Entrepreneurial education as a well-rounded education
A pedagogic study takes a different stance on the notion of entrepreneurial education
Entrepreneurial education – not just for “effective and efficient” companies, but also to enhance one’s own personal development. The theme of entrepreneurial education (and, above all, of one’s own education) is a complex one, which Letizia Gamberi (PhD candidate, Department of Education, Languages, Cross-cultural Studies, Literatures and Psychology, University of Florence) ably tackles in her contribution entitled “Entrepreneurial education: nuove prospettive di ricerca per l’educazione in età adulta” (“Entrepreneurial education: new research perspectives for adult education”), included in a collection of studies on adult education post-pandemic, published in the Epale Journal, December 2021 issue.
Gamberi starts her argument by examining two categories, entrepreneurship and entrepreneurial education, from a pedagogic perspective. The idea developed throughout is that adult education still has a way to go to be included in these categories, which are also too often affected by financial reasons. Hence, an effort should be made to circumvent mere financial aspects (which, nonetheless, cannot be ignored) in order to open up wider opportunities. “This study”, writes Gamberi, “applies a broad perspective to these themes and is based on a value creation approach intended as the common element linking entrepreneurship and education.” In other words, entrepreneurship is seen as a development tool that is becoming “increasingly essential to encourage young adults to proactively plan their own professional and personal projects.”
Letizia Gamberi develops her line of thought by clearly defining both entrepreneurship and entrepreneurial education, then carefully outlines the scope of her research (i.e. identifying what the two categories have to offer, especially to young people, through the scrutiny of various teaching programmes), and finally analyses the results. “Entrepreneurial education,” asserts Gamberi, “must be understood as a driving force towards providing students with attitudes and skills that are useful in order not to lose one’s bearings among current uncertainties, further accentuated by the very recent pandemic.” On the condition, however, that they also count among them one of the key skills of entrepreneurship: namely, the ability to combine freedom of choice with continuous dialogue and debate with one’s surrounding environment.
Entrepreneurial education: nuove prospettive di ricerca per l’educazione in età adulta (“Entrepreneurial education: new research perspectives for adult education”)
Letizia Gamberi
Epale Journal, no. 10, December 2021, pp. 22-30
A pedagogic study takes a different stance on the notion of entrepreneurial education
Entrepreneurial education – not just for “effective and efficient” companies, but also to enhance one’s own personal development. The theme of entrepreneurial education (and, above all, of one’s own education) is a complex one, which Letizia Gamberi (PhD candidate, Department of Education, Languages, Cross-cultural Studies, Literatures and Psychology, University of Florence) ably tackles in her contribution entitled “Entrepreneurial education: nuove prospettive di ricerca per l’educazione in età adulta” (“Entrepreneurial education: new research perspectives for adult education”), included in a collection of studies on adult education post-pandemic, published in the Epale Journal, December 2021 issue.
Gamberi starts her argument by examining two categories, entrepreneurship and entrepreneurial education, from a pedagogic perspective. The idea developed throughout is that adult education still has a way to go to be included in these categories, which are also too often affected by financial reasons. Hence, an effort should be made to circumvent mere financial aspects (which, nonetheless, cannot be ignored) in order to open up wider opportunities. “This study”, writes Gamberi, “applies a broad perspective to these themes and is based on a value creation approach intended as the common element linking entrepreneurship and education.” In other words, entrepreneurship is seen as a development tool that is becoming “increasingly essential to encourage young adults to proactively plan their own professional and personal projects.”
Letizia Gamberi develops her line of thought by clearly defining both entrepreneurship and entrepreneurial education, then carefully outlines the scope of her research (i.e. identifying what the two categories have to offer, especially to young people, through the scrutiny of various teaching programmes), and finally analyses the results. “Entrepreneurial education,” asserts Gamberi, “must be understood as a driving force towards providing students with attitudes and skills that are useful in order not to lose one’s bearings among current uncertainties, further accentuated by the very recent pandemic.” On the condition, however, that they also count among them one of the key skills of entrepreneurship: namely, the ability to combine freedom of choice with continuous dialogue and debate with one’s surrounding environment.
Entrepreneurial education: nuove prospettive di ricerca per l’educazione in età adulta (“Entrepreneurial education: new research perspectives for adult education”)
Letizia Gamberi
Epale Journal, no. 10, December 2021, pp. 22-30