Entrepreneurial education refers to the development of a certain type of personality which we are to call entrepreneurial personality. It is active, autonomous, involved, responsible and creative. It means to complete the profile of teacher’s competences in order for them to capitalize the educational opportunities and to generate projects of school and professional development.
The product of this type of education is called educational entrepreneurship. This specific way of actions reflects our vision on the way entrepreneurial education has to be seen.
This hypostasis represents the teacher who approaches the learning process and all the activities required by the new profile of competences from the perspective of innovation, action, cooperation and entrepreneurial paradigm of education. He is the person who involves in the extended school life and answers its challenges by designing, realizing and implementing projects of educational development.
This hypostasis presupposes the existence of the same personality profile and configuration of competences as in the case of other hypostases, but it becomes specific of school institution. It represents a standard of teacher’s professional competences which makes possible the satisfying of the exigencies required by today’s educational context.
Teachers represent the central element of creating and disseminating entrepreneurial culture. Often, we observe how students are preoccupied with finding the best instruments in order to make a career and excel in developing those abilities which could provide their success. Yet, most of them do not have the chance of discovering they might become their own bosses.
Teachers are those who can encourage these ideas by the disciplines they teach, regardless the area, profile or level. They can stimulate student’s creativity in the direction of using the assimilated knowledge, thus contributing to creating an environment adequate for the development of entrepreneurial personality.
Any school discipline can become a source for developing entrepreneurial competences. In school, entrepreneurial education can be realized by the help of all disciplines’ contents or new ones. It cannot be realized by teaching one discipline only.
Students have to be involved in authentic learning experiences, where they have the possibility of assuming risks, of coordinating results and learning from the results obtained.
This new type of school situations asks for the development of a new profile of teachers’ competences, a profile which may be realized only by entrepreneurial education programs. If we cannot ask from teachers competences necessary for starting a business with no relation to the pursued specialty and development profile, we can, we can ask them competences related to projects conceiving and management.
The former are the results of the entrepreneurial education. Entrepreneurship cannot be learnt outside practice; students have to be offered permanent opportunities of developing visions, ideas, initiatives and behaviors specific to a successful entrepreneur. The competences and skills which entrepreneurial education proposes to develop can lie at the basis of the individual’s own success both in school career and professional and social life.
Emanuel Soare – University of Pitesti