PROMOTING THE ENTREPRENEURSHIP EDUCATION AS CORE COMPETENCE DURING THE BACHELOR STUDIES THROUGH E-LEARNING ENVIRONMENT
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Notice bibliographique
Résumé
For some countries, the discussion about entrepreneurship, more related to education, seems to be a taboo topic, while for others is a trend which must be valorized. There are many European documents and strategies regarding the promotion of entrepreneurship in the higher education context, from Entrepreneurship in higher education, especially in Non-business studies”, to Lisbon Strategy 2010, Oslo Agenda for Entrepreneurship Education in Europe”, or a newest one Europa 2020 – A European Strategy for smart, sustainable and inclusive growth. Moreover, the economical and social changes we are facing right now couldn’t be anticipated by these documents, but in the same time each of them was developed based on the society’s needs from that time. But one thing is clear: education is one of the most important element which could drive to development, growth and stability. Even when we are talking about employability or nanotechnology, there is or was an educational process in the background which facilitated that. This article aims to present, at the beginning, the core competencies from an European, Australian and Canadian perspective, focused on entrepreneurship education. Both Meyer’s report from 1991 or the European Parliament Recommendation about Key Competencies for Lifelong Learning were focused on entrepreneurship as a competence which must be proved by everybody. The transformations which individuals are facing in the contemporary economy should be anticipated and offered innovative eSolutions in order to develop the necessary competences at work or in day by day life. Higher education institutions could act, in a first phase, as key promoters of this discipline among both business and non-business studies, which will conduct to a great development of mindsets. After a short analysis of how key competences are defined (transversal, core or generic), the author will focus on the actual stadium of teaching entrepreneurship education in Romania and finally he will present some concrete examples of how this topic could be teach using WEB 2.0 technologies: podcast, eMentoring, Moodle platforms or online forums. Also, educational policies and possible solutions are treated.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle