108,087 research outputs found
The Analysis of Entrepreneurship Education Profile For Educatioanal Institutions of Hihger Education in Yogyakarta
ABSTRACT
Purpose: This study aims to describe entrepreneurship education profile (EE
Profile) of the five LPTKs in DIY. The research based on strategic role of EE in
generating creative entrepreneurs who meets 21st century skills. The main target
of the study was to describe; (1). Characteristics of lecturers and students, (2)
Competencies to be developed, (3). Learning process, (4). Assessment to be used,
(5). Needs of improvement.
Methods: The study used quantitative approach this type of survey. The
populations were lecturers and students participating in the course come from five
LPTK. Data was collected by questionnaire and group discussions (FGD). This
study used primary and secondary data collected from 48 lecturers of
enterpreneurship and 246 students who joined in the entrepreneurship course.
Data was analyzed using simple frequency analysis technique for quantitative data
and descritive analysis for the qualitative data.
Findings: The results revealed that: (1). Lecturers have minimum teaching
experience (on average, 3.45 years). Most of the lecturers hold master degree but
33% of the total lecturers said not match to teach entrepreneurship related with
their qualification. Only half of them who have had a certificate in
entrepreneurship, but the training was less than 33 % of the total lecturers.
Majority of the students (78%) has had appropriate background to be trained on
entrepreneurship; unfortunately there are only a few who got training seriously. A
few of students (19%) hold a certificate on entrepreneurship but most of them felt
less adequate (2). Competencies tend to more focused on creativity and
innovation, but less concerned to 21st centuryespecially on collaboration and
communication. (3). Majority of students felt impressed that the learning occur
innovatively, but students said the learning material was still out of date. ICT was
not sufficiently integrated in the learning process to enrich learning materials and
process. EE was still taught separately between theory and practice in an average
composition of about 57% of theory and 43% of practice, (4). Assessments were
still dominated by written tests, even used to assess skills as creativity and
innovation that were not appropriate (5). Lecturers and students expressed need to
learning model that emphasizes the practice more and reduces the theory. Project
based learning tended to be developed and raised as alternative model for EE
Afterschool for the Global Age
Summarizes discussions from a July 2006 convening on model afterschool programs and best practices for enhancing global literacy, including innovative uses of community and international connections, project-based learning, and educational technology
Information Outlook, October 2003
Volume 7, Issue 10https://scholarworks.sjsu.edu/sla_io_2003/1009/thumbnail.jp
The Information Commons: a public policy report
This report describes the history of the information commons, presents examples of online commons that provide new ways to store and deliver information, and concludes with policy recommendations. Available in PDF and HTML versions.BRENNAN CENTER FOR JUSTICE at NYU SCHOOL OF LAW
Democracy Program, Free Expression Policy Project
161 Avenue of the Americas, 12th floor New York NY 10013
Phone: (212) 998-6730 Web site: www.brennancenter.org
Free Expression Policy Project: www.fepproject.or
The Information Commons: a public policy report
This report describes the history of the information commons, presents examples of online commons that provide new ways to store and deliver information, and concludes with policy recommendations. Available in PDF and HTML versions.BRENNAN CENTER FOR JUSTICE at NYU SCHOOL OF LAW
Democracy Program, Free Expression Policy Project
161 Avenue of the Americas, 12th floor New York NY 10013
Phone: (212) 998-6730 Web site: www.brennancenter.org
Free Expression Policy Project: www.fepproject.or
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Developing Point of Learning : an innovative approach to enhancing professional learning
In this paper we:
* expand upon some of the issues with current approaches used in the development and assessment of professional practice,
* outline the current emphasis upon a life of learning and why we need a new approach to assessment that enhances the development of professional practice,
* introduce and provide a brief overview of Point of Learning (PoL) – a new approach that builds upon our growing understanding of learning and takes advantage of the power of digital technology,
* explain how PoL overcomes problems with existing approaches,
* develop the theoretical underpinning for this new approach and
* present the overarching structure in which this new model can be developed. This is illustrated with an example from the schools sector – though it is important to remember that PoL is applicable to any professional development context
- …