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Information Journal Paper

Title

Developing a model for entrepreneurship education for high school students

Pages

  231-261

Abstract

 Given the role of entrepreneurship in the education system, the need for a model in this area is essential for school students. Entrepreneurship in education and upbringing is a regular and continuous process that on the one hand leads to the identification and effective use of all internal and external resources of the educational system and on the other hand, leads to new opportunities for teaching and learning. Entrepreneurial thinking means knowledge transfer Entrepreneurship in order to create start-ups and generally knowledge-based enterprises needs to be institutionalized in the mental structure of young people for implementation. Professionals and graduates of various academic disciplines usually learn educational orientation and social role-playing while studying in schools; therefore, institutionalizing an educational concept requires time and educational investment in the same period of adolescence and student life. In the current era of change and considering the unemployment rate, entrepreneurship is a useful solution that can increase employment and self-employment and thus lead to economic development of countries. In Iran, the integration of entrepreneurship education in the school curriculum enriches learners' learning experiences and increases the link between school, industry and agriculture, as well as the opportunity to test the content and methods of teaching entrepreneurship because of the novelty of the subject. Numerous research findings confirm entrepreneurship education in schools. According to Kirkley (2017), teachers in entrepreneurship education provide students with many benefits, including a direct reduction in the workload of teaching, increased student participation in teaching and learning, and a significant improvement in their academic performance compared to Reported curriculum objectives. The research questions were as follows: 1. What are the disadvantages of student entrepreneurship education? 2-What are the desirable goals of the entrepreneurship education model in educating students? 3-What is the appropriate content of the entrepreneurship education model in student education? 4-What are the appropriate teaching methods in the entrepreneurship education model in students' education? 5. What are the appropriate evaluation methods in student entrepreneurship education? The present research has been quantitative and qualitative. In the qualitative part, the classical foundation data method is used. In the qualitative stage, semi-structured interview tools and narrative research methods were used to develop data collection tools (semi-structured interviews). . The statistical population of the qualitative section included specialists and experts in the field of entrepreneurship education in Tabriz. Through purposive sampling, 13 people were identified as the sample size in the qualitative section. In the qualitative section, semi-structured interview tools have been used to collect information and narrative research method has been used to develop data collection tools (semi-structured interviews). Chi-square test results were higher than 5% in some genders, work experience, job rank and education. Studies have shown that gender, work experience, job rank and education are effective in declaring the importance of the following and in most categories there is no significant difference between the views of men and women. The final components of the entrepreneurship education model for students include the disadvantages of entrepreneurship education, the goals of entrepreneurship education, the content of entrepreneurship education, entrepreneurship teaching methods, and entrepreneurship evaluation methods. In the field of existing hazards of entrepreneurship education in student education, a total of thirteen categories have been identified, including lack of proper management of human resources and lack of entrepreneurial and creative manpower, insufficient allocation and optimal financial resources, information Insufficient knowledge of families in the field of entrepreneurship education, non-risk-taking of families and students, lack of stability in the labor market, insufficient familiarity of teachers and educators with entrepreneurship topics and training, planning Inadequate and unprofessional in the field of entrepreneurship education, lack of codification of current entrepreneurship education, lack of belief and faith of officials and stakeholders in entrepreneurship education, failure to consider individual differences in entrepreneurship education, lack of correct and scientific skills training Entrepreneurship is due to the low level of age and education, the lack of a comprehensive system of entrepreneurship education, and the lack of necessary rules and executive levers in entrepreneurship education. In the field of categories of creating desirable goals, the model of entrepreneurship education in student education has been identified in a total of thirteen categories, which include considering the interest and talent of students, changing the attitude of families to encourage children for technical education and Vocational and skills, interaction of production centers, industry and private sector with schools for entrepreneurship education, attracting faculty of universities in the entrepreneurial core of the education system, strengthening the self-confidence and self-confidence of students in order to Better entrepreneurship education, localization of entrepreneurship education, providing a suitable space and environment for entrepreneurship education, promoting informal entrepreneurship education, government support for entrepreneurship education and creating the necessary facilities in this field, introducing successful models Other countries in the field of entrepreneurship education, determining the indicators and priorities of entrepreneurship education, familiarizing students with important organizations in the country such as labor, industry and stock exchange, etc., acquainting students with the labor market problems of their city. In the field of categories of creating appropriate content, the entrepreneurship education model in student education has been identified in a total of thirteen categories, which include the adaptation of entrepreneurship education to the needs of society, innovation and creativity in the curriculum and entrepreneurship education, education compliance Entrepreneurship with national and international standards, attractiveness and accessibility of entrepreneurship training, emphasis on improving methods and use of team and group training, respect for privacy and privacy Individuals, students' acquaintance with new and internet businesses, continuous improvement and renewal of educational content, freedom in choosing the field of study, offering entrepreneurship units in Farhangian universities, providing internship courses for students in accordance with the field of study, Creating growth and acceleration centers in schools, giving students freedom of action in the content of learning and independence of action. In the field of teaching methods, entrepreneurship education program in the education of secondary school students, a total of thirteen categories have been identified, including having a library equipped with new business textbooks, student participation in the teaching process. Appreciate students 'creativity and dissenting opinions, provide workshops for students' parents to institutionalize entrepreneurial beliefs, emphasize problem-solving ability in the teaching process, and expose students to real-world business conditions. Work, use of appropriate teaching methods such as simulation methods, group games, workshops, interviews with top and successful entrepreneurs, scientific visits and training camps, use of computer software and educational videos, Use of Startup Topics's self-help training, entrepreneur-centered weekly and annual program, and school smartening and use of tutoring facilities. In the field of categories of appropriate evaluation methods in entrepreneurship education in student education, a total of thirteen categories have been identified, including school self-government in recruitment, employment, reward and decision-making system, informing knowledge. students from out-of-school job opportunities, student labor market and marketing identification, membership in knowledge-based companies or activities in student-based companies, students' risk-taking in businesses, Practical action of students to invent and innovate, evaluation of students' business plan, creation of entrepreneurship exhibitions in schools, desire to start new businesses, holding skill competitions in schools and high schools, creation of markets Charity in schools, holding weekly business and startup competitions in schools, and ongoing monitoring and evaluation of school activities.

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    APA: Copy

    Jeddi Gargari, Javad, Mohebzadegan, Yusef, & AZIZI, MOHAMMAD. (2021). Developing a model for entrepreneurship education for high school students. JOURNAL OF SCHOOL ADMINISTRATION, 9(1 ), 231-261. SID. https://sid.ir/paper/961285/en

    Vancouver: Copy

    Jeddi Gargari Javad, Mohebzadegan Yusef, AZIZI MOHAMMAD. Developing a model for entrepreneurship education for high school students. JOURNAL OF SCHOOL ADMINISTRATION[Internet]. 2021;9(1 ):231-261. Available from: https://sid.ir/paper/961285/en

    IEEE: Copy

    Javad Jeddi Gargari, Yusef Mohebzadegan, and MOHAMMAD AZIZI, “Developing a model for entrepreneurship education for high school students,” JOURNAL OF SCHOOL ADMINISTRATION, vol. 9, no. 1 , pp. 231–261, 2021, [Online]. Available: https://sid.ir/paper/961285/en

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