TOWARDS AN ENTREPRENEURIAL PEDAGOGY - POLITICS, RHETORIC OR NEW PEDAGOGIC PRACTICE?
This article is based on a dynamic initiative that should help realize the Norwegian government inter-ministry action plan “Entrepreneurship in Education – from elementary school to higher education 2009-2014”. The primary focus has been directed towards the implementation of entrepreneurship – or entrepreneurial learning – within compulsory education. The project, however, intends also to develop entrepreneurial key skills and a force for renewal as contributory factors to the development of tomorrow’s schooling and society.
The development of versatile learning arenas and varied learning environments with local and regional roots are essential tools for this work. By renewing the best qualities of the existing compulsory education sector, and by further development of the learning arenas of both school and university, the project will contribute to the deployment of creative, experimental and enquiry-led forms of work. At the same time, relevant research-based patterns of work must be used to ensure renewal and to promote creative and motivational projects both in compulsory education and in teacher training. This research project’s contribution to the work includes the development of alternative learning arenas in which educational institutions collaborate with local bodies like companies, cultural and social institutions. In this way the research project has been a means of developing the school sector as a contemporary and geographically-relevant learning organization and teacher training as a participatory force in local society.
The intention is to develop an entrepreneurial pedagogy that in the short term will strengthen the pupils’ desire for activity, desire for learning and motivation, but which will also promote their long-term development and professional skills. The project is rooted in the research group for Entrepreneurship in Education at the University of Northland. Skills developed through previous project participation are also taken into use through developing the learning culture of compulsory education. The project also use web-based learning and communication forms – “blended learning”.