Abstract
Entrepreneurship as behaviour, skill and an attitude requires an enabling environment for its integration with various scholastic subjects that is, language learning, social science, science and mathematics. Given the multi-dimensional nature of entrepreneurship, there is a need to plan a methodological framework about the content and form for cross-curricular learning and integration. Bringing entrepreneurship in the school curriculum and its progression, require a substantial understanding about educational objectives, context, pedagogy and assessment. The chapter discusses inclusive use of storytelling technique, setting up entrepreneurship clubs and other strategies for linking the school and out of school experiences as a part of school improvement programmes and quality education.
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Notes
- 1.
The Right of Children to Free and Compulsory Education Act, 2009, popularly known as the Act 2009, provides every child in India in the age of 6–14 years the right to free and compulsory education in a neighbourhood school till they complete elementary education [Sect. 3 (1), Chap. 2, RTE Act 2009].
- 2.
Gram panchayats are local self-governments at the village or small town level in India, and the sarpanch is in charge of it. The sarpanch has the responsibilities of
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Maintaining street lights, construction and repair work of roads in villages and also the village markets, fairs, collection of tax, festivals and celebrations.
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Keeping a record of births, deaths and marriages in the village.
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Looking after public health and hygiene by providing facilities for sanitation and drinking water.
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Providing free education.
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To organise meetings of the gram sabha and gram panchayat.
A gram panchyat consists of between 7 and 17 members, elected from the wards of the village, and they are called a panch. People of a village select the panch, with one-eighth of seats reserved for female candidates. To establish a gram panchyat in a village, the population of the village should be at least 500 people of voting age.
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References
Government of India. (2005). National Curriculum Framework. National Council of Educational Research and Training (NCERT). New Delhi, India: Ministry of Human Resource Development.
Smith, R. (2002). Inspirational Tales: Propagating the Entrepreneurial Narratives amongst Children. Frontiers of Entrepreneurship Research (pp. 101–114), Wellesley, Mass: Babson Centre for Entrepreneurial Studies. http://hd1.handle.net/10059/420
Steyaert, C., & Bouwen, R. (1999). Telling stories of entrepreneurship- towards a contextual epistemology for entrepreneurship studies. In R. Doncklels & A. Mietten (Eds.), Entrepreneurship and SME research—on its way to the next millennium (pp. 47–61). England: Ashgate.
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Vaidya, S. (2014). Methodological Framework for Entrepreneurship Education. In: Developing Entrepreneurial Life Skills. SpringerBriefs in Education. Springer, New Delhi. https://doi.org/10.1007/978-81-322-1789-3_3
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DOI: https://doi.org/10.1007/978-81-322-1789-3_3
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