Contextualizing entrepreneurial learning in basic and vocational education

Abstract

Purpose – The purpose of this study is to examine and model entrepreneurial learning processes as a continuum from non-business basic education to vocational education. Previous studies and policy programs in Europe suggest that entrepreneurship education should be a core part of the education system. Design/methodology/approach – This is an action research piece of work in which two researchers (the authors) have first studied each other’s own data independently, and then combined these two sets of data. One data set has been collected in a non-business, basic education setting, whereas the other focuses on business studies in vocational education. Here, the entrepreneurial learning process is seen as a synthesis of experimentation with discovered and created opportunities and managing knowledge and competences through reflective practices and decision-making processes. Findings – The main finding is that entrepreneurial learning can be enabled and may manifest itself as a useful process both in non-business and business school contexts. Another related essential finding is the importance of developing learners’ reflective practices. Practical implications – This research aims to provide scientific evidence that different school levels should cooperate to establish entrepreneurial learning as a continuous process. This case has been researched in the Finnish educational system, but it may also prompt teachers at different school levels in other countries to enable their students’ entrepreneurial learning. Originality/value – Although entrepreneurial learning has been researched frequently, there is still a lack of investigation concerning lower educational levels, especially non-business basic education. In addition, the point when growth to become entrepreneurial could begin has not been studied in depth. This research focuses on demonstrating how entrepreneurial learning can be planned and executed as a continuum at lower educational levels.

Impendent of the study of vocational education in vocational secondary schools in the city of Aqaba from the point of view of students

“…The professional standards also can be used in the selection and employment of workers in enterprises, and their responsibilities and functions and relationships with other workers. And contribute to professional standards in the design of wage policies and requirements of the transition from one job to another (Jawabreh, 2017b&c;Jeremy et al, 1999;Kenneth, 1976;Lenita and Taina, 2015;Liza et al, 2015;Marlise, 2010;Martin, 1997;Martinus, 1997;Mike, 1999;Mike and Dimitrios, 2004).…”

Reducing Unemployment of the Vocational School Graduates

“…The graduates of vocational schools also expected to open their business independently (entrepreneurship) with the provision of training that has been obtained in school and industry. According to Hietanen in vocational education, the goal is the graduates have knowledge and skills for trade practices and entrepreneurship in the field [14]. Therefore, entrepreneurship should be seen as intersubjective, in that, for example, opportunity exploration takes place to enable learners to transfer and apply both academic and vocational subjects to different contexts [15,16].…”

Entrepreneurship in vocational education

“…It can be argued that entrepreneurship education can provide different benefits in different educational modes in that it can encourage students to develop the entrepreneurial behaviour appropriate to their needs and educational context (Onstenk, 2003). The development of entrepreneurial skills in vocational education can not only be aligned with the demands of the labour market but also directed towards new venture creation and the devising of projects and solutions in industrial organizations (Guven, 2013; Hietanen and Järvi, 2015). However, the idea that vocationally specific conditions, beyond simply the modality within the education system, are of particular importance needs to be unpacked further.…”