuksen kehitt��misen n��k��kulmasta rehtoreiden ty��el��m��tietou-teen ja kehitt��misty��h��n aktivoimiseen tulisikin kiinnitt���� huomioita, esimerkiksi t��ydennyskoulutusten avulla. Rehtoreiden aktiivinen toiminta alueellisesti tai paikallisesti yritt��jyyskasvatuksen kehitt��misess�� johtaa oppilaitoksen k��yt��nt��-jen valikoiman laajentumiseen ja verkostoyhteisty��n lis����ntymiseen

Teacher���s Role in the Promotion of Two Emotional Intelligence Competencies in Fifth-Grade Children

This paper presents the results of a qualitative study aimed at analyzing the teacher���s role in promoting awareness and management of emotions in fifth-graders, as competencies of emotional intelligence. This resulted in a very significant study since, from the psychopedagogic perspective, it aims at breaking with the traditional role of teachers exclusively focused on transmitting knowledge, leaving aside the much-needed emotional support. Children demonstrated a poor vocabulary, as well as difficulty to identify some emotions and differentiate between them. This means a limitation for children to be aware of their own emotions and to control them.�� As a conclusion, it is important to maximize the emotional capacities of students; it should be a primary task in the education centers, where teachers play a key role as a model and as a promoter of emotional intelligence.

Teachers Formation in Higher Education: Some Aspects under the Light of Education-Work Relations

This text is mainly aimed to address essential aspects of teacher formation in the light of education-work relations in the higher education, from our systematic experience in higher education teaching, particularly teaching and research in the field of Didactics discipline. This formulation is justified considering our concern in seeking to situate this discussion in the context of bringing together knowledge areas and the field of teaching knowledge. Still, our choice to develop such an approach in the light of work-education relationship is due to the belief about the possibilities of seeking to overcome the requirements imposed by capitalism to our educational system, within the possible contradictions of these relationships. In this context the teachers��� formation in higher education gains social and strategic importance, taking on the task of forming individuals of ���action-reflection-action��� in a society established historically based on the social relations which settle in the light of capital���s multiple determinations. It appears that, in this sense, the major confrontations have been given within the discussions about what to prioritize or combine in the list of criteria and content for teacher���s formation. In Didactic, we seek to emphasize discussions that we consider with a philosophical background, referring to the orientation of teaching practice in knowledge of contemporary ideological struggle; socio-historical, referring to the possibility of formation of disciplines, among them Didactic, and curriculums and references to support its guidance in the process of teacher���s formation. This context of discussion is based on the concrete teaching practice with a view to transformation and to search for new syntheses in terms of knowledge and in terms of historical reality. Then therefore, our methodological approach grounded in the dimensions of the same unit: historical materialism as posture, method and as praxis.

A Systematic Review of Entrepreneurship Education Literature in Nigeria: Where is the Focus of Research?

Purpose- Entrepreneurship education (EEd) plays a crucial role in the development of entrepreneurs and the enhancement of entrepreneurial activities in every economy. This paper examined what Higher education Institutions (HEIs) do in learning and teaching of entrepreneurship in general and how entrepreneurship development takes place in Nigerian HEIs. The outcome from this study will enable a deeper understanding on what HEIs do EEd, with more exposure as to what the areas and focus of research is in the Nigerian context. Design/methodology/approach- The study adopted a systematic literature review approach- drawing from a computerized search of five selected data bases, using predetermined key words by the researchers. Findings: The main finding of this paper is that, related concepts like skills, intention, drive and attitude have been use in expounding discussions on the outcome of EEd, but very little has been written on entrepreneurial mind-set (EMS), of which other studies have suggested that it���s a crucial point in the journey of an entrepreneurs (Reed & Stoltz, 2011; Quality Assurance Agency for Higher Education (QAA), 2012; Neneh, 2012). Furthermore, learning and teaching of entrepreneurship in Nigerian HEIs seems to be more on creating awareness (about entrepreneurship) than actual preparation for entrepreneurship (For entrepreneurship). Research limitations/implications- The paper is limited since it is based on a review of literature from a selected databases- covering a specific time span. This potentially excludes other studies outside this time span. A more comprehensive overview of these contributions would benefit from employing tools such as Google Scholar, for an overview of the sub���domains online. Originality/value ��� There are limited studies that focus on the issue of entrepreneurial mind-set in entrepreneurship education in Africa, specifically Nigeria. This paper and its focus in particular, have laid down pioneering ground work for research on entrepreneurial mind-set development in Nigerian entrepreneurship education.

Notes on competencies in engineering education

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Differences in internet and LMS usage: a case study in higher education

The Internet plays an important role in higher education institutions where Learning Management Systems (LMS) occupies a main role in the eLearning realm. In this chapter we aim to characterize the Internet and LMS usage patterns and their role in the largest Portuguese Polytechnic Institute. The usage patterns were analyzed in two components: characterization of Internet usage and the role of Internet and LMS in education. Using a quantitative approach, the data analysis describes the differences between gender, age and scientific fields. The carried qualitative analysis allows a better understanding of students��� both motivations, opinions and suggestions of improvement. The outcome of this work is the presentation of the Portuguese students��� profile regarding Internet and LMS usage patterns. We expect that these results can be used to select the most suitable digital pedagogical processes and tools to be adopted regarding the learning process and most adequate LMS���s policies.

An analytic knowledge network process for construction entrepreneurship education

Purpose - The purpose of this paper is to provide a quantitative multicriteria decision-making approach to knowledge management in construction entrepreneurship education by means of an analytic knowledge network process (KANP) Design/methodology/approach- The KANP approach in the study integrates a standard industrial classification with the analytic network process (ANP). For the construction entrepreneurship education, a decision-making model named KANP.CEEM is built to apply the KANP method in the evaluation of teaching cases to facilitate the case method, which is widely adopted in entrepreneurship education at business schools. Findings- The study finds that there are eight clusters and 178 nodes in the KANP.CEEM model, and experimental research on the evaluation of teaching cases discloses that the KANP method is effective in conducting knowledge management to the entrepreneurship education. Research limitations/implications- As an experimental research, this paper ignores the concordance between a selected standard classification and others, which perhaps limits the usefulness of KANP.CEEM model elsewhere. Practical implications- As the KANP.CEEM model is built based on the standard classification codes and the embedded ANP, it is thus expected that the model has a wide potential in evaluating knowledge-based teaching materials for any education purpose with a background from the construction industry, and can be used by both faculty and students. Originality/value- This paper fulfils a knowledge management need and offers a practical tool for an academic starting out on the development of knowledge-based teaching cases and other teaching materials or for a student going through the case studies and other learning materials.

Advances in Hospitality Education: Courseware, Audiographics, and Cyberspace

Technology will play an increasingly larger role in the education of students within the hospitality curriculum. There are a significant number of emerging educational technologies aimed at changing the delivery of the entire curriculum. The development of technological platforms for multimedia instructional courseware, distance learning through audiographics, and virtual reality simulation are expected to alter and enhance the learning process while extending the boundaries of the traditional hospitality classroom.

Barreras en el acceso a la direcci��n escolar : diferencias entre profesoras y directoras de centros de Educaci��n Infantil y Primaria. 'Barriers in the access to school management : differences between teachers and head-teachers from early childhood and elementary education schools'.

Resumen tomado de la publicaci��n. Con el apoyo econ��mico del departamento MIDE de la UNED

Entrepreneurship Education : The role of the Higher Education Institutions in the Entrepreneurial Attitudes of the Students

8th International Conference of Education, Research and Innovation. 18-20 November, 2015, Seville, Spain.

Role of headmasters, teachers and supervisors in knowledge transfer about occupational health and safety to pupils in vocational education

Background Young people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is organized in school and in workplace-based learning (WPL). �� Method The study design featured a qualitative approach, which included interviews with 12 headmasters, 20 teachers, and 20 supervisors at companies in which the pupils had their WPL. The study was conducted at 10 upper secondary schools, located in Central Sweden, that were graduating pupils in four vocational programs. �� Result The interviews with headmasters, teachers, and supervisors indicate a staggered picture of how pupils are prepared for safe work. The headmasters generally give teachers the responsibility for how goals should be reached. Teaching is very much based on risk factors that are present in the workshops and on teachers��� own experiences and knowledge. The teaching during WPL also lacks the systematic training in OHS as well as in the traditional classroom environment. �� Conclusion Teachers and supervisors did not plan the training in OHS in accordance with the provisions of systematic work environment management. Instead, the teachers based the training on their own experiences. Most of the supervisors did not get information from the schools as to what should be included when introducing OHS issues in WPL.

School leaders as agents of change : a case study on how two head teachers are trying to implement the learning study method in their school

This paper seeks to describe and discuss the impact of inspections of schools in Sweden. It outlines the political context, based on New Public Management (NPM) theory, according to what role the Schools Inspectorate is supposed to play in order to govern and control. Attention is also devoted, referring an on-going case study, to how inspections influence head teachers and their leadership in their everyday work. �� Reports from the Schools inspectorate are public. This forces both politicians and head teachers to take measures. In this case, the head teachers perceived that the inspection reports confirmed what they already knew, but it also gave them an alibi and a tool to push their teachers to take part in everyday school development work. During the first year after the inspection the head teachers mainly strived to adjust formal deficiencies in local steering documents. However, some of the deviations reported from the Schools inspectorate are regarding pedagogical problems that are complicated and difficult to handle. As interventions in many cases will show up much later the results are, for example as increased goal fulfilment, in this case, still an open question. Nevertheless, it seems obvious that the Schools Inspectorate must be seen as a result of the governing philosophy that denotes New Public Management NPM).