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2015 | nr 1 (2) Homo creator w wymiarze społecznym, kulturowym i ekonomicznym w XXI wieku (cz. I) | 78--84
Tytuł artykułu

Creativity Education as an Important Aspect in Entrepreneurship Education: Search for Training Methods

Treść / Zawartość
Warianty tytułu
Kreatywna edukcja jako ważny aspekt w nauczaniu przedsiębiorczości: przegląd metod
Języki publikacji
EN
Abstrakty
Artykuł nawiązuje do problemu poświęcania niewystarczającej uwagi kreatywności w rozwijaniu indywidualnej przedsiębiorczości oraz braku dyskusji na temat właściwych metod szkolenia i uczenia się. Celem przeprowadzonych badań jest pokazanie, że rozwój kreatywności jest ważnym aspektem nauczania przedsiębiorczości oraz przedstawienie odpowiednich metod szkolenia i uczenia się. Nauczanie przedsiębiorczości oraz rozwijanie kreatywności jest integralną częścią rozwoju jednostek, które zamierzają prowadzić działalność. Bardzo ważne jest, aby kreatywność oraz nauczanie przedsiębiorczości były rozwijanie w oparciu o analizę tych pojęć poprzez dyskusję, krytyczne myślenie oraz racjonalne podejście do problemu, myślenie dedukcyjne i indukcyjne oraz umiejętność rozwiązywania problemów.(abstrakt oryginalny)
EN
While analyzing the reports on entrepreneurship education and the situation in the development of entrepreneurship supervised by joint expert groups of the European Commission, one could note a call for strategic planning in developing entrepreneurship, preparation of entrepreneurship education strategies and proper implementation thereof in order to organize an efficient learning process. The analysis of European documents [Towards Greater Cooperation and Coherence in Entrepreneurship Education, 2010; Entrepreneurship Education: Enabling Teachers as a Critical Success Factor, 2011; Entrepreneurship Education at School in Europe 2012; Entrepreneurship Education: A Guide for Educators, 2013; Entrepreneurship in Education and Training - from compulsory school to higher education 2009-2014] revealed a holistic understanding of entrepreneurship. The entrepreneurship and education thereof have been defined as the individual's ability to turn ideas into action, creativity, innovations and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. Different international expert groups note that for the European countries that seek good results in entrepreneurship education it is important to improve the following aspects of education: the content and process of entrepreneurship education, implementation of entrepreneurship education at different levels of education, teachers' education and continuous professional development, collaboration with entrepreneurs [Entrepreneurship education policy, 2011; Entrepreneurship Education: Enabling Teachers as a Critical Success Factor, 2011; Entrepreneurship in Vocational Education and Training, 2009; Towards Greater Cooperation and Coherence in Entrepreneurship Education, 2010]. Entrepreneurship Plan 2020 foresees measures for the development of entrepreneurship and entrepreneurship education quality improvement [Entrepreneurship Action Plan 2020]. The analysis of the EU documents and reports initiated by the European Commission has also revealed that entrepreneurship, creativity and innovativeness have to be developed at all levels of education and training and that focus on entrepreneurship development in Europe should be viewed as a strategic aim of education. The number of countries which have included development of entrepreneurship in the national programs has been increasing. Entrepreneurship is often mentioned in connection with creativity. However, only a few researchers [Sheperd, Douglas, 1996; Gibb, 1987; Žibėnienė, Virbalienė, 2014] linked the entrepreneurship education techniques with creative educational methods. Many authors emphasize the importance of innovative active training (learning) methods in developing entrepreneurship, for example. L. G. Davies, A.A. Gibb [Davies, Gibb, 1991]; J. E. Young [Young, 1997]; T.N. Garavan and B. O'Cinneide [Garavan, O'Cinneide, 1994]; A. Župerka [Župerka, 2011], but the relevance of creativity education methods in entrepreneurship education has not been duly emphasized and this shows a clear priority for active methods. Therefore, the issues of insufficient attention to creativity development as an important aspect of entrepreneurship education and lack of discussion on what training (learning) methods would be relevant are tackled herein.(fragment of text)
Twórcy
  • Mykolas Romeris University, Vilnius, Lithuania
  • Mykolas Romeris University, Vilnius, Lithuania
Bibliografia
  • 1. Bitinas B. ir kt.: Kokybinių tyrimų metodologija. Vilnius 2008.
  • 2. Csikszentmihalyi M.: The domain of creativity. In: Theories of creativity. Eds. M. Runco, R. Albert. London: Sage 1990.
  • 3. Davies L.G., Gibb A.A.: Recent research in entrepreneurship. Gower - London: Proceedings of the 3rd International EIASM Workshop 1991.
  • 4. Garavan T.N., O'Cinneide B.: Entrepreneurship education and training programmes: a review and evaluation. "Journal of European Industrial Training" 1994, vol. 18 (8).
  • 5. Gibb A.A.: The enterprise culture and education: understanding enterprise education and its links with small business entrepreneurship and wider educational goals. "International Small Business Journal" 1993, vol. 11, no.3.
  • 6. Entrepreneurship Education: Enabling Teachers as a Critical Success Factor. A report on Teacher Education and Training to prepare teachers for the challenge of entrepreneurchip education, 2011. . http://ec.europa.eu/enterprise/policies/sme/promotingentrepreneurship/ files/education/teacher_education_for_entrepreneurship_final_report_en.pdf [žiūrėta 22.07. 2014].
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  • 8. Entrepreneurship 2020 action plan. Communication from the Commission to the European Parliament, the council, the European Economic and Social Committee and the Committee of the Regions. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=- COM:2012:0795:FIN:EN:PDF [žiūrėta 16.09. 2014].
  • 9. Entrepreneurship Education at School in Europe, 2012. http://eacea.ec.europa.eu/education/ eurydice/documents/thematic_reports/135EN.pdf [žiūrėta 24.07. 2014].
  • 10. Entrepreneurship Education: A Guide for Educators. Bruxelles: Enterprise and Industry 2013.
  • 11. Entrepreneurship in Education and Training - from compulsory school to higher education 2009-2014. http://planipolis.iiep.unesco.org/upload/Norway/Norway_Action_Plan_ Entrepreneurship_2009_2014.pdf [žiūrėta 22.07. 2014].
  • 12. Indrašienė V., Žibėnienė G.: Pasiekimų vertinimas ir įsivertinimas. Vilnius 2014.
  • 13. Hattie J.: Visual learning. Routledge 2012.
  • 14. Robson C.: Real World Research. London: Blackwell Science 2004.
  • 15. Shepherd D.A., Douglas E.J.: Is management education developing or killing the entrepreneurial spirit?. In: Proceedings of the Internationalising Entrepreneurship Education and Training Conference. Arnhem 1996.
  • 16. Towards Greater Cooperation and Coherence in Entrepreneurship Education, 2010. Report and Evaluation of the Pilot Action High Level Reflection Panels on Enrepreneurship Education initiated by DG Enterprise and Industry and DG Education and Culture. http:// old.jae.org/Download/entr_education_panel_en.pdf [žiūrėta 02.10. 2013].
  • 17. Žibėnienė G., Virbalienė R.: Learning methods of enterpreneurship education. Education reform in comprehensive school: education content research and implementation problems. Rezekne 2014.
  • 18. Župerka A.: Studentų verslumo ugdymo plėtra Lietuvoje. "Management theory and studies for rural business and infrastructure development" 2011, nr 2 (26).
  • 19. Wyse D., Dowson P.: The Really Useful Creativity Book. Routledge. Routledge 2009.
Typ dokumentu
Bibliografia
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