Zrinski - „Učenje za poduzetništvo“ Znanstveni časopis ICEL3 ...journal.zrinski.org/static/cms/data/EL_Vol3_No2.pdfpoduzetništvo i upravljanje Nikola Šubić Zrinski (Zagreb,

„Učenje za poduzetništvo“ Znanstveni časopis ICEL3 konferencije

„Entrepreneurial Learning“ ICEL3 Conference Scientific Journal

ISSN 1848-1264 UDK 33:37

Volumen 3/Volume 3 Broj 2, 2013. /Number 2, 2013

Visoka škola za ekonomiju, poduzetništvo i upravljanje Nikola Šubić Zrinski

University College of Economics, Entrepreneurship and Manage-ment Nikola Subic Zrinski

Glavni urednik/Editor in Chief:Vitomir Tafra

Zagreb, 2013.

Urednički odbor/Editorial board:

mr.sc. Anton Florijan Barišić (Zagreb, Croatia), dr.sc. Marina Gregorić (Zagreb, Croatia), dr.sc. Milan Matijević (Zagreb, Croatia), dr.sc. Marjana Merkač-Skok (Ljubljana, Slovenia), dr.sc. Mirjana Pejić-Bach (Zagreb, Croatia), dr.sc. Jozsef Poor (Budapest, Hungary), Vitomir Tafra (Zagreb, Croa-tia), mr.sc. Zdravko Tkalec (Zagreb, Croatia)

Širi urednički odbor/Extended editorial board:

dr.sc. Ružica Beljo Lučić, (Zagreb, Hrvatska), dr. sc.João Manuel da Silva Carvalho, (Maia, Por-tugal), dr.sc. Emilija Fidancevska (Skopje, Macedonia), dr.sc. Arthashes Gazaryan, (Klaipeda, Lithu-anija), dr. sc. ÅsaHagberg-Andersson, (Turku, Finland), dr.sc. Jan Jonker, (Nijmegen, Nizozemska), dr.sc. Ljubo Jurčić (Zagreb, Croatia), dr.sc. Ivica Katavić, (Zagreb, Croatia), dr.sc. Tanja Mihalič (Lju-bljana, Slovenia), dr.sc. Josip Milat (Split, Croatia), mr.sc. Ivan Miloloža (Zagreb, Croatia), dr.sc. Mi-tar Perušić (Zvornik, Bosna i Hercegovina), dr.sc. Boris Pirjevec (Zagreb, Croatia), dr.sc. Aljoša Še-stanović, (Zagreb, Hrvatska), dr.sc. Gyula Vatai (Budimpešta, Hungary), dr.sc. Diana Vican (Zadar, Croatia),

Nakladnik/PublisherVisoka škola za ekonomiju, poduzetništvo i upravljanje

Nikola Šubić ZrinskiSelska cesta 119, Zagreb, Croatia

Za nakladnika/For Publisher Vitomir Tafra

MINPOMINISTARSTVO PODUZETNIŠTVA I OBRTA REPUBLIKE HRVATSKEMINISTRY OF ENTREPRENEURSHIP AND CRAFTS

Pokrovitelji:

MINISTARSTVO ZNANOSTI OBRAZOVANJA I SPORTA REPUBLIKE HRVATSKEMINISTRY OF SCIENCE, EDUCATION AND SPORTS OF THE REPUBLIC OF CROATIA

HRVATSKA GOSPODARSKA KOMORACROATIAN CHAMBER OF ECONOMY

HRVATSKA OBRTNIČKA KOMORACROATIAN CHAMBER OF TRADES AND CRAFTS

Predsjednik RH, dr.sc. Ivo Josipović

SADRŽAJ

Uz treći broj časopisa “Učenje za poduzetništvo” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Uvod . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

1 Uvodni članci / Opening articles

Srdjan Obradović, Sandra Brkanović, Ljubiša Pejović

PROGRAM “MLADI PREDUZETNICI” CRNA GORA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

2 Implementacija cjeloživotnog učenja za poduzetništvo/ Implementing Lifelong Learning for Entrepreneurship

João M. S. Carvalho

TEACHING ENTREPRENEURSHIP CONCEIVING AN ABORTIVE UNIVERSITY COURSE . . 26

Marijana Vrančić, Sandra Lovrenčić

INOVACIJE U RADU UČENIČKIH ZADRUGA PRIMJER DOBRE PRAKSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Zdravko Tkalec, Maja Quien, Zvjezdana Posavec

MOGUĆNOSTI INTEGRACIJE UČENIČKIH ZADRUGA I SOCIJALNOG PODUZETNIŠTVA U OBRAZOVNOM PROCESU/POSSIBILITIES OF INTEGRATION OF STUDENT COOPERATIVES AND SOCIAL ENTREPRENEURSHIP IN THE EDUCATION PROCESS . . . 54

Anjan Barua Shraman

TO ENCOURAGE SHARING OF EXPERIENCE AND THE DEVELOPMENT OF ACTIVE METHODS OF TEACHING AND LEARNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Maja Ljubić, Efka Heder, Ivana Batarelo Kokić

PILOTING ENTREPRENEURIAL COMPETENCE SURVEY FOR PRIMARY/LOWER SECONDARY SCHOOL PROFESSIONALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

3 Uloga financijskih institucija u jačanju poduzetništva / Role of Financial Institutions for Steering Entrepreneurship

Mihaela Grubišić Šeba

THE ROLE OF EU FUNDS IN ENCOURAGING ENTREPRENEURSHIP . . . . . . . . . . . . . . . . 76

Nermin Zukic

MYTHS OF AND OBSTACLES IN TEACHING ENTREPRENEURSHIP IN BOSNIA-HERZEGOVINA AND BEYOND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Toni Miljak

RAČUNOVODSTVENO EVIDENTIRANJE PDV-A KOD PODUZETNIKA NAKON PRISTUPA REPUBLIKE HRVATSKE EUROPSKOJ UNIJI / ACCOUNTING TREATMENT OF VATAT ENTREPRENEURS AFTER THE ACCESSION OF THE REPUBLIC CROATIA IN THE EUROPEAN UNION . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Eva Mijatović, Dragan Pokrivač

AKTIVNOSTI FINANCIJSKIH INSTITUCIJA RH S CILJEM USKLAĐIVANJA S EU SUSTAVOM PLATNOG PROMETA / ACTIVITIES OF CROATIAN FINANCIAL INSTITUTIONS IN ORDER TO HARMONIZE WITH EU PAYMENT SYSTEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Toni Miljak, Maximilian Ivan Fechner

SUVREMENE OPASNOSTI ZA PODUZETNIKA: PREVARE U BANKARSKOM KARTIČNOM POSLOVANJU I NEOVLAŠTENO POVLAČENJE SREDSTAVA/ MODERN THREATS TO BUSINESSES: FRAUDS IN THE BANKING CARD BUSINESS AND UNAUTHORIZED WITHDRAWAL OF THE PROCEEDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

4 Financiranje iz EU za razvoj - projektni pristup / EU Funding for Development – the Project Approach

Anton Florijan Barisic, Morana Bozicevic

ULOGA MANAGEMENT KONZALTINGA U PROCESU PROFESIONALIZACIJE MANAGEMENTA MALIH I SREDNJIH PODUZEĆA / ROLE OF MANAGEMENT CONSULTING IN A PROCESS OF PROFESSIONALIZATION OF SME MANAGEMENT . . . 144

Marina Trampuš, Franc Cankar, Stanka Setnikar Cankar

FROM PROJECT TO SOCIAL ENTERPRISE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Marko Perić, Ivana Martić

KARAKTERISTIKE MENADŽMENTA TIJEKOM ŽIVOTNOG CIKLUSA EU PROJEKATA/ CHARACTERISTICS OF MANAGEMENT DURING THE LIFE CYCLE OF EU PROJECTS . . . 170

Paola Poljak, Ivo Duboković, Mira Lenardić

RAZLOZI I PREDUVJETI ZA SUSTAVNU IMPLEMENTACIJU DOP-A U PODUZETNIČKE TVRTKE - PRIMJENA ISKUSTAVA VELIKOG POSLOVNOG SUSTAVA . . . . . . . . . . . . . . . . 178

5 Poduzetne institucije/škole / Entrepreneurial Institutions/Schools

Ines Elezović, Jasmina Muraja

INFORMIRANOST UČENIKA O PODUZETNIČKIM SADRŽAJIMA U PROGRAMIMA SREDNJIH ŠKOLA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

Željka Ivković

LEARNING ECONOMICS: CONTENT ANALYSIS OF TEXTBOOKS FOR LOWER GRADES OF ELEMENTARY SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202

Antonela Šimunović

MOTIVACIJA STUDENATA ZA UČENJE STRANIH JEZIKA / STUDENTS’ MOTIVATION FOR LEARNING FOREIGN LANGUAGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

Upute za suradnike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

Guidelines for collaborators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230

Uz treći broj časopisa UČENJE ZA PODUZETNIŠTVO

Ovo je treći broj časopisa UČENJE ZA PODUZETNIŠTVO koji izdaje Visoka škola za ekonomiju, poduzetništvo i upravljanje Nikola Šubić Zrinski (Zagreb, Hrvatska). Nakladnik je ovaj znanstveni, stručni, poduzetnički projekt nastavio razvijati zahvaljujući prvenstveno domaćim i stranim auto-rima koji su prepoznali priliku prezentiranja svojih postignuća u radovima iz područja učenja za poduzetništvo.

Razlozi koji su Nakladnika naveli na razvoj ovog projekta su, prije svega, značenje glavne teme kojom se časopis bavi te pružanje mogućnosti znanstvenicima i stručnjacima za razmjenu znan-stvenihi stručnih informacija i rezultata istraživanja problema vezanih za odgoj, učenje i obrazo-vanje zapoduzetništvo.

Treća godina izlaženja časopisa Učenje za poduzetništvo govori o upornosti svih aktera odgo-vornih za izdavanje, koji su i u ovim zahtjevnim vremenima smogli dovoljno entuzijazma za razvo-jem ovog projekta.

Časopis Učenje za poduzetništvo je specifičan po tome što se u njemu objavljuju znanstveni i stručni radovi na hrvatskom, crnogorskom, bosanskom, srpskom i engleskom jeziku.

Nakladnik i Urednički odbor su se opredijelili za APA sustav (American Psychological Associati-on)pisanja referenci u tekstu i pisanja bibliografskih jedinica u popisu korištenih izvora. Detaljnije o tom pitanju piše u Uputama za suradnike na kraju svakog sveska koji objavljujemo.

Zahvaljujemo svima koji ponudom svojih znanstvenih i stručnih radova i na sve drugenačine-pomažu održivosti i razvoju ovog znanstvenog i izdavačkog projekta.

Urednički odbor

UČENJE ZA PODUZETNIŠTVO / ENTREPRENEURIAL LEARNING 9

Uvod

Visoka škola za ekonomiju, poduzetništvo i upravljanje Nikola Šubić Zrinski iz Zagreba, or-ganizator je treće Međunarodne konferencije učenja za poduzetništvo ICEL (eng. International conference on entrepreneurial learning). Konferencija zacilj ima doprinos prihvaćanju poduzet-ništva kao odgojno-obrazovne, socijalne i ekonomske vrijednosti. Vrijednosna orijentacija pret-postavlja stvaranje mogućnosti za razvoj poduzetničkih kompetencija na svim razinama obra-zovanja, osposobljavanja i obrazovanja za poduzetništvo kroz formalno, neformalno i informal-no obrazovanje, te poticanje poduzetništva kao gospodarske potrebe Ona je usmjerena na ra-zvoj kapaciteta kroz razumijevanja poduzetništva kao ključne kompetencije za cjeloživotno uče-nje, suradnju obrazovnih, istraživačkih institucija i poduzeća, uz isticanje primjere dobre prakse.

Specifični ciljevi koji se ogledaju u radovima su usmjereni na senzibiliziranje javnosti o cjeloži-votnom učenju za poduzetništvo u gospodarskom, socijalnom i ekološkom okruženju kao genera-tora stvaranja nove vrijednosti s naglaskom na društvene odgovornosti i održivi razvoj. Poticanje suradnje u pogledu međunarodnog i interdisciplinarnog okupljanja stručnjaka iz znanosti i prakse-posebno se ogleda i u prezentaciji zemlje partnera.

Ove godine je kao prva zemlja parner bila Crna Gora. Delegacija je kroz znanstvene rado-ve i ostale prezentacijske aktivnosti upoznala sudionike konferencije o svojim postignućima na planu sustavnog razvoja i inplementaciji učenja za poduzetništvo u obrazovni sustav Crne Gore s naglaskom na strukovno obrazovanje. Prezentirana iskustva pobudila su veliki interes među-narodnih i domaćih sudionika. Istinsko integriranje poduzetništva podrazumijeva sustavan pri-stup razvoju niza osobina ličnosti – stvaralaštva, samostalnosti, kritičnosti, inovativnosti, inicija-tivnosti, sposobnosti razumnog preuzimanja rizika, organizacijskih sposobnosti, sposobnosti vo-đenja i upravljanja, suradničkih vještina i drugih osobina. Krajnji je cilj ovihprocesa stvaranje po-duzetnog društva za konkurentno i inovativno gospodarstvo. Iz tog razloga Europska Unija je ob-razovanje za poduzetništvo, uz ostale ključne kompetencije, odredilo kao nadnacionalni interes.

Međunarodna konferencija potiče i omogućava suradnju stručnjacima, praktičarima i znan-stvenicima u svim segmentima obrazovanja i poduzetničkog učenja u cilju kvalitativne potpore u kreiranju vlastitih rješenja. Upravo razmjena ideja, pogleda, različitih promišljanja, te primjeri do-bre prakse u području poduzetničkog učenja, djelatno doprinose stvaranju razvijanju vlastitih su-stavnih modela i rješenja usmjerenog ka razvoju nacionalnih ekonomija. Iskustva i spremnost na-suradnju kao i primjeri dobre prakse olakšavaju nam integraciju u društveni, kulturni, gospodar-ski i obrazovni prostor Europske Unije.

Definiranjem ciljeva ovogodišnje međunarodne konferencije a sistematiziranih u tematskim cjelinama:implementacija cjeloživotnog učenja za poduzetništvo,poduzetne institucije/škole, iz-gradnja poveznica između obrazovnog i poslovnog sektora, inovacije i primjeri dobre prakse u učenju za poduzetništvo, kreativna i poduzetna mala i srednja poduzeća - ključ za razvoj, financi-ranje iz EU za razvoj - projektni pristup, studentski poduzetnički inkubatori, žensko poduzetništvo, uloga financijskih institucija u jačanju poduzetništva, poticanje poduzetništva u društvu, fokusira-mo pozornost stručne i znanstvene javnosti ka iznalaženju optimalnih riješenja.


Odabrane radove sudionika ove međunarodne konferencije objavljujemo u časopisu Učenje za poduzetništvo broj 1 i 2 (godište 2013). Časopis će izlaziti dva puta godišnje.

Predsjednik Organizacijskog odbora

12 Uvod

Uvodni članci

1Opening articles

16 Srdjan Obradović, Sandra Brkanović, Ljubiša Pejović

PROGRAM “MLADI PREDUZETNICI” CRNA GORA

Mr Srdjan Obradović, Centar za stručno obrazovanje Crne Gore, Vaka Đurovića b.b. ,81000 Podgorica, Crna GoraT + 382 20 664785 | F + 382 20 664713M. +382 69 371637E-mail: [email protected]

Ms Sandra Brkanović, Centar za stručno obrazovanje Crne Gore, Vaka Đurovića b.b. ,81000 Podgorica, Crna GoraT + 382 20 664785 | F + 382 20 664713M. +382 69 371632E-mail:[email protected]

Mr Ljubiša Pejović, Lux Development – Projekat MNE /011Vaka Đurovića b.b. ,81000 Podgorica, Crna GoraT +382 (0)20 664 572 | F +382 (0)20 664 571M +382 (0)69 124 335 | S ljubisa.luxdev.mne E-mail: [email protected]

Abstract

“Young Entrepreneurs” Programme In Montenegro has been intended for all students and teachers of secondary vocational and mixed schools who study Entrepreneurship subject. The Programme is created as a result of the analysis of European best practice and as such, it rep-resents a novelty in Montenegro comparing to the existing manner of learning, i.e. it represents ac-tive participation of both students and teachers along with the involvement of entrepreneurs in teaching process. The Program was developed by the Centre for Vocational Education, Montenegrin Ministry of Education and Sports and Project MNE/011 so that students in secondary vocational and mixed schools, who study Entrepreneurship subject, may develop “entrepreneurial way of thinking”, attain practical knowledge and skills on initiating and creating their own business, which could be of a great value in further planning of life and career.

Key Words: Young Entrepreneurs” Programme,VET shools in Montenegro,European best practice,


1. Uvod Sistemski razvoj i promocija preduzetničkog učenja u obrazovnom sistemu Crne Gore, započe-

ti su 2002. godine i teku paralelno sa reformom obrazovanja. Dinamika i intenzitet ovih aktivnosti su u skladu sa strateškim odrednicama reforme obrazovanja. Sadržaj aktivnosti je osmišljen tako da prati savremene trendove u oblasti preduzetničkog učenja kao jedne od osam ključnih kom-petencija za cjeloživotno učenje, utemeljenih na smjernicama i preporukama ključnih evropskih i crnogorskih dokumenata. Najvažniji dokument iz oblasti preduzetničkog učenja je Strategija za cjeloživotno preduzetničko učenje 2008-2013. Godine. Opšti cilj Strategije za cjeloživotno predu-zetničko učenje je razvoj preduzetničkog duha kroz ubrzano ostvarivanje napretka u promovisa-nju preduzetničkog načina razmišljanja u društvu, na sistemski način i uz efektivne akcije. Program “Mladi preduzetnici”, upravo je nastao kao rezultat analize najbolje evropske prakse i kao takav predstavlja novinu u odnosu na dosadašnji način učenja tj. predstavlja aktivno učešće učenika i nastavnika uz uključivanje preduzetnika u nastavni process i kao takav u potpunoj je saglasnosti sa najvažnijim nacionalnim i evropskim dokumentima iz oblasti preduzetničkog učenja.1

U novim, reformisanim obrazovnim programima srednjeg stručnog obrazovanja, uveden je predmet Preduzetništvo u sva područja rada kao obavezni ili kao izborni stručno-teorijski pred-met. Predmet je zastupljen sa godišnjim fondom od 72 časa (za četvorogodišnje programe i poje-dine trogodišnje programe) ili 36 časova (za pojedine trogodišnje programe).

U toku razvoja i sprovođenja preduzetničkog učenja u srednjim stručnim školama, uspostav-ljena je saradnja sa brojnim međunarodnim organizacijama i projektima koji su se realizovali u Cr-noj Gori i to:

• Projekat “ECO NET” – KulturKontakt Austrija• Projekat “Junior Achivement” • Projekat “Reforma stručnog obrazovanja u pravcu unapređenja zapošljavanja” – GTZ Nje-

mačka• Projekat “Učeničko Preduzeće” – BIP Norveška • Program “Mladi preduzetnici” – MNE/011 Luksemburg

Program “Mladi preduzetnici” koji se realizuje u okviru predmeta Preduzetništvo, razvijen je u saradnji Centra za stručno obrazovanje, Ministarstva prosvjete Crne Gore i Projekta MNE/011, Zavoda za zapošljavanje Crne Gore, Direkcije za razvoj malih i srednjih preduzeća, nastavnika iz srednjih stručnih i mješovitih škola i preduzetnika, sa ciljem da se kod učenika u srednjim stručnim školama koji izučavaju predmet Preduzetništvo razvije “preduzetnički način razmišljanja” i steknu praktična znanja i vještine o pokretanju i kreiranju sopstvenog biznisa koja mogu biti dragocjena u daljem planiranju života i poslovne karijere. U okviru programa, ostvarena je saradnja sa socijal-nim partnerima na nacionalnom nivou: Privrednom komorom, Direkcijom za mala i srednja predu-zeća, Unijom poslodavaca, Zavodom za zapošljavanje, Alter modus-om, CKB-om, Erste bankom, Ekonomski fakultetom, Univerzitetom “Donja Gorica”, Biznis inkubatorom “Inventivnost” i dr.

Implementacija programa “Mladi preduzetnici”, u okviru redmeta Preduzetništvo, započeta je školske 2012-2013. godine u 80% srednjih stručnih škola, od ukupno 37 u Crnoj Gori, čime je obu-hvaćeno 7546 učenika u tim školama2.

1 Strategija za cjeloživotno preduzetničko učenje 2008-2013. godines2 Izvještaj Ministrastva prosvjete Crne Gore 2012-2013


U okviru programa, izvršena je obuka nastavnika koji realizuju nastavu iz ovog predmeta, di-rektora škola, mentora – preduzetnika i urađeni su priručnici za učenike i nastavnike. Obuka na-stavnika, direktora i mentora – preduzetnika, realizovana je u saradnji sa trenerima iz Obrazovne grupe “Zrinski” iz Zagreba.

Ciljevi nastave nastavnog predmeta Preduzetništvo su:

• Upoznavanje sa pojmovima iz preduzetništva i razvijanje svijesti o njegovom znača;

• Upoznavanje sa pojmom ideje, izvorima i tehnikama za pronalaženje biznis ideje, osposo-bljavanje za timski rad i razvijanje inicijativnosti;

• Prepoznavanje poslovne šanse i razvijanje logičkog mišljenja i sposobnosti za pravilno za-ključivanje;

• Procjena biznis ideje korišćenjem SWOT analize i razvijanje analitičkog mišljenja;

• Definisanje vizije, misije, postavljanje poslovnih ciljeva i razvijanje vještine planiranja;

• Upoznavanje sa strukturom biznis plana, postupkom istraživanja tržišta, izrada biznis plana i razvijanje organizacionih sposobnosti;

• Osposobljavanje za prezentovanje biznis plana i razvijanje prezentacijskih vještina;

• Upoznavanje sa oblicima obavljanja privrednih djelatnosti;

• Osposobljavanje za kreiranje vizuelnog identiteta privrednog društva i razvijanje kreativnih sposobnosti;

• Upoznavanje sa postupkom registracije privrednog društva;

• Upoznavanje sa postupkom prijema radnika u radni odnos;

• Razvijanje svijesti o pravilima ponašanja u poslovnom okruženju i njihova primjena;

• Osposobljavanje za organizovanje i vođenje poslovnog sastanka i razvijanje komunikacij-skih vještina;

• Osposobljavanje za promovisanje privrednog društva, proizvoda/usluge.


2. Struktura nastavnog predmeta Preduzetništvo

Nastavni predmet Preduzetništvo na početku obuhvata osnove i istoriju preduzetništva, kao i važne karakteristike uspješnih preduzetnika. Poseban akcenat sa primjerima iz stvarnog života stavljen je na proces razvoja od biznis ideje do poslovne prilike, kao i izradu biznis plana, na osno-vu kojeg se procjenjuje finansijska isplativost poslovnog poduhvata.

U okviru predmeta, učenici se upoznaju sa tehnikama uspješne prezentacije kako bi razvili pre-zentacijske vještine i stavove prilikom predstavljanja biznis ideje i biznis plana.

Nastavni predmet predviđa da se na početku školske godine formiraju grupe do pet učenika koji će zajedno raditi i razvijati biznis ideju i biznis plan. Učenici će, uz asistenciju nastavnika i men-tora - preduzetnika, birati najbolju biznis ideju po kojoj će raditi biznis plan. U pojedinim fazama rada, času će prisustvovati mentori – preduzetnici iz lokalne zajednice, sa kojima će učenici moći da razgovaraju o njihovim iskustvima u započinjanju sopstvenog biznisa. Kao mentori biće anga-žovani uspješni lokalni preduzetnici, koji će svojim znanjem i iskustvom pomoći učenicima u stica-nju preduzetničkih znanja i vještina. Planirano je da mentori – lokalni preduzetnici, jednom mje-sečno posjećuju časove iz ovog nastavnog predmeta, što bi bila prilika za razmjenu znanja i isku-stava. Mentori – lokalni preduzetnici će prethodno proći i odgovarajuću obuku kako bi na adekva-tan način dali odgovore na pitanja učenika.

Tokom izrade biznis plana, predviđeno je da učenici u radnim sveskama opisuju svaki korak svog rada od dolaska do ideje do finalne verzije biznis plana, čija je struktura predviđena u priruč-nicima za nastavnike i učenike. Kroz ovaj predmet učenici će učiti kako da postave strateške ci-ljeve, da definišu misiju, viziju, urade swot analizu, kako da kreiraju vizuelni identitet i promovi-šu preduzeće., kao i kako da organizuju poslovne sastanke i izvrše prijem radnika u radni odnos.

Program “Mladi preduzetnici” koncipiran je tako da prati najvažnija nacionalna i međunarod-na dokumenta, vezana za preduzetničko učenje 3,4 .

U okviru programa “Mladi preduzetnici”, u poslednjem kvartalu školske godine, predviđeno je da se organizuju školsko i nacionalno takmičenje za najbolji Biznis plan.

3. Takmičenje za najbolji biznis plan

Cilj organizovanja takmičenja je da se provjeri kako su učenici savladali nastavnu materiju iz predmeta Preduzetništvo i da se podstaknu na timski rad, kreativnost, inovativnost i razvijanje prezentacijskih vještina. Takmičenje je prilika da se učenici upoznaju sa realnim okruženjem u vezi sa ocjenom biznis ideje i njene primjene u praksi.

Takmičenje se realizuje u dvije faze:Školsko i Nacionalno takmičenje.

3 Oslo agenda za preduzetničko obrazovanje (2006)4 Evropski okvir za ključne kompetencije za cjeloživotno učenje (2006)


3.1. Školsko takmičenje - prva faza

Programom “Mladi preduzetnici” predviđeni su način organizovanja školskog takmičenja, struktura i sadržaj biznis plana, kriterijumi za ocjenjivanje, smjernice za ocjenjivanje na takmiče-nju. Prije organizovanja takmičenja svi učesnici se upoznaju sa ovim detaljima. Tročlani žiri za iz-bor najboljeg biznis plana čine predstavnici lokalne zajednice, škole i preduzetnika. Na nivou sva-ke škole bira se tim sa najboljim biznis planom, koji će učestvovati na nacionalnom takmičenju.

3.2. Nacionalno takmičenje - druga faza

U drugoj fazi takmičenja, učestvuju izabrani timovi učenika sa najboljim biznis planom iz svih škola. Učenici prezentuju svoje biznis planove pred petočlanim žirijem, sastavljenog od preduzet-nika, predstavnika Privredne komore, Unije poslodavaca, Ekonomskog fakulteta, Biznis inkubato-ra i banke. Maksimalno vrijeme za svaku prezentaciju je 10 minuta. Žiri ima mogućnost da postav-lja pitanja timovima nakon svake prezentacije (maksimalno 5 minuta). Odgovori na pitanja mogu trajati najviše 5 minuta. Prilikom prezentovanja, timovi imaju pravo da koriste tehnička poma-gala koja im organizatori stave na raspolaganje (računar, projektor, flipchart), rezultate anketa, upitnika, istraživanja i dr. Članovi tima se dogovaraju ko će da prezentuje biznis plan (to može da bude jedan član, više njih ili svi članovi tima). Prezentacija može biti pripremljena u Power Pointu ili može biti prezentovana samo usmeno. Timovima se sugeriše da prezentaciju pripreme tako da imaju mjeru poslovno-profesionalnog pristupa, a preporučuje se i što veća inovativnost, kreativ-nost i raznovrsnost u tehnikama i načinima prezentacije. Timovima se sugeriše da budu odjeveni u skladu sa poslovnim kodeksom.

Nakon toga članovi žirija većinom glasova, donose odluku o izboru tri najbolja biznis plana u skladu sa smjernicama za ocjenjivanje.

Ceremonija uručivanja nagrada je finalni dogadjaj programa, završne faze takmičenja.

4. Priručnici za učenike i nastavnike

U cilju kvalitetnije realicije sadržaja iz nastavnog predmeta Preduzetništvo urađeni su priruč-nici za učenike i nastavnike.

Priručnik za učenike predstavlja praktičan vodič kroz proces preduzetništva i pomaže da se jednog dana uspješno započne biznis. Kreiran je kao korak - po – korak, redom su obrađena pita-nja sa kojima se budući preduzetnici mogu suočiti prilikom pokretanja sopstvenog biznisa.

U priručniku za nastavnike se nalaze preporuke za izvođenje nastave a svaki će nastavnik iza-brati strategiju i nastavne metode koje najviše odgovaraju njegovim učenicima i uslovima u koji-ma radi. Predviđeno je da nastavnici koji izvode nastavu iz ovoh nastavnog predmeta sarađuju sa


drugim nastavnicima stručno-teorijskoh predmeta kako bi se pojedini sadržaji realizovali na što kvalitetniji način. U priručniku se nalaze preporuke kako da se učenici podijele u timove, radni li-stovi za realizaciju određenih nastavnih sadržaja, način njihovog čuvanja i uputstva za organizaci-ju i realizaciju školskog i nacionalnog takmičenja.


5. Zaključak

Program “Mladi preduzetnici” je uspješno doprinio daljem razvoju preduzetničkog učenja u srednjem stručnom obrazovanju Crne Gore, što je pokazala i evaluacija programa. Nakon piloti-ranja programa školske 2012-2013. godine, urađeno je istraživanje na uzorku od 500 učenika i 15 nastavnika u šest srednjih stručnih škola u kojima se realizuje program. Istraživanje 5 je pokaza-lo da čak 80% učenika koji su pohađali nastavni predmet Preduzetništvo želi nakon školovanja da započne sopstveni biznis. Takodje, 98% ispitanih učenika, kao i 100% nastavnika, ocijenilo je pro-gram izuzetno korisnim za dalju karijeru. 6. Poredjenja radi, prije uvodjenja ovog programa u sred-nje stručne škole, istraživanje koje je urađeno na uzorku od 350 učenika, pokazalo je da je samo 2% ispitanika izrazilo želju da se bavi sopstvenim biznisom nakon završetka školovanja.

U narednom periodu radiće se na boljem povezivanju škola sa lokalnom zajednicom, predu-zetnicima kao i drugim institucijama koje bi doprijenele daljem razvoju preduzetničkog učenja na svim nivoima obrazovanja u Crnoj Gori.

5 Istraživanje impemenatcije programa Mladi preduzetnici 2013. 6 Istraživanje Centra za razvoj preduzetničkog učenja u Crnoj Gori 2012.


Literatura:

• Strategija za cjeloživotno preduzetničko učenje (2008-2013)

• Izvještaj Ministrastva prosvjete Crne Gore (2012-2013)

• Oslo agenda za preduzetničko obrazovanje (2006)

• Evropski okvir za ključne kompetencije za cjeloživotno učenje (2006)

• Istraživanje impemenatcije programa Mladi preduzetnici (2013)

• Istraživanje Centra za razvoj preduzetničkog učenja u Crnoj Gori (2012)

Implementacija cjeloživotnog učenja za poduzetništvo

2Implementing Lifelong Learning for Entrepreneurship

26 João M. S. Carvalho

TEACHING ENTREPRENEURSHIP CONCEIVING AN ABORTIVE UNIVERSITY

COURSE

João M. S. Carvalho, PhDISMAI – Maia High Education InstituteUNICES – Research Unit in Management Sciences and SustainabilityAdress: Av. Carlos Oliveira Campos – Castêlo da MaiaPostal code: 4475-690 Avioso S. Pedro – PortugalTel: +351 919 712 702E-mail: [email protected]

Poučavanje poduzetništva

SažetakRazvijenisvijet je u krizijer je dosegaorazdobljeizobilja.Ovo je rezultiralo prestankom ekonomskog rasta I visokim stopama nezaposlenosti. Iako je novi ekonomski men-talitet prioritet, moraju ga pratiti zakoni vezani uz poduzetništvo koji će omogućiti nove dobrobiti za rastuću populaciju. Međutim, trenutno ima previše zaposlenika, a premalo poduzetnika. Budući da u Portugalu postoji Agencija za akreditaciju koja procjenjuje prijedloge za kolegije u visokoškolskom obrazovanju te budući da vje-rujemo da se poduzetništvo može poučavati, osmislili smo novi dodiplomski kolegij utemeljen na ovoj ideji. Nažalost, nakondevetomjesečnogradanaosmišljavanjukolegijaPoduzetništvo, kolegijnijeprihvaćenjer se skupina profesora koji su sudjelovali u evaluaciji nije složila da je moguće poučavati/učiti kako postati poduzetnik. U ovom slučaju, dok političari I društvo govore o poduzetništvu, Akademija je konzervativna I tvrdi da fakultet treba student pripremiti za tržište rada.Stoga, cilj ovog rada je pri-kazati način na koji se može steći Poduzetnička sveučilišna diploma.

Ključne riječi: poduzetništvo, visoko obrazovanje, metodologije poučavanja, kompetenci-je, ishodi učenja


AbstractThe rich world is in crisis as it has achieved an era of abundance. This has resulted in the lack of economic growth and high unemployment rates. Though a new economic mentality is a priority, it must be supported by policies of entrepreneurship which enable a new wellbe-ing for a growing population. However, there are currently too many employees and too few entrepreneurs. Since there is an Accreditation Agency in Portugal which assesses new pro-posals of Higher Education courses and because we believe that Entrepreneurship can be taught, we have created a new graduate course fundamented on this vision. Unfortunate-ly, after having worked for nine months to conceive this Entrepreneurship course, it was not accepted because the team of public evaluating professors disagreed on the likelihood of teaching/learning how to become an entrepreneur. In this case, while politicians and social forces speak about Entrepreneurship, the Academy is conservative and defends that univer-sity must prepare students for the labour market. Hence, the aim of this paper is to share the manner in which an Entrepreneurship University Degree can be conceived.

Key Terms Entrepreneurship, High Education, Teaching Methodologies, Competencies, Le-arning Outcomes

Introduction

It is well known that unemployment is growing all over Europe and that economic growth is anaemic. The 2012 AnnualGrowth Survey highlightedthe commitmentto facilitate the creation of new businesses and a smarter and more lenientregulatory regime for micro and small enterprises (European Commission, 2011a).Small and Medium-sized Enterprises (SMEs) accounted for 99.8 per cent of non-financial enterprises in 2012, which equated to 20.7 million businesses (Table 1). The great majority (92.2%) were micro-enterprises (fewer than ten employees), 6.5% were small enterprises (10 to 49 employees), and while 1.1% were medium-sized (50-249 employees). Large businesses (equal or more than 250 employees) accounted for just 0.2% of enterprises in the non-financial sector of the EU. SMEs provided 67.4% of jobs and a Gross Value Added (GVA)of 58.1% in the whole EU. According to these indicators (employment and GVA), the performance of SMEswa-sabove the EU27 average in Austria, Belgium, France, Germany, Luxembourg and Malta, however, below average in the Czech Republic, Estonia, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Poland, Portugal, Romania, Slovakia and Spain(Ecorys, 2012).


Table 1. Number of enterprises, employment and GVA in EU-27, by size-class, 2012

Source: Eurostat/National Statistics Offices of Member States/Cambridge Econometrics/Ecorys

Enterprises Employment GVA / EUR Millions

Micro19,143,521 38,395,819 1,307,360,7

92.2% 29.6% 21.2%

Small1,357,533 26,771,287 1,143,935,7

6.5% 20.6% 18.5%

Medium226,573 22,310,205 1,136,243,5

1.1% 17.2% 18.4%

SMEs20,727,627 87,477,311 3,587,540

99.8% 67.4% 58.1%

Portugal 99.9% 78.5% 61.1%

Large43,654 42,318,854 2,591,731,50.2% 32.6% 41.9%

Consequently, not only is a new entrepreneurship mentality needed but new policies which promote the creation of new companies and new jobs are also mandatory so as to overcome pro-blems such as, the rising unemployment and lack of economic growth existent in most EU countri-es. Hence, entrepreneurship can be defined as the process of creating value by bringing together a unique package of resources to exploit an opportunity (Sahlman et al., 1999).

Since the welfare system in Europe has made people less interested in taking risks (Wilson, 2008), it is necessary to change both this conformist attitude along with the educational system so as to help prepare future generations to become both more entrepreneurial and more prepa-red to face the globalised world.

The Lisbon Strategy (2000) established the objective of transforming the EU into the most competitive and dynamic knowledge-based economy in the world by 2010, thus enabling susta-inable growth with more and better jobs and greater social cohesion. Seeing that entreprene-urship and innovation are crucial in this context, it is a priority to have students exposed to the reality of entrepreneurship as soon as possible so that they are more likely to become better en-trepreneurs in the future (Wilson, 2004, 2008).

Besides this initiative (e.g. Green Paper on “Entrepreneurship in Europe”, 2003), the Small Business Act for Europe was adopted in June 2008 by the European Commission, whose main objective was ‘to improve the overall approach to entrepreneurship, to anchor the “Think Small First” principle permanently in policy making from regulation to public service, and to promote the growth of SMEs by helping them tackle the remaining problems which hamper their development’.


In November 2011, the European Commission published the proposal, Programme for Compe-titiveness of Enterprises and SMEs (COSME) 2014-2020, aimed at facilitating the access to finan-cing SMEs by; creating a favourable environment for enterprise creation and growth; encouraging an entrepreneurial culture in Europe; strengthening sustainable competitiveness of EU enterpri-ses, and supporting the internationalisation of SMEs while improving their access to markets.

The European Commission (2012a) also promoted the strategic framework for European Co-operation, Education and Training 2020, to enhance creativity, innovation and entrepreneurship at all levels of education and training. Youth on the Move, An Agenda for New Skills and Jobs, and Innovation Union are three flagship programmes present in six countries (Denmark, Estonia, Lithuania, the Netherlands, Sweden and Norway) and in two regions (the Flemish community of Belgium and Wales in the United Kingdom), and as a result these comprise specific strategies so that entrepreneurship is implemented in primary and secondary education.

Entrepreneurship goes beyond the creation of new businesses. It is therefore, a state of mind needed to create sustainable change. Consequently, it is undeniable that increased competition in a globalised world and given the situation in the more developed economies, HEIs may have an important contribution in order to help recover economic growth, especially at the level of research. Consequently, this is achieved by encouraging partnerships with companies and in in-ternships/ training programmes of future entrepreneurs, capable of creating more wealth and employment based on innovation and quality, thus targeting the global market.

In fact, universities have started to promote entrepreneurship mainly based on the hi-tech and knowledge-intensive domain and so this has been possible by stimulating entrepreneurship in many different ways such as,

• creating entrepreneurship courses;• providing internship opportunities in local businesses;• investing in research with business applications;• supporting new enterprise incubators (start-ups and spin-offs).

One third of European Higher Education Institutions (HEIs) has specific entrepreneurship programmes which grant a degree. Surprisingly, almost half have specific Masters, and one quarter have PhD programmes (Niras et al., 2008).

The European Commission (2012b) promoted a study, based on a survey, to the Europe-an HEI alumni who attended entrepreneurship education and to a control group of alumni who had not participated in this type of education. Its main conclusion was:

The results show clearly that entrepreneurship education makes a difference. Those who went through entrepreneurial programmes and activities display more entrepreneurial at-titudes and intentions, get a job earlier after finishing their studies, can innovate more even as employees in a firm, and start more companies.


Nonetheless, entrepreneurship education should not be confused with business and econo-mic studies. Entrepreneurial programmes should offer students the tools to not only to acquire or develop business knowledge and essential skills and attitudes but also to encourage creativity, ini-tiative, tenacity, teamwork, understanding risk, sense of responsibility, problem solving, commu-nication, networking and leadership. This is the entrepreneurial mind-set which helps entrepre-neurs transform ideas into action and also increases employability significantly (European Com-mission, 2013). Even established companies in Europe need managers with entrepreneurial men-tality because only 3% of SMEs are high-growth-oriented (the “gazelles” - Birch, 2002).

Although practical entrepreneurship outcomes are not guaranteed, HEIs can play an impor-tant role in fostering entrepreneurship (Potter, 2008). The Survey of Entrepreneurship Education in HE in Europe (Niras et al., 2008) concluded that “offering degrees in entrepreneurship was not necessarily better than offering no degrees”, because it considered that “it is more important to embed the entrepreneurial vision in all courses […]. Nevertheless, the results indicated that entre-preneurial degrees constituted an important tool for the entrepreneurial institution.” Courses in this area lead to the understanding of what entrepreneurship is and thus help students become successful entrepreneurs (Bridge et al., 2010).

Though there are several Entrepreneurship Programmes (Bachelor Degree) in many American and European Universities, we defend that more proactivity in relation to entrepreneurship te-aching in Portugal is mandatory. Thus, why not conceive a higher education degree in entreprene-urship in Portugal, when unemployment is becoming structural? Keeping this in mind, work needs to be started on a new curriculum which aims at preparing students to become entrepreneurs or, if this is not possible, to become an intrapreneurial manager at existing firms.

Hence, this paper depicts the process of conceiving a new degree in entrepreneurship, the partnerships and synergies established to support the programme, the final proposal submitted to the Portuguese Accreditation Agency (A3ES), the final decision of A3ES, as well as our conclu-sions concerning the subject.

The conceiving process

The European higher education system provides greater mobility to students, teachers and re-searchers. This process known as Bologna, initiated a change in teaching and learning, for it focu-ses more on the student rather than on the teacher, thus curricula is based on the competencies that students must acquire.

Mitra and Manimala (2008), based on Gibb (1993), pointed out the differences between what universities have to offer and the learning needs of entrepreneurs:

The first promote more critical judgment after analysis of large amounts of information; in-formation understanding and recalling; the assumption of common goals; demand verifica-tion of absolute truth by studying information; understanding of the basic principles of soci-ety in the metaphysical sense; the search for the correct answer, assuming that there is al-ways time to do it; learning in the classroom; seeking information from experts and author-itative sources; assessment by written tests; and the aceptance of learning success by pass-ing exams based on knowledge.


While the learning needs of entrepreneurs go through intuitive decisions made with limited information; by understanding the values of people who convey filtered information; rec-ognition of the variety of goals of different stakeholders; for making decisions on the basis of judgments of confidence and competence of people; in seeking to implement and adjust practice to the basic principles of society; by the development of appropriate solutions un-der time pressure; for learning while doing and by doing; by seeking information from any-one anywhere and check its practical utility; for evaluating people and events through direct feedback; by the success in learning measured by problem solving; by learning from mis-takes and failures; and by providing products and services to society.

Accordingly, universities should not only concentrate on the acquisition of skills by students but also on the transmission of knowledge and information.

A very important cultural issue concerns the graduate in Management who is not subject to as many failures as the graduate in Entrepreneurship because s/he has accepted a job in already established organizations, thus not risking a lot in most situations. However, entrepreneurship education also gives the possibility of obtaining employment as a manager. Moreover, it is our be-lief that even with advanced studies in entrepreneurship, not everyone becomes a successful en-trepreneur because there are multiple factors that influence this, from the idea or product con-cept to the existence of favourable conditions to achieve success. Nevertheless, even those, who do not become entrepreneurs, will contribute with their entrepreneurship spirit to social chan-ge, at a personal, professional and organizational level, and this is an aspect which the country is in dire need. In other words, there is a need for a more open spirit to innovation, change, mobi-lity, flexibility, adaptation, reconstruction, and sustainability of organizations with a more huma-ne outlook.

Note that, in the United States, on average, an entrepreneur only succeeds after his/her 5th attempt at business, while in Europe, and especially in poorer countries, such as Portugal, the de-gree of resilience is very low, not to mention the possibilities of obtaining conditions after several attempts. As such, what the Academy can do is, change this conformist and passive scenario, in which most of our workforce live in, and eventually have a positive impact on community life and on the affirmation of Portugal in a more competitive world.

As a result, we have started the process of creating a new graduate programme in entrepre-neurship, with the help of several colleagues from different areas of expertise (business scien-ces, education, engineering, sports and psychology). Consequently, it is fundamented on a fra-mework built according to an agreed list of well-defined competencies and learning outcomes so as to achieve the set programme objectives which contribute to various scientific disciplines and subsequently enable models of teaching-learning-assessment adjusted to the different establis-hed skills.

There are good practices concerning entrepreneurship education promoted by the European Commission (2008), therefore the purpose of this programme must be well defined, this is, linked to the expected learning outcomes; a good balance between theoretical and practical aspects; use of interactive and pragmatic methodology; organization of activities and events to improve students’ ability to work in groups so as to build strong team spirit, and to develop networks and spot opportunities; invite guest lecturers (e.g. experts on patent law or company financing, alu-mni entrepreneurs, experienced business people, etc); exchange ideas and experience among te-achers and students from different countries; etc.


The academics involved in this proposal were consulted, and consequently all agreed with the way in which this 1st Cycle was being organised:

• introduce the general purpose of the degree• define general and specific competencies/skills that the programme must develop to form

entrepreneurs;• identify the curricular units which contribute to the development of such competencies

as a whole;• determine objectives, competencies and learning outcomes intended for each curricular

unit;• select the best qualified teachers available for each unit;• format and adjust the curricular syllabus to 100, 125 or 150 student work hours or to each

type of curricular unit;• define the best curricular unit sequence throughout the programme.

General Purposes

Contribute to the economic, social and cultural changes that Portugal needs, by giving prio-rity to creating wealth and jobs, thus defending that graduates in Entrepreneurship must have an innovative mentality directed towards internationalisation and an attitude and aptitude based on creating and acting upon a new management philosophy which portrays social concerns and su-stainability. At a time when employment opportunities among graduates is not fully realized, it is urgent to develop new businesses, by equipping students with tools to initiate their own acti-vity, as opposed to most 1st Cycle courses that prepare them to be employees. Within organisa-tions, entrepreneurship graduates can also contribute to their own continuous development, as they are concerned with and have the ability to innovate and take risks so as to ensure the futu-re sustainability of a business.

Thus, the general objectives of this Degree point to the possibility that students may become entrepreneurs or, alternatively, intrapreneurial managers in established firms.

If we combine education for entrepreneurship with a business context, such as the case of the Greater Porto and, in particular, the municipality of Maia, we can then obtain more favourable conditions for the emergence of new business ideas and eventually the possibility of creating new enterprises (e.g. Toledano and Urbano, 2008).

There are more and more student workers who not only have a vision and business experi-ence, but who are also attracted to higher education degrees which can help them create their own business successfully. Nevertheless, such students may only obtain this degree if they deve-lop innovative ideas, develop entrepreneurial skills, master management techniques, and submit projects which are viable in the job market. Moreover, they also have the advantage of being hel-ped by motivated teachers, towards entrepreneurship with effective liaison with the business community. Considering the focus of the degree programme and the courses being taught with entrepreneurial orientation, there will always be a greater likelihood for more entrepreneurs in this country.


Thus, which general and specific competencies/skills are needed to promote and have new entrepreneurs?

After having studied the Competency Theory, competency was defined to be a set of capabili-ties, knowledge and experience connected with the necessary effort which results in high perfor-mance (Carvalho, 2009). Additionally, not only did we talk to many entrepreneurs but we also stu-died much literature so as to define the main characteristics of an entrepreneur.

Developing Competencies in the programme

According to the opinion of researchers and entrepreneurs, becominga successful entrepre-neur impliesseveral qualities and competencies. some of which are highly important such as commitment or even passion, self-confidence, self-reliance, persistence, willingness to take ri-sks, eagerness to complete tasks and hard work so as to achieveset objectives. Nonetheless, cre-ativity is also an essential characteristic, seeing that entrepreneurs usually tend to have innovati-ve methods to solve problems. Moreover, being successful entails that entrepreneurs should also be market-oriented, therefore there is not only a need to learn and acquire all the necessary in-formation from market and business stakeholders, but also the necessity to understand the hu-man need to be satisfied, and consequently the obligation to plan the adjusted and profitable res-ponses to those needs. Other characteristics considered to be good predictors of a successful en-trepreneur are ambition, courage, curiosity, optimism, sense of responsibility, as well as manage-ment and/or business experience in the field.

The overall goal of entrepreneurship education is to make students acquire good attitudes, knowledge and skills in order to act and behave in an entrepreneurial manner (Heinonen and Po-ikkijoki, 2006). Thus, after many hours of study and debate, we have defined the necessary lear-ning outcomes for the programme in Entrepreneurship, in other words, an outline of the compe-tencies/skills students must develop to become an effective entre(intra)preneur. As a result,alist of the necessary competencies was drawn up, some of which are composed,and have been divi-ded into 6 groups and 35 items:

• Thinking/ Analysing competencies as the ability to carry out effective analysis, interpret complex information, and generate new ideas and strategic objectives:

• Creativity and Innovation: be creative and aware of the value of creativity both in the de-velopment of business and the focus on innovation;

• Planning: be able to plan the necessary steps (strategic and operational) to achieve the set goals;

• Control: be able to supervise and assess individual, collective and organizational perfor-mance and results;

• Address problems: be able to foresee and analyse problems;


• Open-mindedness: be available and open to new business perspectives and visions and/ or different ways of carrying out functions and tasks;

• Market Orientation: be willing to meet the needs of stakeholders and fulfil their conditi-ons;

• Self-management competencies as the ability to learn, develop and take control of any given situation:

• Adaptability:the ability to act according to different situations and environments and to show different skills;

• Self confidence:the belief in one’s personal capabilities and experience in order to surpass all obstacles;

• Risk Tolerance:the ability and willingness to take risks, face challenges and survive insta-bility;

• On-going learning:the understanding and willingness to learn continuously;

• Learning from mistakes:the awarenessof the necessity to learn from one’s errors;

• Acting ethically: meet the ethical implications of business and act accordingly;

• Time management: the know-how to manage time personally and professionally.

• Influencing competencies as the ability to gain the commitment of others while anticipating agreements:

• Networking: to create and work within a network as well as to understand that sharing is the solution to many problems;

• Teamwork: to understand the importance of working with groups of people;

• Communication: to make communication easyamong people;

• Persuasion:to be able to convince others to share a vision;

• Negotiation: to act in order to achieve consensus, internally and externally, so as to meet the needs and desires of all stakeholders.

• Objective achievement competencies as the desire and ability to get things done and achieve a high standard of performance:

• Resilience: to cope with stress, adversity and failure;

• Commitment and engagement: to compromise and be persistent, thus the ability to devo-te oneself, with heart and soul, to succeed in a project or activity;


• Capacity to make decisions: to make timely decisions, even though they may be risky, diffi-cult or daring;

• Initiative: to perceive a situation that corresponds to an opportunity and to be the first to transform it into a business project;

• Sense of quality and excellence: to have the desire to better serve others and accomplish anything bymerit by which to be proud of;

• Work capacity: to work hard so as to become successful;

• Ability to meet deadlines: to be aware that meeting deadlines is crucial and is a priority in any successful business;

• Result-oriented: to desire and strive to achieve results.

• People and group management competencies as the ability to gain the commi-tment of others and develop their potential:

• Leadership: to have clear objectives and the ability to be a role model, to create work met-hodology so as to gather, guide, develop and motivate people;

• Organization: to bring together resources (human, technical, material and financial) and efforts to create a project, and thus organize them in order to ensure the efficiency and effectiveness of its implementation to achieve the desired outcomes;

• Coordination: to coordinate the work and tasks of people;

• Self Motivation and motivating capacity: to be motivated and to encourage others;

• Awareness of the different roles of each person;

• Delegation: to know how to delegate responsibilities and still maintain control over busi-ness.

• Technical competencies as the knowledge in scientific fields of business sciences and languages :

• Management skills;

• Information and communication technologies;

• Languages .


The Entrepreneurship Programme

Though our proposal presents many curricular units nominated in a traditional manner, they do have a practical entrepreneurial orientationsimilar to what happens in other countries (Table 2). Closely linked to the proposal of a Graduate Degree in Entrepreneurship defended by the Eu-ropean Commission (2012a), are the orientations for entrepreneurship training/ internship, spe-cific attitudes, types of knowledge and competencies.

After havingoutlined all the objectives, competencies and specific learning outcomes inten-ded for each unit, it is well-known that “a common European understanding and approach to le-arning outcomes for entrepreneurship education is still to be developed” (European Commission, 2012a). Nonetheless, we tried to link the objectives of the curricular units(what the teacher inten-ds to lecture) to the learning outcomes (what a student is expected to learn).

One other important issue is to establish the best teaching models related to each competency.

Table 2. Entrepreneurship Degree:The Curriculum

1st year – 1st semester

Introduction to Entrepreneurship Profile, competencies, industrial sectors, business plan structures.Economics I Microeconomics

Communication techniques To speak in public, to make presentations, to write a proposal, etc.Personal development Development of personal competenciesEnglish I Business technical languageSports I Principles and practices of colective work1st year – 2nd semesterAccounting techniques Register methods and accountability conceptsManagement informatics Use of TIC to make management decisionsSports II Theory and practice of sports training

Market orientation Fundamentals of marketing and strategical orienta-tionsEconomics II MacroeconomicsEnglish II Technical language of negotiation2nd year – 1st semester

Accounting Understanding accounting financial and manage-ment mapsStatistics Quantitative analysis of data


Budget management Budgeting techniques and management controlInvestment analysis Investment project analysis and decision makingGroup dynamics and conflict management Creation and development of effective teams

Marketing Strategical and operational marketing2nd year – 2nd semesterTotal quality management and business excelence Quality theories and practices

Planning and strategic manage-ment

Strategic and operational planning. Individual, col-ective and organizational assessment.

Market analysis Demand and supply assessment techniques

Business law Basical concepts and practice applications of La-bour, Commercial and Tax Laws.Entrepreneurship and innovation Creativity, innovation, and ideas developmentHealth and safety at work Work conditions.3rd year – 1st semesterHuman resources management and leadership

Human capital motivation, and individual and colec-tive management techniques

Operations research Optimization methodologies in management deci-sionsProduction management and logistics Stock, production and distribution management

Knowledge and intellectual capi-tal management Knowledge and information management

Entrepreneurship project I Creation of a plan to start a new business, or change or innovate an existing business.3rd year – 2nd semesterNegotiation techniques and out-sourcing Negotiation and contracting

Internationalization models Study of business expansion modelsFinancial management Sources of business financing and managementInformation systems manage-ment Information systems, electronic commerce

Entrepreneurship project II Creation of a new business, or implementing change or innovation in an existing business.


Teaching methodology

Traditional methods are not very good when developing entrepreneurial characteristics, atti-tudes, skills or competencies. Seeing that a teacher must become more ofa moderator than a lecturer, the use of interactive learning and experience-based teaching methods is crucial upon developing entrepreneurial skills and abilities.

An enquiry,carried out by the European Commission (2008), asked experts to highlight which teaching tools/methods could be more appropriate or effective in offering entrepreneurship pro-grammes and courses. The results indicatednot only a preference for methods based on group and team techniques for creating new business ideas but also for the use of case studies. Other proposed methods includedbusiness planning workshops, inviting guest speakers (namely en-trepreneurs), business simulations, practical entrepreneurial activity, and brainstorming/creati-vity exercises. A study by Mitra (2008) also pointed out several methods of entrepreneurship education: hands-on training, creativity techniques, case studies, communication training, deve-lopment of interpersonal skills, teamwork, inviting entrepreneurs, role-playing, developing a bu-siness plan, etc. hence, all practical pedagogical methods. Additionally, the American experien-ce shows that the courses are structured to be as experiential as possible, incorporating real-li-fe cases, case studies, learning by doing through projects, internships and business plan compe-titions (Wilson, 2008).

As a result, we asked the appointed teachers to incorporate all these pedagogical methods in their curricular units. So that the process of teaching/learningcan be more effective, we rely on several partnerships with entrepreneurial supportive institutions.

Partnerships

The university, ISMAI – Instituto Superior da Maia, has been supporting and promoting en-trepreneurship since 1999 and it was this same year thatISMAI helped to create the Science and TechnologyCentre of Maia (Tecmaia), which is composed of 73 enterprises and research centres and employs 1,476 people. Moreover, the lecturers have a close relationship with the industri-al environment, this is, there are 567 partnership protocols and hundreds of collaborative and conjoint events (55% in the for-profit sector, 30% in the public sector and 15% in the social sec-tor). We have helped to create new businesses, namely through supporting entrepreneurship programmes like PREMIO (Promoting Entrepreneurship & Innovation), ENTER (Entrepreneurship, Enhancement & Reinforcement), MaiaFinicia (financing new start-ups) and CEITEC (Entreprene-urship Center,ISMAI-Tecmaia). Many lecturers have been working on these programmes for the last 6 years. Institutionssuch asTecmaia are the primaryt supporting base of specialists to our stu-dents. Secondly, there are about 3,400 firms in the industrial zoneof Maia.


The reaction to our proposal and our answer

Several months after, we received from the Accreditation Agency in Portugal the following appreciation:

There is a detailed description of degree objectives and competencies to develop in stu-dents, consistent with the defined objectives and mission of the institution. However you can not fail to mention that a degree in entrepreneurship, particularly with the features that were presented, does not create immediate potential entrepreneurs, but only could instill in future graduates some propensity to be an entrepreneur. Indeed research carried inter-nationally in this area indicates that there is no clear positive link between training in such courses and business creation.The positioning of some curricular units in the programme structure is debatable. For exam-ple, Introduction to Entrepreneurship placed in the 1st semester of the 1st year; positioning the Market Orientation one semester before Marketing; and introducing two Sports curric-ular units makes no sense in a programme of this kind. The syllabus of Entrepreneurship Pro-ject I and II are not adapted to the skills of students who intend to admit to the course. And the curricular unit of Health and Safety at Work forecasts the study of scientific areas that students in this study area do not follow. The curriculum should contain a greater number of courses in the scientific area of entrepreneurship and innovation.

How is the law, we present the following contradictory:

a) The course Introduction to Entrepreneurship aims to be effectively a starting course with clear objectives:

- Determining the initial profile of each student, so that they are aware of the aspects that sho-uld improve over the programme;

- Study of Portuguese production activities, from what exists and does not exist, stimulating demand for ideas and best areas to work along the way in order to achieve an enterprise project. This project can imply the meeting of other scientific and technological resources, which will be provided by the partners from the business community;

- Identify success stories, studying their route;- Identify alternative models to achieve business plans, due to projects related to different ac-

tivity sectors;- And to know the funding procedures – obviously a first call of attention to this important fac-

tor of success.

b) The placement of the course of Market Orientation in the 1st year, 2nd semester, is justifi-ed by the content it presents. The students learn what is Marketing, as science and technology, its historical evolution, and how it is possible to study its operational application by evaluating the strategic direction of the company. Thus, in this context, it is an introductory curricular unit. The course of Marketing appears later, with classic topics for entrepreneurship, studying the concepts that involve a marketing plan from the idealization of an offer to applications of the marketing mix and its assessment, and therefore aiming to contribute for the creation of a business plan.


c) A major problem with young entrepreneurs has to do with their lack of competence to stra-tegize, lead and manage teams. It is known that in large firms and military organizations, these kind of skills are developed through physical activities and sports. It was in this context that we experience we dared to include Sports courses in the proposed degree.

d) The curricular units of Entrepreneurship Project I and II are the logical corollary of the de-velopment of skills throughout the programme. It is intended to be a Project Work to apply the knowledge and skills acquired. The student will have to meet, perhaps the technical skills of other scientific fields (eg, engineering, computer, etc..), but he doesn’t need to be an expert in tho-se areas. That is, the design of products and services can be achieved during the bachelor pro-gramme and developed is these curriculat units, while prototype testing must be done in suitable production units that collaborate with us. We don’t want the student to be an engineer or indu-strial designer able to create and test a product, but only to have a business idea, which should be developed in partnership with teachers, with the broad business community in the backgroung. To do all this, autonomously, in a three year degree becomes virtually impossible, looking at the many possible areas of specialization, in which students could create new business. So, from the 1st year, students will be guided to create and test ideas, learning to create networks of informa-tion and consultation with experts and entrepreneurs who can help them succeed in developing a new business. As argued Schumpeter, the entrepreneur is one who can gather the resources nee-ded to create something new, and need not necessarily be the owner of the idea, work or finance.

e) The existence of a curricular unit of Health and Safety at Work is related to the fact that many graduates, managers or entrepreneurs, do not have the notion of their legal and human obligations and responsibilities in what concerns these matters. Thus, it is not intended that stu-dents learn the techniques of hygiene and safety, as experts, but only to know how to promote the control of all health and safety contigencies involving business area chosen.

f) This proposal presents many undergraduate courses that, although called in a classic mode, have an entrepreneurial orientation and practical application. Incidentally, the same is true inter-nationally, and in some cases it adds the word “entrepreneurship” to enhance their dominant ori-entation, which is not generally used by us.


Conclusions

To sum up, it has been argued that entrepreneurship can be taught and consequently the skills required to be a successful entrepreneur can be developed, however the sooner this is acquired in life, the more successful an entrepreneur will be. Moreover, this does not imply that these skills cannot be worked on and improved in Higher Education.

The established team adjusted working methodologies so as to create an updated and dyna-mic Degree in Entrepreneurship. After analysingseveralHigher Education courses of Entreprene-urship and reviewing literature and interviewing entrepreneurs, we tried to outline the main cha-racteristics and skills that would better contribute to form new and successful entrepreneurs. Therefore, these were systematized into 6 groups of competencies: thinking, self-management, influencing/persuading, achieving set objectives, managing people and groups, and techniques. Then, teachers were chosen, especially those with greater entrepreneurial experience, and asked to participate in the syllabus which would comply with the goals and desired learning outcomes, as well as suggest teaching methods best suited to the learning and development of students fort-he entrepreneurial context. All this work was mentioned in the proposal, which was rejected not only at the outset but the explanationsby the proponents to the objections raised by the Agency, were also discarded and subsequently resulted in the non-approval of the new degree.

Nonetheless, the work and the final product conforms to all the specifications proposed by the European Commission in their reports, as well as applies to the most current recommendati-ons for research in this scientific area.

Hence, while politicians, businessmen and economists speak about stimulating entreprene-urship, it seems that several scholars still doubt the goodness of this type of learning, so develo-ping a more specific teaching methodology focused on the formation of potential entrepreneurs or intrapreneural managers is not possible.


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46 Marijana Vrančić, Sandra Lovrenčić

INOVACIJE U RADU UČENIČKIH ZADRUGA

PRIMJER DOBRE PRAKSE

Marijana Vrančić, diplomirana učiteljica razredne nastave, Osnovna škola Prečko,10000 Zagreb, Republika Hrvatska, [email protected], 0038598/811-271

Sandra Lovrenčić, diplomirana učiteljica razredne nastave, Osnovna škola Prečko, 10000 Zagreb,Republika Hrvatska, [email protected], 0038591/388-30-53

SažetakNacionalni okvirni kurikulum za predškolski odgoj i opće obvezno obrazovanje u osnovnoj i srednjoj školi predvidio je uvođenje poduzetničke kompetencije kao međupredmetne teme u odgojno obrazovni sustav. U ovom članku autorice opisuju rad učeničke zadruge s nagla-šenim ciljem učenja za poduzetništvo. Zadruga je osnovana na dugogodišnjoj tradiciji zadru-garstva u našim osnovnim školama, ali sa suvremenim pristupom i inovacijama koje odgo-varaju potrebama današnjih učenika. Polazeći od ideje „Učenje, rad i život zajedno“ vodite-lji zadruge organizirali su suradnički rad u međusobno ovisnim timovima od kojih svaki obav-lja po jednu fazu proizvodnje čime se na kraju zaokružuje proces proizvodnje i prodaje. Tako su osigurani uvjeti za aktivno učenje, slični onima u pravom poduzeću. Iskorak iz tradicijskih okvira načinjen je i u izboru osnovne djelatnosti koja potječe iz područja IKT za razliku od dugogodišnje orijentacije na područje etnologije, tradicijske proizvodnje i ekologije. Glavni proizvod zadruge je e-slikovnica s dodatnim obrazovnim sadržajima za osnovne škole. Proi-zvodi zadruge, osim na sajmovima, prodaju se i u veleprodaji za poznatog kupca što je, tako-đer, novost u radu osnovnoškolskih zadruga.

Ključne riječi: učenička zadruga, poduzetnička kompetencija, učenje radeći, iskustveno učenje

1. Uvod

Obrazovanje je iznimno važan faktor u životu mladih ljudi, posebno u onom dijelu koji se od-nosi na razvijanje znanja i sposobnosti vezanih za njihov budući posao. Formalno obrazovanje pri-prema mlade ljude za budućnost i snalaženje u svijetu rada, što je pretpostavka njihove samostal-nosti, materijalne sigurnosti i prosperiteta cijeloga društva. Stoga je od osobite važnosti dati im ono što će im u tome najviše pomoći, a to su odgovarajuća znanja, vještine i stavovi koji će ih pri-premiti za njihovo buduće zanimanje, ali i samostalno učenje nakon obveznog školovanja kako bi se prilagodili stalnim društvenim i gospodarskim promjenama.


Mlade ljude potrebno je poučiti kako iskoristiti različita znanja stečena u školi i oblikovati nji-hov način razmišljanja u pravcu koji će im omogućiti da u životu i radu hrabro i poduzetno čine prve korake. Kako? Razvijajući njihovu proaktivnost i poduzetnost već od najranije dobi.

Učenička zadruga po svojoj strukturi i organizaciji omogućuje usvajanje određenih elemenata poduzetništva. U njoj se učenici bave proizvodnim radom, stječu prve zarade, razvijaju inovativ-nost, snalažljivost, kreativnost, uče se vještinama timskog rada, uočavaju zakonitosti tržišta i mar-ketinga. Time izgrađuju vlastiti odnos prema radu, što im u budućnosti može olakšati njihovu pro-fesionalnu orijentaciju i izbor zanimanja.

2. Što je učenička zadruga?

Prema priručniku za učeničke zadruge „Školska učenička zadruga u razvoju djece i mladeži“, učenička zadruga se opisuje kao školska organizacija u koju je uključeno više grupa izvannastav-nih aktivnosti koje se bave različitim proizvodnim aktivnostima. To je poseban podsustav škole koji ima mogućnost organiziranja proizvodnog rada i stavljanja na tržište proizvoda nastalih ra-dom učenika (Bučar, 2008).

Neki oblici udruživanja učenika na temelju kojih su nastale današnje učeničke zadruge u Hrvat-skoj se pojavljuju istovremeno kao i u mnogim drugim europskim državama, krajem 19. i počet-kom 20. stoljeća. U početku su to bile neproizvodne udruge za štednju, humanitarnu pomoć ili na-bavu udžbenika, a kasnije školski vrtovi ili poljoprivredna gospodarstva.

Suvremene učeničke zadruge zaživjele su devedesetih godina prošloga stoljeća. Nakon obno-viteljske smotre u Varaždinu 1995. godine, uslijedilo je redovito održavanje godišnjih županijskih i državnih smotri. Imaju tržišnu orijentaciju, što znači da proizvode učeničkog rada prodaju na slo-bodnom tržištu. Velika većina zadruga bavi se izradom predmeta uporabne vrijednosti, čime se potiče njegovanje lokalne tradicijske kulture i tradicijskih zanata. Neke od zadruga bave se proi-zvodnjom biološki vrijedne hrane i zalažu za promicanje ekološke poljoprivrede.

U Hrvatskoj trenutno ima 350 učeničkih zdruga. Škole koje imaju kadrove i prostor sve češće se odlučuju na njihovo osnivanje čemu sigurno značajno pridonosi i Ministarstvo poduzetništva rada i obrta koje financijskim potporama potiče ovaj način učenja za poduzetništvo.

Različiti oblici učeničkih zadruga i učeničkih poduzeća postoje u mnogim europskim zemljama, najčešće pod nazivom enterprise education. Europski programi, poput „Young Enterprise“, potiču školske projekte kojima se educiraju mladi ljudi za poduzetničko razmišljanje i djelovanje. Ciljevi su im poticanje učenika na kooperativni timski rad, usvajanje različitih radnih vještina, upoznava-nje tržišnih zakonitosti, poticanje želje za uspjehom, razvijanje poduzetničkog duha i sveukupnog boljitka novih generacija.

48 Marijana Vrančić, Sandra Lovrenčić

3. Poduzetnička kompetencija

Učenje za poduzetništvo već od osnovne škole treba pridonijeti što uspješnijem osposoblja-vaju mladih ljudi za samostalan život, kako bi postali poduzetni građani koji su sposobni pokazi-vati inicijativu, preuzimati rizik, preuzimati odgovornost za vlastite postupke, uvoditi i podržava-ti inovacije, djelovati timski i prema potrebi se prilagoditi uvjetima u kojima žive i rade (EC 2006).

Na osnovu aktualnih obrazovnih dokumenata i obrazovne politike Europske Unije, a na te-meljima hrvatske obrazovne i kulturne tradicije, hrvatski Nacionalni okvirni kurikulum donio je osnovne odrednice obrazovanja za predškolski odgoj, osnovno i srednje obrazovanje, u kojima je poduzetništvo predviđeno kao jedna od šest međupredmetnih tema. S obzirom na kurikulumski pristup nastavi, ne propisuje se način na koji će škole realizirati ovu temu. Interdisciplinarni pri-stup dopušta njeno vezivanje uz svaki nastavni predmet u kojemu za to postoji mogućnost ili or-ganiziranje u vidu projekata i izvannastavnih aktivnosti.

Učenička zadruga je jedan od vidova učenja za poduzetništvo koji se realizira kao izvannastav-na školska aktivnost. Svojom strukturom, načinom rada, organizacijom te ciljevima učenja, uče-nička zadruga pruža izvrsne mogućnosti za razvijanje poduzetničke kompetencije jer proizvodni rad, koji je osnova učenja u zadruzi, predstavlja dobar temelj za usvajanje poduzetničkih znanja i vještina. Zadruga, za razliku od redovne nastave, daje mogućnost „životnijeg učenja“, što pospje-šuje usvajanje i transfer znanja. Od učenika se traži da individualni rad i vlastita iskustva upotrije-be za postizanje zajedničkog cilja i uvježbavaju vještine dijeljenja i timskog rada. Učenici samostal-no biraju timove u koje će se uključiti, shodno svojim interesima. te se ovakvom diferencijacijom doprinosi boljoj profesionalnoj usmjerenosti učenika.

4. Kako se uči u učeničkoj zadruzi?

U učeničkoj zadruzi uči se radeći. Ona povezuje školu i stvarni život i omogućuje jedinstveni oblik učenja na vlastitom iskustvu. Ovakvo iskustveno učenje ne susrećemo u redovnim nastav-nim predmetima stoga je jedna od značajnih uloga učeničke zadruge povezati teoriju i praksu i omogućiti primjenu teorijski stečenih znanja. Predstoji nam velik izazov istraživanja mogućnosti učenja koje nudi učenička zadruga.

Uz to, rad u sekcijama, kao radnim timovima, predstavlja za učenike užitak i zadovoljstvo pri čemu istovremeno zadovoljavaju i svoju potrebu za druženjem i potrebu za učenjem. Dobra rad-na atmosfera, dobrovoljnost učenja, mogućnost biranja sadržaja učenja (sekcija), utječu na moti-vaciju i volju za radom. Učenici prate cjelokupni proizvodni proces, a radoznalost, iščekivanje go-tovih proizvoda i neizvjesnost ishoda pobuđuju njihov interes i učenje čine lakšim i zanimljivijim, što izravno podiže razinu postignuća.

Rad u zadruzi se prati i vrednuje, ali ne brojčano i ne pribraja se ocjenama iz nastavnih predme-ta. Procjenjuje se doprinos pojedinaca timu i rad samog tima u vidu „ček lista“ i opisnog praćenja. Cjelokupni rad zadruge procjenjuje se uspješnom proizvodnjom i prodajom proizvoda kao stvar-nim i realnim načinom vrednovanja koji pomaže boljem razumijevanju relacije rad-uspjeh, što je jedan od najvećih motivacijskih faktora ne samo u obrazovnom procesu, nego i u životu uopće.


5. Učenička zadruga ZIP- Zadrugari iz Prečkog

Učenička zadruga ZIP - Zadrugari iz Prečkog, Osnovne škole Prečko u Zagrebu, osnovana je pri-je tri godine. Osnovna djelatnost zadruge je proizvodnja obrazovnih materijala u elektroničkom obliku. Glavni proizvod je serija CD slikovnica „Šljunčica“, koja obrađuje ekološke teme vezane uz brigu o pitkoj vodi. Nastava se odvija u pet sekcija: istraživačkoj, literarnoj, likovnoj, informatičkoj i tehničkoj. Organizirana je kao izvannastavna aktivnost i u nju se učenici uključuju dobrovoljno.

Učenička zadruga je jedan od vidova nastave u k

Documents

Zrinski - „Učenje za poduzetništvo“ Znanstveni časopis ICEL3 ...journal.zrinski.org/static/cms/data/EL_Vol3_No2.pdfpoduzetništvo i upravljanje Nikola Šubić Zrinski (Zagreb,