Page 468 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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ija Zlatić and Jelena Stamatović
recognised as one of eight key competencies for lifelong education. As a key
competency, it implies the ability to introduce changes on one’s own, but
also the ability to accept and adapt to innovations arising from external fac-
tors. In addition, entrepreneurship also involves accepting responsibility for
one’s own actions, developing strategic planning and motivation for success
(Heder, Ljubić, and Nola 2011). However, many people lack entrepreneurial
qualities which require education and training in developing entrepreneurial
attitudes, knowledge and skills. Education plays an important role in devel-
oping entrepreneurial capacities and competencies (Arnaut, Brdarević, and
Brdarević 2017). Entrepreneurship education during childhood and adoles-
cence is an important step for later entrepreneurial intentions, and some
authors emphasise a positive relation between entrepreneurship education
and entrepreneurial intentions (Farashah 2013; Solesvik et al. 2013). The expert
body of the European Commission sees the goal of entrepreneurship edu-
cation in promoting creativity, innovations, self-employment, also including
the development of personal attributes and skills that form the basis of en-
trepreneurial spirit and behaviour, as well as developing awareness of self-
employment and entrepreneurship as potential career options in students
and pupils (Heder, Ljubić, and Nola 2011).
Entrepreneurship Education in European Countries
and Republic of Serbia
Innovations related to entrepreneurship education have been introduced to
European education systems in the 1970s, whereas in the last fifteen years,
great attention has been paid to developing a model for incorporating en-
trepreneurship education as a horizontal element at all education levels
(Watkins and Stone 1999). In that sense, some models for adapting educa-
tion systems so as to encourage and develop entrepreneurial competences
have been analysed and implemented. In practice, the EU provides differ-
ent forms of help and support for development of entrepreneurship edu-
cation. Our comparative analysis of the establishment and implementation
of entrepreneurship education will include several European countries as
examples of good practice. United Kingdom has a well-developed system
of entrepreneurship education at all education levels, which can be recog-
nised in horizontal elements in all school courses, in government support
to implementation of entrepreneurial teaching activities, in training and en-
abling teachers for entrepreneurial learning. In accordance with the topic
of our paper, we must underline the role of universities in entrepreneur-
ship education. UK universities are directly involved and provide support
468
recognised as one of eight key competencies for lifelong education. As a key
competency, it implies the ability to introduce changes on one’s own, but
also the ability to accept and adapt to innovations arising from external fac-
tors. In addition, entrepreneurship also involves accepting responsibility for
one’s own actions, developing strategic planning and motivation for success
(Heder, Ljubić, and Nola 2011). However, many people lack entrepreneurial
qualities which require education and training in developing entrepreneurial
attitudes, knowledge and skills. Education plays an important role in devel-
oping entrepreneurial capacities and competencies (Arnaut, Brdarević, and
Brdarević 2017). Entrepreneurship education during childhood and adoles-
cence is an important step for later entrepreneurial intentions, and some
authors emphasise a positive relation between entrepreneurship education
and entrepreneurial intentions (Farashah 2013; Solesvik et al. 2013). The expert
body of the European Commission sees the goal of entrepreneurship edu-
cation in promoting creativity, innovations, self-employment, also including
the development of personal attributes and skills that form the basis of en-
trepreneurial spirit and behaviour, as well as developing awareness of self-
employment and entrepreneurship as potential career options in students
and pupils (Heder, Ljubić, and Nola 2011).
Entrepreneurship Education in European Countries
and Republic of Serbia
Innovations related to entrepreneurship education have been introduced to
European education systems in the 1970s, whereas in the last fifteen years,
great attention has been paid to developing a model for incorporating en-
trepreneurship education as a horizontal element at all education levels
(Watkins and Stone 1999). In that sense, some models for adapting educa-
tion systems so as to encourage and develop entrepreneurial competences
have been analysed and implemented. In practice, the EU provides differ-
ent forms of help and support for development of entrepreneurship edu-
cation. Our comparative analysis of the establishment and implementation
of entrepreneurship education will include several European countries as
examples of good practice. United Kingdom has a well-developed system
of entrepreneurship education at all education levels, which can be recog-
nised in horizontal elements in all school courses, in government support
to implementation of entrepreneurial teaching activities, in training and en-
abling teachers for entrepreneurial learning. In accordance with the topic
of our paper, we must underline the role of universities in entrepreneur-
ship education. UK universities are directly involved and provide support
468
