Schulische Entrepreneurship Education – quo vadis Deutschland? Plädoyer für einen Perspektivenwechsel

2021 ◽  
Vol 69 (1) ◽  
pp. 37-58
Author(s):  
Lambert T. Koch ◽  
Ulrich Braukmann ◽  
Dominik Bartsch
Keyword(s):  
Education System ◽  
School System ◽  
Entrepreneurship Education ◽  
Social Needs ◽  
Economic Conditions ◽  
German School ◽  
Youth Entrepreneurship ◽  
Quo Vadis ◽  
Theoretical Considerations ◽  
School Curricula

Immer wieder wurde in Deutschland in den vergangenen Jahren die Integration einer Entrepreneurship Education in das Schulsystem gefordert. Zugleich jedoch verlaufen dahingehende Diskussionen höchst kontrovers. Ideologische Grabenkämpfe und Emotionalisierungen verhindern bislang eine breite und systematische Umsetzung entsprechender Forderungen. Hiervon ausgehend widmet sich der Beitrag Möglichkeiten und Grenzen, die Implementation und Dissemination einer Youth Entrepreneurship Education in schulischen Curricula in Deutschland künftig erfolgreicher zu gestalten. Die erarbeiteten Ansätze werden hierbei nicht nur hinsichtlich verschiedener Anforderungen des Bildungssystems erörtert. Eine Einordnung erfolgt auch unter Einbezug gesellschaftlicher Bedarfe und wirtschaftlicher Rahmenbedingungen in ihrem Wandel. In recent years the integration of entrepreneurship education into the school system has been repeatedly called for in Germany. At the same time, however, such discussions are highly controversial. Thus a broad and systematic implementation of such demands has been prevented by ideological debates and emotionalization so far. Accordingly this article discusses the possibilities and limitations of implementing and disseminating youth entrepreneurship education in future German school curricula more successfully. The developed theoretical considerations are discussed with regard to terms of various requirements of the education system. The classification also considers changing social needs and economic conditions.

Immigrant Youth in Germany

2013 ◽  
Vol 18 (3) ◽  
pp. 158-168 ◽  
Author(s):  
Emily Frankenberg ◽  
Katharina Kupper ◽  
Ruth Wagner ◽  
Stephan Bongard
Keyword(s):  
School System ◽  
Large Scale ◽  
Age Groups ◽  
Well Being ◽  
Ethnic Discrimination ◽  
Emotional And Behavioral Problems ◽  
Sociocultural Adaptation ◽  
Age Related ◽  
German School ◽  
Transcultural Adaptation

This paper reviews research on young migrants in Germany. Particular attention is given to the question of how Germany’s history of migration, immigration policies, and public attitude toward migrants influence the transcultural adaptation of children and adolescents from different ethnic backgrounds. We combine past research with the results of new empirical studies in order to shed light on migrants’ psychological and sociocultural adaptation. Studies comparing young migrants and their German peers in terms of psychological well-being, life satisfaction, and mental health outcome suggest higher rates of emotional and behavioral problems among migrants of most age groups. With regard to adolescent populations between the ages of 14 and 17 years, however, the existence of differences between migrants and natives appears to be less clear. Research has also yielded inconsistent findings regarding the time trajectory of transcultural adaptation among adolescents. The coincidence of acculturation and age-related change is discussed as a possible source of these inconsistencies. Further, we provide an overview of risk and protective factors such as conflicting role expectations and ethnic discrimination, which may cause heightened vulnerability to adverse adaptation outcomes in some groups. Large-scale studies have repeatedly shown migrants of all age groups to be less successful within the German school system, indicating poor sociocultural adaptation. Possible explanations, such as the idiosyncrasies of the German school system, are presented. Our own studies contribute to the understanding of young migrants’ adaptation process by showing that it is their orientation to German culture, rather than the acculturation strategy of integration, that leads to the most positive psychological and sociocultural outcomes. The paper concludes by discussing implications for future cross-cultural research on young migrants and by suggesting recommendations for multicultural policies.

scholarly journals Entrepreneurship Education Challenges for Green Transformation

2021 ◽  
Vol 11 (1) ◽  
pp. 15
Author(s):  
Tõnis Mets ◽  
Jack Holbrook ◽  
Siim Läänelaid
Keyword(s):  
Conceptual Model ◽  
Education System ◽  
Global Climate ◽  
Entrepreneurship Education ◽  
Sustainable Living ◽  
Climate Agreements ◽  
Competence Framework ◽  
Transformation Competence

Associated with global climate agreements and the European Union’s focus on climate-neutral goals by 2050, the development of Green Transformation competencies in society has become topical. This viewpoint paper proposes a conceptual model for applying Entrepreneurship Education (EE) to designing an integrated transdisciplinary, Green Transformation Competence framework. In line with this, EE is seen as a tool for developing an active, informed, responsible, yet sustainable, living ecosystem-oriented and green orientation of citizens in the education system. Nevertheless, this viewpoint recognises several challenges for further research.

CHALLENGES AND CONSTRAINTS TO ENHANCE THE ENTREPRENEURSHIP EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS OF A DEVELOPING COUNTRY: EVIDENCE FROM SRI LANKA

2020 ◽  
Vol 5 (12) ◽  
pp. 13-26
Author(s):  
T.M.A. Tennakoon ◽  
Kennedy Gunawardena ◽  
S.P. Premaratne
Keyword(s):  
Developing Countries ◽  
Sri Lanka ◽  
Education System ◽  
Action Plan ◽  
Secondary Data ◽  
Entrepreneurship Education ◽  
Sri Lankan ◽  
Study Approach ◽  
Effective Strategies ◽  
Developed Nations

This study through an exploratory approach review the challenges and constraints faced in enhancing entrepreneurship education in developing countries using Sri Lanka as a case study. Previous studies on the subject matter is very scarce and even in international journals only few papers appeared on entrepreneurship education in developing countries. The purpose of this paper is to study the current entrepreneurship education system in Sri Lankan state universities with reference to challenges and constraints and to propose an action plan to raise entrepreneurship education in Sri Lanka to be in par with that of developed nations so that these universities can act as the centerpieces of business innovations and entrepreneurship development. This paper employs an exploratory study approach by analyzing current entrepreneurship education system in Sri Lanka by reviewing secondary data such as various journals and government publications to build the arguments and recommendations outlined. Among constraints and challenges for the development of entrepreneurship education, lack of resources, lack of entrepreneurial skills in lecturers, poor stake-holder engagement, weak government policies and industry � university gap are common to most developing countries. In addition with its free education policy, Sri Lankan universities are faced with strict university entrance procedures and lack of selection of desired courses for majority of students. Findings of this study and salient suggestions will be an invaluable toolkit for policy makers to design effective strategies for entrepreneurship education in developing countries.

scholarly journals Analyses on Personalized Employment Guidance in Higher Education

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Liu Meng
Keyword(s):  
Higher Education ◽  
Individual Differences ◽  
Education System ◽  
Entrepreneurship Education ◽  
Learning Processes ◽  
Entrepreneurial Education ◽  
Employment Services ◽  
Attention To Students ◽  
The Individual

At present, with the development of entrepreneurship education, higher education draws more attention to students' learning processes and outcomes. Based on a scientific and standardized education system, entrepreneurship education requires higher education to provide students with more targeted, personalized, and flexible guidance to cater to their needs. Therefore, it is necessary to carry out personalized employment services and guidance. This paper aims to discuss how to provide personalized employment guidance and services according to the individual differences of students, and how to make the entrepreneurial education more diverse and get better results.

scholarly journals Rationales for First Nations Run Schools in Ontario : a Content Analysis

2021 ◽  
Author(s):  
Hiona Murray
Keyword(s):  
Content Analysis ◽  
First Nations ◽  
Education System ◽  
Research Study ◽  
Economic Conditions ◽  
Learner Outcomes ◽  
Education Improvement ◽  
Latent Content

The purpose of this research study was to address the question: how do First Nations leaders and scholars articulate the rationales for First Nations run schools in Ontario? Documents were collected from two First Nations websites, Assembly of First Nations and Chiefs of Ontario, and subjected to a manifest and latent content analysis. Three themes representing rationales emerged from the findings: self-governance over education, improvement of socio-economic conditions and sustainability. An underlying rationale that linked the three themes indicated that First Nations need recognition of self-government in order to control their education system, improve its quality and enhance learner outcomes.

scholarly journals Quality of Inclusive Educational System for Work with Students with Autism Different Needs in Italy

2015 ◽  
Vol 3 ◽  
pp. 171
Author(s):  
Vita Voitkāne
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Education System ◽  
School System ◽  
Avant Garde ◽  
Students With Autism ◽  
New Challenges ◽  
General School ◽  
Insight Into

The need for realization of inclusive education, which is the basis of a sustainable education, will require new challenges in the Education System. The system used in Italy can be used as an example. Italy passed avant-garde laws concerning the integration and inclusion of special needs students into the general school system already more than thirty years ago, in the 1970s. However, even after all this time and experience, there are still unresolved problems, which testifies to the complexities of the matter. This research offers an insight into the quality of the existing Italian inclusive education system specifically in relation to students with autism. Thereby it hopes to provide educators in Latvia with food for thought about this currently important topic.

scholarly journals Praxis Education Perspective of Integration of Science and Islam

2020 ◽  
Vol 4 (1) ◽  
pp. 61-66
Author(s):  
Khozin Khozin
Keyword(s):  
Organizational Structure ◽  
Religious Education ◽  
Education System ◽  
School System ◽  
Islamic Education ◽  
Islamic Studies ◽  
The Subject

Commonly, practice of islamic education implementation is dichotomic. Muhammadiyah as a pioneer of modern islamic education in Indonesia in its implementation has tried to pair up science and Islam, both institutionally and scienctifically. Scientifically proven that school system in past was only taught science, whereas islamic boarding taught only Islam.Muhammadiyah through its education system offers the integration of science and Islam through religious education which is now popularly called al-Islam and Kemuhammadiyahan education. At PTMA there are also Islamic Studies which are carried out by FAI in almost every Muhammadiyah university. While institutionally generally Muhammadiyah universities provide mushalla or mosques to complement their school infrastructure, even in the organizational structure there are officials who are directly in charge of al-Islam and Kemuhammadiyahan. It all is still not integrated as a whole that benefits both science and institutions. Science has not been integrated in the subject of the study of al-Islam and Kemuhammadiyahan, and viceversa.

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