Teaching experiences in entrepreneurship and its development in high school in Bogotá
Entrepreneurship has transcended from the productive environment to the educational field and has been positioned within world agendas as a key element for decision-making by governments in their aspiration to generate new alternatives for progress. Its migration towards education has led internatio...
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| Main Authors: | , , |
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| Format: | Online |
| Language: | Spanish |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2022
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| Subjects: | |
| Online Access: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2665 |
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| Summary: | Entrepreneurship has transcended from the productive environment to the educational field and has been positioned within world agendas as a key element for decision-making by governments in their aspiration to generate new alternatives for progress. Its migration towards education has led international organizations to contemplate it inside their action plans. In Colombia, Law 1014 of 2006 and Law 2069 of 2020 support the inclusion of the Entrepreneurship class in the country's schools, with the aim of motivating processes that increase job opportunities and improve the quality of life of society. Teachers and instructors as responsible on the subject, are called to lead school processes, despite facing a training gap in entrepreneurship. For this reason, qualitative research, with an interpretative nature, supported by interviews and documentary analysis, offers an overview of the entrepreneurial field and its teaching challenges. This article presents some actions aimed at the implementation of entrepreneurship, from the experience of teachers and instructors of the National Learning Service, through an approach to the reality of some schools in the city of Bogotá. As a result, it was possible to evidence their efforts, to identify the style of implementation of this topic at schools and to reveal the fundamental role that teachers have, in addition to expose the lack of training offered by universities in bachelor's degrees and other institutions in charge of providing updating training to practicing teachers. |
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