In modern society, one of the main issues of development is the transition to new educational standards and technologies, creative policies in education.
The necessity for adjustments in education is driven by life itself, which is full of unpredictability and continually arising new difficulties or possibilities. The knowledge that students are presently getting, as statistics demonstrate, becomes obsolete within 5-7 years, new knowledge and technology are continually developing. Furthermore, we must swiftly adapt to the reality that machines now perform the majority of our activities, such as computing your arithmetic assignments, review writing online, information storage, etc. Because of the rapidity with which the world and its economic conditions are evolving, it is no longer required to learn by memorization.
Entrepreneurial spirit, ambition, and tenacity are necessary for every setting—whether it’s a small business, politics, or a social non-profit—but they’re especially important while working for a huge firm or in government. As Darwin stated: “It is not the strongest species that survive, nor the most clever, but those who are most suited to change.”
WHAT IS THE ROLE OF SCHOOL?
There is a great deal of effort put forward to encourage young people to establish their enterprises in many different countries. In today’s corporate world, the capacity to think analytically and systematically, as well as the ability to communicate effectively, are vital. Students should begin to acquire these characteristics when they are in elementary school.
A school’s sole emphasis on academic accomplishment, on the other hand, does not contribute to the education of the essential staff. More than simply academics, today’s schools must assist kids in developing their personalities, navigating the world, and preparing for a future marked by rapid change, complexity, and a high degree of unpredictability, among other things. In school curriculum and teaching approaches, there should be a balance struck between academic difficulty and relevance for students.
THE «KEY COMPETENCIES»
In 2006, both the European Parliament and the European Council proposed that all European countries’ educational systems incorporate eight fundamental skills for lifelong learning, which were subsequently adopted by the European Commission. In this study, competencies are defined as a combination of relevant knowledge, abilities, and attitudes. Individuals who possess the abilities referred to as “key” are individuals who seek personal fulfillment and progress, actively participate in society, are socially accepted and can get gainful employment or other opportunities. These competencies include:
- Communication in the native language;
- Communication in foreign languages;
- Mathematical literacy and basic competencies in science and technology;
- Computer literacy;
- Mastering learning skills;
- Social and civic competences;
- Sense of innovation and entrepreneurship;
- Awareness and ability to express oneself in the cultural sphere.
Because they all contribute to the achievement of success in today’s information age, all essential abilities are seen as equally important. Many of the competencies are interconnected, which means that information obtained in one area may be applied to the development of abilities in other areas, and vice versa.
TWO CENTRAL APPROACHES
Learning language, literacy, numeracy, information technology, and the capacity to learn how to learn are the cornerstones of all educational activities. Learning to read, write, and compute are also essential. Several common themes, such as critical thinking, creativity, initiative, problem-solving, risk assessment, and decision making, are interlaced with each of the eight talents listed in the document:
Enterprise education in foreign countries may be classified into two categories:
- It is possible to provide learners with a firm basis for their future professional efforts by providing them with a well-rounded general education and upbringing that lays a significant focus on personal development.
- Understanding entrepreneurship as part of a comprehensive educational approach is recommended (through the introduction of specialized educationthrough independent courses in economics and entrepreneurship based on additional teaching hours).
WHAT TO FOCUS ON WHEN TEACHING FUTURE ENTREPRENEURS?
When it comes to the subject of whether a single level of entrepreneurial education is truly essential, there are differing perspectives. Some experts feel that the establishment of a standard simply does not make sense because the fundamental nature of an entrepreneur’s activity is changing at an alarmingly rapid pace. This is especially true in an era of fast technological advancement, where the standard might become obsolete literally at the moment of publishing. As an alternative, it is worthwhile to discuss what exactly the entrepreneur does and within what framework he operates. Specifically, three components of entrepreneurial talent are proposed:
- incubation, which is the capacity to start your firm;
- acceleration, which is the ability to expand and scale a business;
- transformation, which is the ability to alter business models.
They also emphasize the necessity of imaginative thinking, which is required for the generation of business concepts. As well as the history of entrepreneurship in general.
On the other hand, others say that participation in extracurricular activities is the most significant aspect in training future business owners. Therefore, it is important to start your business operations as soon as possible after graduation. They feel that using such an approach not only helps students improve as entrepreneurs, but also stimulates them to continue learning new things as well. When programmers are working on a project, they are usually asked questions such as “How should I price my product?” and “What is the best region to sell my product?” As a result, pupils begin to do their studies to find answers to problems.
HOW TO IMPROVE THE SITUATION?
A consensus has emerged among experts on the need of expanding and improving access to entrepreneurship education.
As a result of the inherent risk and substantial outlay of personal resources associated with entrepreneurship, it is not a reasonable decision. To prevent “steam” about anything, it is preferable to pursue a career as an engineer and generate a consistent income. To be successful as an entrepreneur, one must have a strong desire to make a difference as well as confidence in one’s talents to do so. As a result, he will want mentors, like-minded folks, and other persons who are enthusiastic about their fields of endeavor. As a result, cultivating an entrepreneurial culture efficiently without the support of a network of like-minded individuals is difficult to do.
