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sábado, 27 de octubre de 2012

Is it necessary to teach Entrepreneurial skills?

Nowadays we are comvulsed by the information we can read through the projec bill named as "LOMCE", there are too many arguments I am against to, but today I am going to justify the essencial need of teaching entrepreneurial skills in the lower Secondary Education.

The U.E recomendation  numbered : 2006/962/EC explains the key competence in order to reach the lifelong learning to get a workforce adapted to the changes to be in the labor market.


As globalisation continues to confront the European Union with new challenges, each citizen will need a wide range of key competences to adapt flexibly to a rapidly changing and highly interconnected world.
Education in its dual role, both social and economic, has a key role to play in ensuring that Europe's citizens acquire the key competences needed to enable them to adapt flexibly to such changes.

The sense of key competence:

According to E.U, Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. Key 
competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment.



Key competences include: comunication in mother tongue and in foreign tongue, Matematics ans science knowledge, digital competence, learning to learn, Social competence, sense of iniciative and entrepreneurial skills and cultural awarness.


Key competences are all consider equally important, because each all contribute to a sucessful global knowledge. In that context, governments must develop conditions so that students could get a global knowledge necessary to adapt youth to labor market.

How can be considered the Sense of Iniciative an entrepreneurial skill?
Sense of initiative and entrepreneurship refers to an individual's ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. 

Essential knowledge, skills and attitudes related to this competence:

  • The ability to identify available opportunities for personal, professional and/or business activities,  and the opportunities and challenges facing an employer or organisation.
  • To be aware of the ethical position of enterprises, and how they can be a force for good, for example through fair trade or through social enterprise.
  • Skills relate to proactive project management (involving, for example the ability to plan, organise, manage, lead anddelegate, analyse, communicate, de-brief, evaluate and record), effective representation and negotiation, and the ability to work both as an individual and collaboratively in teams. 
  • The ability to judge and identify one's strengths and weaknesses, and to assess and take risks as and when warranted, is essential.
  • The attitude to be initiative, pro-activity, independence and innovation in personal and social life, as much as at work. It also includes motivation and determination to meet objectives, whether personal goals, or aims held in common with others, including at work.

After reading LOMCE and analysing the C.E. recommendation, I do reckon all european education systems must prevent that kind of education for ALL STUDENTS IN LOWER SECONDARY EDUCATION.
In LOMCE, government prevents an optional subjet (Iniciación a la vida  laboral y la actividad emprendedora) just for one target of students, so that point can be against the idea of Key Competence. Acording to me, this subject must be taken by all students, not just for the pre-vocacional ones. And another important appeciation is that subject would be able to develop all the aspects C.E recommends, we need a subject designed in that line.



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