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TYPE
Original Research
PAGE NO.
5-12
DOI
OPEN ACCESS
SUBMITED
23 October 2024
ACCEPTED
22 December 2024
PUBLISHED
09 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Formation of
Entrepreneurial Skills in
Adolescent Girls Through
Family, Community, And
Educational Institution
Cooperation
Tulaganova Nigora
Doctoral Candidate at the "Family and Gender" Scientific Research
Institute under the Committee on Family and Women of the Republic of
Uzbekistan
Abstract:
The article provides recommendations on the
most
important
components
for
developing
entrepreneurial skills in adolescent girls, which are
essential both for themselves and for society. It also
presents a general model of the educational
environment
process
for
fostering
creative
entrepreneurial skills and developing entrepreneurial
competencies and business activity in adolescent girls.
Keywords:
Entrepreneurial skills, development of
business activity, competence-based approach, essence
of pedagogical design, methods, and technologies.
Introduction:
At the current stage of development,
pedagogy moves away from considering a person
merely as a means to achieve results and restores the
concept of "a person as an end in itself." From this
perspective, a school is viewed primarily as an
institution that forms an individual, rather than merely
as an object that assimilates educational information. At
the current stage, new society and economy must
prepare students with an active lifestyle who know how
to find their place in life and are willing to learn and
work extensively for it. Educational institutions and new
state educational standards are aimed at educating and
nurturing such individuals.
In the development of programs and materials for
forming entrepreneurial skills in adolescent girls at
different levels of general education through family,
community, and school cooperation, the principles of
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various approaches were applied to address the issue
of preparing these students for life:
•
Philosophical and Anthropological Approach
:
It is aimed at synthesizing philosophical and
anthropological knowledge about a person for use in
pedagogical design to develop a set of measures that
form the main life and entrepreneurial skills.
•
Axiological Approach
: It views the individual
as the highest value in society and as social
development itself.
•
Competence-Based Approach
: It is about
developing skills to successfully deal with problematic
situations in professional, personal, and social life.
•
Activity-Based Approach
: It allows us to
consider the process of forming entrepreneurial skills
and an active life position through various forms of
activity of a specific subject.
•
System Approach
: It involves understanding
the proposed pedagogical model as a holistic
pedagogical system in which all its components are
interconnected for the development of adolescent
girls.
Entrepreneurial skills are one of the most important
components that shape adolescent girls with qualities
that are essential for both themselves and society. To
fully form these skills, a well-thought-out system of
measures is needed. An institution that truly aims to
approach this process competently and achieve the
most reasonable outcome should create a serious
pedagogical project designed for several years.
Designing
is a type of creative activity aimed at
creating and implementing a project as a special type
of product; it is a scientific method of studying and
changing reality.
Pedagogical design is the setting and implementation
of pedagogical goals and objectives. Organizational-
pedagogical design is an innovative method for
forming perspectives on the realization of the
pedagogical potential of a specific field of educational
activity in the process of purposefully organizing and
managing it pedagogically.
The essence, methods, and technologies of
pedagogical design have been considered in the works
of V. Bezrukova, V. Bespalko, Yu. Gromyko, E. Zair-Bek,
M. Potashnik, G. Shchedrovitsky, and others. Several
foreign scientists are also studying design as an
effective method of solving educational problems (W.
Kilpatrick, D. Jones, J. Dietrich, K. Morris, etc.).
In pedagogical research, the design process is seen as
the main mechanism for implementing and developing
innovative activities, as a special type of creativity that
includes
forecasting,
modeling,
and
analytical
evaluation.
Unlike a technical or engineering project, a pedagogical
project is constantly improved, carried out in a dynamic
system of human aspirations and relationships, and
therefore cannot be calculated with static and absolute
probability.
What is common to all projects in education is their
focus on solving educational problems and making
practical changes to the current educational situation
within a certain time frame by the teacher (or teaching
staff).
Taking into account the types of pedagogical projects:
educational projects, leisure projects, projects in the
system of vocational training, social-pedagogical
projects, projects for personal development, network
projects, international projects, designing a system for
the formation of entrepreneurial skills, projects for
professional training of students, social-pedagogical
projects, they may be related to personal development
projects depending on the specific features and status
of the educational institution, the characteristics of the
student div, and the level of staff proficiency.
In constructing a pedagogical project for the system of
entrepreneurial skill formation, families, communities,
and educational institutions must consider all their
capabilities and opportunities for cooperation in solving
this issue.
The proposed project is implemented taking into
account several factors:
1.
Determining the essence and content of the
concept of "creative entrepreneurial skills in adolescent
girls."
Creative entrepreneurial abilities in adolescent girls
represent a number of skills related to knowledge of
business fundamentals that young people are well-
versed in; it is a set of skills and competencies that help
them effectively conduct entrepreneurial activities and
build a successful career.
The content of creative entrepreneurial skills consists of
components of abilities
—
knowledge, skills, behavioral
stereotypes, actions that collectively make adolescent
girls skilled entrepreneurs (Table 1).
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Table 1
Creative entrepreneurial skills of adolescent girls.
Achievements and
Successes
Utilizing opportunities
Initiative
Possessing
and
using
information
Determination
Responsibility for obligations
Entrepreneurial Thinking
Goal setting and planning
Solving problem situations
Efficiency
Effectiveness
Leadership
Self-confidence
Influence and persuasion
Teamwork ability
Directiveness
Improving staff education
level
Education
*
Striving
for
self-
improvement
* Possession of fundamental
knowledge
* Career orientation
* Possession of necessary
knowledge and skills in a
specific field of activity
Personal Capabilities
* Experience and analysis
* Efficiency and diligence
* Self-organization
*
Awareness
of
one's
capabilities
*
Creativity
and
unconventional thinking
* Consistency
Interpersonal Relations and
Connections
*
Reliability and integrity
* Recognizing the importance
of business relationships
*
Developing
business
connections
* Image
2. The Necessity of Proper Organization of the
Educational Process Within the Framework of a Model
for Developing Creative Entrepreneurial Skills
Considering Family, Community, and Educational
Institution Cooperation
The school is one of the main elements of the
environment in which personality formation occurs.
Throughout different historical stages of the
development of our society, its importance has
increased. Parents, teachers, out-of-school peer
environments, environments of adults, supplementary
education systems, culture, economy, television,
literature, mass media, cinema, the internet, and
others
—
all these are factors and elements of the
environment that, to one degree or another, affect the
development of a child, a school student, an
adolescent girl, providing certain directions, convincing
them of certain values, and forming certain qualities
for life.
In education, the environmental approach is seen as a
method for organizing the environment and optimizing
its impact on the learner's personality. The mandatory
methodological requirement of the environmental
approach is not only to create the learning
environment as a circle of something or someone but
as someone's environment, an environment of a
certain subject, a child's environment, or the
environment of a children's group.
This requirement allows us to view the pedagogical
process as the process of creating an environment with
certain characteristics and to consider the actions of
the teaching staff during in-class and out-of-class
activities as part of the educational environment.
According to the studies of M. Filatova and L.V. Volkova,
several terms are considered:
1. Environment
–
a condition and means of
development, formation, upbringing, and education, a
means of managing the pedagogical process.
2. Educational Environment Process
–
an organized,
purposeful process of creating an environment directed
at the learner's personality, which includes not only the
fulfillment of official duties but also the creative activity
and enthusiasm of the teachers.
3. Structure of a Targeted Educational Environment
Process
–
the interrelation of the components such as
the environment, the subject of the educational
environment process, and its actions to change the
environment.
4. Content of the Educational Environment Process
–
a
set of specific actions of activity subjects and the
changes they introduce into the environment.
5. Forms of the Educational Environment Process
–
diversity of its types depending on the actions of the
subjects of the educational environment process.
6. Subject of the Educational Environment Process
–
any
creator or executor with the necessary abilities,
resources, and motivation to take certain actions to
change the environment.
There are many definitions of the category
"environment" in scientific literature, but the following
is relevant for pedagogical theory and practice: "the
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surrounding social and living conditions, environment,
as well as the set of people united by these conditions."
In pedagogy, there is the concept of the "educational
environment," which is "the material, spiritual, and
social conditions of the student's existence and
activity; the objects of nature, culture, and relations
among people. It includes the environment of the
classroom, the school, and the family."
The main subject of the pedagogical educational
environment process is the teacher, who is seen as the
main organizer of the project, model, lesson plan,
event script, and educational activities. The object is an
environment with the appropriate parameters that can
serve as a means for the formation and development
of the learner's personality. Transforming the
environment into a means of achieving the goal of
shaping and developing the learner's personality is the
essence of the educational environment process in
pedagogy.
The educational environment process can only be
intentional, organized, and purposeful. It can act as a
specific transformation, renewal, enrichment, radical
change of foundations, and an important parameter of
the environment in the process of giving the necessary
quality to its people and management subjects.
Activities to organize the educational environment
process must comply with general didactic principles,
as well as with the principles of expediency,
multiculturalism, and variability.
The content of the educational environment process
depends on what environment the teaching staff
creates (learning, scientific, research, multidisciplinary,
creative, communicative, alternative-competitive,
health-preserving, aesthetic, theatrical, traditional,
etc.). Accordingly, elements and factors that have a
targeted impact on the child's personality are selected,
considering the creative use of modern achievements.
The forms of organizing the educational environment
process are the external expressions of the outcome of
creating the environment, forms characteristic of the
holistic educational process. They can be classified as
follows:
- By the number of participants in the educational
environment process: individual and group forms;
- By the outcome of each participant's actions in the
educational environment process: individual and
collective;
- By time: short-term and long-term;
- By the procedure for implementation: regulated and
unregulated.
It can be said that the educational environment
process achieves its result when the student is at the
center of the process as a subject realizing their needs,
interests, abilities, aspirations, and desire for
development.
Educational theory has developed various approaches
to managing the process of developing and shaping a
child's personality: activity-based, relationship-based,
systemic, personal, and others. However, the current
realities of modern life lead researchers to the necessity
of considering the increasing importance of the
environment in children's development and in
implementing the aforementioned approaches.
If the environment hinders activities, managing a child's
development through activities becomes ineffective.
The education system malfunctions and activity is
disrupted if it conflicts with the environment. If the
socio-cultural and natural conditions of the child's
development are not taken into account, personal and
individual approaches lose their effectiveness.
The entire program of actions with the environment
assumes the presence of diagnostic, design, and
production activities. Diagnostic activities are actions
aimed at obtaining information about the type of
environment and the personality of its inhabitants, as
well as their ways of existence. Design activities are
actions that ensure the modeling of the type of
personality that corresponds to the environment, the
way of life, and the environmental process. Provocative
activities include actions aimed at changing the child's
personality through changing their ways and conditions
of existence.
The "environment for the child" approach has
numerous pedagogical advantages:
- It allows for the improvement of the practices of
setting goals, planning, and implementing educational
programs.
- It creates conditions for the fuller realization of the
possibilities of other pedagogical approaches.
- It transforms teachers into researchers and subjects of
meaning-making practices.
- It unites groups of teachers from various schools into
like-minded individuals who work within a unified logic
and communicate in a unified professional language.
- It opens up prospects for using the environment as a
means of managing the educational system.
The pedagogical process (the specially organized
interaction of children and teachers aimed at achieving
the goals of education, upbringing, and teaching,
developing over time within a specific educational
system) is a dynamic phenomenon that unfolds in its
own time and within a specific reality and must be
identified
through
pedagogical
activity.
The
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environment is one of the main factors of the
pedagogical process in which this process occurs or
against which it operates.
The characteristics of the pedagogical process are as
follows: purposefulness, integrity, the presence of
connections between participants, and consistency.
The main characteristic is the temporal aspect; the
process should have dynamic components that unfold
gradually.
From the perspective of building the educational
environment process for the development of
entrepreneurial skills and business activity among
adolescent girls, we have constructed the following
general model of the environment (Figure 1).
1. ENVIRONMENT – formed within the educational process
of a general education institution.
1) A healthy moral and psychological climate at school
2) Professionalism of staff working with children
3) Material and technical facilities of the institution
4) System of extracurricular educational activities
5) Children's associations that create an active social life within
the school
6) Supplementary education system within the institution, such as
structural units (library, clubs, cultural centers, etc.)
COMMUNIT
Y
ACTIVISTS
Families
ADOLESCENT
GIRLS
Gradual
development
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2. ENVIRONMENT – formed in the student's environment
outside the educational institution but exerts an organized influence
on the formation of specific knowledge, skills, competencies, and
qualities:
1) Inner circle of children and adults
2) System of community assemblies,
3) Social partners of the educational institution (vocational
training institutions, enterprises and organizations, cultural institutions,
individual managers and entrepreneurs, school graduates, successful
individuals, community),
4) Educational authorities, government authorities,
5) Economic and socio-political situation in the region.
Figure 1. General Model of the Educational Environment Process for Developing
Entrepreneurial Skills and Business Activity in Adolescent Girls
Direction of the Educational Environment Process
Model:
1. The humanistic and moral direction of the model is
embodied in the following principles:
- Recognizing the value of the individual's self-esteem
and their moral principles in the process of interaction
with the organized environment;
- Accepting a humane and individual approach to
adolescent girls.
2. The psychological direction is embodied in the
following principles:
- Directing the process of forming entrepreneurial
skills and entrepreneurial activity toward the
development of personality and shaping the
individual's life position; forming a positive "self-
concept" for each child;
- Focusing on each child's zone of proximal
development;
- Implementing active cooperation between all
participants in the pedagogical process;
- Involving all interested parties in society
—
families,
schools, and communities
—
in cooperation to prepare
the younger generation.
3. The pedagogical direction is represented in the
following principles:
- Unity of upbringing and development of children;
- Dialectical interconnection of pedagogical goals and
means;
- Implementing a pedagogical process based on the
gradual development of the child;
- Considering a broad educational and upbringing
space during academic and extracurricular times;
- Combining fixed and variable courses in the
pedagogical process, providing a fully individualized
differentiated approach;
- Orienting the pedagogical process towards the
assimilation of all types of educational activities by
children;
- Actively developing practical and life skills;
- Establishing a relationship between education and
upbringing;
- Aligning the content of extracurricular educational
activities with the needs and realities of social and
economic life;
- Conducting comprehensive monitoring of the formed
skills and qualities.
4. In building a model for the development of creative
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entrepreneurial skills in adolescent girls, regular and
extracurricular classes, as well as lessons, teachers,
students, their parents, and the cooperation of the
community and the school, are considered with the
purpose of establishing targeted interactions.
In our case, pedagogical modeling involves the
development of a pedagogical model that forms
creative entrepreneurial skills as part of the basic and
general competencies of students at the primary,
middle, and high levels of education, from the
perspective
of
cooperation
between
families,
communities, and educational institutions. The first
stage involved determining the main components of the
model for practical project implementation (Figure 2).
Figure 2. General Diagram of the Main Components of the Practical Model for
Developing Entrepreneurial Skills
In the second stage of modeling, a general scientific
model for the development of creative entrepreneurial
skills in adolescent girls was created, defining its main
components
—
target, procedural, organizational, and
outcome
—
as well as the conditions for the effective
functioning of the model.
The model for developing creative entrepreneurial
skills in adolescent girls through the cooperation of
family, community, and educational institutions will be
successful if:
- The essence, structure, and content of the following
entrepreneurial skills are defined: "Achievements and
Successes," "Entrepreneurial Thinking," "Personal
Capabilities,"
"Leadership,"
"Education,"
"Interpersonal Relations and Connections";
- A practical model for the development of creative
entrepreneurial skills in adolescent girls through the
cooperation of family, community, and educational
institutions was developed based on targeted activities
(involving a wide range of social partners) and
implemented in real activities through preliminary,
specialized, and elective courses in business and
entrepreneurship fundamentals, as well as by focusing
attention on certain components of entrepreneurial
skills in the study of specific subjects;
- Socio-cultural conditions:
1. Formation of a scientific worldview that helps raise
awareness about human capabilities and their role in
new socio-economic conditions;
2. Integration of adolescent girls into the social,
cultural, and educational environment of the institution,
expanded by leveraging collaboration opportunities;
3. Development of self-knowledge, self-awareness,
and aspirations for professional self-determination
among the female students;
4. Interest of local authorities in supporting adolescent
girls' entrepreneurship in the region.
In addition, criteria and indicators were identified to
measure the level of entrepreneurial literacy and the
development of entrepreneurial skills in adolescent
girls.
4. To present the general results of the pedagogical
experiment on developing entrepreneurial skills in
adolescent girls, a profile (portrait, model) of the female
students was created, reflecting the main requirements
and assumptions derived from implementing the set of
activities.
5. An algorithm for the general organization of the
experiment on developing entrepreneurial skills in
Considering Opportunities for
Studying Subjects and
Developing Creative
Entrepreneurial Skills in
Adolescent Girls
Considering Opportunities for
Developing Entrepreneurial Skills
Through a Set of Extracurricular
Activities Aligned with Teachers'
Programs and Plans
Studying Special Courses: Fundamentals
of Business and Entrepreneurship
Considering Opportunities for Developing
Entrepreneurial Skills Through a Set of
Extracurricular Activities Aligned with
Teachers' Programs and Plans
Involving the Institution's Social Partners
in Developing Entrepreneurial Skills in
Adolescent Girls
AD
OL
ES
C
EN
T G
IRLS
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adolescent girls through cooperation among family,
community, and school was developed, which includes
the following elements:
1. Understanding the necessity of forming an active
and entrepreneurial young generation capable of
independently solving professional tasks, building a
successful career, and being responsible for their
actions and their consequences for loved ones, society,
and the state.
2. Motivation of teachers for this type of activity.
3. Creating a comprehensive program for several
academic
years
for
the
development
of
entrepreneurial skills among adolescent girls in regular
and after-school hours, considering the opportunities
for cooperation among family, community, and school,
the specific features of the educational institution,
labor needs, and district and regional prospects.
4. Training staff and coordinating actions with family,
community, and school.
5. Clearly forming knowledge about the meaning of
entrepreneurial skills by creating a profile (model) of
adolescent girls with these qualities.
6. Developing a work plan (program) for developing
and improving skills during subject studies in
accordance with the schedule and through the system
of extracurricular activities, and the work of class
supervisors.
7. Organizing specialized elective courses (lessons in
the supplementary education system) for 9th-grade
graduates and 10th-11th-grade students, involving
specialists, families, and communities, in accordance
with the programs approved by the institution's
directors.
8. Organizing surveys and tests of program participants
using specialized questionnaires and tests, monitoring
results, and analyzing them.
9. Expanding the cooperation system among family,
community, and school in implementing the program
for developing entrepreneurial skills.
10. Summarizing the experience, disseminating it
among other educational institutions, and learning
from the successful experiences of others.
6. Criteria and indicators for the development of
entrepreneurial skills in adolescent girls were
identified, and a system of evaluation forms and
computer programs for processing monitoring data
was created.
CONCLUSION
In
conclusion,
a
favorable
entrepreneurial
environment in an educational institution can be
realized through the organization of platforms for
getting acquainted with various specialties and
communicating with peers, which may lead to the
creation of future innovative projects. Examples include
coworking spaces, business incubators, technology
parks, and the use of a mentoring system that unites
entrepreneurs and students with entrepreneurial
intentions.
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