Page 469 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 469
Entrepreneurship Education at Faculties of Education
to educational institutions by creating teacher manuals, publications and
textbooks for students. We can say that universities employ an active ap-
proach to entrepreneurship education, which could be a good example
toward which other countries should strive in the long run. In Finland, en-
trepreneurship education is an integral part of education at all levels. In-
tensification of entrepreneurship education at the level of higher education
began in the period between 2001 and 2003 through national programs. The
goals of the programs are directed toward: raising student awareness about
self-employment and different career options; promotion and development
of personal qualities relevant in entrepreneurship; developing technical and
business skills necessary for one’s professional growth and development.
The issue of entrepreneurship education in Finland is focused on a research
approach where special emphasis is put on the teacher’s role in that process.
Many researchers point out the need to redefine the teacher’s role to increase
the quality of entrepreneurship education, continuously re-examining its
current status (Seikkula-Leino et al. 2010).
Representatives of Norway’s education policy are actively involved and
provide a strong contribution to the process, strategic planning and imple-
mentation of entrepreneurship education. Norwegian government is a good
example of continuous adjustment of a government policy to modern trends
in entrepreneurship education in Europe and the needs for entrepreneurial
competencies at all education levels.
New members of the European Union and candidate countries for EU
membership have the opportunity to get various forms of assistance and
support for developing entrepreneurship education through various asso-
ciated projects, teacher training, networking of educational institutions, de-
velopment of teaching material, etc.
Based on the ‘Mapping of Teachers’ Preparation for Entrepreneurship Ed-
ucation’ report (Curth 2011), it has been observed that some European coun-
tries (Finland, United Kingdom, Sweden, Austria, Scotland) have ways to re-
alise teacher training for entrepreneurship at institutions of higher educa-
tion. This is commonly achieved through educational modules within study
programs (Training in Entrepreneurship, Entrepreneurship Education, and
Entrepreneurial Thinking) and through the possibility of including future
teachers into elective modules dedicated to entrepreneurship at different
faculties. In addition, analysis shows that the basic values of entrepreneur-
ship education are clearly defined within institutions’ mission in program
documents of pedagogical faculties, whereas the knowledge, attitudes and
skills of teachers related to entrepreneurship education are defined in syl-
469
to educational institutions by creating teacher manuals, publications and
textbooks for students. We can say that universities employ an active ap-
proach to entrepreneurship education, which could be a good example
toward which other countries should strive in the long run. In Finland, en-
trepreneurship education is an integral part of education at all levels. In-
tensification of entrepreneurship education at the level of higher education
began in the period between 2001 and 2003 through national programs. The
goals of the programs are directed toward: raising student awareness about
self-employment and different career options; promotion and development
of personal qualities relevant in entrepreneurship; developing technical and
business skills necessary for one’s professional growth and development.
The issue of entrepreneurship education in Finland is focused on a research
approach where special emphasis is put on the teacher’s role in that process.
Many researchers point out the need to redefine the teacher’s role to increase
the quality of entrepreneurship education, continuously re-examining its
current status (Seikkula-Leino et al. 2010).
Representatives of Norway’s education policy are actively involved and
provide a strong contribution to the process, strategic planning and imple-
mentation of entrepreneurship education. Norwegian government is a good
example of continuous adjustment of a government policy to modern trends
in entrepreneurship education in Europe and the needs for entrepreneurial
competencies at all education levels.
New members of the European Union and candidate countries for EU
membership have the opportunity to get various forms of assistance and
support for developing entrepreneurship education through various asso-
ciated projects, teacher training, networking of educational institutions, de-
velopment of teaching material, etc.
Based on the ‘Mapping of Teachers’ Preparation for Entrepreneurship Ed-
ucation’ report (Curth 2011), it has been observed that some European coun-
tries (Finland, United Kingdom, Sweden, Austria, Scotland) have ways to re-
alise teacher training for entrepreneurship at institutions of higher educa-
tion. This is commonly achieved through educational modules within study
programs (Training in Entrepreneurship, Entrepreneurship Education, and
Entrepreneurial Thinking) and through the possibility of including future
teachers into elective modules dedicated to entrepreneurship at different
faculties. In addition, analysis shows that the basic values of entrepreneur-
ship education are clearly defined within institutions’ mission in program
documents of pedagogical faculties, whereas the knowledge, attitudes and
skills of teachers related to entrepreneurship education are defined in syl-
469
