Developing a model for entrepreneurship education for high school students
Publisher: name: The University Of Kurdistan
Year: 2021

description: Given the role of entrepreneurship in the education system, the need for a model\nin this area is essential for school students. Entrepreneurship in education and\nupbringing is a regular and continuous process that on the one hand leads to\nthe identification and effective use of all internal and external resources of\nthe educational system and on the other hand, leads to new opportunities for\nteaching and learning. Entrepreneurial thinking means knowledge transfer\nEntrepreneurship in order to create start-ups and generally knowledge-based\nenterprises needs to be institutionalized in the mental structure of young\npeople for implementation. Professionals and graduates of various academic\ndisciplines usually learn educational orientation and social role-playing while\nstudying in schools; therefore, institutionalizing an educational concept\nrequires time and educational investment in the same period of adolescence\nand student life.In the current era of change and considering the\nunemployment rate, entrepreneurship is a useful solution that can increase\nemployment and self-employment and thus lead to economic development of\ncountries. In Iran, the integration of entrepreneurship education in the school\ncurriculum enriches learners' learning experiences and increases the link\nbetween school, industry and agriculture, as well as the opportunity to test the\ncontent and methods of teaching entrepreneurship because of the novelty of\nthe subject. Numerous research findings confirm entrepreneurship education\nin schools. According to Kirkley (2017), teachers in entrepreneurship\neducation provide students with many benefits, including a direct reduction\nin the workload of teaching, increased student participation in teaching and learning, and a significant improvement in their academic performance\ncompared to Reported curriculum objectives.\nThe research questions were as follows:\n1. What are the disadvantages of student entrepreneurship education?\n2- What are the desirable goals of the entrepreneurship education model in\neducating students?\n3- What is the appropriate content of the entrepreneurship education model in\nstudent education?\n4- What are the appropriate teaching methods in the entrepreneurship education\nmodel in students' education?\n5. What are the appropriate evaluation methods in student entrepreneurship\neducation?\nThe present research has been quantitative and qualitative. In the qualitative part,\nthe classical foundation data method is used. In the qualitative stage, semistructured interview tools and narrative research methods were used to\ndevelop data collection tools (semi-structured interviews). . The statistical\npopulation of the qualitative section included specialists and experts in the\nfield of entrepreneurship education in Tabriz. Through purposive sampling,\n13 people were identified as the sample size in the qualitative section. In the\nqualitative section, semi-structured interview tools have been used to collect\ninformation and narrative research method has been used to develop data\ncollection tools (semi-structured interviews).\nChi-square test results were higher than 5% in some genders, work experience,\njob rank and education. Studies have shown that gender, work experience,\njob rank and education are effective in declaring the importance of the\nfollowing and in most categories there is no significant difference between\nthe views of men and women. The final components of the entrepreneurship\neducation model for students include the disadvantages of entrepreneurship\neducation, the goals of entrepreneurship education, the content of\nentrepreneurship education, entrepreneurship teaching methods, and\nentrepreneurship evaluation methods. In the field of existing hazards of\nentrepreneurship education in student education, a total of thirteen categories\nhave been identified, including lack of proper management of human\nresources and lack of entrepreneurial and creative manpower, insufficient\nallocation and optimal financial resources, information Insufficient\nknowledge of families in the field of entrepreneurship education, non-risktaking of families and students, lack of stability in the labor market,\ninsufficient familiarity of teachers and educators with entrepreneurship topics\nand training, planning Inadequate and unprofessional in the field of\nentrepreneurship education, lack of codification of current entrepreneurship\neducation, lack of belief and faith of officials and stakeholders in\nentrepreneurship education, failure to consider individual differences in entrepreneurship education, lack of correct and scientific skills training\nEntrepreneurship is due to the low level of age and education, the lack of a\ncomprehensive system of entrepreneurship education, and the lack of\nnecessary rules and executive levers in entrepreneurship education. In the\nfield of categories of creating desirable goals, the model of entrepreneurship\neducation in student education has been identified in a total of thirteen\ncategories, which include considering the interest and talent of students,\nchanging the attitude of families to encourage children for technical\neducation and Vocational and skills, interaction of production centers,\nindustry and private sector with schools for entrepreneurship education,\nattracting faculty of universities in the entrepreneurial core of the education\nsystem, strengthening the self-confidence and self-confidence of students in\norder to Better entrepreneurship education, localization of entrepreneurship\neducation, providing a suitable space and environment for entrepreneurship\neducation, promoting informal entrepreneurship education, government\nsupport for entrepreneurship education and creating the necessary facilities in\nthis field, introducing successful models Other countries in the field of\nentrepreneurship education, determining the indicators and priorities of\nentrepreneurship education, familiarizing students with important\norganizations in the country such as labor, industry and stock exchange, etc.,\nacquainting students with the labor market problems of their city. In the field\nof categories of creating appropriate content, the entrepreneurship education\nmodel in student education has been identified in a total of thirteen\ncategories, which include the adaptation of entrepreneurship education to the\nneeds of society, innovation and creativity in the curriculum and\nentrepreneurship education, education compliance Entrepreneurship with\nnational and international standards, attractiveness and accessibility of\nentrepreneurship training, emphasis on improving methods and use of team\nand group training, respect for privacy and privacy Individuals, students'\nacquaintance with new and internet businesses, continuous improvement and\nrenewal of educational content, freedom in choosing the field of study,\noffering entrepreneurship units in Farhangian universities, providing\ninternship courses for students in accordance with the field of study ,\nCreating growth and acceleration centers in schools, giving students freedom\nof action in the content of learning and independence of action. In the field of\nteaching methods, entrepreneurship education program in the education of\nsecondary school students, a total of thirteen categories have been identified,\nincluding having a library equipped with new business textbooks, student\nparticipation in the teaching process. Appreciate students 'creativity and\ndissenting opinions, provide workshops for students' parents to\ninstitutionalize entrepreneurial beliefs, emphasize problem-solving ability in\nthe teaching process, and expose students to real-world business conditions. Work, use of appropriate teaching methods such as simulation methods,\ngroup games, workshops, interviews with top and successful entrepreneurs,\nscientific visits and training camps, use of computer software and educational\nvideos, Use of Startup Topics's self-help training, entrepreneur-centered\nweekly and annual program, and school smartening and use of tutoring\nfacilities. In the field of categories of appropriate evaluation methods in\nentrepreneurship education in student education, a total of thirteen categories\nhave been identified, including school self-government in recruitment,\nemployment, reward and decision-making system, informing knowledge.\nStudents from out-of-school job opportunities, student labor market and\nmarketing identification, membership in knowledge-based companies or\nactivities in student-based companies, students' risk-taking in businesses,\nPractical action of students to invent and innovate, evaluation of students'\nbusiness plan, creation of entrepreneurship exhibitions in schools, desire to\nstart new businesses, holding skill competitions in schools and high schools,\ncreation of markets Charity in schools, holding weekly business and startup\ncompetitions in schools, and ongoing monitoring and evaluation of school\nactivities.