Volume 3, Issue 2 (June 2024)
IJER 2024, 3(2): 51-74 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Sabzeh B, Ansari N. (2024). A Comparative Study of Entrepreneurship Education Curriculum and Social-emotional Learning for Children. IJER. 3(2), 51-74. doi:10.22034/3.2.51
URL: http://ijer.hormozgan.ac.ir/article-1-199-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-199-en.html
1- Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran , b.sabzeh@cfu.ac.ir
2- Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2- Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract: (695 Views)
Objective: This comparative analysis scrutinized the entrepreneurship education curriculum and social-emotional learning, aiming to distinguish the similarities and discrepancies between the two programs based on the ten components of the Acker curriculum.
Methods: This study involved a detailed comparison that was conducted through the utilization of the Brody method.
Results: The study revealed that both initiatives share commonalities concerning the instructor's role, educational materials, group dynamics, geographical setting, and scheduling. Nonetheless, distinctions exist in their underlying principles, goals, subject matter, educational tasks, and evaluation techniques. Nevertheless, both schemes contribute to enhancing the individual and social growth of children, enabling them to cultivate mutual competencies in self-awareness, self-esteem, self-regulation, strategic planning, social consciousness, interpersonal communication, decision-making, and problem-solving skills.
Conclusions: The outcomes of this investigation serve as a foundational exploration and open up the opportunity to amalgamate these two programs, thereby crafting a more beneficial and efficient educational framework to equip individuals with the necessary skills for a productive role in forthcoming societies. Moreover, this integration would avert the need for multiple and/or conflicting programs.
Methods: This study involved a detailed comparison that was conducted through the utilization of the Brody method.
Results: The study revealed that both initiatives share commonalities concerning the instructor's role, educational materials, group dynamics, geographical setting, and scheduling. Nonetheless, distinctions exist in their underlying principles, goals, subject matter, educational tasks, and evaluation techniques. Nevertheless, both schemes contribute to enhancing the individual and social growth of children, enabling them to cultivate mutual competencies in self-awareness, self-esteem, self-regulation, strategic planning, social consciousness, interpersonal communication, decision-making, and problem-solving skills.
Conclusions: The outcomes of this investigation serve as a foundational exploration and open up the opportunity to amalgamate these two programs, thereby crafting a more beneficial and efficient educational framework to equip individuals with the necessary skills for a productive role in forthcoming societies. Moreover, this integration would avert the need for multiple and/or conflicting programs.
Type of Study: Original |
Subject:
Educational Studies
Received: 2023/10/9 | Accepted: 2024/03/14 | Published: 2024/06/1
Received: 2023/10/9 | Accepted: 2024/03/14 | Published: 2024/06/1
References
1. Abdillah Royo, M., Sarip,A., Shaari, R.,(2015)Entrepreneurship Traits and Social Learning Process: An Overview and Research Agenda, Procedia - Social and Behavioral Sciences,Volume 171.Pages 745-753,ISSN 1877-0428, [DOI:10.1016/j.sbspro.2015.01.187]
2. Aghazadeh, A. (1396). Comparative education. Tehran, Samat
3. Arpianen, R., Lackeus, M., Täks, M.& Tynjälä, P. ( 2013) The sources and dynamics of emotions in entrepreneurship education. Journal of the Humanities and Social Sciences 17(67/62):331-346 [DOI:10.3176/tr.2013.4.02]
4. Axelsson, Hagglund & Sandberg.(2015). Entrepreneurial Learning in Education Preschool as a Take-Off for the Entrepreneurial Self. Journal of Education and 19Training. ISSN 2330-9709 2015, Vol. 2, No. 2. Pp 40- 58 http://www.macrothink.org/jet [DOI:10.5296/jet.v2i2.7350]
5. Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The entrepreneurship competence framework. Publication Office of the European :union:; Luxembourg, EUR 27939 http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101581/lfna27939enn.pdf.
6. Bierman, KL, Nix, RL, Heinrichs, BS, Domitrovich, CE, Gest, SD, Welsh, JA & Gill, S (2014), 'Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts', Child Development, vol. 85, no. 1, pp. 140-159. [DOI:10.1111/cdev.12117]
7. Bigos, K., & Michalik, A. (2020). Do Emotional Competencies Influence Students' Entrepreneurial Intentions?. Sustainability, 12(23), 10025. [DOI:10.3390/su122310025]
8. Casel. (2022 ). What Is the CASEL Framework? . Retrieved February 17, 2022, from https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
9. Casel. (n.d. ). Program Guide . Retrieved February 17, 2022, from https://pg.casel.org/review-programs/
10. Collier, D. (1993) Political Science: The State of the Discipline II.Publisher: American Political Science AssociationEditors: Ada W. Finifter Chapter: 5 pages 105-118
11. Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.)ST/9009/2018/INIT.OJ C 189, 4.6.2018, p. 1-13 (BG, ES, CS, DA, DE, ET, EL, EN, FR, HR, IT, LV, LT, HU, MT, NL, PL, PT, RO, SK, SL, FI, SV).https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG&toc=OJ:C:2018:189:TOC
12. Erkkilä, K. )2000(. Entrepreneurial education: mapping the debates in the United States, the United Kingdom and Finland, Abingdon, Taylor & Francis.
13. European Commission (2006), "The Oslo agenda for entrepreneurship education in Europe", available at: http://ec.eu/enterprise/policies/sme/files/support_measures/training_education/doc/oslo_
14. European Commission/ EACEA/Eurydice. (2016). Entrepreneurship education at school in Europe: Eurydice Report. Luxembourg: Publications Office of the European :union:.available on the Internet http://ec.europa.eu/eurydice.
15. European Council (2016), "Recommendation of the European parliament", available at: http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:pdf (accessed July 2018).
16. European :union:, Committee of the Regions (2012). Encouraging entrepreneurship at local and regional level. Best Practice Examples from EER Regions. CoR_1616/October 2012/EN. Available at:https://ec.europa.eu/social/main.jsp?catId=1317&langId=en
17. Fernández-Pérez, V., Montes-Merino, A., Rodríguez-Ariza, L. et al. (2019).Emotional competencies and cognitive antecedents in shaping student's entrepreneurial intention: the moderating role of entrepreneurship education. Int Entrep Manag J 15, 281-305 (2019). [DOI:10.1007/s11365-017-0438-7]
18. Fisher, S., Graham, M. & Compeau, M. )2008(. Starting from Scratch: Understanding the Learning Outcomes of Undergraduate Entrepreneurship Education'. In: Harrison, R. T. & Leitch, C. (eds.) Entrepreneurial Learning: Conceptual Frameworks and Applications. New York, NY: Routledge.
19. Gelman, Daniel (1998). Working With Emotional Intelligence. New Yourk:Bantam Books
20. Heckman, JJ 2006, 'Skill formation and the economics of investing in disadvantaged children', Science, vol. 312, no. 5782, pp. 1900- 1902. [DOI:10.1126/science.1128898]
21. Heder, E., Ljubic, M. & Nola, L. 2011. Entrepreneurial Learning - a Key Competence Approach. Zagreb, Croatia: South East European Centre for Entrepreneurial Learning.
22. Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education-theory, practice and rubber sling shots. Higher education, 51(2), 287-314. [DOI:10.1007/s10734-004-6386-5]
23. Janssen, F., Eeckhout, V., & Gailly, B. (2007). Interdisciplinary approaches in entrepreneurship education programs. Handbook of research in entrepreneurship education, 2, 148-165. [DOI:10.4337/9781847206985.00018]
24. Jones, B. & Iredale, N. 2010. Enterprise education as pedagogy. Education+ Training, 52, 7-19. [DOI:10.1108/00400911011017654]
25. Jones, C. & English, J. 2004. A contemporary approach to entrepreneurship education. Education + Training, 46, 416-423. [DOI:10.1108/00400910410569533]
26. Junior Achievement - Young Enterprise (JA-YE Europe). [general website]. Available at: http://www.ja-ye.org
27. Junior Achievement Young Enterprise (2006), "Entrepreneurs are made, not born", Annual Report,Junior Achievement Young Enterprise, Brussels.
28. Koehl, R. (1977). The comparative study of education: Prescription and practice. Comparative Education Review, 21(2/3), 177-194. [DOI:10.1086/445938]
29. Koopman, Ruud. Hammer, Matthijs. and Hakkert, Arjan. (2013). Teaching teachers in effectual entrepreneurship. In: 2nd Effectuation conference,June 3rd & 4th.
30. Krueger, N. F. 2005. The cognitive psychology of entrepreneurship. In: Acs, Z. J. & Audretsch, D. B. (eds.) Handbook of entrepreneurship research: An interdisciplinary Survey and introduction. New York: Springer.
31. Krueger, N. F. 2007. What lies beneath? The experiential essence of entrepreneurial thinking. Entrepreneurship Theory and Practice, 31, 123-138. [DOI:10.1111/j.1540-6520.2007.00166.x]
32. Lackéus, M. (2015). Entrepreneurship in education: What, why, when, how. Entrepreneurship 360. background paper, available at: www. oecd. org/(accessed 6 October 2017).
33. Laura Rosendahl Huber, Randolph Sloof, and Mirjan Van Praag,( 2012). "The Effect of Early Entrepreneurship Education: Evidence from a Randomized Field Experiment," Discussion Paper No. 6512 (IZA: 2012). [DOI:10.2139/ssrn.2042058]
34. Lave, J. & Wenger, E. 1991. Situated learning: Legitimate peripheral participation, Cambridge, Cambridge University Press. [DOI:10.1017/CBO9780511815355]
35. Leffler, E. & Falk-Lundqvist, Å. 2013. What about Students' Right to the "Right" Education? An Entrepreneurial Attitude to Teaching and Learning. International Perspectives on Education and Society, 23, 191-208. [DOI:10.1108/S1479-3679(2013)0000023016]
36. Leffler, E. (2014). Enterprise Learning and School Subjects - A Subject Didactic Issue? Journal of Education and Training, 1(2), 15-30. http://dx.doi.org/10.5296/jet.v1i2.5194. [DOI:10.5296/jet.v1i2.5194]
37. Markman, G. D., Baron, R. A. & Balkin, D. B. (2005). Are perseverance and self‐efficacy costless? Assessing entrepreneurs' regretful thinking. Journal of Organizational Behavior, 26, 1-19. [DOI:10.1002/job.305]
38. Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A., Penderi, E., Rentzou, K., ... & Broekhuisen, M. (2015). A review of research on the effects of early childhood education and care (ECEC) on child development. CARE project; Curriculum Quality Analysis and Impact Review of European Early Childhood Education and Care (ECEC).
39. Murnieks, C. Y. (2007). Who am I? The quest for an entrepreneurial identity and an investigation of its relationship to entrepreneurial passion and goal-setting. Doctoral Thesis, University of Colorado.
40. Palmér, H., & Johansson, M. (2018). Combining entrepreneurship and mathematics in primary school-what happens?. Education Inquiry, 9(4), 331-346. [DOI:10.1080/20004508.2018.1461497]
41. Sabzeh, B. (2019). Entrepreneurial Education as a New Approach to Preschool Education. Journal of Curriculum Studies, 13(51), 57-80.
42. Sánchez, J. C. (2013). The impact of an entrepreneurship education program on entrepreneurial competencies and intention. Journal of small business management, 51(3), 447-465. [DOI:10.1111/jsbm.12025]
43. Sarasvathy, S. D., & Venkataraman, S. (2011). Entrepreneurship as method: Open questions for an entrepreneurial future. Entrepreneurship: Theory and Practice, 34, 113-135. [DOI:10.1111/j.1540-6520.2010.00425.x]
44. Sarıkaya, M, Coşkun, E.,(2015). A New Approach in Preschool Education: Social Entrepreneurship Education,Procedia - Social and Behavioral Sciences,Volume 195.Pages 888-894,ISSN 1877-0428, [DOI:10.1016/j.sbspro.2015.06.368]
45. Schieb-Bienfait, N., & Clergeau, C. (2007). Implementing an Entrepreneurship Centre in a Large and Multidisciplinary University: What Issues to Address?. Handbook of Research in Entrepreneurship Education, 2, 130-147.
46. Shonkoff, JP & Phillips, DA (eds) 2010, From Neurons to Neighborhoods: The science of early childhood development, National Academy Press, Washington, DC.
47. Sørensen, K. B., & Gronemann, S. T. (2019, December). Developing an entrepreneurial mindset through the training of a design attitude. In 3E-ECSB Entrepreneurship Education Conference, Tronheim, Norweig: Developing entrepreneurial mindsets through education.
48. Sutherland, M., Head, G., Fagan, C., & Masgrau, M. (2016). Teacher 2020. On the Road to Entrepreneurial Fluency in Teacher Education.
49. UNESCO. (2014). Entrepreneurship Education Network Secretariat APEID. UNESCO Publication. Bangkok 1 January.
50. Unisef(n.d.) Strengthening education systems and innovation Retrieved February 17, 2022, from https://www.unicef.org/education/strengthening-education-systems-innovation.
51. Van den Akker, J. (2007). Curriculum design research. An introduction to educational design research, 37. [DOI:10.4324/9780203088364]
52. Zhang, J. (2020). Pedagogical alignment for entrepreneurial development. Entrepreneurship Education, 3(3), 239-244. [DOI:10.1007/s41959-020-00039-z]
53. https://jausa.ja.org
54. http://www.jaeurope.org
55. http://www.bizworld.org/programs/index.php
56. https://www.cradleproject.eu/ Creating Activity Designed Language Learning Environments for Entrepreneurship Education
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
