Page 474 - 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
teamwork and within compulsory courses, and to present the results to other
students when the cycle is completed.
Another way of introducing entrepreneurship education to faculties of ed-
ucation would be through elective courses. Elective courses of entrepreneur-
ship in initial teacher education could introduce students into the world
of entrepreneurship with a specific and concentrated approach, including
basic economic knowledge and entrepreneurial competencies. Similarly
to compulsory courses, elective modules could also contain a theoretical
part, working on projects and one or two weeks of hospitation at institu-
tions/companies in order to familiarise students with entrepreneurial prac-
tice. Student motivation for entrepreneurship as an elective course could be
improved if they are guided by positive experiences of older students
Extracurricular activities could also contribute to entrepreneurship edu-
cation of students. They provide an opportunity for students to expand
their experience and knowledge of business, or to undertake specific steps
in project-related activities realised at their faculty. In addition, they could
be part of specific training realised by other institutions, non-governmental
organisations or company representatives. By learning about the business
plan, fund raising, lobbying, etc., students can participate in certain activities
in a local community, thus developing the necessary skills for entrepreneur-
ship.
Experiences of other countries show that entrepreneurship education has
better effects if introduced in the third and fourth year of study due to the
integration of knowledge and skills from their chosen profession and knowl-
edge and skills related to entrepreneurship.
Conclusion
Entrepreneurship is one of the key competencies within permanent educa-
tion. The necessity of entrepreneurship education at all levels of education
requires the preparation of future teachers so they could develop their en-
trepreneurial competencies. In Serbia, entrepreneurship education is still in
the development stage and is being gradually implemented in schools and
institutions of higher education, so there is a need for competent employ-
ees who will be able to realise this process. On the other hand, the real situ-
ation shows that there is a large number of unemployed teachers that are
unable to find positions in educational institutions. Knowledge and skills
of entrepreneurship would allow them to establish and develop their own
business, alone or in cooperation with others. This is why faculties of ed-
ucation must systematically develop and implement different forms of en-
474
teamwork and within compulsory courses, and to present the results to other
students when the cycle is completed.
Another way of introducing entrepreneurship education to faculties of ed-
ucation would be through elective courses. Elective courses of entrepreneur-
ship in initial teacher education could introduce students into the world
of entrepreneurship with a specific and concentrated approach, including
basic economic knowledge and entrepreneurial competencies. Similarly
to compulsory courses, elective modules could also contain a theoretical
part, working on projects and one or two weeks of hospitation at institu-
tions/companies in order to familiarise students with entrepreneurial prac-
tice. Student motivation for entrepreneurship as an elective course could be
improved if they are guided by positive experiences of older students
Extracurricular activities could also contribute to entrepreneurship edu-
cation of students. They provide an opportunity for students to expand
their experience and knowledge of business, or to undertake specific steps
in project-related activities realised at their faculty. In addition, they could
be part of specific training realised by other institutions, non-governmental
organisations or company representatives. By learning about the business
plan, fund raising, lobbying, etc., students can participate in certain activities
in a local community, thus developing the necessary skills for entrepreneur-
ship.
Experiences of other countries show that entrepreneurship education has
better effects if introduced in the third and fourth year of study due to the
integration of knowledge and skills from their chosen profession and knowl-
edge and skills related to entrepreneurship.
Conclusion
Entrepreneurship is one of the key competencies within permanent educa-
tion. The necessity of entrepreneurship education at all levels of education
requires the preparation of future teachers so they could develop their en-
trepreneurial competencies. In Serbia, entrepreneurship education is still in
the development stage and is being gradually implemented in schools and
institutions of higher education, so there is a need for competent employ-
ees who will be able to realise this process. On the other hand, the real situ-
ation shows that there is a large number of unemployed teachers that are
unable to find positions in educational institutions. Knowledge and skills
of entrepreneurship would allow them to establish and develop their own
business, alone or in cooperation with others. This is why faculties of ed-
ucation must systematically develop and implement different forms of en-
474
