From Thinking, over Learning
to Turning Ideas into Action
The development of youngsters' capacities to turn their ideas into action and by doing so develop entrepreneurial knowledge and skills, is an integral part of the OPEDUCA-concept. BusinessClass focuses on these qualities and the general capability to transfer thinking into action in a socially responsible way. It is the innovative, self-conscious and responsible student who can determine a more sustainable development of our society.
Moreover, we acknowledge that developing entrepreneurial skills, attitude, competences and behavior can as such and in turn contribute significantly to the quality of education.
OPEDUCA BusinessClass promotes entrepreneurship inside education, for students, teachers and school management. In OPEDUCA Entrepreneurship is seen as the will and ability to turn ideas into action, to create, to see and manifest something that has not been there before. To boldly go ...
OPEDUCA BusinessClass unfolds as Flight for Knowledge is underway and students gradually gain more insight in the world beyond school. The idea is that students, while they switch back and forth between school and society during Flight for Knowledge, grow a body of experience and gradually develop and voice ideas of their own. BusinessClass particularly sees to the development of youngsters’ belief in own ability to develop, evoke change, achieve and belong, be of value to society and themselves. The development of an entrepreneurial attitude is seen to complement the growing understanding of a more sustainable future with the capacity to envision change, re-steer from the present, create and re-built. The ability to turn ideas into action as the common denominator of human’s capacity to create change, be agentic, effective, entrepreneurial.
In entrepreneurship I also see qualities as passion, perseverance, dedication and effectuated moral. Traits crucial to offset and overcome the neoliberalist profit-oriented reality that manifests itself in the unsustainable side of the Welfare-dimension.
Your genetics loads the gun,
Your lifestyle pulls the trigger
The development of entrepreneurial qualities is approached from the perspective of a student’s intrinsic capacity, BusinessClass positioned in the realm of raising personality and only secondary as an instrumentalised transdisciplinary education. It thereto starts with a process of personal awareness and empowerment, the students’ understanding and eventual experiential construction of a Businesscase instrumental to it.
Developing students’ capacity to become the entrepreneur of their sustainable future is seen to build and strengthen a students’ sense of self-determination,
of schapeability and autonomy based on awareness the future is open. Following the principle youth is at the core of ESD, implies they are not predestined, not to be assimilated in what we created but seek and realise what should be in place. As the collective effort rests in the quality of the individual, the student is first approached from a personal development perspective, working by ways of an empowerment-program.
Developing students’ capacity to become the entrepreneur of their sustainable future is seen to build and strengthen a students’ sense of self-determination, of schapeability and autonomy based on awareness the future is open. Following the principle youth is at the core of ESD, implies they are not predestined, not to be assimilated in what we created but seek and realise what should be in place. As the collective effort rests in the quality of the individual, the student is first approached from a personal development perspective, working by ways of an empowerment-program.
Introducing students in entrepreneurship and the economic realm, their awareness/understanding of monetary and adjoining values is developed parallel, both from the perspective of experiences and questions most near to them and later on by relating what they learned to their own (financial, economical) status and behaviour.
As companies are generally in the core i.e. created to function in our value chains, OPEDUCA BusinessClass comprises aspects of creating, managing and (re-)steering an enterprise as such.
Encompassing Financial Literacy and Enterprise Education, Entrepreneurship Education focusses on creativity, daring to set goals, to empower and trust, cooperate with others, realize mutual goals, add value to a cooperation and to society at large. Briefly said, in OPEDUCA Entrepreneurship is about the capacity to turn ideas into action.
Obvious students' understanding of the function, characteristics, challenges and future course of our society is served by the ability to observe and understand from an economic perspective (from micro to macro). Thereto what is seen as subjects in traditional education (accounting, cost-calculation, marketing, etc.) is integrated in OPEDUCA BusinessClass.
As the OPEDUCA-concept does not start out from the 'business'-perspective but from personal development, 'Entrepreneurial Learning' should be observed as the set of values engaging and motivating students through real life learning experiences, feeding their will to develop, to learn, thus enriching their education. These experiences are for a part 'organized' through OPEDUCA BusinessClass where amongst others personality development, economy and job creation are addressed parallel to the further development of creative skills and competences.
The choice to introduce students to the concept of a businesscase is a means of effectuation, partly a metaphor to further the process of the empowerment phase. It aims at their understanding of values, how they are created, used and relate to each other. Taken from the field of Accounting, the function and working of
a company is explained by an introduction of a Balance sheet and Profit- and Loss account, meant to provide for a framework for the registration, measurement, processing and transition of values. Each element is linked morefold to real-world phenomena and their composition.
During the process, the students’ personal finance and behaviour is linked to allow easier access to concepts, consequently used later in the process to link a company’s responsibility in sustainable development to the personal and social realm.
Working towards a Businesscase, students are challenged and facilitated to contact and visit Partners in Education (complimentary to Flight for Knowledge) to reach a more realistic breadth and depth. Tapping from their real-world learning in progress and interests to work on, teams are formed of students with alike ideas.
As in Flight for Knowledge, the process is participatory, the teams however fixed for the duration of the process. Students are intended to materially and meticulously construct their Businesscase, moreover in the foresight they will have to present it for a live audience and jury, comprising entrepreneurs and representatives from the creative sector. Alike Flight for Knowledge, the presentations are functional to develop transversal skills in communication, presentation, design, critical thinking, argumentation, role-play and cooperation.
There is a convincing body of research underlining that entrepreneurial skills and attitude empower students’ participation in education, recurring terms being creative problem-solving, critical attitude, risk taking, collaboration and discipline (Bronte-Tinkew & Redd, 2001; Pellegrino & Hilton, 2012; Rosendahl, Sloof, & Praag, 2014). The students’ future orientation is generally the prominent focus as it is widely acknowledged an enterprise education approach allows greater student ownership of the learning process (Jones & Iredale, 2010).