Angelė Jelagaitė ENTREPRENEURSHIP EDUCATION OF 11TH-12TH FORMERS: CASE OF LITHUANIA AND GERMANY

Transkript

1 LITHUANIAN UNIVERSITY OF EDUCATIONAL SCIENCES Angelė Jelagaitė ENTREPRENEURSHIP EDUCATION OF 11TH-12TH FORMERS: CASE OF LITHUANIA AND GERMANY Summary of the Doctoral Dissertation Social Sciences, Educational Sciences (07 S) Vilnius,

2 The Doctoral Dissertation was prepared at Lithuanian University of Educational Sciences in Scientific supervisor: Prof. Dr. Habil. Romanas Vasiliauskas (Lithuanian University of Educational Sciences, Social Sciences, Educational Sciences, 07S) The Doctoral Dissertation will be defended at the Board of Educational Sciences at Lithuanian University of Educational Sciences: Chairperson Prof. Dr. Habil. Marijona Barkauskaitė (Lithuanian University of Educational Sciences, Social Sciences, Educational Sciences 07 S) Members: Prof. Dr. Palmira Pečiuliauskienė (Lithuanian University of Educational Sciences, Social Sciences, Educational Sciences 07 S) Prof. Dr. Vytas Navickas (Lithuanian University of Educational Sciences, Social Sciences, Economics 04 S) Prof. Dr. Habil. Vytautas Gudonis, Academician of Russian Academy of Education and Social Sciences, Full Member of New York Science Academy (Šiauliai University, Social Sciences, Psychology 06 S) Prof. Dr. Dr. h. c. mult. Gerd Bodo von Carlsburg (Heidelberg University of Education (Germany), Social Sciences, Educational Sciences 07 S) Opponents: Prof. Dr. Habil. Thomas Vogel (Heidelberg University of Education (Germany), Social Sciences, Educational Sciences 07 S) Prof. Dr. Habil. Elvyda Martišauskienė (Lithuanian University of Educational Sciences, Social Sciences, Educational Sciences 07 S) The Doctoral Dissertation will be defended in an open sitting of the Board of Educational Sciences at Lithuanian University of Educational Sciences held in Room 414 at 10 a.m. on 25 September Address: Studentų St. 39, LT Vilnius, Lithuania. The summary of the Doctoral Dissertation was sent out 25 August The Doctoral Dissertation is available for review at the Library of Lithuanian University of Educational Sciences and at Martynas Mažvydas National Library of Lithuania. Angelė Jelagaitė, 2015 Lithuanian University of Educational Sciences, 2015

3 LIETUVOS EDUKOLOGIJOS UNIVERSITETAS Angelė Jelagaitė XI XII KLASIŲ MOKINIŲ VERSLUMO UGDYMAS(IS): LIETUVOS IR VOKIETIJOS ATVEJIS Daktaro disertacijos santrauka Socialiniai mokslai, edukologija (07 S) Vilnius, 2015

4 Disertacija rengta metais Lietuvos edukologijos universitete Mokslinis vadovas: prof. habil. dr. Romanas Vasiliauskas (Lietuvos edukologijos universitetas, socialiniai mokslai, edukologija 07 S) Disertacija ginama Lietuvos edukologijos universiteto Edukologijos mokslo krypties gynimo taryboje: Pirmininkas prof. habil. dr. Marijona Barkauskaitė (Lietuvos edukologijos universitetas, socialiniai mokslai, edukologija 07 S) Nariai: prof. dr. Palmira Pečiuliauskienė (Lietuvos edukologijos universitetas, socialiniai mokslai, edukologija 07 S) prof. dr. Vytas Navickas (Lietuvos edukologijos universitetas, socialiniai mokslai, ekonomika 04 S) prof. habil. dr. Rusijos pedagoginių ir socialinių mokslų akademijos akademikas, Niujorko mokslų akademijos tikrasis narys Vytautas Gudonis (Šiaulių universitetas, socialiniai mokslai, psichologija 06 S) prof. habil. dr. Gerd Bodo von Carlsburg (Heidelbergo aukštoji pedagoginė mokykla (Vokietija), socialiniai mokslai, edukologija 07S) Oponentai: prof. habil. dr. Thomas Vogel (Heidelbergo aukštoji pedagoginė mokykla (Vokietija), socialiniai mokslai, edukologija 07S) prof. habil. dr. Elvyda Martišauskienė (Lietuvos edukologijos universitetas, socialiniai mokslai, edukologija 07 S) Disertacija bus ginama viešame Edukologijos mokslo krypties gynimo tarybos posėdyje 2015 m. rugsėjo 25 d val. Lietuvos edukologijos universiteto 414 auditorijoje. Adresas: Studentų g. 39, LT Vilnius, Lietuva. Disertacijos santrauka išsiųsta 2015 m. rugpjūčio 25 d. Su disertacija galima susipažinti Lietuvos edukologijos universiteto bibliotekoje ir Lietuvos nacionalinėje Martyno Mažvydo bibliotekoje. Angelė Jelagaitė, 2015 Lietuvos edukologijos universitetas, 2015

5 BILDUNGSWISSENSCHAFTLICHE UNIVERSITÄT LITAUENS Angelė Jelagaitė BILDUNG / SELBSTBILDUNG DES UNTERNEHMERTUMS VON SCHÜLERN DER KLASSEN: FALL LITAUEN UND DEUTSCHLAND Zusammenfassung der Doktordissertation Sozialwissenschaften, Bildungswissenschaft (07S) Vilnius,

6 Die Dissertation wurde an Bildungswissenschaftliche Universität Litauens von 2005 bis 2015 angefertigt. Wissenschaftlicher Betreuer: Prof. Dr. habil. Romanas Vasiliauskas (Bildungswissenschaftliche Universität Litauens, Sozialwissenschaften, Bildungswissenschaft 07 S) Die Dissertation wird vor dem Rat der Wissenschaftsrichtung Bildungswissenschaft der Bildungswissenschaftliche Universität Litauens verteidigt: Vorsitzender: Prof. Dr. habil. Marijona Barkauskaitė (Bildungswissenschaftliche Universität Litauens, Sozialwissenschaften, Bildungswissenschaft 07 S) Mitglieder: Prof. Dr. Palmira Pečiuliauskienė (Bildungswissenschaftliche Universität Litauens, Sozialwissenschaften, Bildungswissenschaft 07 S) Prof. Dr. Vytas Navickas (Bildungswissenschaftliche Universität Litauens, Sozialwissenschaften, Wirtschaftwissenschaft 04 S) Prof. Dr. habil. Akademiemitglied der Russischen Akademie für Bildung und Sozialwissenschaften, echtes Mitglied New York Akademie der Wissenschaften Vytautas Gudonis (Šiauliai Universität, Sozialwissenschaften, Psychologie 06 S) Prof. Dr. Dr. h. c. mult. Gerd Bodo von Carlsburg (Pädagogische Hochschule Heidelberg (Deutschland), Sozialwissenschaften, Bildungswissenschaft 07 S) Opponenten: Prof. Dr. habil. Thomas Vogel (Pädagogische Hochschule Heidelberg (Deutschland), Sozialwissenschaften, Bildungswissenschaft 07 S) Prof. Dr. habil. Elvyda Martišauskienė (Bildungswissenschaftliche Universität Litauens, Sozialwissenschaften, Bildungswissenschaft 07 S) Die Dissertation wird in einer öffentlichen Sitzung des Rates der Wissenschaftsrichtung Bildungswissenschaft am 25. September 2015 um 10 Uhr im Studienraum 414 an der Bildungswissenschaftlichen Universität Litauens verteidigt. Adresse: Studentų Str. 39, LT Vilnius, Litauen. Zusammenfassung der Dissertation ist am 25. August 2015 versandt worden. Mit der Promotionsschrift kann man sich in der Bibliothek der Bildungswissenschaftlichen Universität Litauens und Martynas Mažvydas Nationalbibliothek bekannt machen. Angelė Jelagaitė, 2015 Bildungswissenschaftliche Universität Litauens,

7 INTRODUCTION The relevance of the theme. Children and young people are daily exposed to entrepreneurship and its various forms: they learn about citizens incomes, the situation in the market, inflation, globalisation, economic innovations, influence of new communication and information technologies on professional qualification and the labour market in public space or from mass media reports. Under conditions of rapidly developing new technologies and changing social relations, the goals of education are more and more frequently oriented towards economy-related issues. Entrepreneurship education of school learners, as future active participants in the market, has become more and more relevant in Lithuania as in the rest of the world. Investments into education and training are perceived as investments into the main factor of production, i.e., labour force as well as into the welfare and social stability of people (Evaluation of the European Union Lisbon Agenda and its Impact to Lithuania, 2003, p. 9; The Entrepreneurship 2020 Action Plan, 2013, p. 3). The European Union documents, which regulate entrepreneurship education in the European Union: the Communication from the Commission to the Council on European Policies Concerning Youth) (2005); the Recommendation of the European Parliament and the Council On Key Competences for Lifelong Learning (2006); the Communication from the European Commission Fostering Entrepreneurial Mindsets through Education and Learning (2006); The Entrepreneurship 2020 Action Plan (2013) underline the determination to implement consistent policy favourable for business, to promote entrepreneurship education of young people, which is perceived as a priority. It should be pointed out that regardless existing differences (participation in the labour market, marital status, income level, etc.) young people consider themselves fully fledged citizens, who possess all the respective duties and rights. Investing into young people means investment into welfare of contemporary and future society. This is one of the ways to attain the political goal set by the European Council in Lisbon, which targets at transforming Europe into society with the most competitive and dynamic economy in the world based on knowledge (the Opinion of European Economic and Social Committee about Entrepreneurship Education and Lisbon 7

8 Agenda, 2008, p. 85). It should be emphasised that the main argument for enhancement of entrepreneurship in the European Union refers to the new changes, i.e., attempts to conduct transformations into knowledge society and economy and to introduce new actions in social, educational, economic and regional policy, which are resulted by emerging changes. The European Union Economic and Social Committee also pointed out (ibidem, p. 86) that entrepreneurship and economic growth are closely related and result in a more dynamic labour market and a decrease in unemployment rate, what is of particular importance in contemporary economic situation in the world. Suggesting measures to cope with crises in 2011, the European Union Economic and Social Committee indicted entrepreneurship as one of the ten essential steps in the perspective of change (2011, p. 46). It is necessary to point out that the main strategic documents of the Republic of Lithuania (The Lithuanian Action Plan Education for Everybody for (2003); the Strategy for Development of Economic Literacy and Entrepreneurship (2004); the Resolution of the Republic of Lithuania On Development of Small and Medium Business (2005); the Resolution of the Government of the Republic of Lithuania National Program of Youth Entrepreneurship Education and Encouragement for (2008); the Resolution of the Government of the Republic of Lithuania The Lithuanian Innovation Strategy for the Years (2010); the National Educational Strategy for (2013, p. 15); the Lithuanian National Entrepreneurship Action Plan for (2014, p. 7) emphasise the importance of entrepreneurship and state that a more considerable attention should be paid to entrepreneurship and economic education at various levels of education system. It is necessary to strengthen basic school and gymnasium learners wish and motivation to acquire basics of economic literacy and entrepreneurship. To attain this goal new activity methods and technologies have to be applied, which would help learners to self-dependently find and select necessary information and to critically evaluate it, to work collaborating, to communicate in foreign languages and to learn from the experience of others. In contemporary global society individual s entrepreneurship is associated with the progress of the whole society and growth of its member s welfare. According to J. Vijeikis, the more enterprising the 8

9 society is, i.e., the bigger the number of individuals involved in business activities is, the more favourable prerequisites for increase in the added value are created. The growth in GDP per capita is also observed and the individual needs of people are better addressed (2013, p. 7). Regrettably, despite regulation of their activities, levels of education in Lithuania starting with early childhood education and finishing with higher education, function separately, lack continuality and focus more on theoretical preparation, where a secondary role is ascribed to practical issues. The mission of education, according to B. Simonaitienė (2007, p. 6), is not only to address contemporary needs but also to look towards the future, to initiate social transformations in society as well as progressive changes. Education and training in the European area has become the priority in policy focusing on theories of human resources, which emphasise high quality education and training, which are of utmost importance creating knowledge state and Europe, encouraging the process of integration, pursuing economic and social welfare (Barkauskaitė, 2005, p. 14). Entrepreneurship education at school is a relatively new theme in Lithuanian education. Its relevance has been predetermined by implementation of the strategic provisions of the Action Plan Entrepreneurship 2020, which presents development of youth entrepreneurship as one of directions. This document states that investment into entrepreneurship education ensures one of the biggest returns on investment (2013, p. 5). Making attempts to meet the requirements imposed on entrepreneurship education in the strategic documents of the European Union and Lithuania, it is necessary to allocate attention to all the system of entrepreneurship education and to 11th-12th formers in particular. The level of scientific exploration of the problem. It should be pointed out that generalisation of the aforesaid thoughts reveals entrepreneurship education as one of the priority directions in education emphasised in the goals of European and Lithuanian education. The theory of entrepreneurship is grounded on several fields of sciences: economics, psychology, management and educational science. A number of foreign researchers investigated entrepreneurship education, processes of its improvement from one or another aspect: E. Deivis (1996), L. A. Collins, A. J. Smith et al (2006), P. F. Drucker (2009) analysed the concept of entrepreneurship, personal qualities of entrepreneurs; the concept of en- 9

10 trepreneurship and its links with capabilities were studied by R. L. Katz (1974), C. Henry, F. Hill, C. Leitch (2005), J. Brinckmann, S. Salomo, G. H. Gemunden (2006); O. Каткова (2002), Л. Ермолаева (2004) conducted research on entrepreneurship education in Russia. German researchers F. J. Kaiser, H. Kaminski (1997), H. Kaminski (1999, 2003, 2011) carried out research on entrepreneurship education at various levels and cycles of education; K. Aschenbrücker (2006) analysed its practical development; G. F. Müller (1999, 2005) studied the entrepreneurial potential, singled out the importance of features that predetermine entrepreneurship and their influence on business and, as R. Schubert (1997), H. May (2007), analysed the factors that precondition entrepreneurship; T. Bijedic, C. Lobenstein (2013) analysed entrepreneurship eduction of German school learners revealing the main aspects of this sphere. The research studies conducted in Lithuania also focus on entrepreneurship education, qualities, features and abilities that are characteristic of entrepreneurs: V. Gronskas (1995), Z. Lydeka (1996, 2001), N. Klebanskaja, Z. Lydeka (1997), V. Sūdžius (2001), L. Juozaitienė, S. Staponkienė (2004), A. Krasuckas (2004), L. Mincienė (2000, 2004), J. Weinhardt, L. Tamulienė et al. (2005), D. Poškienė (2006), R. Jasinavičius (2007), A. Galkienė, V. Gevorgianienė, V. Grincevičienė (2008a, b), L. Gegieckienė, A. Graikšienė (2009), G. Simoneit (2009), E. Ulvidienė, R. Bučienė (2009), V. Misevičius (2010) analysed the concept of entrepreneurship, qualities, features and abilities that are characteristic of entrepreneurs; A. Lukauskas, R. Kairienė (2006) singled out the factors that predetermine entrepreneurship; S. Navasaitienė, D. Stankevičienė et al. (2008) carried out research on (self-)development of primary learners; V. Gudėnas, R. Kavaliauskaitė et al. (2007), E. Martinonienė (2007) approached entrepreneurship education through its integration into study subjects of general education; J. Valuckienė, J. Ruškus et al. (2004) additionally carried out entrepreneurship qualities of upper secondary learners; V. Gevorgianienė, A. Galkienė and V. Grincevičienė (2008a, b) analysed entrepreneurship education of the disabled individuals; G. Strazdienė, A. Garalis (2005, 2006, 2007) investigated students entrepreneurship in a simulation business enterprise; V. Arėška (2009), R. Palčiauskienė, R. Virketytė (2009), G. Simoneit (2009) analysed stu- 10

11 dents attitudes towards own business establishment and qualities necessary for that; E. Butkevičienė, D. Rutkauskienė (2010), P. Zakarevičius, A. Župerka and E. Župerkienė (2010, 2011) were interested in content of students entrepreneurship eduction and studied methods of entrepreneurship education; L. Stulpinienė (2004), L. Kairiūkštienė (2013) conducted out research on teachers and school learners attitude towards entrepreneurship eduction; I. Zaleskienė, L. Žadeikaitė (2008), A. Župerka (2009) investigated attitude of teachers in Lithuania towards prerequisites for entrepreneurship education, singled out guidelines for improvement of entrepreneurship at school; G. Žibėnienė (2012) studied professional development of teachers, who carry out entrepreneurship education. The overview of the level of the problem exploration revealed the trend in scientific research to focus on the concept of entrepreneurship, the problems of the process and entrepreneurship development of the participants in the process of education. The in-depth studies into entrepreneurship education of upper secondary learners in Lithuania are scarce. No comparative research studies on entrepreneurship eduction of Lithuanian and foreign learners have been carried out so far. Taking into account the conducted research studies, it is important to emphasise that the problem of school learners entrepreneurship education call for further investigation endeavouring to address society needs and newest trends of eduction at school. School learners entrepreneurship becomes particularly relevant approaching it from the perspective of development of personal qualities, when acquired knowledge, skills and behaviour patterns serve as basis in future professional activities. The market economy in Lithuania is still in its early stages; therefore, comparing the systems of eduction in Lithuania and Germany, which underwent different historic evolution, it is important to disclose the prevailing tendencies in entrepreneurship eduction. Entrepreneurship as a social and cultural phenomenon in every country is linked to historic peculiarities of economy and education. Conducting research on the case of Germany, it should be pointed out that its economy is considered to be most progressive not only in Europe but also all over the world and the market economy has existed for two hundred years in this country. It belongs to a group of states, where entrepreneurship education of children and youth is related not only to partnership of private sector but also to 11

12 formal eduction system. In this country attempts are made to subordinate teaching study subjects of entrepreneurship and general education in such way, which ensures dissemination of ideas and spirit of entrepreneurship, establishment of goals of general eduction in the strategy of entrepreneurship eduction as well. The aggregate of various pedagogical measures serves for development of entrepreneurs personality and professional expression. Entrepreneurship eduction is approached not only as a certain level of economic cognition but also as consolidation of personality, who integrates a set of social characteristics. However, no comparative studies of the aforesaid countries have been carried out so far, which may help to reveal similarities and differences in eduction and approaches. The relevance of dissertation research allows to determine the research problem formulating the following question: how to improve entrepreneurship eduction of 11th-12th formers in Lithuania considering the context of conditions for entrepreneurship education in Germany and Lithuania, different experience, didactic systems and conception of entrepreneurship eduction? Hypothesis: the unique contexts of Lithuanian and German cultures reveal the entrepreneurial potential of 11th-12th formers as an aggregate of different qualities, which predetermines individual s entrepreneurship. The object of the dissertation research: entrepreneurship education of 11th-12th formers in Lithuania and Germany. The goal of the research: to identify and compare entrepreneurship education of 11th-12th formers in Lithuania and Germany. The goal of the research: 1. to analyse theoretical fundamentals of entrepreneurship education. 2. to identify and compare the level of entrepreneurial potential of 11th-12th formers in Lithuania and Germany. 3. to highlight factors, which have influence on entrepreneurial potential of school learners. 4. to reveal and compare the main parameters (content, method, aspects of integration) that predetermine the entrepreneurship education of Lithuanian and German school learners of 11 th -12 th forms. 12

13 The research methods applied in the dissertation Document analysis. The analysis of documents regulating education in Lithuania and the European Union supplemented conceptions of entrepreneurship education of school learners, its influence on study subjects of general education and change in Lithuania and Germany. Analysis of scientific literature. Employing this method attempts were made to analyse the main notions related to entrepreneurship, to substantiate the relevance and singularity of the theme, to highlight links of generic competences, entrepreneur skills and other factors and their correlation with the entrepreneurial potential; to identify personal characteristics that differentiate an enterprising person from non-enterprising one. The conducted pilot study allowed identifying the drawbacks of the questionnaire. Having taken into account suggestions and remarks from 11th-12th formers, incomprehensible statements were replaced by clearer ones and certain notions were explained. In the school year of the quantitative research, i.e., questionnaire survey employing triangulation, was carried out, which aimed to investigate the attitude of 11th-12th formers from Germany and Lithuania towards entrepreneurship education and its factors. Using the methods of case study and comparison the entrepreneurial potential of Lithuanian and German 11th-12th formers and the factors, which have influence on it, were singled out, the respondents attitude towards the link of entrepreneurship characteristics with the potential was revealed and the Lithuanian and German entrepreneurship education in terms of content, methods and integration and from the perspective of school learners was compared. Statistical analysis of research data was conducted using the SPSS (Statistical Package for the Social Sciences) 19.0 for Windows. Descriptive statistics (calculations of absolute and percentage frequencies), factorial and correlation analyses were applied. The methods of descriptive statistics were used to identify and evaluate the significant factors of entrepreneurship education, the methods of correlation analysis (Spearman s correlation coefficient) and factorial analysis were employed, statistic reliability of the differences of responses was controlled according to Chi (χ²) criterion. Striving for generalisation and comparison of theoretical 13

14 propositions and empiric results, for drawing of conclusions, the methods of logic analysis, systemisation, synthesis, generalisation and comparison were applied. Theoretical and practical significance of dissertation research. The theoretical significance of the research is reflected through the definition of the entrepreneurial potential as a configuration of personal characteristics presented in Lithuania for the first time. The correlation of the entrepreneurial potential of 11th-12th formers with activity spheres, methods of education, study subjects that make up the curriculum of general education was empirically substantiated and its difference in Lithuanian and German schools was established. The research results may be applied by representatives of Lithuanian general education schools and higher education institutions, state services diagnosing entrepreneurship education and making strategic decisions in entrepreneurship education, pursuing higher quality in education and education system. The applied research instrument may be used by other researchers and practitioners evaluating individuals entrepreneurship. The novelty of dissertation research results. For the first time the attitude of 11th-12th formers in Lithuania and Germany towards entrepreneurship was investigated and compared and the factors predetermining entrepreneurship were revealed. The statements to be defended: The learner s entrepreneurial potential is built up through development of his/her most essential personal qualities (need for achievements, internal locus of control, emotional stability, problem solving orientation, tolerance for uncertainty, risk taking propensity, preparation for implementation). The socio-educational factors of entrepreneurship have a significant influence on personal qualities in the process of their formation (possessed entrepreneurship knowledge, business of relatives, intentions to chose studies in the study field of business or to establish own business), and differently overlap in Lithuanian and German schools of general education. The content of entrepreneurship education (activity areas), education methods and study subjects in Lithuania and Germany 14

15 are closely linked to the features that precondition the entrepreneurial potential of 11th-12th formers. The structure and volume of dissertation. The work consists of introduction, three parts, conclusions, recommendations, list of literature and annexes. The dissertation contains 32 figures and 15 tables. The volume of the thesis is 168 pages (without annexes). The samples of the applied questionnaire forms and tables of statistical calculations of the research data are presented in twelve annexes. The list of literature consists of 260 entries. 15

16 16 CONTENTS LIST OF FIGURES LIST OF TABLES INTRODUCTION 1. THE THEORETICAL APPROACHES TO ENTREPRENEURSHIP EDUCATION 1.1. The variety of concepts of entrepreneurship 1.2. The search for structural components of entrepreneurship: definition, components and potential 1.3. The prerequisites for entrepreneurship education at school 1.4. The European Union, German and Lithuanian documents that regulate entrepreneurship education 2. THE METHODOLOGY OF RESEARCH IN SCHOOL LEARNERS ENTREPRENEURSHIP EDUCATION 2.1. The methodological approaches 2.2. The methodology, structure and organisation of the research 3. THE RESULTS OF THE RESEARCH ON 11TH-12TH FORMERS ENTREPRENEURSHIP EDUCATION 3.1. The entrepreneurial potential of school learners The spread of personal qualities of Lithuanian school learners that are relevant to entrepreneurship education The spread of personal features of German school learners that are relevant to entrepreneurship education 3.2. The factors that have influence on entrepreneurial potential of Lithuanian and German school learners The socio-educational context of entrepreneurship education The attitude of school learners towards entrepreneurial skills 3.3. The similarities and differences in Lithuanian and German school learners entrepreneurship education (aspects of goal, content, methods and integration) DISCUSSION CONCLUSION SUGGESTIONS AND PRACTICAL RECOMMENDATIONS LITERATURE ANNEXES

17 PRESENTATION OF THE CONTENT OF THE DISSERTATION The introduction of the dissertation substantiates the research problem, determines the scientific novelty, the object of the research, its goal and objectives, describes the statements to be defended in the dissertation as well as the its scientific and practical meaning. The first chapter of the dissertation The theoretical approaches to entrepreneurship education consists of four sub-chapters. Sub-chapter 1.1 The variety of concepts of entrepreneurship presents the analysis of the notion of entrepreneurship and related concepts (entrepreneur, business, entrepreneurial activity). Different interpretations of the definition of entrepreneurship by researchers are revealed. Some of them refer to entrepreneurship as to activities (related to risk taking), which are based on knowledge pursuing personal and social goals, others see it as a set of personal qualities, which result in contemporary thinking. Reviewing the personal entrepreneurial skills singled out by researchers, it can be stated that some of them (Müller (2005); Strazdienė (2007)) distinguish features that manifest personality directiveness (need for achievements, internal locus of control, emotional stability, problem solving orientation, tolerance for uncertainty, etc.). According to the researchers, the main role in this interaction is played by life situations, experiences and changes in life. Other researchers (Каткова (2002); Krasuckas (2004); Mincienė (2004); Valuckienė, Ruškus et al. (2004)) emphasise the importance of psychological qualities (risk propensity, drive, determination, leadership; rational expressiveness, striving for independence, etc.) to entrepreneurship. Number of others (Nuostatų dėl pilietiškumo, verslumo ugdymo ir skatinimo bei organizacijų stiprinimo įvertinimo kokybinis tyrimas (2005)) single out person s character traits (patience, activity, initiative, etc.). This allows to conclude that entrepreneurship is understood in its broadest meaning as a whole of personality traits. It is necessary to emphasise that researchers, who present their specific configuration of sets of personal features, concentrate on the samplings consisting of the respondents of a certain age and involved in certain activities. The concept of entrepreneurship in the dissertation is 17

18 defined as a specific configuration of personal features, which precondition the entrepreneurial potential. Sub-chapter 1.2 The search for structural components of entrepreneurship: definition, components and potential analyses the structural components of entrepreneurship. The review of literature revealed that entrepreneurship is directly liked to personality traits, which are reflected in generic competences (communication, mathematical literacy, information technologies, personal, problem solving and foreign language) and to professional abilities entering the world of activities. Entrepreneurial skills were singled out following the classifications provided by R. L. Katz (1974), R, Schubert (1997), T. Jovaiša, S. Schaw (1998), L. Mincienė (2000), L. Galloway, M. Anderson et al. (2005), Integruojamos (papildomos) programos gairės (2005), G. F. Müller (2005), G. Strazdienė (2007, 2009), P. F. Drucker (2009): subject-specific (business-related) (communication, organisation, technical managerial, foreign language, information technologies and ability to use information sources); managerial (problem solving, decision making, financial providence, negotiating, team work, leadership, maintenance of social relations, planning, marketing) and personal (creativity, persistence, self-confidence, initiative, critical thinking and assessment, risk, need for achievements, internal control of situation, independence, intuition, innovativeness). After choosing a specific area of activities, the skills transform into competences. In the scientific literature the competence of entrepreneurship is related to the potential (internal power to implement) and possibilities of applying transferable and specific abilities on the basis of knowledge, experience and value-based attitudes. The analysis of the scientific literature revealed that entrepreneurs differ from the other strata of population in the expression of certain personal qualities. In 1987 A. King presented and in 2005 G. F. Müller (Materialsammlung für das Profilfach Wirtschaft am Wirtschaftsgymnasium, 2005, p ) improved and presented the abbreviated Entrepreneurial Potential Questionnaire (F DUPK), which measures the entrepreneurial potential (low, average, high (current potential) expression of a feature) and singled out the prevalence of seven main personal features (demand for achievements, internal locus control, emotional stability, problem solving orientations, tolerance for uncertainty, risk taking pro- 18

19 pensity preparation for implementation). The selected personality traits are used as points of departure to evaluate individuals and to present recommendations for improvement of separate qualities depending on the type of their activities. Expression of these features predetermines the entrepreneurial potential, which embraces not only features but also abilities, which are transformed into competences through activities and established in advance pursuing creation of appropriate conditions for their successful development. On the basis of the entrepreneurial potential, it is established how an enterprising personality differs from a non-enterprising one. Sub-chapter 1.3 The prerequisites for entrepreneurship education at school discloses that entrepreneurship education is reflected in the process of teaching through the interaction of the learner and the educator, interaction content (content of education in the analysed case) and environment. Following the insights of Lithuanian and foreign researchers, a teacher has a significant influence on school learners entrepreneurship education. Successful activities in the process of education are linked with teachers preparation choosing methods of education, integrating entrepreneurship into study subjects of general education, collaboration of school with various enterprises, institutions and organisations. Sub-chapter 1.4 The European Union, German and Lithuanian documents that regulate entrepreneurship education reviews the main European Union, German and Lithuanian documents, which emphasise the importune of entrepreneurship education and where the so-called wide application of entrepreneurship education (involvement of youth into the labour market and development of personal competences) and targeted application of entrepreneurship education (encouragement of independent work, establishment of social and new enterprises, their promotion, education of new generations of entrepreneurs. The second chapter The methodology of research in school learners entrepreneurship education consists of two sub-chapters. Sub-chapter 2.1 defines methodological approaches of the research. The methodology of dissertation research is based on: Humanist pedagogy and psychology, which emphasises individual communication with a learner; assistance to a learner, perceiving oneself and identifying problems, goals of self-de- 19

20 20 velopment and transforming them into motives of activities; collaboration with learners while planning activity of education, encouraging responsibility of the learner for the activity itself and its outcomes; optimisation of education process based on needs of learners (Bitinas, 2000, p. 168). An important role of entrepreneurship education embraces necessary school links with business environment, close collaboration of learners and educators through involvement in practical activities. Pedagogy of pragmatism, when obstacles considering learners age, achievement and abilities are created in practical, cognitive and theoretical activities in the process of teaching. According to B. Bitinas (1996, p. 177), learners are constantly encouraged to experiment, to make various decisions, to prepare for possible encountering of unexpected situations. Pragmatism philosophy-grounded education encourages and enables learners to act in way, which enables them to implement the established goals. The essence of such education is the understanding of how to choose values, practical preparation to solve life problems, learning to collect and formulate personal goals (Bitinas, 2000, p. 154). Entrepreneurship education embraces a big number of activity spheres, where problems are continuously solved and the set goals are attained because learners take part in choice of teaching content (Bitinas, 1996, p. 133). Therefore, to seeking to educate an enterprising person, it is necessary to develop his/her abilities to experiment, act and develop. Constructivist theory, which is oriented towards the reality of education, the cognition of the real world and which emphasises the processes of individual s thinking, relation of thinking with emotions, experience, environment, collaborating and communicating in the context of continuous education (Reich, 2005, p. 7). An individual employs own personal cognition, experiences and interpretations. On the basis of the ideas of constructivism, the relation between the teacher and the learner changes and the first stops being a conveyer of knowledge and becomes an advisor on learning and an expert in the field. A teacher only observes and helps the learners, when the process of education

21 is impeded or is not conducted smoothly. A teacher encourages students to discover own truths (Palmowski, 1999, p. 3). Utilitarian philosophical approach encourages the activities which bring benefit to as many people as possible (Pruskus, 2003, p. 88). The principle of utilitarianism allows for possibility of measuring the good created by certain actions. Moral norms require to take into account the interests of all the surrounding people just like own interests. The theory of utilitarianism is based on the analysis of the method of expenditure and profit (ibidem, p. 90). Attempts are made to evaluate all the possible effects and their impact on environment and people in general financially. The criteria of morality is not a personal benefit but rather a common happiness, which has to be the goal of human activity (ibidem, p. 91). While conducting the research, the studies of the methodologies and recommendations by the researchers G. Merkys (1995), K. Kardelis (2002, 2007) and B. Bitinas (1998, 2006) were used. The theoretical insights presented in philosophical, managerial and educational literature were evaluated and national and international documents that regulate education were reviewed. Sub-chapter 2.2 determines the methodology of research and stages of its organisation. During the first stage the analysis of scientific literature and documents was carried out, which aimed to study the notions of entrepreneurship and related concepts (personal features, entrepreneurial skills, entrepreneurial potential) in the context of school learners entrepreneurship education, to substantiate the novelty of the theme and its relevance; to theoretically ground the structure of the research on entrepreneurship education of 11th-12th formers analysing theoretical prerequisites and documents regulating entrepreneurship education. During the second stage the declarative research was carried out in the school year of , which enabled to empirically measure the level of entrepreneurial potential of 11th-12th school learners in Lithuania and Germany, distinguishing the factors, which predetermine entrepreneurship, to evaluate the attitude of the respondents towards development of entrepreneurial skills revealing the link of entrepreneur- 21

22 ial skills with the potential and presenting similarities and differences of entrepreneurship education in Lithuanian and Germany in terms of the content, methods and integration (Fig.1). Seeking to reveal entrepreneurship education of 11th-12th formers in Lithuania and Germany, who took part in the survey, the questionnaire F-DUPK (Materialsammlung für das Profilfach Wirtschaft am Wirtschaftsgymnasium, 2005), was employed, which aimed to evaluate the entrepreneurial potential of the respondents. The test was translated to the Lithuanian language focusing on the theoretical aspect of the construct. The test to German students was presented in the original (German) language. The comparative research was also conducted in the dissertation: Lithuanian 11th-12th formers were compared with their peers in Germany (focus on gymnasium learners). The state of Baden-Württemberg was chosen for the survey in Germany because economic education in this state, similar to Lithuania, is taught as a freely elective study subject in higher forms and from 30 to 140 hours are allocated to this study subject. The sample of the research included 1284 respondents (651 school learners from Lithuania and 633 school learners from Lithuania): 57.4 % girls (62 % in Lithuania and 52.8 % in Germany) and 42.6 % boys (38 % in Lithuania and 47.2 % in Germany). Using the case study, the peculiarities of entrepreneurship education in Lithuania and Germany, assessing the entrepreneurial potential, establishing the prevalence of personal qualities, which make up the entrepreneurial potential were revealed as well as the factors that predetermine entrepreneurship (entrepreneurial skills, programme of entrepreneurship education, sources of entrepreneurship knowledge, methods, school learners intentions to establish own businesses, family members business). 22

23 ENTREPRENEURSHIP OF 11TH-12TH FORMERS IN LITHUANIA AND GERMANY ENTREPRENEURIAL POTENTIAL THEORETICAL -METHODICAL ASPECTS ENTREPRE- NEURIAL SKILLS SOCIO- EDUCATIONAL CONTEXT NEED FOR ACHIEVEMENTS INTERNAL LOCUS OF CONTROL EMOTIONAL STABILITY PROBLEM SOLVING ORIENTATION TOLERANCE FOR UNCERTAINTY RISK TAKING PROPENSITY PREPARATION FOR IMPLEMENTATION THE FACTORS that have influence on entrepreneurial potential Figure 1. The model of the dissertation research Figure 1. The model of the dissertation research Having conducted the statistical analysis of the research data, the conclusions were drawn and recommendations Having conducted how to develop the and statistical improve school analysis learners of the entrepreneurship research data, were formulated. the conclusions The third were chapter drawn of the and dissertation recommendations The results of how the research to develop on 11th-12th and im-formersprove school learners education entrepreneurship presents the results were of the formulated. quantitative research. entrepreneurship In The sub-chapter third chapter 3.1 The of the entrepreneurial dissertation potential The results of school of the learners research the level on of the entrepreneurial 11th-12th formers potential of entrepreneurship Lithuanian and German education school learners presents is disclosed the results as well as of a peculiar configuration the quantitative of personal research. qualities, which predetermine the entrepreneurial potential. Sub-chapter In sub-chapter 3.2 The 3.1 The factors entrepreneurial that have influence potential on entrepreneurial of school learners the level and of German the entrepreneurial school learners potential analyses of the Lithuanian social context and of German entrepreneurship potential of Lithuanian education school learners and reveals is disclosed the attitude as of well all as the a respondents peculiar configuration and the learners of with personal high level of entrepreneurship qualities, which attitude predetermine towards 26 entrepreneurial the entrepreneurial skills. potential. While Sub-chapter analysing 3.2 the The socio-educational factors that have context influence of entrepreneurship on entrepreneurial potential of entrepreneurship of Lithuanian expressed and German by all the school respondents learners and the analyses respondents the with high education, the understanding entrepreneurship social context level, of entrepreneurship the quantity of possessed education knowledge and reveals of entrepreneurship, the attitude of sources of entrepreneurship knowledge, intentions in future to do private business, business of family 23 16

24 all the respondents and the learners with high level of entrepreneurship attitude towards 26 entrepreneurial skills. While analysing the socio-educational context of entrepreneurship education, the understanding of entrepreneurship expressed by all the respondents and the respondents with high entrepreneurship level, the quantity of possessed knowledge of entrepreneurship, sources of entrepreneurship knowledge, intentions in future to do private business, business of family members, choice of business related studies in future as well as correlations between these factors and personal qualities that comprise the entrepreneurial potential were revealed. The applied factor analysis to identify the attitude of Lithuanian and German school learners towards the main entrepreneurial skills allowed to single out three main groups of the indicted entrepreneurial skills (subject-specific (business-related), managerial and personal) and the correlations of personal features, which predetermine the entrepreneurial potential. The attitude towards entrepreneurship skills expressed by the school learners with high entrepreneurship level was also presented. Sub-chapter 3.3 The similarities and differences in Lithuanian and German school learners entrepreneurship education (aspects of goal, content, methods and integration) presents the attitude of the respondents towards the content and methods of entrepreneurship education and integration of entrepreneurship themes into the study subjects of general education. The relations of the content and method of entrepreneurship education of Lithuanian and German school learners, study subjects of general education and personal qualities that comprise the entrepreneurial potential were disclosed. 24

25 CONCLUSIONS 1. The analysis of scientific literature and documents showed that the constantly growing need of development of young people s entrepreneurship at all levels of eduction in Europe results in a more considerable attention to entrepreneurship eduction of school learners in higher forms. The analysis of Lithuanian and foreign scientific and legal literature disclosed that entrepreneurship is determined in two ways: as an activity of a broad scope (from generation of a business idea to its implementation) and as personal qualities (developing the potential of future profession). Though entrepreneurship may be analysed as a prerequisite for business creation, this concept is determined as personal qualities, which predetermine the entrepreneurial potential in this dissertation. The analysis of structural components of entrepreneurship allowed to directly link entrepreneurship with personal qualities (need for achievements, internal locus of control, emotional stability, problem solving orientation, tolerance for uncertainty, risk taking propensity, preparation for implementation), which manifest themselves through abilities in activities (business-related, managerial and personal) and through competences (knowledge, abilities and value-based attitudes) having chosen the specific professional area. The latter are referred to as a component of social competences in the documents regulating education. The study of scientific literature revealed that the interaction of the learner and the educator, the specialised content of education, teacher s competences, environment promoting entrepreneurial thinking, which is created by openness of an educational institution to innovations and synergic collaboration with business world, are vital for successful implementation of entrepreneurship education. While analysing the goals of entrepreneurship eduction in Lithunia and Germany, it was identified that the goal of economic education in Lithuania (entrepreneurship education is an integral part of it) is more focused on person s individul needs, personal welfare pursuing better application of own knowledge in daily life. Economic education in Germany emphasises more the implementation of the possessed knowledge through responsible participation in the economic life of the country, teaching learners to make socially relevant decisions in problematic situations. 25

26 2. The research conducted emplpying comprative method of two countries allowed to evaluate the entrepreneurial potential of school learners in Lithunia and Germany, to identify how successful entrepreneurship eduction may be orgnised under different socil, culturl conditions, which are influenced by number of various factors and circumstances. The results of the empiric research allowed to conclude that the absolute majority of 11-12th formers from Lithuania (96.9 %, n=631) and Germany (96.1 %, n=609) demonstrated an average (to be developed) entrepreneurial potential, which revealed high expression of internal locus of control and low expression of tolerance for uncertainty that were characteristic of such respondents. Comparing the personal qualities revealed by the entrepreneurial potential of Lithuanian and German respondents, it was identified that strive for self-realisation is more typical of German school learners, whereas high expression of problem solving orientations and risk taking propensity are more characteristic of Lithuanian school learners. The data of quantitative research showed that 3.1 % (n=19) of Lithuanian learners and 1.1 % (n=7) of German learners demonstrated high expression of entrepreneurship (possessed potential). Internal locus of control and problem solving orientations are characteristic of the Lithuanian respondents, whereas high expression of emotional stability, need for achievements and preparation for implementation are more typical of the respondents in Germany. 3. The analysis of the results of the quantitative research on the factors, which predetermine the entrepreneurial potential of 11 th -12 th formers in Germany and Lithuania in the socio-educational context, showed that: The main factor, which has effect on the entrepreneurial potential of Lithuanian respondents is business of family members (resulting in expression of as many as 5 (out of 7) personal qualities that comprise the entrepreneurial potential: internal locus of control, risk taking propensity, need for achievements, tolerance for uncertainty and emotional stability). Knowledge of entrepreneurship and choice of business studies have a relatively equal influence (predetermine 4 personal qualities that comprise the entrepreneurial potential), but have different effect on other personal qualities that make up the entrepreneurial potential (knowledge 26