The Guerrilla Literacy Learners Project: Development of Literacies through Informal Learning

Jůvová, Alena

doi:10.1515/atd-2017-0005

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…It is also important to have contact with various organizations outside the school and have them involved in school projects. Entrepreneurial education is also related to the 21st Century Skills (also 21 CS), which can be an inspiration for designing a progressive design of the learning environment that supports the development of the necessary competencies (for example, Wagner, 2008;Hanover Research, 2011;Neumajer, 2014;Jůvová et al, 2015;Jůvová, 2017). "It is a set of such cognitive skills and soft skills that allow individuals to react flexibly and promptly to the more difficult, substandard or critical situations that may occur in their life" (Jůvová et al, 2015).…”

Section: Category 2: Teaching Methods and Activities Of Pupilsmentioning

confidence: 99%

Education for Entrepreneurship – A Challenge for School Practice

Jůvová

Čech

Duda

2017

Acta Educationis Generalis

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Introduction: Education for Entrepreneurship can be seen as one of the contemporary themes of current school and out-of-school education and has also become one of the priority topics of the European Union’s education policy. In this article, we focus on the definition of entrepreneurial education and the context of the terms liminality and in-betweenness that are closely related to entrepreneurship. In the theoretical part, we focus on broader context and complexity of entrepreneurial education and characterize the competence as a sense of initiative and entrepreneurship (Malach, 2008). All defined terms are related to the implementation of entrepreneurial education in the process of school education. Purpose: The aim of the article is to analyse the ways and methods of applying the main ideas of entrepreneurial education in school education. We concentrated on finding the context and characteristics of innovative methods and strategies through which the objectives of entrepreneurial education are achieved. Methods: To describe and understand the phenomenon of entrepreneurial education, the qualitative content analysis of the examples of good practices was used in this article. We developed codes in relation to the causes, conditions, opportunities and environment of entrepreneurial education. Conclusions: The aim was to determine the degree of implementation of entrepreneurial education/skills in the learning process in schools. By using the Content Analysis method, we determined the following questions: 1. What is entrepreneurial education? 2. What are the aims of education for entrepreneurship? 3. Why do we learn entrepreneurship? 4. Who and where teaches entrepreneurship? 5. How to learn entrepreneurship? Four main categories have been identified for the analysis of the complex concept of entrepreneurial education: Category 1: The roles of teachers and pupils in entrepreneurial education Category 2: Teaching methods and activities of pupils Category 3: The diversity of the aims of entrepreneurial education Category 4: Competences for entrepreneurship At the end of the article, we summarize the content analysis of the phenomenon of entrepreneurial education. There is a complexity of issues, goals, methods and social relationships that lead pupils/people to qualitative transmissions for/to create an excellent life. It involves preparing the pupil for practical everyday life, developing self-efficacy, self-confidence, independence, and support for critical thinking, flexibility, creativity, risk taking and problem-solving abilities. In addition, we provide an overview of inspirational methods and effective strategies used by entrepreneurs in entrepreneurial education. Given that entrepreneurial education is a comprehensive discipline, a sufficient team of people needs to be provided to put its ideas into practice. In this education, both the whole society and individuals such as teachers, social educators, parents, family, pupils/students, environment outside school, inside school/class find the place and purpose. The KEY TOPICS to turn ideas of entrepreneurial education into action are discussed in the conclusion of the article.

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Section: Category 2: Teaching Methods and Activities Of Pupilsmentioning

confidence: 99%

Education for Entrepreneurship – A Challenge for School Practice

Jůvová

Čech

Duda

2017

Acta Educationis Generalis

Self Cite

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“…Adhering to the fundamental and applied knowledge that students have to master a particular degree cannot be compromised. Therefore, after understanding the regulatory framework in which a particular degree has been accredited, the next step is to identify and clearly define the learning outcomes, followed by the identification of appropriate teaching and learning activities to support the learning process and finding appropriate assessment tasks (Jůvová, 2017). Next, these outcomes and methods can be examined in the context of the students' experiences and perceptions about the tertiary education environment.…”

Section: Transformation Of the South African Higher Education Sector mentioning

confidence: 99%

Challenges and Curriculum Transformation in the Higher Education Sector in South Africa: A Case Study in WASH to Improve the Training of Pharmacists

Tandlich

Ngqwala

Boshoff

et al. 2018

Acta Educationis Generalis

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Introduction: South Africa is a member state of the “BRICS” bloc (BRICS2017.org, 2017) and the G20 group of the 20 nations/economic blocs, which between them account for the majority of the world’s trade and economic activity. It faces many developmental challenges which are mirrored in its higher education sector. In this article, the authors seek to provide an overview of the challenges that South African higher education faces in the achievement of the developmental goals of the country. The focus of this paper is a case study in WASH (water, sanitation and hygiene) to improve context-specific responses that trains pharmacists on knowledge and skills.Methods: The study was performed as a combination of calculations and a literature review to obtain the background or current status of the higher education sector and developmental planning in South Africa. For this, data were extracted from the Statistics South Africa reports, relevant professional articles on South African higher education sector and results of postgraduate research. Workshop results which were obtained as a collaboration between a public and a private higher education institution and results of postgraduate research were used as the paradigm for transformation and decolonisation of the curriculum for a professional degree in South Africa.Results and discussion: Challenges exist in the South African tertiary education sector and the graduation rate currently stands at 65.1% of the target set by the National Development Plan. Around 58.1% of all students do not complete their university/post-secondary education, which could provide a partial explanation for the skills shortage in South Africa. Decolonisation and transformation of the tertiary education curriculum are major topics in the discourse on higher education in South Africa. The authors propose that one way to achieve this would be inclusion of research results and group activities in the area of water, sanitation and hygiene as a topic for possible and partial transformation of the Bachelor of Pharmacy curriculum.Conclusions: The current article summarises some of topics and challenges that drive the current discourse, developmental and curriculum debate in higher education in South Africa. Student access and through put at tertiary institutions need to be improved and the curriculum needs to be transformed.

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Digital Literacy of Digital Natives

Glavan

2022

Management and Industrial Engineering

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The Guerrilla Literacy Learners Project: Development of Literacies through Informal Learning

Cited by 3 publications

References 5 publications

Education for Entrepreneurship – A Challenge for School Practice

Education for Entrepreneurship – A Challenge for School Practice

Challenges and Curriculum Transformation in the Higher Education Sector in South Africa: A Case Study in WASH to Improve the Training of Pharmacists

Digital Literacy of Digital Natives

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