Sprouting Entrepreneurs is a three-year teaching programme for rural primary and secondary schools that focuses on entrepreneurship in agriculture. It addresses the South African real-life challenges of food insecurity, youth unemployment and rural poverty from a classroom perspective, by linking agriculture, food and entrepreneurship as main learning areas. This paper outlines the programme in its local social and economic context. It argues for the need for a concept of entrepreneurship education that views opportunities in the context of young people’s positive freedoms. Its didactical model combines the EntreComp framework with the capability approach developed by Amartya Sen and others. It emphasises the role of capabilities or freedoms in developing and implementing ideas that create value for others. The Sustainable Development Goals form a medium of learning.
The study aims at defining communication relations between a project team, a project manager and a wider project environment within a public institution. Individual in-depth interviews were chosen as the research method. On the basis of the collected material, five main issues related to the communication processes in the studied project were specified: a hierarchical structure, professional dependence, understanding of one’s mutual duties, relations between members of the project team and communication with the steering committee. On the basis of the findings, a scheme of project management in the studied public institution was identified. Communication and organizational weaknesses have been indicated, which may be eliminated or may not occur if they are spotted early on.
Businesses and organizations are turning to fast feedback devices that measure consumer satisfaction. These standalone devices often have four or five different smiley-face buttons that can quickly gauge consumer sentiment. These devices are becoming popular due to the short time commitment needed to provide feedback.
This instructor has piloted the use of a smiley-face survey tool that is used at the end of each class session. Initial results suggest the role of the instructor may play a lesser role in student happiness for a given class. External factors, such as outside event or incoming GPA, appear to have a larger effect on class satisfaction. Data from classes and sample email exchanges will be presented. This type of fast feedback system has many potential benefits and low startup costs.
The paper presents results of research related to familiarity and understanding of home hospice term and shows how the social media discourse of palliative care looks like. Answers and conclusions are crucial for palliative care organisations as their existence depends on donors financial support which engagement is strongly related to communication activities performed by those organisations.
In the paper there has been presented opinions about public discussion about terminally ill children and its potential need for being treated as a taboo. The data whether futile medical care should be performed whatever the cost is also shown in the paper. Researchers asked also who should be responsible for executing management of hospices in Poland. The main conclusions focus on the necessity to intensify communication activities, especially by the professionals.
Potential-Focused Learning is based on constructivist concepts and concentrates on the ‘patterns of construction of learning relevant realities’ and the ‘self-organisation’ of individuals and systems. On the basis of constructivism we will present in this article a new dynamic concept of potentials and ‘positive differences’ that expand the perception of teachers and students with regards to favourable learning steps and thus their scope of action. The approaches of potential-focused learning are theoretically underpinned throughout this article. The effects of dynamic concepts on teaching design and the prerequisites for potential-focused learning are discussed by describing the essential elements of learning designs in potential-oriented teaching such as organisational frameworks, potential-focused performance assessment and the meaningful task development of learners. First empirical studies show the positive effects of potential-oriented teaching on ‘autonomy’ and ‘intrinsic motivation’ of learners.
The pre-service teachers’ attitudes is one indicator to show whether the inclusive education system is successfully implemented. However, no research studies have been conducted to reveal pre-service teachers’ attitudes towards inclusive education in Indonesia. Therefore, the purpose of this study was to know the attitudes towards inclusive education of pre-service teachers in Indonesia. The current study investigated 177 Indonesian pre-service teachers who have studied the inclusive education course in Yogyakarta city using the teachers’ attitudes towards inclusion scale. The findings of the current study were 1) the pre-service teachers had moderate attitudes and beliefs towards inclusive education, 2) there were no differences in attitudes toward inclusive education between males and females, and between those who have never interacted with students with special education needs and those who have such experiences.