In the present article it will be critically questioned the traditional entrepreneurship education approaches based on a narrow conception of competency, and their values. Assuming the perspective that to be an entrep...In the present article it will be critically questioned the traditional entrepreneurship education approaches based on a narrow conception of competency, and their values. Assuming the perspective that to be an entrepreneur is basically an attitude towards life and the world, there proposed holistic, constructivist and experiential processes and strategies for entrepreneurship education. The ＂entrepreneur XXI＂, must be able to undertake a social function of change, so, an economical and social development more human, ethical and intelligent. Under this assumption, the ＂Tree Model for the Development of Entrepreneurial Competencies＂, that will be discussed globally in the second part of this article, suggests a dynamic and experiential approach ofentrepreneurship education based on the qualification of people＇s behaviour, self-esteem, competencies and experiences; a profile of key behavioural and performance competencies （root）, experimental pedagogical procedures （trunk） and real results within group projects （fruits）. This model has been developed during the last decade （2001-2011）, using a multidisciplinary research-action procedure, within business, education （at different teaching levels） and social project environments.展开更多
文摘In the present article it will be critically questioned the traditional entrepreneurship education approaches based on a narrow conception of competency, and their values. Assuming the perspective that to be an entrepreneur is basically an attitude towards life and the world, there proposed holistic, constructivist and experiential processes and strategies for entrepreneurship education. The ＂entrepreneur XXI＂, must be able to undertake a social function of change, so, an economical and social development more human, ethical and intelligent. Under this assumption, the ＂Tree Model for the Development of Entrepreneurial Competencies＂, that will be discussed globally in the second part of this article, suggests a dynamic and experiential approach ofentrepreneurship education based on the qualification of people＇s behaviour, self-esteem, competencies and experiences; a profile of key behavioural and performance competencies （root）, experimental pedagogical procedures （trunk） and real results within group projects （fruits）. This model has been developed during the last decade （2001-2011）, using a multidisciplinary research-action procedure, within business, education （at different teaching levels） and social project environments.
