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.
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.
As a part of the Art Education course, students of the primary school education develop competences in Art Education, Social Entrepreneurship Education and Human Rights Education (one sequence). For the students, a learning environment is created which is characterized by an artistic approach and input as well as by cooperative teamwork in the field of Social Entrepreneurship Education (SEE) and Human Rights Education (HRE). The focus lies on the development of creativity and on the awareness of sustainability as well as the experience of self-efficacy and the fostering of strategies that enable a change of perspective in order to arrive at innovative ideas. Common objectives of the three educational disciplines and connecting points within these three areas are analyzed.
This article presents a discussion about primary school visual arts education from the point of view of social sustainability and in the context of teacher education in Finland. The study focuses on the student teachers’ understanding and pedagogic thinking of the equality construction in visual arts. In this case study the research data comprises the learning portfolios of student teachers (N=25) from the visual arts teaching course at the University of Helsinki in which they designed and carried out pedagogical workshops of visual arts to promote equality. The data were examined with the methods of qualitative content analysis. In this context, the student teachers found engaging elements in the aims and practices of visual arts to be the way to enhance equality. Visual arts education was found to offer a functional space for enhancing the agency, social skills and values needed in a sustainable future.
The importance of sustainable education is increasingly being seen over the last decade. One way is by offering social entrepreneurship education (SEE): education that addresses engagement (empathy, compassion and care) and entrepreneurship. In a Dutch institute for primary teacher education, a pilot study was undertaken on SEE. Student teachers were instructed to design games that stimulate social entrepreneurship of children aged 8–12, and especially aim at enhancing empathy. Game designing appears to offer good opportunities for the enhancement of empathy. This study reveals what the students enrolled in the pilot (n=8) perceived to have learned about SEE, and in particular about the enhancement of empathy. The students saw a relationship between empathy, sustainability issues and SEE. They had the impression certain game conditions, competences and teacher characteristics stimulated SEE and empathy. Game designing offered good opportunities to enhance empathy and helped the students to increase their understanding of SEE.