CHALLENGES TO ENTREPRENEURSHIP EDUCATION IN HIGH SCHOOL. INTERACTION BETWEEN FORMAL AND INFORMAL ASSESSMENT, 2023
This paper attempts to identify appropriate methods of teaching entrepreneurship in schools. The ... more This paper attempts to identify appropriate methods of teaching entrepreneurship in schools. The key to successful entrepreneurship education is finding the most effective way to manage learner skills and identifying the best match between student needs and teaching techniques. As entrepreneurship education includes all activities aimed at fostering entrepreneurial mindsets, attitudes, and skills, as well as aspects such as idea generation and innovation, experiential learning is an appropriate approach. For this purpose, a small experiment was conducted within the "Fundamentals of Entrepreneurship" classes and an online survey among students, the results of which are presented in the paper. The target audience for this closed poll is teenagers who are around 15 to 16 years old. In this case, the survey was administered among students from Profiled High School for Romance Languages "G. S. Rakovski" in Burgas, focusing on entrepreneurship with Spanish and entrepreneurship with French. The findings of the study revealed that there are many prevalent obstacles to effective entrepreneurial education (EE), concerning resource availability, standardized curriculum issues, and training opportunities for educators. Moreover, the findings of the research indicate both the impact of formal evaluation, its systematic approach to assessing students' knowledge and abilities, and informal evaluation approaches, as well as their alignment with the entrepreneurial mindset.
In an era defined by rapid technological advancements and evolving educational
paradigms, the tra... more In an era defined by rapid technological advancements and evolving educational paradigms, the traditional methods of mentorship and personal guidance have undergone significant transformations. One notable transformation is the emergence of electronic mentoring, or e-mentoring, as a powerful and efficient tool for fostering learning and collaboration in various fields. This monograph seeks to explore the dynamic landscape of mentoring within the context of technological transformations. E-mentoring, as a subset of online learning and communication, harnesses the power of digital platforms and tools to facilitate mentor-mentee relationships. This approach has already been analyzed in the literature of the subject from various disciplines in the social sciences. This monograph is a review of the literature on the subject in the field of e-mentoring. It was developed within the project: eMentEdu. E-mentoring: a new qualification for continuing education and training financed by Erasmus+ Programme. The monograph consists of eight chapters. The first part discusses the essence and specifics of e-mentoring history, state-of-the-art and future development. It represents an overview of historical development of e-mentoring, its current characteristics and future trends and directions. The conclusions of that part indicate that the topic of e-mentoring is important due to the fact that mentoring in general develops trainees’ capacities and skills with respect to its practical implications and thus fosters future business leaders’ creation. Today‘s technologies influence all the aspects of our lives and mentoring in particular. The purpose of the second chapter is to determine to what extent, and in what specific ways, electronic communications might be employed in the creation of electronic mentoring (e-mentoring) relationships. The chapter is concluded that successful e-mentoring relationships require effective communication strategies and a willingness to adapt to the limitations and opportunities of electronic communication technologies. Moreover, mentors and mentees must take steps to secure their communication channels and protect their personal information. In contrast, traditional mentoring may involve less digital security concerns, as communication is typically more private and contained. The third chapter objective is to present the main theoretical assumptions connected with e-mentoring in industry 4.0. Moreover, the aim of that monograph part is to identify Information and Communication Technologies supporting mentoring process and the specificity of knowledge sharing in e-mentoring as well as mentor competencies. Furthermore, the chapter highlights the significance of knowledge sharing in the Industry 4.0 era. The triple helix model–comprising academia, 6 industry, and government–promotes collaborative knowledge exchange. Mentors, equipped with Technological and Digital Competency, act as vital contributors to this knowledge dissemination process. In the fourth chapter there were described e-mentoring issues, effects and opportunities from the perspective of profession development. There were included recommendations for overall well-designed e-mentoring program based on the e-mentoring skills and competence models identified in literature. The fifth chapter represents an overview of reverse e-mentoring. It starts with a theoretical introduction about this form of mentoring. In that monograph part the attention was also paid to the benefits of the reverse mentoring and e-mentoring to the organization, the mentor, and above all the mentee. At the end of the chapter, the practical aspects of the project in the field of reverse e-mentoring were described: good practices of using this form of mentoring were presented, as well as tools and a template that could be helpful in reaching for reverse mentoring were made available. The sixth chapter deals with the topic of peer e-mentoring. This part provides a brief outline of software tools that could be successfully implemented into peer e-mentoring domain. The presented tools are free or offer free versions; are easy to use, but still effective. Despite they are not designed originally for e-mentoring, are easy to transfer to another context and domain like peer e-mentoring, as many of them contain series of features, that enhance organizational communication, skills development and fostering professional engagement both as mentor or mentee. In the seventh chapter, a review of the literature in the field of an evaluation performance of e-mentoring was conducted. Features of mentoring program evaluation models were identified. Moreover, basic components of mentoring program evaluation were described. There was also presented the implementation procedure of evaluation of e-mentoring programs as well as methods used in program evaluation. The last, eighth chapter includes a practical guide with tips and activities that mentors can use in their daily and professional lives to achieve higher levels of emotional intelligence. The tips mentioned below are divided into two broader categories addressing (a) approaches to increasing an e-mentor’s EQ and (b) approaches to indicating a high EQ when mentoring online.
CHALLENGES TO ENTREPRENEURSHIP EDUCATION IN HIGH SCHOOL. INTERACTION BETWEEN FORMAL AND INFORMAL ASSESSMENT, 2023
This paper attempts to identify appropriate methods of teaching entrepreneurship in schools. The ... more This paper attempts to identify appropriate methods of teaching entrepreneurship in schools. The key to successful entrepreneurship education is finding the most effective way to manage learner skills and identifying the best match between student needs and teaching techniques. As entrepreneurship education includes all activities aimed at fostering entrepreneurial mindsets, attitudes, and skills, as well as aspects such as idea generation and innovation, experiential learning is an appropriate approach. For this purpose, a small experiment was conducted within the "Fundamentals of Entrepreneurship" classes and an online survey among students, the results of which are presented in the paper. The target audience for this closed poll is teenagers who are around 15 to 16 years old. In this case, the survey was administered among students from Profiled High School for Romance Languages "G. S. Rakovski" in Burgas, focusing on entrepreneurship with Spanish and entrepreneurship with French. The findings of the study revealed that there are many prevalent obstacles to effective entrepreneurial education (EE), concerning resource availability, standardized curriculum issues, and training opportunities for educators. Moreover, the findings of the research indicate both the impact of formal evaluation, its systematic approach to assessing students' knowledge and abilities, and informal evaluation approaches, as well as their alignment with the entrepreneurial mindset.
In an era defined by rapid technological advancements and evolving educational
paradigms, the tra... more In an era defined by rapid technological advancements and evolving educational paradigms, the traditional methods of mentorship and personal guidance have undergone significant transformations. One notable transformation is the emergence of electronic mentoring, or e-mentoring, as a powerful and efficient tool for fostering learning and collaboration in various fields. This monograph seeks to explore the dynamic landscape of mentoring within the context of technological transformations. E-mentoring, as a subset of online learning and communication, harnesses the power of digital platforms and tools to facilitate mentor-mentee relationships. This approach has already been analyzed in the literature of the subject from various disciplines in the social sciences. This monograph is a review of the literature on the subject in the field of e-mentoring. It was developed within the project: eMentEdu. E-mentoring: a new qualification for continuing education and training financed by Erasmus+ Programme. The monograph consists of eight chapters. The first part discusses the essence and specifics of e-mentoring history, state-of-the-art and future development. It represents an overview of historical development of e-mentoring, its current characteristics and future trends and directions. The conclusions of that part indicate that the topic of e-mentoring is important due to the fact that mentoring in general develops trainees’ capacities and skills with respect to its practical implications and thus fosters future business leaders’ creation. Today‘s technologies influence all the aspects of our lives and mentoring in particular. The purpose of the second chapter is to determine to what extent, and in what specific ways, electronic communications might be employed in the creation of electronic mentoring (e-mentoring) relationships. The chapter is concluded that successful e-mentoring relationships require effective communication strategies and a willingness to adapt to the limitations and opportunities of electronic communication technologies. Moreover, mentors and mentees must take steps to secure their communication channels and protect their personal information. In contrast, traditional mentoring may involve less digital security concerns, as communication is typically more private and contained. The third chapter objective is to present the main theoretical assumptions connected with e-mentoring in industry 4.0. Moreover, the aim of that monograph part is to identify Information and Communication Technologies supporting mentoring process and the specificity of knowledge sharing in e-mentoring as well as mentor competencies. Furthermore, the chapter highlights the significance of knowledge sharing in the Industry 4.0 era. The triple helix model–comprising academia, 6 industry, and government–promotes collaborative knowledge exchange. Mentors, equipped with Technological and Digital Competency, act as vital contributors to this knowledge dissemination process. In the fourth chapter there were described e-mentoring issues, effects and opportunities from the perspective of profession development. There were included recommendations for overall well-designed e-mentoring program based on the e-mentoring skills and competence models identified in literature. The fifth chapter represents an overview of reverse e-mentoring. It starts with a theoretical introduction about this form of mentoring. In that monograph part the attention was also paid to the benefits of the reverse mentoring and e-mentoring to the organization, the mentor, and above all the mentee. At the end of the chapter, the practical aspects of the project in the field of reverse e-mentoring were described: good practices of using this form of mentoring were presented, as well as tools and a template that could be helpful in reaching for reverse mentoring were made available. The sixth chapter deals with the topic of peer e-mentoring. This part provides a brief outline of software tools that could be successfully implemented into peer e-mentoring domain. The presented tools are free or offer free versions; are easy to use, but still effective. Despite they are not designed originally for e-mentoring, are easy to transfer to another context and domain like peer e-mentoring, as many of them contain series of features, that enhance organizational communication, skills development and fostering professional engagement both as mentor or mentee. In the seventh chapter, a review of the literature in the field of an evaluation performance of e-mentoring was conducted. Features of mentoring program evaluation models were identified. Moreover, basic components of mentoring program evaluation were described. There was also presented the implementation procedure of evaluation of e-mentoring programs as well as methods used in program evaluation. The last, eighth chapter includes a practical guide with tips and activities that mentors can use in their daily and professional lives to achieve higher levels of emotional intelligence. The tips mentioned below are divided into two broader categories addressing (a) approaches to increasing an e-mentor’s EQ and (b) approaches to indicating a high EQ when mentoring online.
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paradigms, the traditional methods of mentorship and personal guidance have
undergone significant transformations. One notable transformation is the emergence
of electronic mentoring, or e-mentoring, as a powerful and efficient tool for
fostering learning and collaboration in various fields.
This monograph seeks to explore the dynamic landscape of mentoring within
the context of technological transformations. E-mentoring, as a subset of online
learning and communication, harnesses the power of digital platforms and tools
to facilitate mentor-mentee relationships. This approach has already been analyzed
in the literature of the subject from various disciplines in the social sciences. This
monograph is a review of the literature on the subject in the field of e-mentoring.
It was developed within the project: eMentEdu. E-mentoring: a new qualification
for continuing education and training financed by Erasmus+ Programme.
The monograph consists of eight chapters. The first part discusses the essence
and specifics of e-mentoring history, state-of-the-art and future development. It
represents an overview of historical development of e-mentoring, its current characteristics
and future trends and directions. The conclusions of that part indicate
that the topic of e-mentoring is important due to the fact that mentoring in general
develops trainees’ capacities and skills with respect to its practical implications
and thus fosters future business leaders’ creation. Today‘s technologies influence
all the aspects of our lives and mentoring in particular.
The purpose of the second chapter is to determine to what extent, and in what specific
ways, electronic communications might be employed in the creation of electronic
mentoring (e-mentoring) relationships. The chapter is concluded that successful
e-mentoring relationships require effective communication strategies
and a willingness to adapt to the limitations and opportunities of electronic communication
technologies. Moreover, mentors and mentees must take steps to secure
their communication channels and protect their personal information. In contrast,
traditional mentoring may involve less digital security concerns, as communication
is typically more private and contained.
The third chapter objective is to present the main theoretical assumptions connected
with e-mentoring in industry 4.0. Moreover, the aim of that monograph part
is to identify Information and Communication Technologies supporting mentoring
process and the specificity of knowledge sharing in e-mentoring as well as mentor
competencies. Furthermore, the chapter highlights the significance of knowledge
sharing in the Industry 4.0 era. The triple helix model–comprising academia,
6
industry, and government–promotes collaborative knowledge exchange. Mentors,
equipped with Technological and Digital Competency, act as vital contributors
to this knowledge dissemination process.
In the fourth chapter there were described e-mentoring issues, effects and opportunities
from the perspective of profession development. There were included recommendations
for overall well-designed e-mentoring program based on the e-mentoring
skills and competence models identified in literature.
The fifth chapter represents an overview of reverse e-mentoring. It starts with a theoretical
introduction about this form of mentoring. In that monograph part the attention
was also paid to the benefits of the reverse mentoring and e-mentoring
to the organization, the mentor, and above all the mentee. At the end of the chapter,
the practical aspects of the project in the field of reverse e-mentoring were
described: good practices of using this form of mentoring were presented, as well
as tools and a template that could be helpful in reaching for reverse mentoring
were made available.
The sixth chapter deals with the topic of peer e-mentoring. This part provides a brief
outline of software tools that could be successfully implemented into peer e-mentoring
domain. The presented tools are free or offer free versions; are easy to use,
but still effective. Despite they are not designed originally for e-mentoring, are easy
to transfer to another context and domain like peer e-mentoring, as many of them
contain series of features, that enhance organizational communication, skills development
and fostering professional engagement both as mentor or mentee.
In the seventh chapter, a review of the literature in the field of an evaluation performance
of e-mentoring was conducted. Features of mentoring program evaluation
models were identified. Moreover, basic components of mentoring program
evaluation were described. There was also presented the implementation procedure
of evaluation of e-mentoring programs as well as methods used in program
evaluation.
The last, eighth chapter includes a practical guide with tips and activities that mentors
can use in their daily and professional lives to achieve higher levels of emotional
intelligence. The tips mentioned below are divided into two broader categories
addressing (a) approaches to increasing an e-mentor’s EQ and (b) approaches
to indicating a high EQ when mentoring online.
paradigms, the traditional methods of mentorship and personal guidance have
undergone significant transformations. One notable transformation is the emergence
of electronic mentoring, or e-mentoring, as a powerful and efficient tool for
fostering learning and collaboration in various fields.
This monograph seeks to explore the dynamic landscape of mentoring within
the context of technological transformations. E-mentoring, as a subset of online
learning and communication, harnesses the power of digital platforms and tools
to facilitate mentor-mentee relationships. This approach has already been analyzed
in the literature of the subject from various disciplines in the social sciences. This
monograph is a review of the literature on the subject in the field of e-mentoring.
It was developed within the project: eMentEdu. E-mentoring: a new qualification
for continuing education and training financed by Erasmus+ Programme.
The monograph consists of eight chapters. The first part discusses the essence
and specifics of e-mentoring history, state-of-the-art and future development. It
represents an overview of historical development of e-mentoring, its current characteristics
and future trends and directions. The conclusions of that part indicate
that the topic of e-mentoring is important due to the fact that mentoring in general
develops trainees’ capacities and skills with respect to its practical implications
and thus fosters future business leaders’ creation. Today‘s technologies influence
all the aspects of our lives and mentoring in particular.
The purpose of the second chapter is to determine to what extent, and in what specific
ways, electronic communications might be employed in the creation of electronic
mentoring (e-mentoring) relationships. The chapter is concluded that successful
e-mentoring relationships require effective communication strategies
and a willingness to adapt to the limitations and opportunities of electronic communication
technologies. Moreover, mentors and mentees must take steps to secure
their communication channels and protect their personal information. In contrast,
traditional mentoring may involve less digital security concerns, as communication
is typically more private and contained.
The third chapter objective is to present the main theoretical assumptions connected
with e-mentoring in industry 4.0. Moreover, the aim of that monograph part
is to identify Information and Communication Technologies supporting mentoring
process and the specificity of knowledge sharing in e-mentoring as well as mentor
competencies. Furthermore, the chapter highlights the significance of knowledge
sharing in the Industry 4.0 era. The triple helix model–comprising academia,
6
industry, and government–promotes collaborative knowledge exchange. Mentors,
equipped with Technological and Digital Competency, act as vital contributors
to this knowledge dissemination process.
In the fourth chapter there were described e-mentoring issues, effects and opportunities
from the perspective of profession development. There were included recommendations
for overall well-designed e-mentoring program based on the e-mentoring
skills and competence models identified in literature.
The fifth chapter represents an overview of reverse e-mentoring. It starts with a theoretical
introduction about this form of mentoring. In that monograph part the attention
was also paid to the benefits of the reverse mentoring and e-mentoring
to the organization, the mentor, and above all the mentee. At the end of the chapter,
the practical aspects of the project in the field of reverse e-mentoring were
described: good practices of using this form of mentoring were presented, as well
as tools and a template that could be helpful in reaching for reverse mentoring
were made available.
The sixth chapter deals with the topic of peer e-mentoring. This part provides a brief
outline of software tools that could be successfully implemented into peer e-mentoring
domain. The presented tools are free or offer free versions; are easy to use,
but still effective. Despite they are not designed originally for e-mentoring, are easy
to transfer to another context and domain like peer e-mentoring, as many of them
contain series of features, that enhance organizational communication, skills development
and fostering professional engagement both as mentor or mentee.
In the seventh chapter, a review of the literature in the field of an evaluation performance
of e-mentoring was conducted. Features of mentoring program evaluation
models were identified. Moreover, basic components of mentoring program
evaluation were described. There was also presented the implementation procedure
of evaluation of e-mentoring programs as well as methods used in program
evaluation.
The last, eighth chapter includes a practical guide with tips and activities that mentors
can use in their daily and professional lives to achieve higher levels of emotional
intelligence. The tips mentioned below are divided into two broader categories
addressing (a) approaches to increasing an e-mentor’s EQ and (b) approaches
to indicating a high EQ when mentoring online.