The study was conducted to determine what content items of the entrepreneurial curricula (skills and knowledge) and what entrepreneurial mindsets are interesting to study for school children of different ages. The methodology makes it possible to develop a school entrepreneurial curricula taking into account the preferences of students and introduce additional variables, in addition to the age of children, to adjust the program to suit them. The study introduced such additional variables as the language of instruction (which is relevant for Kazakhstan with its bilingualism), the location of the school (rural or urban), and the gender of the students. Variables can be expanded as needed, which will allow to create a customized curriculum that takes into account the socio-cultural and other characteristics of the country, region, school, and even class. To conduct the survey there were prepared the questionnaires for secondary school students. To answer the main question of the survey the questionnaires were identical for all the students of different secondary school grades (from 5th to 9th). The questions in the questionnaire were grouped into three categories corresponding to socio-emotional skills, entrepreneurial awareness and entrepreneurial content to be taught at the entrepreneurship lessons. Such approach to designing the curricula would enhance the relevance of the content and mindsets, students’ motivation to learn and, probably, students’ entrepreneurial intent that is regarded as the greatest predictor of entrepreneurial behavior and success of entrepreneurial education programs. Keywords: Innovation, Entrepreneurial Education, Student Oriented, Curricula Design
Lo studio è stato condotto per determinare quali sono i contenuti dei curricula imprenditoriali (competenze e conoscenze) e quali mentalità imprenditoriale sono interessanti da studiare per i ragazzi delle scuole di età diverse. La metodologia consente di sviluppare un curriculum imprenditoriale scolastico tenendo conto delle preferenze degli studenti e di introdurre variabili aggiuntive, oltre all'età dei bambini, per adattare il programma alle loro esigenze. Lo studio ha introdotto variabili aggiuntive come la lingua di insegnamento (rilevante per il Kazakistan con il suo bilinguismo), l'ubicazione della scuola (rurale o urbana) e il sesso degli studenti. Le variabili possono essere ampliate a seconda delle necessità, il che consentirà di creare un curriculum personalizzato che tenga conto delle caratteristiche socioculturali e di altro tipo del Paese, della regione, della scuola e persino della classe. Per condurre l'indagine sono stati preparati i questionari per gli studenti della scuola secondaria. Per rispondere alla domanda principale dell'indagine, i questionari sono stati identici per tutti gli studenti delle diverse classi della scuola secondaria (dalla quinta alla nona). Le domande del questionario sono state raggruppate in tre categorie corrispondenti alle competenze socio-emotive, alla consapevolezza imprenditoriale e ai contenuti imprenditoriali da insegnare durante le lezioni di imprenditorialità. Questo approccio alla progettazione dei curricula migliorerebbe la rilevanza dei contenuti e delle mentalità, la motivazione degli studenti all'apprendimento e, probabilmente, l'intento imprenditoriale degli studenti, che è considerato il maggior predittore del comportamento imprenditoriale e del successo dei programmi di educazione all'imprenditorialità. Parole chiave: innovazione, educazione imprenditoriale, orientamento allo studente, progettazione dei curricula.
“INNOVATIVE APPROACH IN DESIGNING THE ENTREPRENEURIAL CURRICULA FOR THE SECONDARY SCHOOL (THROUGH THE EXAMPLE OF KAZAKHSTAN)”
DUISSENKHANOV, YERMEK
2021/2022
Abstract
The study was conducted to determine what content items of the entrepreneurial curricula (skills and knowledge) and what entrepreneurial mindsets are interesting to study for school children of different ages. The methodology makes it possible to develop a school entrepreneurial curricula taking into account the preferences of students and introduce additional variables, in addition to the age of children, to adjust the program to suit them. The study introduced such additional variables as the language of instruction (which is relevant for Kazakhstan with its bilingualism), the location of the school (rural or urban), and the gender of the students. Variables can be expanded as needed, which will allow to create a customized curriculum that takes into account the socio-cultural and other characteristics of the country, region, school, and even class. To conduct the survey there were prepared the questionnaires for secondary school students. To answer the main question of the survey the questionnaires were identical for all the students of different secondary school grades (from 5th to 9th). The questions in the questionnaire were grouped into three categories corresponding to socio-emotional skills, entrepreneurial awareness and entrepreneurial content to be taught at the entrepreneurship lessons. Such approach to designing the curricula would enhance the relevance of the content and mindsets, students’ motivation to learn and, probably, students’ entrepreneurial intent that is regarded as the greatest predictor of entrepreneurial behavior and success of entrepreneurial education programs. Keywords: Innovation, Entrepreneurial Education, Student Oriented, Curricula DesignÈ consentito all'utente scaricare e condividere i documenti disponibili a testo pieno in UNITESI UNIPV nel rispetto della licenza Creative Commons del tipo CC BY NC ND.
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https://hdl.handle.net/20.500.14239/2417