Entrepreneurship Education at Secondary Level in Transition Economies: A Case of Poland

Rachwał, Tomasz; Kurek, Sławomir; Boguś, Marta

doi:10.15678/eber.2016.040105

Cited by 32 publications

(39 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These considerations are based on the results of the content analysis and desk research data, which are the provisions of the national core curriculum for general education (NCC) in various types of schools currently in force and implemented in the ongoing reform of the education system. This analysis is based on the previous research results presented in the literature on the subject using previously applied methods of content analysis (Berger et al, 2012;Pilz, Berger & Canning, ed., 2012;Rachwał, Kurek, & Boguś 2016).…”

Section: Methodsmentioning

confidence: 99%

“…In conclusion, the authors who deal with the issue of entrepreneurship education in Poland point to the vital place of this school subject in the education system (e.g. Rachwał, 2017;Rachwał et al, 2016;Sadowska, 2016;Tracz & Rachwał 2007;Wach, 2007). They also draw attention to the need to support students and teachers in the education of Basics of entrepreneurship in various fields, so that this education is as effective as possible (Rachwał, 2017).…”

Section: Entrepreneurship Education In Poland As a Research Theme In mentioning

confidence: 97%

“…a total of 29% of learning outcomes refer to business competencies. Source: own compilation (for NCC 2012 based on Rachwał, Kurek, & Boguś, 2016).…”

Section: Diversification Of Learning Outcomes In Entrepreneurship Edumentioning

confidence: 99%

“…In general, the view prevails about the need to shape entrepreneurial attitudes and their positive impact on economic development (e.g. Bae et al, 2014;Daszkiewicz, 2014;Hudek & Sirec, 2019;Kurek & Rachwał, 2010;Nowaczyk & Sobczak, 2016;Rachwał, 2010;Rachwał et al 2016;Wach, 2013Wach, , 2014Wach, , 2015Zioło, 2012). Confirmation of this special significance of entrepreneurship in the education system could be observed in the last decade during the economic crisis when production and employment were reduced, unemployment increased, and many people in the world had to face the economic difficulties.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Changes in Entrepreneurship Education in Secondary School under Curriculum Reform in Poland

Kilar¹,

Rachwał²

2019

Journal of Intercultural Management

Self Cite

View full text Add to dashboard Cite

Objective: The article aimed at identifying the position of the entrepreneurship course in the Polish education system and analysing the changes in its curriculum in the condition of the education system reform since 2017. Besides, attempts have been made to determine changes in this regard in the light of the analysis of the “old” and “new” core curriculum of general education in secondary schools of various types. Methodology: Research was conducted by analysing the teaching content and existing data (desk research), which are the provisions of the national core curriculum (NCC) for general education in various types of schools currently in force and implemented in the ongoing reform of the education system. This analysis has been carried out against the previous research results presented in the literature on the subject using previously used methods of teaching content analysis. Findings: The conducted research has shown that more attention should be paid to developing business competencies as part of the reform of the education system. In the NCC, cross-subject correlations have been taken into account, so that the same content is not unnecessarily duplicated. Entrepreneurship education should become more practical and oriented towards preparation for running own business and using financial services. Value Added: The findings show that the new entrepreneurship education program assumptions in Poland will influence the development of entrepreneurship to a greater extent than before. Recommendation: The results indicate that in the process of implementing the NCC a key role is played by the teacher, therefore it is necessary to prepare them well for its realization. However, the effects of implementing the program reform may only be observed and investigated in the future, therefore further research after several years is needed.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Entrepreneurship Education In Poland As a Research Theme In mentioning

confidence: 97%

“…a total of 29% of learning outcomes refer to business competencies. Source: own compilation (for NCC 2012 based on Rachwał, Kurek, & Boguś, 2016).…”

Section: Diversification Of Learning Outcomes In Entrepreneurship Edumentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Changes in Entrepreneurship Education in Secondary School under Curriculum Reform in Poland

Kilar¹,

Rachwał²

2019

Journal of Intercultural Management

Self Cite

View full text Add to dashboard Cite

show abstract

“…The primary objective of entrepreneurship education is to develop all essential entrepreneurial skills to meet entrepreneurial success (Elmuti et al, 2012;Phipps & Prieto, 2015;Rachwał et al, 2016). Prior research suggested that entrepreneurial political skill in one the key factors that will have a positive impact on career development and competitive advantage in firm operation (Lans et al, 2016;Fang et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurial Education: The Effect of Entrepreneurial Political Skill on Social Network, Tacit Knowledge, and Innovation Capability

Huang

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The purpose of this study is to examine the role of political skills in entrepreneurship education and the impact of social network, tacit knowledge, and innovation constructs. This study sought to investigate the conceptual relationship between political skills and tacit knowledge, social network and tacit knowledge, as well as innovation and tacit knowledge. The existence of the three construct and their effect on entrepreneur skill has been reviewed and discussed. This has been corroborated across studies that sought to establish the role of social networks, tacit knowledge, and innovation in influencing entrepreneurship. The performance of enterprise has closely being linked on the ability of individuals to take advantage of the social network and the individual as well as collective tacit knowledge to understand the business environment and come up with practical skills to counter the potential entrepreneurship risks. This study also addresses the impact of tacit knowledge on innovation. Tacit knowledge has both negative and positive effects on innovation, emanating from the transferability of innovations across individuals and firms.

show abstract

Startups as a Challenge for Management and Education

Skala

2018

Digital Startups in Transition Economies

View full text Add to dashboard Cite

Entrepreneurship Education at Secondary Level in Transition Economies: A Case of Poland

Cited by 32 publications

References 39 publications

Changes in Entrepreneurship Education in Secondary School under Curriculum Reform in Poland

Changes in Entrepreneurship Education in Secondary School under Curriculum Reform in Poland

Entrepreneurial Education: The Effect of Entrepreneurial Political Skill on Social Network, Tacit Knowledge, and Innovation Capability

Startups as a Challenge for Management and Education

Contact Info

Product

Resources

About