Entrepreneurial education can be seen as:

  1. A study discipline (already included in school curriculum, a not quite sufficient variant)
  2. A module of specific courses and activities (sometimes present within formal and non-formal programs)
  3. An innovative way of projecting, organizing and developing the entire school curriculum. A restructuring of school and extra-school curriculum from the perspective of the requirements of entrepreneurial education, desired to be implemented

These ways of applying entrepreneurial education at the level of school curriculum emphasizes the stages/perspectives it follows in order to attain its specific objectives, in a determined socio/historical environment.

We propose the following classification as regards the evolution of the curriculum meanings:

  1. The classical/traditional perspective. It is a phase of entrepreneurial education foundation, as a curricular discipline. For example, in Romania, it is present in school curriculum, the Technological group, “Technology” curricular area, 12th grade and, later, at all profiles, the curricular areas “Man and Society”, 10th grade and VET profile, 11th grade.
  2. The modern/extensive perspective. Entrepreneurial education extends and generalizes itself at a formal and non-formal level under the form of multiple courses especially organized and of modules integrated in various study programs. At a non-formal level it is represented by this type of training initiative. At a formal level it realizes through optional, out-of-school activities, social partnerships, integrated, cross-curricular themes etc.
  3. The post-modern/reconceptualization perspective. Entrepreneurial education is conceived as an innovative way of projecting, in inter-dependence, according to the curriculum paradigm, the formal – non-formal – informal curriculum. It restructures curriculum, representing a new paradigm of education.

Emanuel Soare – University of Pitesti

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