This dissertation demonstrates how ACE has successfully equipped thousands of poor Filipinos with the tools necessary for them to raise themselves out of poverty by offering them a culture-specific curriculum that they can implement in their businesses. Furthermore, it will be argued that ACE's culture-specific curriculum could theoretically be applied in Mexico, where the "culture of poverty" exists in abundance.

Verslumas remiasi Europos Sąjungos ir Lietuvos dokumentais, kurie reglamentuoja verslumo ugdymą. Darbas yra vienas iš svarbių faktorių. Pedagogai pritaria verslumo integravimui, tačiau jie nėra pakankamai pasiruošę ugdyti verslumą. / The enterprise's conception is traversed by theoretical aspect and documents of the Europen Union and Lithuania, which are regulated the education of the enterprise.Work is one of the contentment factors.Pedagogues agreed to the enterprise integration into the coeducational programmers, but they aren't ready to educate the enterprise their students.

<p>Entrepreneurship has been entered on a supranational political agenda, in the EU and the OECD, and been emphatically described as a fundamental skill and a concern for schools and education. The agenda is reflected to a varying extent at the national and regional political levels. My aim is to describe, analyze and gain knowledge of what entrepreneurship in the Swedish upper secondary schools imply in practice, against the background of a local context. In particular, the conditions for learning.</p><p>My approach is ethnographically inspired and this multiple case study is limited to two upper secondary school programmes. Data has been collected through observations, video recordings, informal conversations with pupils and teachers and formal conversations with headmasters. The material is analyzed in terms of three socioculturally inspiring foci.</p><p>By means of a cultural-institutional focus, the stability and changeability of the programmes were elucidated. The previous institutional frameworks have been partially questioned by the teachers in the field, which has resulted in the following: In one of the upper secondary schools a new locally adapted programme has been composed, and courses and subjects have been integrated in a new way in the other school’s existing programme. The changes in the upper secondary programmes are to a great extent an example of a meeting between top-down and bottom-up initiatives. The changes of the institutional frameworks are connected to a discursive shift of the responsibility for pupils’ learning and education from teachers to pupils and also to teacher’s ambition to adapt interest- and experience-related teaching.</p><p>In a situated focus, both programmes were identified as communities of practice with a joint enterprise, mutual engagement and a shared repertoire. These three dimensions were useful for examining specific aspects of the teaching. There has above all been an altered balance between reification and participation in the teaching as well as boundary crossing both outside the community of practice and within the community.</p><p>Different conditions for learning were identified through an interpersonal focus. Both collaborative learning and cooperative learning were useful, but not sufficient concepts for describing the various forms of team learning. The conditions of cooperation and the pupils’ communication patterns revealed yet another form of team learning, which I call comparative learning. If the risk of everyday concepts getting the upper hand and trivialization can be avoided in team learning, there is in all these learning processes a potential for the pupils being able to develop strategies for handling complex tasks, taking initiatives and responsibility, cooperating and learning from one another in various different ways. In this way entrepreneurship has had an impact on the practice of the classrooms.</p> / <p>Entreprenörskap har förts upp på en överstatlig politisk agenda, inom EU och OECD, där den skrivits fram som en grundläggande färdighet och en angelägenhet för skola och utbildning. Agendan återspeglas i varierande grad på nationell och regional politisk nivå. Mitt syfte har varit att studera och försöka förstå vad entreprenörskap i den svenska gymnasieskolan kan innebära i praktiken. Utifrån syftet och ett sociokulturellt perspektiv formulerades frågeställningarna enligt följande: Hur framförhandlas, organiseras och realiseras undervisningen inom två studerade gymnasieprogram? Vilka sociala gemenskaper bidrar elever och lärare till och deltar i? Vilka former av lärande visar sig? Den etnografiskt inspirerade studien genomfördes i två gymnasieprogram som genom utvecklingsprojekt deltagit i det länsövergripande och EU-medfinansierade projektet PRIO 1, Prioritet företagsamhet i Västerbotten (2000 – 2005). Empiriska data insamlades genom observationer, videoregistreringar, informella samtal med elever och lärare och formella samtal med skolledare. Dessutom insamlades skriftliga dokument. Materialet har analyserats utifrån tre fokus. Genom ett kulturellt-insitutionellt fokus har programmens stabilitet och föränderlighet synliggjorts. I det ena fallet har ett nytt lokalutformat program satts samman, i det andra fallet har kurser och ämnen integrerats inom det befintliga programmet. Förändringarna ses som ett möte mellan top-down-initiativ och bottom-upp- initiativ. Resultatet visar även en diskursiv förskjutning av ansvar från lärare till elev och lärares strävan att tillrättalägg intresse- och erfarenhetsrelaterad undervisning. Ur ett situerat fokus har båda programmen identifierats som praxisgemenskaper med en gemensam uppgift, ett ömsesidigt engagemang och en gemensam repertoar. Utmärkande drag i undervisningen, men koppling till entreprenörskapstanken, har handlat om förändrade avvägningar mellan reifikation och deltagande i undervisningen samt om gränsöverskridande, dels utanför praxisgemenskapen och dels inom gemenskapen. Genom ett interpersonellt fokus har olika villkor för lärande identifierats. Såväl kollaborativt och kooperativt lärande har varit användbara begrepp för att beskriva formerna för samarbetslärande, men inte tillräckliga. Samarbetets villkor och elevers kommunikationsmönster har avslöjat ytterligare en form av samarbetslärande, vilken jag benämnt komparativt lärande. Denna avhandling har således visat på både gemensamma och särskiljande drag när entreprenörskapsinitiativ omsatts i skolans praktik, på två gymnasieprogram.</p>

Entrepreneurship has been entered on a supranational political agenda, in the EU and the OECD, and been emphatically described as a fundamental skill and a concern for schools and education. The agenda is reflected to a varying extent at the national and regional political levels. My aim is to describe, analyze and gain knowledge of what entrepreneurship in the Swedish upper secondary schools imply in practice, against the background of a local context. In particular, the conditions for learning. My approach is ethnographically inspired and this multiple case study is limited to two upper secondary school programmes. Data has been collected through observations, video recordings, informal conversations with pupils and teachers and formal conversations with headmasters. The material is analyzed in terms of three socioculturally inspiring foci. By means of a cultural-institutional focus, the stability and changeability of the programmes were elucidated. The previous institutional frameworks have been partially questioned by the teachers in the field, which has resulted in the following: In one of the upper secondary schools a new locally adapted programme has been composed, and courses and subjects have been integrated in a new way in the other school’s existing programme. The changes in the upper secondary programmes are to a great extent an example of a meeting between top-down and bottom-up initiatives. The changes of the institutional frameworks are connected to a discursive shift of the responsibility for pupils’ learning and education from teachers to pupils and also to teacher’s ambition to adapt interest- and experience-related teaching. In a situated focus, both programmes were identified as communities of practice with a joint enterprise, mutual engagement and a shared repertoire. These three dimensions were useful for examining specific aspects of the teaching. There has above all been an altered balance between reification and participation in the teaching as well as boundary crossing both outside the community of practice and within the community. Different conditions for learning were identified through an interpersonal focus. Both collaborative learning and cooperative learning were useful, but not sufficient concepts for describing the various forms of team learning. The conditions of cooperation and the pupils’ communication patterns revealed yet another form of team learning, which I call comparative learning. If the risk of everyday concepts getting the upper hand and trivialization can be avoided in team learning, there is in all these learning processes a potential for the pupils being able to develop strategies for handling complex tasks, taking initiatives and responsibility, cooperating and learning from one another in various different ways. In this way entrepreneurship has had an impact on the practice of the classrooms. / Entreprenörskap har förts upp på en överstatlig politisk agenda, inom EU och OECD, där den skrivits fram som en grundläggande färdighet och en angelägenhet för skola och utbildning. Agendan återspeglas i varierande grad på nationell och regional politisk nivå. Mitt syfte har varit att studera och försöka förstå vad entreprenörskap i den svenska gymnasieskolan kan innebära i praktiken. Utifrån syftet och ett sociokulturellt perspektiv formulerades frågeställningarna enligt följande: Hur framförhandlas, organiseras och realiseras undervisningen inom två studerade gymnasieprogram? Vilka sociala gemenskaper bidrar elever och lärare till och deltar i? Vilka former av lärande visar sig? Den etnografiskt inspirerade studien genomfördes i två gymnasieprogram som genom utvecklingsprojekt deltagit i det länsövergripande och EU-medfinansierade projektet PRIO 1, Prioritet företagsamhet i Västerbotten (2000 – 2005). Empiriska data insamlades genom observationer, videoregistreringar, informella samtal med elever och lärare och formella samtal med skolledare. Dessutom insamlades skriftliga dokument. Materialet har analyserats utifrån tre fokus. Genom ett kulturellt-insitutionellt fokus har programmens stabilitet och föränderlighet synliggjorts. I det ena fallet har ett nytt lokalutformat program satts samman, i det andra fallet har kurser och ämnen integrerats inom det befintliga programmet. Förändringarna ses som ett möte mellan top-down-initiativ och bottom-upp- initiativ. Resultatet visar även en diskursiv förskjutning av ansvar från lärare till elev och lärares strävan att tillrättalägg intresse- och erfarenhetsrelaterad undervisning. Ur ett situerat fokus har båda programmen identifierats som praxisgemenskaper med en gemensam uppgift, ett ömsesidigt engagemang och en gemensam repertoar. Utmärkande drag i undervisningen, men koppling till entreprenörskapstanken, har handlat om förändrade avvägningar mellan reifikation och deltagande i undervisningen samt om gränsöverskridande, dels utanför praxisgemenskapen och dels inom gemenskapen. Genom ett interpersonellt fokus har olika villkor för lärande identifierats. Såväl kollaborativt och kooperativt lärande har varit användbara begrepp för att beskriva formerna för samarbetslärande, men inte tillräckliga. Samarbetets villkor och elevers kommunikationsmönster har avslöjat ytterligare en form av samarbetslärande, vilken jag benämnt komparativt lärande. Denna avhandling har således visat på både gemensamma och särskiljande drag när entreprenörskapsinitiativ omsatts i skolans praktik, på två gymnasieprogram.

This thesis is to analyse and balance the contemporary educational system of selected medium-sized enterprise and its effort of finding new possibilities and ways leading to improval of corporate educational concept which leads to the growth of knowledge potential of individual workers and the business as a whole. The goal of this thesis is the evaluation of contemporary educational system of employees in selected medium-sized enterprise, its comparison with educational system of another enterprise with similar business orientation and finally draft of possibilities how to improve the educational system of given enterprise.

The objectives, curriculum, pedagogy, teachers, and students are components of entrepreneurship education, perceived as challenges for its implementation and growth. Consequently, most research and discussions have focused on measures to improve them even though little is known about how they constrain entrepreneurship education. Not much is also known about any positive attributes they might have. This study sought to address this gap in literature by exploring the attributes of these educational components, and how they impacted on teaching and learning in a higher education institution in Ghana. Adopting the qualitative case study research approach, data was collected from two classroom sessions, 20 students, four teachers and a programme coordinator, using observation, focus groups and face to face interviews respectively. The study found the educational components had positive and negative attributes that impacted favourably and adversely on teacher decisions and behaviour, and on teaching and learning. The findings points to the need for a more holistic examination of the educational components by researchers and practitioners, to also focus on their merits, to help fashion out more effective and sustainable policies and strategies for entrepreneurship education. The study contribute to literature by shedding light on some merits of the educational components and how they enhance teaching and learning and support the aims of entrepreneurship education. Further research to replicate this study or aspects of it in other contexts and populations is recommended. / Educational Management and Leadership / Ph. D. (Education Management)