Evaluation and inclusion in “Learning for entrepreneurship”

   (2019/01/05) The program “Learning for entreprerneurship” takes into account, in addition to the six principles already presented in the post “6 ideas that define ‘Learning for entrepreneurship'”, two fundamental ideas that have to do with its development: its close relationship with the curriculum and its inclusive character.

   The school institution lives under extraordinary pressure from organizations and institutions that insist on ranking schools and countries. Students and teachers perceive the need to focus their efforts on preparing exams that measure their academic qualifications, a situation that worsens as the educational system advances. The principle that governs many educational activities is usually that only what “enters the examination” is useful. Enrique J. Díez Gutiérrez develops this idea very well in his article “Is it possible to educate without exams?”.

   In this sense, we raise the need for our program, which is a motivating proposal that awakens enthusiasm, is linked to classroom work and is evaluated with the seriousness and meticulousness it deserves. In this way, it will be perceived as something useful by the students and families, encouraging them to become involved with the effort required.

   Second, the program encourages the full participation of students with different characteristics. The richness of the pedagogical proposal allows each student, each student to experience learning situations in which they can contribute their personal strengths and resources to the common project. This is evidenced by the participation of educational centers with very different profiles, both because of social circumstances and because of the profile of their students.

   The functional diversity or the socioeconomic situation are not arguments of exclusion, but opportunities for improvement that help us all to modify attitudes and enrich cultural behaviors. The program puts pedagogical and organizational support at the service of all participating educational communities to ensure inclusive behavior at all times. The objective, thus, is that each one, each one finds its place in the group and contributes according to its capacities and characteristics.

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