Psychological aspects of entrepreneurial competence of students defined by strategic acts and expected limitations in their implementation

Donošenjem Strategije učenja za poduzetništvo 2010.-2014., te uvođenjem poduzetništva kao jedne od osam ključnih kompetencija učenika u Nacionalni okvirni kurikulum iz 2010., Republika Hrvatska, jednako kao i Europska unija koju godinu ranije, pokazuje da poduzetničku orijentaciju smatra iznimno važnom za osobni, općedruštveni i gospodarski razvoj, danas i u vremenima koja dolaze. Analizira li se način na koji je poduzetnička kompetencija učenika u navedenim dokumentima definirana, a pogotovo broj i struktura psiholoških obilježja koje ona sadrži i koje učitelji trebaju podržavati, poticati i sustavno razvijati, jasno je da je taj zadatak vrlo zahtjevan. Kao jedna od pretpostavki za ostvarivanje željene razine učeničkih kompetencija potrebno je, prije svega, postići odgovarajuću razinu učiteljskih kompetencija. Pritom treba voditi računa da se kompetencije, koje podrazumijevaju niz obilježja potrebnih za postizanje uspjeha (sposobnosti, znanja, vještina, stavova...), trebaju razmatrati u odnosu na kontekst u kojem se ostvaruju. Stoga se u radu analiziraju i iznose pojedini preduvjeti za rad na razvoju poduzetničkih kompetencija učenika. Uz unaprjeđivanje učiteljskih kompetencija, koje je u spomenutim dokumentima najavljeno ali ne i konkretizirano i operacionalizirano, treba voditi računa i o kontekstu, prije svega da se što jasnije definira razina očekivanja, te da se razrade uvjeti i načini na koji će se učenje za poduzetništvo u školama odgovarajuće provoditi.Having adopted the Strategy of Learning for Entrepreneurship 2010-2014, and introduced entrepreneurship as one of eight key competences of students into the National Curriculum Framework from 2010, the Republic of Croatia, the same as the European Union some years before, has shown that the entrepreneurial orientation is considered extra important for the personal, general social and economic prosperity, both today and in a time to come. If we analyse the way in which the entrepreneurial competence of students in the mentioned documents is defined, and especially the number and structure of psychological characteristics it implies, which should all be supported, encouraged and systematically developed in students by their teachers, it is clear that it is a very demanding task.As one of presumptions for the achievement of the desired level of students’ competencies, it would be necessary to develop corresponding level of teachers’ competencies first. It would have to be taken into account that the competencies implying a number of characteristics needed to achieve success (abilities, knowledge, skills, attitudes, …) should be considered in relation to the context in which they are being realized. That is why some preconditions aimed at work on development of students’ entrepreneurial competencies have been mentioned and analysed. In addition to improvement of teacher competencies, which has been announced in the indicated documents, but still not specified and operationalized, the context should be considered as well, first of all, in order to define the level of expectations as precisely as possible, and to work out corresponding conditions and ways of teaching entrepreneurship at schools in an adequate way