How to Support Self-Initiative and Entrepreneurship Learning Competences in Secondary Technical and Professional High Schools

In this article we focus on and estimate the development of two key competences: self-initiative and entrepreneurship among high school pupils in their final year within the Savinja region. It is important that the approach and the method of learning in schools enable the acquisition of these entrepreneurship competences. Together with social partners, schools decide upon a big part of the educational content. Greater support must be given to the process of teaching these competences, and this can be done by the schools themselves, together with social partners. In order to test our hypothesis, we used the statistics software SPSS with our personal computer, which enabled us to filter and process several data and to choose the relevant analysis with a correct interpretation of the results. Using a regressive analysis, we established a regressive equation to predict the important variables. On the basis of the independent variable “Different approaches and methods of learning”, we can predict an influence of 12,9 % on the other variable “Entrepreneurship intentions of pupils in professional and technical schools”. Our research used precise questions to establish that social knowledge management also provides greater support of key components (social partners) in the process of learning these competences, which increases the intentions of pupils to embark upon their business venture. The discussion focuses on headteachers and teachers who make propositions to reinforce these competences, to provide high school pupils with a better and more effective way of learning.