Inovativnost i poduzetništvo može se naučiti i nadograditi

Global competition has created considerable uncertainty among many young people. Therefore, the education and motivation of young people who takes initiatives at all levels of education is an extremely important part of lifelong learning and education, and also forms an important part of general human education. The main purpose of this study is to verify the hypothesis that long-lasting innovation-entrepreneurial education has an effect on improving innovation and entrepreneurial skills in pupils. The study involved 146 fourteen- and fifteen-year-old pupils from 22 Slovenian primary schools who participated in entrepreneurial  workshops for one year. The instruments used in the research were a questionnaire for measuring innovative behaviour, and a knowledge test. The data were collected before and upon the completion of the entrepreneurial workshops. The findings show that innovation as well as entrepreneurial skills can be developed and taught, and they also suggest that entrepreneurial circles are a good way of promoting creativity and innovation in schools. Innovation is an activity that can be learned through education to improve basic entrepreneurial skills and the development of entrepreneurial competence. From the perspective of sustainable solutions, approaches are coming to the fore that emphasize creative problem-solving among young people; such an ability is not only a universally useful skill, but is also the essence of entrepreneurial thinking and acting. Globalna je konkurencija stvorila znatnu nesigurnost među mnogim mladim ljudima. Stoga je obrazovanje i motivacija mladih ljudi koji preuzimaju inicijativu na svim razinama obrazovanja iznimno važan dio cjeloživotnoga učenja i obrazovanja, a također čini važan dio općega ljudskog obrazovanja. Glavni je cilj ovoga istraživanja provjeriti hipotezu prema kojoj dugotrajno inovativno i poduzetničko obrazovanje utječe na poboljšanje inovativnosti i poduzetničkih vještina učenika. U istraživanju je sudjelovalo 146 četrnaestogodišnjaka i petnaestogodišnjaka iz 22 slovenske osnovne škole koji su bili uključeni u poduzetničke radionice u trajanju od jedne godine. Instrumenti korišteni u istraživanju su upitnik za mjerenje inovativnoga ponašanja i test znanja. Podatci su prikupljeni prije i po završetku poduzetničkih radionica. Rezultati istraživanja pokazuju da se inovativnost, kao i poduzetničke vještine, mogu razviti i naučiti, ali i ukazuju na to da su poduzetnički krugovi dobar način promicanja kreativnosti i inovativnosti u školama. Inovativnost je aktivnost koja se može naučiti putem obrazovanja s ciljem poboljšanja temeljnih poduzetničkih vještina i razvoja poduzetničke kompetencije. Iz perspektive održivih rješenja do izražaja dolaze pristupi koji naglašavaju kreativno rješavanje problema među mladima; navedena sposobnost nije samo univerzalno korisna vještina već je i bit poduzetničkoga razmišljanja i djelovanja

EFFECTS OF INNOVATIVE - ENTREPRENEURIAL EDUCATION ON STIMULATING INNOVATION AND SIGNIFICANCE OF INTRODUCING THE MATTER TO PUPILS IN SLOVENIA

Doktorska disertacija poudarja pomen podjetništva. V nalogi smo se osredotočili in omejili na inovacijsko-podjetniško izobraževanje osnovnošolcev. Za potrebe disertacije smo uvajanje inovacijsko-podjetniškega izobraževanja v osnovnošolski sistem v Sloveniji opredelili široko. Inovacijsko-podjetniško izobraževanje na določenih osnovnih šolah v Sloveniji poteka na osnovi podjetniškega ali UPI (ustvarjalnost, podjetnost in inovativnost) krožka. V disertaciji smo proučevali učinke inovacijsko-podjetniškega izobraževanja učencev, torej učinke podjetniškega in UPI krožka na inovacijsko-podjetniške rezultate učencev in na podlagi učinkov prikazali, da je uvajanje inovacijsko-podjetniškega izobraževanja v programe osnovnošolskega izobraževanja smiselno. Cilj disertacije je odgovoriti na osnovno raziskovalno vprašanje, in sicer: »Kakšni so učinki inovacijsko-podjetniškega izobraževanja osnovnošolcev v Sloveniji? in Ali je na podlagi teh učinkov uvajanje inovacijsko-podjetniškega izobraževanja v osnovnošolski sistem v Sloveniji smiselno?« Iz tega ključnega raziskovalnega vprašanja izhaja osrednja teza doktorske disertacije: »Uvajanje inovacijsko-podjetniškega izobraževanja med osnovnošolce v Sloveniji je smiselno, saj pripomore k razvoju pozitivne ustvarjalne klime in podjetnih lastnosti, povečuje ustvarjalnost, obvladovanje inovacijskega procesa in fleksibilnost (prilagodljivost spremembam) učencev ter pripomore tudi k širjenju njihovega podjetniškega znanja.« Osrednjo tezo smo preverjali z več postavljenimi hipotezami. Disertacija je razdeljena na dva dela: teoretični in empirični. V teoretičnem delu smo v drugem poglavju proučili podjetnika in podjetništvo. Cilj poglavja je bil opredelitev pojmov podjetnik in podjetništvo. Temeljni prispevek tega poglavja je v strnjenem, a v celovitem pregledu obsežne opredelitve omenjenih pojmov. Tretje poglavje obravnava teoretična izhodišča ustvarjalnosti. Ugotovili smo, da pri proučevanju ustvarjalnosti avtorji uporabljajo različna teoretična izhodišča ali njihovo kombinacijo. Zato ugotavljamo, da je pri proučevanju ustvarjalnosti smotrno kombinirati več teoretičnih izhodišč, saj se le-ta med seboj dopolnjujejo in upoštevajo različne vidike ustvarjalnosti. V tem poglavju smo opredelili tudi dejavnike, za spodbujanje ustvarjalnosti osnovnošolcev pri pouku in sicer metode poučevanja, ki spodbujajo ustvarjalno mišljenje in ustvarjalnost učencev, razredno klimo, učitelja, informacijsko-komunikacijsko tehnologijo in motivacijo. Ustvarjalnost nas lahko vodi v inovativnost, kar opredeljujemo v četrtem poglavju. V petem poglavju opredeljujemo podjetniško izobraževanje. Opredelili smo možnosti pridobivanja podjetniških znanj preko formalnih in neformalnih oblik izobraževanja, naredili pregled institucij podpornega okolja za podjetniško izobraževanje in inovativnost ter predstavili primere dobre prakse na področju podjetniškega izobraževanja mladih. V šestem poglavju smo se osredotočili na podjetniško izobraževanje v šolskem sistemu v Sloveniji. V tem poglavju smo predstavili stopnje razvoja podjetniškega izobraževanja v Sloveniji in podrobneje opisali razvoj podjetniškega krožka namenjenega osnovnošolcem. Po opredelitvi teoretičnih izhodišč v sedmem in osmem poglavju prikazujemo rezultate empirične analize. V empiričnem delu disertacije smo odgovorili na raziskovalno vprašanje in preverjali postavljeno tezo. Na podlagi ugotovitev smo osrednjo raziskovalno tezo potrdili, saj smo spoznali, da inovacijsko-podjetniško izobraževanje pripomore k razvoju pozitivne ustvarjalne klime in podjetnih lastnosti, povečuje ustvarjalnost, obvladovanje inovacijskega procesa in fleksibilnost (prilagodljivost spremembam) učencev ter pripomore tudi k širjenju njihovega podjetniškega znanja, zato je uvajanje inovacijsko-podjetniškega izobraževanja med osnovnošolce v Sloveniji smiselno.Doctoral dissertation stresses the importance of entrepreneurship. In this work we focus on and limit innovative-entrepreneurial education of pupils. For the purposes of the dissertation, we introduce innovative-entrepreneurial education in primary school system in Slovenia more widely. Innovative and entrepreneurial education in some primary schools in Slovenia is based on business or UPI (CEI - creativity, entrepreneurship and innovation) club. In this thesis we studied the effects of innovative-entrepreneurial education of pupils, therefore the effects of entrepreneurial and UPI club on innovative-entrepreneurial results of pupils and on the basis of effects, we showed that the introduction of innovative-entrepreneurial education in programme in elementary education does make sense. The aim of the thesis is to answer the basic research question, namely: »What are the effects of innovative-entrepreneurial education in Slovenia and does it make sense to implement innovative-entrepreneurial education in primary school system in Slovenia on the basis of these effects? « From this key research question, it comes the central thesis of dissertation: »Introducing innovative-entrepreneurial education to primary school children in Slovenia does make sense, since it contributes to the development of positive, creative environment and entrepreneurial characteristics, increases creativity and knowledge of the innovation process, flexibility (adaptability to change) of pupils and also helps to spread their entrepreneurial skills«. The central thesis was analyzed with using multiple hypotheses. The dissertation is divided into two parts, theoretical and empirical. In the theoretical part we examined the entrepreneur and entrepreneurship in second chapter. The aim of the chapter was to define concepts of entrepreneur and entrepreneurship. The fundamental contribution of this chapter is a concentrated, but comprehensive review of the extensive definition of these concepts. The third chapter deals with the theoretical foundations of creativity. We found that in the study of creativity, authors use different theoretical approaches or their combination. Therefore, we see that the rational study of creativity combines several theoretical principles, as they complement each other and take into account different aspects of creativity. In this chapter we define the factors for the promotion of creativity of pupils through teaching methods that encourage creative thinking and creativity of pupils, classroom climate, teachers, information and communication technology and motivation. Creativity can lead to innovation, which is defined in section four. In the fifth chapter we define entrepreneurial education. We have identified the possibilities of gaining entrepreneurial skills through formal and non-formal education, do review of institutions which support environment for entrepreneurial education and innovation and show examples of good practices in the field of entrepreneurial education of young people. In the sixth chapter, we focused on innovative-entrepreneurial education in the school system in Slovenia. In this section we present development stages of entrepreneurial education in Slovenia and describe in detail the development of the entrepreneurial club devoted to pupils. According to the definition of theoretical concepts in the seventh and eighth chapter, we present the results of empirical analysis. In the empirical part of the dissertation we answer the research question and check raised central thesis. Based on the findings, we confirm a central research thesis, because we know that innovative-entrepreneurial education contributes to the development of positive creative environment and entrepreneurial characteristics, increases creativity and knowledge of the innovation process, flexibility (adaptability to change) of pupils and also helps to spread their entrepreneurial skills and because of all these facts, the introduction of innovative-entrepreneurial education to pupils in Slovenia definitely does hav

The development of competencies of creativity in elementary school

Kompetence ustvarjalnosti, ki se delno prepletajo z inovacijskimi in podjetniškimi, je mogoče spodbujati in razvijati. Namen raziskave je preveriti, ali se z ustreznim pristopom vzpostavi pozitivna ustvarjalna razredna klima ter ali se posledično pojavljajo spremembe na področju ustvarjalnega ravnanja in fleksibilnosti učencev. V raziskavi je sodelovalo 146 učencev tretje triade iz 22 slovenskih osnovnih šol, ki so eno leto sodelovali v UPI (ustvarjalnost, podjetnost, inovativnost) ali podjetniškem krožku. Za obdelavo podatkov smo uporabili osnovne statistične metode. Rezultati kvantitativne raziskave kažejo pozitiven vpliv krožka na vzpostavitev ustvarjalne razredne klime ter posledično večjo ustvarjalnost in fleksibilnost učencev, ki so krožek obiskovali.Competencies of creativity, which are partly intertwined with innovative and entrepreneurial ones, can be encouraged and developed. The purpose of research is to examine whether the appropriate approach establishes a positive classroom climate and consequently, whether the changes occur in the field of creative practice and flexibility of pupils. The study involved 146 pupils of the third triad from 22 Slovenian primary schools who participated for one year in the UPI (creativity, entrepreneurism, innovativeness) or in the entrepreneurial club. For data processing, we used basic statistical methods. Results of quantitative research show a positive impact of entrepreneurial club on the creation of creative classroom climate and consequently on greater creativity and flexibility of the pupils who attend the club