Explore the vast range of titles available.

Different approaches and methodologies for entrepreneurship education have been introduced for schools. However, a better theoretical and empirical understanding of the antecedents of entrepreneurship education is needed. The authors analyze what entrepreneurship education practices are used in schools and what role the school and the teacher are playing in determining the entrepreneurship education practices. The data cover school levels from basic to upper secondary education. The findings indicate that the training teachers have received in entrepreneurship seems to be the main factor determining the observable entrepreneurship education provided by the teachers. Further studies on the antecedents of entrepreneurship education are encouraged.

Purpose - This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors.Design methodology approach - This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper first examines the overall picture of entrepreneurship education practices. Then, after a factor analysis, the paper builds new sum measures of entrepreneurship education practices. Finally, the paper studies the teachers' background information to further analyze the entrepreneurship education practices.Findings - The findings provide information on which methods appear to be used the most frequently in basic and upper secondary education, and how these practices vary between different school levels. The results also indicate that the perception teachers have of their own entrepreneurship education skills is closely connected to the implementation of entrepreneurship education. Moreover, the findings present the connection between teacher training and the implementation of entrepreneurship education.Originality value - Teachers' entrepreneurship education practices and related teaching and working methods are important in many respects. As research has primarily focused on higher education where the transferability of the results to basic and upper secondary education seems vague, this paper concentrates on the teachers' role and especially their practices in lower education. The authors consider that their article has a special value in exploring and opening dialogue in this area.

A solid grasp of basic concepts and their relationships can stimulate learning motivation, improve teaching quality, and help students to build a body of knowledge in a discipline. Most of the previous studies have considered one chemistry topic amongst many others. To date, no studies have been conducted to explore the conceptual structures of teachers and students based on chemical concepts. Experts, teachers, and students (N=2348) from three public universities and ten upper-secondary schools in China participated in the studies. In Study 1, personal interviews, material evaluation, and importance rating questionnaires were conducted to determine the core concepts. In Study 2, the multidimensional scaling (MDS) and cluster analysis (CA) were conducted to explore the conceptual structures of upper-secondary school teachers and students. Then the structural differences between high- and low-achieving students were compared. The results showed that the three-dimensional solutions were appropriate for the conceptual structures of teachers and students, respectively. The high-achieving students have a more scientific and organized conceptual structure than those of low-achieving students. This study is the first to explore core concepts and their structure with a large sample size, and the reliable results help students understand abstract chemical concepts and improve their interest in scientific disciplines in the future.

'Language, Literacy, and Learning in Primary Schools' is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum. This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.

In Swiss high schools, teachers have significant leeway in determining the learning objectives and contents of curricula, including the recommended transversal theme of human rights. Teachers’ views on human rights and human rights education (HRE) are, therefore, a determining factor for HRE’s successful implementation. This article presents the results of a study conducted with 55 high school teachers, which aimed to establish teachers’ views of HRE. The article focuses specifically on perceived challenges to implementation: teachers’ views on content and aims of HRE; intended curriculum; and supporting implementation of HRE. It argues that, while we need to address some of these challenges at the level of policy, curriculum, and material development, other obstacles are mainly due to teachers’ misconceptions and lack of familiarity with the concept of HRE and can, thus, best be tackled through tailored pre- and in-service training measures.

Purpose:This country report aims to provide a view of the current state and recent developments of the school subject social studies in Finland.Approach: This report draws from research in social studies education that has been done in Finland in the last 20 years, and it also presents selected highlights from the national core curricula and the matriculation exam.Findings:Social studies has recently got the status of independent school subject and it has got more teaching resources which suggests decision-makers consider it important. It does not have a clear epistemological homebase, as school subjects like history or physics, for example, which poses challenges when defining what kind of academic studies are the most pertinent to a social studies teacher, for example

Portugal: Selected Issues.

There are different models used for enrolment projection in the education system. Of them ARIMA, double exponential, logistic curve method, reconstructive cohort, and regression model, method are commonly used. Every model has its suitability under certain conditions and with prior assumptions. In India, no attempt was made to estimate enrolment except in 1996. The logistic curve method was adopted to estimate enrolment between 1996 – 2001. In the present situation, an attempt has been made to estimate school enrolment for the next years. The present paper discusses fitting the best model for estimating enrolment for the next few years.

The report opens with a brief description of the conceptual framework that guided the analysis as well as the data used. The next chapter presents the analysis of changes in household behavior and educational outcomes related to the implementation of the reforms, at both the primary and secondary levels. The descriptive nature of this analysis does not allow for inferences regarding the effects of the reforms on enrollment and demand for education. The following chapter presents the results of an econometric impact analysis of the reforms to quantify the magnitude of the effects on enrollment. In considering priorities for the future, the Government is paying increasing attention to the impact of the investments in education on growth, jobs, and poverty reduction, as measured by increased earnings from employment, and particularly by improving opportunities for the labor force to move to higher productivity activities and livelihoods. The next chapter presents the results on the changing structure of employment in Mozambique between 2003 and 2008, the impacts of education on employment opportunities, and the implications of these changes for education policy. The final chapter integrates the education and labor force analyses and provides strategic recommendations as Mozambique continues to improve educational outcomes, particularly for those population groups that have had the most difficulty entering and remaining in school.

Introducción: dentro de su oferta educativa, el alumnado de segundo de bachillerato en Extremadura puede cursar la asignatura Actividad Física y Salud (AFyS), con una carga lectiva de cuatro horas semanales. Objetivo: Se pretendía analizar la cantidad de alumnado que optaría cursar esta asignatura durante el primer curso en el que estaba implantada, así como su distribución por género, modalidad de bachillerato y práctica de actividad física (AF) extraescolar. También se evaluó la influencia de la calificación obtenida en Educación Física (EF), la percepción del clima motivacional generado por el docente y la satisfacción de las necesidades psicológicas básicas (NPB) durante el curso anterior. Metodología: participaron 1494 estudiantes (839 chicas), de 31 centros educativos de Extremadura. Se realizaron análisis frecuenciales, tablas de contingencia y análisis de regresión logística binaria. Resultados: El 39,1% del alumnado seleccionó esta optativa y la modalidad de Ciencias Sociales y Humanidades obtuvo una mayor proporción de matriculados. Existieron diferencias significativas en función del género, confirmándose la influencia de la calificación obtenida el curso anterior en EF y la AF extraescolar. También el clima del aula percibido y la satisfacción de sus NPB durante el curso anterior afectaron en la decisión. Discusión: Existieron diferencias de género, en contraposición a otros estudios. Además, otros factores personales y el comportamiento docente como factor contextual explican los motivos por los cuales el alumnado opta cursar esta asignatura. Conclusiones: Hay que considerar las diferencias de género, además de la influencia de variables motivacionales relativas al curso anterior en esta elección.