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Die Integration der Entrepreneurship Education an Handelsakademien hat in den letzten Jahren stark an Bedeutung gewonnen. Kreative Köpfe und QuerdenkerInnen werden für die Gründung von Unternehmen, aber auch in unselbstständigen Arbeitsverhältnissen gebraucht, um die Wirtschaft und die Gesellschaft eines Landes vorantreiben zu können. Dabei setzt die Entrepreneurship Education an Handelsakademien an. In dieser Masterarbeit wird daher die Forschungsfrage behandelt, welche Methoden und Maßnahmen zur Förderung der Entrepreneurship Education an Handelsakademien eingesetzt werden können. Nach der Einleitung der Masterarbeit werden im Kapitel 2 die Begrifflichkeiten Entrepreneur und Entrepreneurship Education definiert und abgegrenzt. Außerdem werden in diesem Kapitel die Dimensionen der Entrepreneurship Education sowie die Ebenen der Selbstständigkeit aufgezeigt. Danach wird auf die Verankerung der Entrepreneurship Education an Handelsakademien eingegangen. Hierbei werden die europäische, bildungspolitische Sichtweise und die Regelungen im Lehrplan der Handelsakademie 2014 beleuchtet. Außerdem werden mögliche Herausforderungen und Problematiken beschrieben, welche die Entrepreneurship Education an Handelsakademien verursachen kann. Im Kapitel 3 werden die Ansätze der Entrepreneurship Education vorgestellt. Bevor einzelne Methoden und Maßnahmen beschrieben werden können, werden typische Aspekte, welche für Methoden und Maßnahmen der Entrepreneurship Education sprechen, vorgestellt und ein grober Überblick von möglichen Methoden und Maßnahmen gegeben. Danach werden ausgewählte Methoden und Maßnahmen dargestellt. Anschließend wird im Kapitel 4 das Inspire Lab im Lakeside Park in Klagenfurt beschrieben, welches den Lernenden der Handelsakademie 1 Klagenfurt zur Entwicklung von unternehmerischem Denken und Handeln zur Verfügung steht. Für das Lab werden in dieser Masterarbeit Handlungsempfehlungen zur Förderung der Entrepreneurship Education an Handelsakademien erarbeitet. ; The integration of Entrepreneurship Education into the education at Austrian commercial colleges has become more and more important over the last few years. The economy needs creative minds and lateral thinkers as entrepreneurs as well as employees to push the economy and the society of a country to the next level. This is where Entrepreneurship Education should take effect. This master thesis deals with the question of which methods and actions can help to encourage Entrepreneurship Education at commercial colleges. After the introduction, the terms Entrepreneur and Entrepreneurship Education are defined and differentiated in chapter 2. This chapter also deals with the different dimensions of Entrepreneurship Education and levels of self-employment. In the following chapter, the establishment of Entrepreneurship Education is discussed. Subjects of the discussion are the European and political perspectives as well as the curriculum at commercial colleges in 2014. Challenges and problems at commercial colleges caused by Entrepreneurship education are also described. In chapter 3 concepts of Entrepreneurship Education are presented. Before focussing on specific methods and actions, this chapter describes typical aspects that promote Entrepreneurship Education methods and actions and gives an overview of methods and actions used for Entrepreneurship Education. Chapter 4 introduces the Inspire Lab at Lakeside Park in Klagenfurt. The Inspire Lab supports the development of entrepreneurial attitudes and actions for students of the Handelsakademie 1 Klagenfurt (a commercial college in Klagenfurt). This thesis elaborates recommendations for the Inspire Lab to improve the support of Entrepreneurship Education. ; Janine Claudia Lehner, BSc ; Abweichender Titel laut Übersetzung des Verfassers/der Verfasserin ; Zusammenfassungen in Deutsch und Englisch ; Karl-Franzens-Universität Graz, Masterarbeit, 2017 ; (VLID)2272042

The author of the article attempts to analyze the current pre-school education system of Uzbekistan, its main challenges, shortcomings and reforms. Moreover, this research will provide the study of the importance of learning at early ages (3-5) and its impact on the future learning and personal development of children. The research highlights the analysis of domestic and foreign prospects of the studied issue. Namely, the researcher presents the view that developed countries pay more and more attention to boost the quality of pre-school educational institutions, the efficiency of curriculum, and implementation of more social activities to enhance the development of children's soft skills; however, this is not the case in developing countries such as Uzbekistan. Thus, the goal of the paper would be to elaborate on the need to consider, remodel and upgrade the pre-school education system further and trigger to start some campaigns which will aim to develop young mother's personal and professional development. The study will highlight the impact of pre-school education by evaluating the literature in the field, looking deeper at the experience of developed countries as well as considering the situation in Uzbekistan regarding the mentioned area. The findings of the paper can be deployed to prepare educational policy and contribute to the development of the entire education system of Uzbekistan.

This article reviews the literature on the institutional vision of higher education in the United States – that is, the philosophical template through which colleges and universities define and communicate the kinds of human beings they are attempting to cultivate. Key linguistic components found to constitute a well conceived, viable, and easily diffused institutional vision are identified and significant issues, controversies and problems associated with these guiding, governing, and self-promotional mission and vision statements are examined. Particular attention is given to those types of schools recognized in the literature as the most maligned in the academic community or misrepresented in the popular press. A comparative analysis revisits the data of a subset of these investigations with the intention of generating greater insight into the institutional vision of higher education and offering a prescription for how these statements can better serve their institutions.

This open access book critically explores how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and international levels. Written by leading scholars and practitioners from across the globe, the book introduces the reader to how such interactions play out through a series of illustrative case studies drawn from scholarship and empirical research conducted in the global South. It considers education in all its forms and raises critical questions about its purpose and value in contexts of migration and (im)mobility across a range of low- and middle-income settings. The contributors engage with the multiple reasons for migration, and also consider how communities and societies are shaped not just by the movement of people but also of ideas, resources, norms, and values across different national and international contexts. Collectively the chapters offer new insights into: the considerations for education and international development that emerge when we apply a migration lens; key theoretical frameworks and approaches which can help us understand the education-migration-nexus; the opportunities and challenges that migration and (im)mobility create for education in contexts of development; emerging dilemmas regarding how best to promote justice, equity and wellbeing in and through education in contexts of migration; and how gendered and other inequalities are core considerations in the education-migration-development nexus. The book concludes with some reflections by the editors on cross-cutting themes generated through the volume, including some directions for future research. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollection.com. Open access was funded by Knowledge Unlatched.

A useful guide on education in the field of community research and action, Education in Community Psychology explores curriculum issues regarding coursework, field training, the status of research, and the need for promoting a multidisciplinary perspective. For your easy reference, it gives you a thorough overview of the kinds of undergraduate and graduate courses available and of freestanding and interdisciplinary graduate programs in both North America and New Zealand. For your convenience, it also covers the types of knowledge and skills taught in these courses and programs, the professiona

Education system is divided in to two classes: formal and informal. Formal education establishes the basis of theory and practical learning whereas informal education is largely self-learning, learning from real world projects. Generally science and technology streams require formal method of education. The social and related aspects can be taught through the other methods. Education is a media through which the foundation of the knowledge and skill is built. The statistics reveals the increase in the trend of the literate population. This may be accounted due to the level of urbanization and migration to the cities in search for the "white-collar jobs". As a result, a shift in the employment structure is observed from a primary sector to a secondary and tertiary sector. Thomas Friedman in his book 'The World is Flat' quotes the impact of globalization on adaptation of science and technology, the world has become large to tiny. One of the technologies to mention here is geospatial technology. With the advancement in the satellite remote sensing, geographical information system, global positioning system, the database management system has become important subject areas. The countries are accounting hugh budget on the space technology, which includes education, training and research. Today many developing countries do not have base maps, they are lacking in the systemic data and record keeping, which are essential for governance, decision making and other development purpose. There is no trained manpower available. There is no standard hardware and software identified. An imbalance is observed when the government is promoting the use of geospatial technology, there is no trained manpower nor the availability of the experts to review the accurateness of the spatial data developed. There are very few universities which impart the degree level education, there are very few trained faculty members who give standard education, there exists a lack of standard syllabus. On the other hand, the industry requires high skilled manpower, high experienced manpower. This is a low equilibrium situation. Since the need is enhancing day by day, the shortage of the skilled manpower is increasing, the need of the geomatics education emerges. This paper researches on the need assessment of the education in geospatial specialization. It emphasises on the challenges and issues prevail in geospatial education and in the specialized fields of remote sensing and GIS. This paper analyse the need assessment through all the three actors: government, geospatial industry and education institutions.

Education system is divided in to two classes: formal and informal. Formal education establishes the basis of theory and practical learning whereas informal education is largely self-learning, learning from real world projects. Generally science and technology streams require formal method of education. The social and related aspects can be taught through the other methods. Education is a media through which the foundation of the knowledge and skill is built. The statistics reveals the increase in the trend of the literate population. This may be accounted due to the level of urbanization and migration to the cities in search for the "white-collar jobs". As a result, a shift in the employment structure is observed from a primary sector to a secondary and tertiary sector. Thomas Friedman in his book 'The World is Flat' quotes the impact of globalization on adaptation of science and technology, the world has become large to tiny. One of the technologies to mention here is geospatial technology. With the advancement in the satellite remote sensing, geographical information system, global positioning system, the database management system has become important subject areas. The countries are accounting hugh budget on the space technology, which includes education, training and research. Today many developing countries do not have base maps, they are lacking in the systemic data and record keeping, which are essential for governance, decision making and other development purpose. There is no trained manpower available. There is no standard hardware and software identified. An imbalance is observed when the government is promoting the use of geospatial technology, there is no trained manpower nor the availability of the experts to review the accurateness of the spatial data developed. There are very few universities which impart the degree level education, there are very few trained faculty members who give standard education, there exists a lack of standard syllabus. On the other hand, the industry requires high skilled manpower, high experienced manpower. This is a low equilibrium situation. Since the need is enhancing day by day, the shortage of the skilled manpower is increasing, the need of the geomatics education emerges. This paper researches on the need assessment of the education in geospatial specialization. It emphasises on the challenges and issues prevail in geospatial education and in the specialized fields of remote sensing and GIS. This paper analyse the need assessment through all the three actors: government, geospatial industry and education institutions.