Verslumo gebėjimų raiška kryptingo ugdymo sąlygomis

Abstract

The content analysis of the statements indicating pupils' actions proved that entrepreneurship skills manifested themselves in all the activities, but during the lessons mostly autonomy (25,6 perc.), independent choice (23,5 perc.) and initiative (22,4 perc.) were expressed, after lessons (in such activities as "Theatre", "Coffee-house", etc.) - responsibility (24,8 perc.), autonomy (24,7 perc.) and independent choice (22,6 perc.). Openness to change was the area which collected the lowest number of statements. In summary, the research indicated, that manifestation of entrepreneurship attitudes in pupils' behavior is high; however in real life certain discrepancy among these attitudes and real actions was manifested. In the informal environment (summer camps) the expression of pupils' entrepreneurship skills is highest in the areas of autonomy and independent choice, lowest - in the area of responsibility. In the school environment, both at lessons and after lessons, autonomy and capacity to make independent choice manifested the most; the open¬ness to change was the least. The results prove the suitability of the education program and along with it indicate that in the process of education more attention has to be paid to the development of responsibility and openness to change which are important prerequisites for socially responsible entrepreneurship. The development of entrepreneurship attitudes and skills in disabled pupils encourages their dignity and provides an instrument to participate in society's social and economical life. The purpose of the article is to analyse manifestation of pupils' entrepreneurship skills in the process of their purposeful education. The review of the scientific literature and pilot of preliminary education programs led to formulation of entrepreneurship concept which consisted of 5 main areas: initiative, responsibility, autonomy, openness to change, independent choice. In order to assess the efficiency of entrepreneurship education programs the longitudinal research has been undertaken which covered several dimensions: the evaluation of pupils' skills' manifestation (made by teachers), pupils' self-reflection, search for efficient learning and teaching methods, etc. In this article only those aspects of the research are analyzed which are directly related to manifestation of children's entrepreneurship skills. The object of the research: manifestation of pupils' entrepreneurship skills. The aim: to reveal the manifestations of pupils' entrepreneurship skills in the process of its purposeful education. Main tasks of the research: to identify the concept of the entrepreneurship, to compare manifestation of entrepreneurship skills in pupils' attitudes and in informal educational activities, to assess the manifestation of entrepreneurship skills during the lessons and out-of-school activities. The development of V-XII classes' pupils' skills has been assessed. The data was collected using the method of content analysis: the teachers and pupils' diaries and reflections have been analyzed and the statements which proved the manifestation of certain entrepreneurship skills have been grouped into corresponding categories. Each statement was subject to the double analysis: one of the teacher's who filled the diary and the researcher’s who controlled the grouping of the statements into the certain categories. The assessment of students' attitudes revealed that more than half of them manifested particularly high understanding of responsibility (59,2 perc.) and predisposition to independent choice (56,5 perc.). In the areas of initiative and openness to change pupils preferred to remain more reserved. Aimed at entrepreneurship skills' education the summer camps were organized, where 50 pupils with and without disabilities were engaged into intense entrepreneurship activities. The content analysis of collected data revealed particularly high percent of the actions which manifested autonomy (29,7 perc.) and initiative (26,6 perc.), however responsibility (7,8 perc.) and openness to change (15,5 perc.) got the lowest scores. The analysis of statements which described moderately mentally disabled pupils' behavior indicated that the biggest part of their actions manifests initiative, the least - openness to change. Comparisons of pupils' attitudes with the manifestation of these attitudes in their behavior revealed some significant discrepancies in pupils' real actions and in their thoughts (see 1 diagram): for instance, responsibility and predisposition to independent choice is much higher in pupils' attitudes than in their behavior. Another task was to compare the manifestation of entrepreneurship skills during lessons (formal activities) and out of lessons (more informal activities).