Page 471 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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Entrepreneurship Education at Faculties of Education
education in some way through course content (master’s programs: Lead-
ership in Education, Educational Policies, etc.). On the other hand, the op-
tion of incorporating content related to entrepreneurship is left to the teach-
ers and their courses. In other words, there is no system approach to intro-
ducing entrepreneurship in higher teacher education. However, we should
not underestimate personal initiative and entrepreneurial spirit of university
teachers, because both of them can represent a resource in developing en-
trepreneurial education.
If we compare the system of entrepreneurship education in European
countries and Serbia, we can see that Serbia is in the early stages of that pro-
cess, which began by the adoption of key documents and specific initiatives
in secondary vocational education. Serbia can find potential solutions and
development trends in the examples of good practice of European countries.
Speaking about higher teacher education in Serbia in terms of entrepreneur-
ship education, we believe that answers to many questions can be found in
the experience of said European countries.
Competencies Developed by Entrepreneurship
Entrepreneurship education is viewed in a broader and narrower context. In
the narrower sense, entrepreneurship education refers to acquiring knowl-
edge about starting one’s own business and economic literacy, whereas in
the broader sense, it is focused on developing personal qualities and skills
which are considered necessary for individual’s success as an entrepreneur.
Entrepreneurial competencies are defined as abilities of a person to turn an
idea into action. They include the tendency to introduce changes on one’s
own and the ability to accept, support, and adapt to innovations arising
from external factors. Entrepreneurship involves accepting responsibility for
one’s own positive and negative actions, developing a strategic vision, defin-
ing and achieving goals (Carić and Smieško 2011). Entrepreneurship compe-
tencies include specific knowledge, skills and attitudes. Specific knowledge
refers to available options and their identification for the purpose of per-
sonal and professional activities of a person. Skills refer to abilities neces-
sary for a cooperative and flexible approach to teamwork, ability to identify
personal strengths and weaknesses, ability for proactivity and positive reac-
tion to changes, as well as the ability to take risks in situations when such
course of action is justified. Entrepreneurial competencies also involve tak-
ing initiative, a positive attitude toward changes and innovations. Personal
qualities, attitudes and skills of individuals can be developed in any part of
education system. Developing entrepreneurial competencies should be or-
471
education in some way through course content (master’s programs: Lead-
ership in Education, Educational Policies, etc.). On the other hand, the op-
tion of incorporating content related to entrepreneurship is left to the teach-
ers and their courses. In other words, there is no system approach to intro-
ducing entrepreneurship in higher teacher education. However, we should
not underestimate personal initiative and entrepreneurial spirit of university
teachers, because both of them can represent a resource in developing en-
trepreneurial education.
If we compare the system of entrepreneurship education in European
countries and Serbia, we can see that Serbia is in the early stages of that pro-
cess, which began by the adoption of key documents and specific initiatives
in secondary vocational education. Serbia can find potential solutions and
development trends in the examples of good practice of European countries.
Speaking about higher teacher education in Serbia in terms of entrepreneur-
ship education, we believe that answers to many questions can be found in
the experience of said European countries.
Competencies Developed by Entrepreneurship
Entrepreneurship education is viewed in a broader and narrower context. In
the narrower sense, entrepreneurship education refers to acquiring knowl-
edge about starting one’s own business and economic literacy, whereas in
the broader sense, it is focused on developing personal qualities and skills
which are considered necessary for individual’s success as an entrepreneur.
Entrepreneurial competencies are defined as abilities of a person to turn an
idea into action. They include the tendency to introduce changes on one’s
own and the ability to accept, support, and adapt to innovations arising
from external factors. Entrepreneurship involves accepting responsibility for
one’s own positive and negative actions, developing a strategic vision, defin-
ing and achieving goals (Carić and Smieško 2011). Entrepreneurship compe-
tencies include specific knowledge, skills and attitudes. Specific knowledge
refers to available options and their identification for the purpose of per-
sonal and professional activities of a person. Skills refer to abilities neces-
sary for a cooperative and flexible approach to teamwork, ability to identify
personal strengths and weaknesses, ability for proactivity and positive reac-
tion to changes, as well as the ability to take risks in situations when such
course of action is justified. Entrepreneurial competencies also involve tak-
ing initiative, a positive attitude toward changes and innovations. Personal
qualities, attitudes and skills of individuals can be developed in any part of
education system. Developing entrepreneurial competencies should be or-
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