When running entrepreneurial learning courses, educators often focus more on results than a student's understanding of the concepts. A reflection on results-oriented learning based on the experience of Junior Achievement Slovakia.
Purpose and process
While traditional subjects usually require students to learn content, entrepreneurial learning courses are more experiential. Students learn how to carry out specific tasks such as developing prototypes and managing development teams. Educators often focus more on results than on a student's understanding of concepts. In addition, due to the high failure rate for enterprise 'start-ups', schools generally focus on dealing with the elements related to starting the business, such as initial market research, establishing legitimacy and marketing new products. The teachers do not focus as much on activities carried out by mature businesses, such as moving products into overseas markets, so students often only see part of the picture.
- Learn how to carry out specific tasks associated with the early developmental stages of building an enterprise;
- Realise their entrepreneurial ideas to the point of producing goods and/or services to a high standard.
However, there are generally fewer opportunities to learn how a mature business operates.
Curricular or thematic relevance
Could be used to enrich most subject areas, including STEM.
How to organise:
Results-oriented learning can take place in any context.
Assessment and evaluation approaches
Evaluation is built into the experiential process.
External partners including entrepreneurs and business mentors can help students gain a better insight into the operating systems, challenges and opportunities faced by more mature companies through talks, informal discussions and visits to the workplace.
helper do TM detail body (June 6th, 1st half)
It is an important concept. I would very much welcome a description of the methods that this tool uses to meet its purpose