The article looks at the two dimensions of skills, namely skills that entrepreneurs need and skills that can be obtained as a result of entrepreneurship education. The authors consider skills using two approaches: the Human Capital theory including the distinction between general and specific capital, and the typology by Dobryakova and Froumin which involves the distinction of three types: competence of thinking, competence of interaction with other people, and competence of interaction with oneself. The empirical material is based on a unique sample of respondents who have both entrepreneurial experience and experience in entrepreneurship education in one of the programs in Russia. The empirical base of the study consists of 82 semi-structured interviews with respondents from 9 educational initiatives aimed at entrepreneurship education. The data was collected using the method of semi-structured interviews.
The authors have identified a gap between the skills that entrepreneurs need and the skills acquired in entrepreneurship education programs. Respondents have a more pronounced demand for general human capital, while their experience in education was focused primarily on the development of specific capital. Respondents have a request for general skills, for example, for competence in interacting with themselves (self-regulation skills, self-control), but they are taught more specific skills: accounting skills, programming skills, the skill of building/describing a business model. The results indicate the need for significant improvement of entrepreneurship education programs in order to more fully take into account the practical demand for skills.
Keyword(s) : skills
Filipino Teacher Professional Development in the New Normal
The Covid-19 pandemic has posed various challenges particularly in the education sector where the
‘new normal’ experience is all about online interaction and distance learning. As the health protocols
enforce physical distancing measures, actual and personal interaction and engagements are limited.
As teacher professional development (TPD) becomes a melting pot of best practices and strategies
that work, teachers receive a perspective that helps them create their own professional vision.
The findings of this study revealed that for teachers, TPD is a route to enhance and upgrade their
knowledge and skills and professional growth, with teaching as a life-long learning process. Pre-
Covid-19 TPD programs included initiatives on content, pedagogy and technology, action learning,
graduate studies, leadership and management, and action research. During the pandemic, teachers
were exposed to webinars and training on online teaching and learning, technological capacity, and
mental health. Regardless of age and years of teaching experience, teachers have a mindset to grow
in the profession and be better educators. They want to unlearn the old, and relearn new knowledge
and skills because they want their students to learn according to their current needs and what the
world needs in the future.