RQ1. How does an Entrepreneurship Education Develop Students' Entrepreneurship Skills? The results suggest the course curriculum components scaffold learners' self-learning strategies and offer an environment for professional development. In this regard, respondents indicated the significance of complex analysis of the course components in assessing the impact of entrepreneurship education on their competencies. Thus, the research findings revealed that course content, teacher's role and teaching methodology, and COVID-19 affected students' skills but not much more than they experienced from other courses. Course Content Previously, Xxxxxxx et al. (2014) emphasized that the content and learning instruments of entrepreneurship education need to target secondary school and university students. In the current research, the course audience was undergraduate students who differed in their prior experience in entrepreneurial activity. The teacher-student interaction model was more inclined towards experiential learning, and the course description was identical to the EXEC presented by Xxxxx and Xxxxxxxxxxxx (2019). The program syllabus included theoretical (business plan development) and practical components (building the team, delegation of roles within it, developing the application, and selling the startup to the investors). Accordingly, previous literature highlighted the role of course content and course objectives that need to be considered when planning the course (Xxxxx et al., 2020; Xxx et al., 2016; Knotts, 2011) and recommended including business plan writing, guest speakers, online resources, and a sufficient number of authentic activities as the practical components of the course content. Despite these suggestions, the current findings revealed that course materials and practical exercises need to be categorized by the discrepancies in students' prior knowledge of business processes, experience in enterprise development and intention of program choice. Although several researchers suggested categorizing entrepreneurs by their proficiency level (Xxxxxxxxxx et al., 2016), no preliminary research on entrepreneurship curriculum content recommended classifying learning materials into these proficiency levels. As a result, the current study suggested revising course enrollment requirements and teaching content to create opportunities for both novice and experienced students. As mentioned in Xxxxxxx et al., entrepreneurship education demonstrates the prevalence...
RQ1. What level of Quality of School Relationships Exists in Kazakhstani Schools? According to the findings, the student self-reported levels of teacher support tended to be positive. This means that teachers are more likely to sympathize with each student and their learning experience, and provide extra help when necessary. Students also claim that their teachers encourage them to learn and that they continue to teach until they have fully grasped the material. Overall, teachers were deemed to be encouraging, and students were happy with the help they received from their teachers. Furthermore, the majority of students found their teacher to be appreciative of their efforts. The passion of their teachers seemed to encourage the students. Students often claim that teachers have a passion for both the class topic and instruction. On the other hand, Kazakhstani pupils did not place a great emphasis on competitiveness. Collaboration was regarded higher than competition, which is frequently associated and correlated with cooperation. Also, student safety appears to be a source of concern. Several times a year, incidents such as ridiculing, threatening, destroying or taking away items, and beating or pushing were reported. Despite the fact that the results did not reveal and substantively high level of student bullying, it can be stated that being bullied many times a year is a frequent occurrence for the average student in Kazakhstan. Finally, to note, there were a few differences between students' responses and the OECD average. For example, in Kazakhstan, 79% percent of kids said they felt lonely at school, compared to 84% percent in the OECD. More research into the meaning of this difference and what might cause it is needed in Kazakhstan. In terms of students feeling like outsiders, the results were nearly identical, with 79% percent and 80% percent, respectively, with OECD countries having a little advantage.
RQ1. Prominent student school climate factors in Kazakhstan Descriptive statistics were used to answer this question and analyze the data (Xxxxxxxx, 2006). All the student-level school climate items are presented in Table 3. The student questionnaire overall covers 41 school climate questions concerning school climate in addition to descriptive statistics for gender and ESCS as demographic variables of interest and PVMMATH, PVMSCIE, PVMREAD as outcome variables.
RQ1. Prominent student school climate factors in Kazakhstan According to students’ responses on school climate, the following ideas can be presented. It was found out that Kazakhstani students generally tend to obey the teacher and that there is generally not much noise and disarrangement in the classroom. Additionally, teachers did not seem to wait a lot to create a calm environment and students do not seem to face issues with working well and engaging once the lesson begins. Since the lessons are not usually disrupted by the students, this category of school climate appears to be quite sound in comparison with international averages, where classroom disruption likely to be administered three times more (OECD, 2019a). The level of reported teacher support also tended to be quite positive, which means teachers tend to show sympathy for every student’s learning and give additional assistance to students when needed. Students state that teachers support their learning and proceed with teaching until students’ full comprehension. Overall, teachers were found to be supportive, and students were satisfied with their teachers’ assistance. The majority of students claim that their parents are also supportive of their educational attempts and accomplishments. Parents were found to be supportive when students face difficulties at school. Furthermore, students claim that their parents support them to be more confident. Furthermore, most students found their teacher to appreciate them. Students felt they were inspired by the enthusiasm of their teachers. Students also state teachers tend to have both love for the topic of the lesson and teaching. However, the students did not value competition very highly. When compared with cooperation, which is usually linked and correlated with competition, cooperation was valued more. Attendance seemed to cause twice more issues for Kazakhstani students than to other OECD countries, but arriving late to school did not show much difference (OECD, 2019a). Furthermore, student safety seems to cause some problems. The issues such as mockery, threatening, destroying or taking away belongings, and hitting or pushing were reported several times a year. Though the results did not reveal an abundance of student bullying, it can be concluded that being bullied several times a year is common for the regular student. As for the anti-bullying attitude, students stated they generally feel irritated to see the suffering of bullied students and like...
RQ1. What is the state of the art of environmentally extended input-output analysis (EEIOA) on the assessment of circularity interventions? To address this question, 95 EEIOA-based studies that assess circularity interventions were systematically reviewed and evaluated in terms of the opportunities and limitations of EEIOA method on analyzing the impacts of material circularity (see Chapter 2). Based on the reviewed literature, a consensus on how to model circularity interventions using EEIOA was established. In general, modelling circularity interventions would require the use of physical and hybrid- units input-output tables that enable the integration of secondary materials and waste flows in the EEIOA framework (Xxxxxx & Xxxxxxxx, 2014; Xxxxxxxx et al., 2007; Xxxxxxxx et al., 2014). Furthermore, the modelling of each circularity intervention requires different ways to adjust intermediate and final demand coefficients as well as the integration of data in input-output tables. Chapter 2 offers a synthesis of modelling approaches based on 4 circularity interventions: residual waste management, closing supply chains, product lifetime extension, and resource efficiency (see figure 2.4). First, residual waste management can be modelled through changes in the amount of waste received by specific waste treatment sectors (e.g. reducing waste from landfill to recycling activities). Second, closing supply chain can be modelled by adapting coefficients in input-output tables where reuse and recycling sectors are shown explicitly. Third, product lifetime extension can be modelled through changes in final demand and adjusting technical coefficients of specific economic sectors that represents an adjustment of the production recipe because of improving product design. Finally, modelling resource efficiency can be applied through adjusting the inputs while keeping the same output of certain product.
