By Bernd Remmele, Martina Schmette, Gunther Seeber
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Within the overdue Fifties, opposed to the unfolding backdrop of the chilly battle, American and eu leaders begun operating to reshape Western Europe. They sought to conform the quarter to a altering global during which eu empires have been speedily disintegrating, Soviet impression used to be spreading, and the U.S. may possibly not shoulder the full political and financial burden of the West but hesitated to percentage it with Europe.
The computation of complicated turbulent flows through statistical modelling has already a protracted background. the preferred two-equation versions this day have been brought within the early sev enties. in spite of the fact that those versions were ordinarily confirmed in really educational situations. The develope ment of desktops has resulted in increasingly more acurate numerical tools.
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Slowly a widespread understanding occur that the need for an expanded concept of learning and teaching is a requirement in order to meet the need for qualifications today as well as in the future. We shall look more closely at what this expanded learning concept could include. The theoretical foundation has its main point of reference in the concept of learning as developed by Knud Illeris (1999), which represents a further development of Jean Piagèt’s theory of learning (Piagèt 1973). Learning is understood generally as all processes leading to a lasting change in capacity of physical, social or psychodynamic character, and is not just about biological maturing or ageing.
In 2005 there were 13 municipalities/county municipalities that had entered into collaboration agreements with teacher training institutions that provided study modules or courses in entrepreneurship. A number of the courses/modules combine theory and practice, and collaboration/partnership agreements are entered into with local businesses. Universities and colleges collaborate with enterprises, business organizations and local and national authorities in the development of courses and educational programmes.
The Lisbon Process expressed the EU’s ambition to become the most competitive and dynamic knowledge economy of the world by 2010 in order to consequently being able to reach a durable economical growth with more and better employment and a tighter social cohesion. On a European level, a policy towards the development of entrepreneurial skills is put in place. The Green Paper on “Entrepreneurship in Europe” presented by the European Commission in 2003 stipulates the system for the evaluation of initiatives from the member states.