THE DEVELOPMENT OF ENTREPRENEURIAL COMPETENCE OF STUDENTS: THE CREATIVE APPROACH OF AMERICAN TEACHERS
DOI:
https://doi.org/10.24919/2413-2039.9/41.169152Keywords:
competence, entrepreneurial competence, secondary school students, teachers, the USAAbstract
SLIPENKO Viktoriia – Postgraduate Student of Pedagogy and Education Management Department, Uman Pavlo Tychyna State Pedagogical University, Sadova Str., 2, Uman, 20300, Ukraine
E-mail address: slipenkoviktoria@gmail.com
ORCID: https://orcid.org/0000-0003-0123-4645
To cite this article: Slipenko, V. (2019). The development of entrepreneurial competence of students: the creative approach of American teachers. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 9/41, 161–176. doi: 10.24919/2413-2039.9/41.169152.
Article history
Received: April 8, 2019
Received in revised form: May 30, 2019
Accepted: July 20, 2019
Available online: September 24, 2019
Journal homepage:
p-ISSN 2313-2094
e-ISSN 2413-2039
© 2019 The Author. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).
The development of entrepreneurial competence is a new pedagogical phenomenon of modern secondary education. Entrepreneurship is the key driver of the economy; and the successful prosperity of the country and a significant number of new jobs are created by small and large enterprises founded by entrepreneurs. People involved in entrepreneurial activities claim that they have more opportunities for creative projects, high self-esteem and a sense of control over their own lives. As a result, a significant number of experienced businessmen, political leaders, economists, and educators believe that the development of entrepreneurial competence maximizes individual, collective, economic, and social success at local, national, and global levels. Therefore, young people who will take a step into adulthood, while studying in high school, should receive the necessary knowledge about the conditions and methods of entrepreneurship, planning and organization of the labour process, lawful behaviour in the business environment, objectively assess their potential and realize their need for the development of society. It is obvious that the formation of entrepreneurial competence of students at the beginning of the third millennium has become a necessary component of secondary education institutions abroad, in particular in the United States, which is a leader in the launching of enterprises.
The article based on the analysis of scientific sources clarifies the essence and structure of the entrepreneurial competence of the individual, which is offered by American educators, and contains the following qualities: innovation, dedication, autonomy, initiative, willingness to take risks, responsibility, competence, willpower, «self-efficacy», high level motivation, and the growing sense of «locus of control».
The essence of entrepreneurial education in secondary schools in the United States is disclosed, which implies a sufficient number of developed standards (in particular, «National Standards for Business Education» and «National Financial Literacy Standards» for secondary schools in the United States), curricula (in history and social science including economic information), courses («Entrepreneurial activity»), textbooks («Entrepreneur: children’s books about children-entrepreneurs»), which highlight the content component of the investigated phenomenon. It is noted that in the process of developing or improving existing curricula for secondary schools in the United States for the development of entrepreneurial competence of students, these standards will undoubtedly adapt to the public needs and peculiarities of the policies of each state.
The activities of American teachers in the formation of entrepreneurial competence of students in US secondary schools are considered, which implies a variety of forms and methods, both traditional and interactive (lectures and seminars; the development and implementation of creative projects, the organization of practice in industrial and agricultural enterprises, the use of methods of analysis qualities and skills of an entrepreneur, case study, business, training, master class, launching of mini-enterprises, mini-banks, etc.).
Acknowledgments. Sincere thanks to the rector of Uman Pavlo Tychyna State Pedagogical University prof. Alexander Bezliudnyi, and supervisor of the Pedagogy and Educational Management Department of the same institution prof. Alexander Kobernyk for their assistance.
Funding. The author received no financial support for the research, authorship, and/or publication of this article.
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