Ja-Ye: Search

Σχολεία και Καλές Πρακτικές Αναζήτηση

Καλωσορίσατε στην αναζήτηση καλών πρακτικών και μελετών περιπτώσεων σχολείων!

Παρακάτω μπορείτε να βρείτε επιλεγμένα παραδείγματα, μελέτες περιπτώσεων από διάφορες χώρες της Ευρώπης. Άλλα παραδείγματα θα προστίθενται όσο αναπτύσσουμε τον Διαδικτυακό Οδηγό. Μπορείτε να τα αναζητήσετε είτε επιλέγοντας χώρα, είτε επιλέγοντας μια από τις 8 διαφορετικές περιοχές, είτε και χρησιμοποιώντας και τα δύο. Τα παραδείγματα στοχεύουν στο να βοηθήσουν στην καθημερινή πρακτική της εκπαίδευσης στην επιχειρηματικότητα στα σχολεία σας. Ακόμη κι αν δεν τα χρησιμοποιήσετε, ελπίζουμε ότι θα αποτελέσουν μια καλή πηγή ιδεών. Στην στήλη δεξιά, μπορείτε να βρείτε συγκεκριμένες Μελέτες Περιπτώσεων Σχολείων, τα οποία προσφέρουν καλές πρακτικές της επιχειρηματικής εκπαίδευσης.

ΧΏΡΕΣ

ΚΑΛΈΣ ΠΡΑΚΤΙΚΈΣ

Παρουσιάζοντας Επιχειρηματικής Μάθησης σε μαθητές (24)

24 Αποτελέσματα

123

Alakylän koulu; introducing entrepreneurial learning to students

Before all new entrepreneurial learning projects, students are informed about the theme and topic. They can also include their own ideas and goals into the theme. New learning projects are always based on previous knowledge and teachers are encouraged to show the students why they need to get involved, i.e. what are the ´real life´ meaning and benefits of participating.

Alakylän koulu

Escola de Comércio de Lisboa; introducing entrepreneurial learning to students

We have two types of Project approach: for the 3rd year students’ Final Project (PAP), and the 1st and 2nd year students’ Interdisciplinary Projects.

In the first case, the students choose their Project and discuss it with their PAP tutor (sometimes even in previous years). Then, they start developing it throughout the year with the help of all the other trainers. The aim is to be able to hand in a final piece of written work at the end of the year and to present their Project to a jury.

For the 1st and 2nd year students, once the school has a strong relationship with different companies and institutions, we choose a topic bearing in mind some of the requests from real companies/school partners. This is usually presented to the students as a problem to be solved or a weak point to be turned into an opportunity. Students have to deal with real life problems and their solutions, propositions, answers which can be effectively put in motion if the companies/institutions feel they are appropriate; thus, this makes for stronger student motivation.

The stages of this Project work methodology are: a) Project Awareness; b) Planning (with scheduled Planning Class Councils), c) Research and Check; d) Preparing the presentation to the class/company or institution/community; e) Presentation; f) Company feedback/evaluation.

Escola de Comércio de Lisboa

Escola Profissional Magestil; introducing students to entrepreneurial learning

*But may not be detailed enough - Students are introduced to Entrepreneurial Learning through the Curricular and Extra-Curricular Activities held throughout the Academic Year. We cover: Aims; Skills that must be acquired; Resources involved; Scheduling of Projects. All the projects are defined with the students.

Escola Profissional Magestil

Escola Salesiana de Manique; introducing entrepreneurial learning to students

Entrepreneurial Learning is introduced to students and their parents during a meeting at the beginning of the school year.

Escola Salesiana de Manique

Highfurlong S.E.N. School; introducing entrepreneurial learning to students

Highfurlong S.E.N. School and Specialist College

Hotelova akademia Bratislava; introducing entrepreneurial learning to students

This school cooperates with Junior Achievement Slovakia (JASR) and does some projects with them. The teacher usually explains to students about each project, shows them the JASR website and invites experienced students who have already participated in such a project to talk about their work, experiences, and the knowledge they have gained. Each project is displayed on a big noticeboard at the school to motivate other students to participate.

Hotelová akadémia (The Hotel Academy)

Janusz Kusicinski Primary School no. 3, Lodz; introducing entrepreneurial learning to students

Entrepreneurial learning is presented to the students during realisation of the financial education project, 'From Grosik to Zloty' ('From a cent to a dollar').

Starting from their second year in school, thanks to 'Grosik' ('Cent') the students learn about the basic rules of entrepreneurship.

Janusz Kusocinski Primary School no. 3, Lodz

Lauritsalan koulu; introducing entrepreneurial learning to students

When we introduce Entrepreneurial Learning, our Headmaster gives a speech and short lectures about future skills to the pupil, their parents and especially to the teachers.

Lauritsalan koulu, Lappeenranta

Lewiatan Confederation; introducing entrepreneurial learning to students

When I personally meet with students, as a representative of an organization designated for employees (The Lewiatian Confederation in Poland) I tell them: "Entrepreneurship is not just about business. Every employee, engineer, doctor or teacher should be entrepreneurial. Poland doesn’t have any other resource but the entrepreneurial energy of its citizens. Thus, an attitude based on constant overcoming of difficulties, effective achievement of results, and effective cooperation with others, is entrepreneurship, which is worth practising at school and talking about."

MIddle School, Brusy; introducing entrepreneurial learning to students

In line with the School Development Plan, teachers prepare 'Class Pedagogical Plans' which are accepted in September of every year by students and parents.

In the 1st Year, we deal with issues related to recognition of the strong and the weak points of each student: creating an image of one's self; shaping ability in team work; taking responsibility for assigned tasks.

In the 2nd Year, the issues relate to developing active capability and skills for the labour market: job interviews; rights and obligations of the worker; rules for running economic activities.

In the 3rd Year, we deal mainly with issues related to the choice of one's own professional career path, e.g. Secondary schools' exchange; professions' exchange, etc. There is an extracurricular activities programme within the framework of the Entrepreneurship Club (on the basis of pedagogical innovation, 'Entrepreneurial school') and participation is voluntary. Students participate in extracurricular activities taking place in school as well as during several-day travelling workshops in October or May. Student Educational Projects – in September, students choose a project among a group of subjects prepared by teachers and taking into account students' needs, e.g. 'I plan my future'; 'What are the needs of the youth of Brusy?'.

Middle Grade School, Brusy

123