메뉴 건너뛰기
.. 내서재 .. 알림
소속 기관/학교 인증
인증하면 논문, 학술자료 등을  무료로 열람할 수 있어요.
한국대학교, 누리자동차, 시립도서관 등 나의 기관을 확인해보세요
(국내 대학 90% 이상 구독 중)
로그인 회원가입 고객센터 ENG
주제분류
인문학
인문학 일반 역사학 철학 종교학 어문학 기타 인문학
사회과학
사회과학 일반 경영학 관광학 교육학 군사학 문헌정보학 법학 사회학 신문방송학 심리과학 정치외교학 지리학 행정학 경제학 무역학 인류학 기타 사회과학
자연과학
자연과학 일반 물리학 생물학 생활과학 수학·통계학 천문학 지구과학 화학 기타 자연과학
공학
공학 일반 건축공학 기계공학 산업공학 재료·에너지공학 전기전자공학 조선해양공학 화학공학 컴퓨터학 기타공학
의약학
의학 일반 간호학 수의학 약학 한의학 기초의학 임상의학 기타 의약학
농수해양학
농수해양학 일반 농학 수산학 식품과학 임학 축산학 해상운송학 기타 농수해양학
예술체육학
예술 일반 디자인 미술 미용 사진 음악학 의상 체육 공연매체예술 기타 예술체육학
복합학
학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

ENG

추천
검색

논문 기본 정보

자료유형
학술저널
저자정보
진미석 (성남시청소년재단) 윤수린 (한국직업능력개발원) 김효정 (한국청년기업가정신재단)
저널정보
핵심역량교육학회 핵심역량교육연구 핵심역량교육연구 제4권 제1호
발행연도
2019.1
수록면
1 - 27 (27page)

이용수

표지
📌
연구주제
📖
연구배경
🔬
연구방법
🏆
연구결과
AI에게 요청하기
추천
검색

초록· 키워드

오류제보하기
Entrepreneurship is a core competence that is emphasized globally as the future capacity of young people along with the rapid change of labor market and the growth without employment growth. The Innovative Competence/ Entrepreneurial Skills Working Group, one of the agenda of the ASEM ㅡMinisters of Education, was formed in 2013, and in the first phase (2013-2015), the conceptualization of core competencies was discussed and in the second phase (2016-2018), a survey on the perception of innovative competence/ entrepreneurial skills in 6 countries was conducted. This study is based on the analysis of this survey. As a result of this study, we could find that all education interest groups such as education policy officers, teachers, employers, etc. perceived innovative competency/entrepreneurial skills are very important as the core competence to cope with changing society. However, it is recognized that the culture such as 'tolerance on risk taking' and 'generosity to failure' is not pervasive in each society. The lack of industry involvement in innovation competence/ entrepreneurship education was reaffirmed as in other areas of education. The survey showed that the industry is not actively involved in innovative competency/entrepreneurial skills education and that it lacks systems to support it. Therefore, it is important to have a variety of ways to encourage industry participation in the contents and delivery method of innovative competency/entrepreneurial skills education. Young entrepreneurs who have proven their innovation capability can be invited as role-models for entrepreneurship education. Risk takers and management competencies should be included and emphasized especially in content competency training. Risk-related factors can include planning and implementation of new projects, mock-ups, lectures by seniors, and performance-based tasks. In addition, since the risk-taking capacity is accumulated by learning and experiencing it repeatedly, we should provide opportunities to take various risk-taking and failure experiences starting from a young age. Teachers agree on the need for innovative competency/entrepreneurial skills education, but there is limited will or expertise to actually participate. There must be a lot of educational opportunities for teachers' training and professional development. In this respect, many of the international best practices shared during Phase 1 and Phase 2 of the ASEM Working Group could be good reference cases. Based on experience in this working group, it would be helpful to build and operate a platform to share relevant knowledge and disseminate best practices. The results of this study showed that education interest groups agreed on the necessity, but the integrated efforts such as education policy area, school education, industry collaboration and cooperation were lacking. It is suggested that support system is needed for the expansion of innovative competency/entrepreneurial skills education and should support the ecosystem of entrepreneurship education including industry, school, parents, and government. Despite the differences in the educational environment, the administrative environment, and the situation of the research culture and administrative support, the survey was conducted in the same frame to discover common trends in different situations and to identify points of significant difference. However, due to financial and time limitations, it is difficult to strictly limit the size and sampling of the subjects to be surveyed. The results of this survey should be interpreted with caution and it is necessary to improve the size of the sampling and the sampling method for the future research. In addition, the concept of innovation competence/entrepreneurship is a term that is difficult to reach consensus both domestically and internationally. It is necessary to make further discussion and research on innovation competence/entrepreneurship and to make consensus on concept, direction and philosophy.
#기업가정신 #혁신역량 #기업가정신 교육 #아셈 교육장관회의 #혁신역량/기업가정신 실무그룹 #실패에 대한 관용

목차

등록된 정보가 없습니다.

참고문헌 (25)

참고문헌 신청
강경균 / 2016 / 청소년을 위한 기업가정신 교육 활성화 방안 연구 google schola 김문희 / 2016 / 기업가정신 및 창업교육 관련 OECD 논의 동향 및 사례 / The HRD Review google schola 김선우 / 2017 / 4차 산업혁명 시대 기업가정신의 의의와 방향 – 한․미․일․중 4개국 비교 / STEPI Insight 218 google schola 김승보 / 2018 / 청소년창업체험교육(YEEP)운영 google schola 배종태 / 기업가정신의 이해와 육성 google schola

함께 읽어보면 좋을 논문

논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!

이 논문의 저자 정보

최근 본 자료

전체보기

댓글(0)

0