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    题名: 早期創業精神教育對臺灣偏鄉學童之影響
    The effects of early entrepreneurship education in rural Taiwan
    作者: 林玉惠
    Lin, Yu-Hui
    贡献者: 吳靜吉
    樊學良
    Wu, Jing-Jyi
    Fan, Hsueh-Liang
    林玉惠
    Lin, Yu-Hui
    关键词: 早期創業精神教育
    素養導向教育
    偏鄉
    技能形成技術理論
    Early entrepreneurship education
    Competency-based education
    Rural education
    The technology of skill formation
    日期: 2024
    上传时间: 2024-02-01 11:44:51 (UTC+8)
    摘要: 世界各國均將創業精神教育視為促進經濟成長和青年就業的關鍵因素，創業精神教育在高等教育體系已相當普及，近年美國、歐盟和中國等國則進一步推動國民教育體系（如小學）的創業精神教育，該政策背後之基本假定為對早期教育的投資將會影響學童成年後之就業能力，進而有利於國家的整體經濟報酬。本研究根據Cunha與Heckman的技能形成技術理論（the technology of skill formation），主張早期認知技能及非認知技能之投資(即創業精神教育)不僅直接影響現有技能的存量，未來於後期可以產生外溢效果，提升現有技能或新投資上更具有生產力。因此如何提升偏鄉學童之創業精神，遂成為創業教育研究學者和實務界都相當重視的議題。
    具體而言，本研究延伸Cunha與Heckman之理論觀點、Huber等人有關學童創業精神教育的研究，以及素養導向教育之理論基礎，目的在於了解創業精神教育對臺灣偏鄉學童的影響，亦即創業精神教育對創業技能、創業知識及創業意圖的影響。本研究以臺灣兩所偏鄉小學共245位高年級學童為研究對象，透過田野實驗施行創業精神教育，所有研究對象皆接受前測及後測問卷調查，並採相依樣本t檢定分析。研究發現，創業精神教育對學童創業技能（包括四大導向十六項技能）有顯著效果，即四大導向對學童的學習皆有正向顯著之影響；從個別技能來看，十六項技能中共有十二項技能有顯著效果，包含分析力、主動積極、簡報提案能力、規劃能力、活用在地資源的能力、團隊合作能力、成就需求、堅持力、創業機會警覺力與辨識能力、財務管理概念、行銷溝通能力、自我效能。再者，創業精神教育對創業知識有顯著效果，對創業意圖則無。
    以上分析結果顯示，接受創業精神教育的學童在創業技能及創業相關知識的表現，均顯著高於未接受創業精神教育的學生。本研究也另外訪談了相關利害關係人，從他們所描述的現象，我們發現不但學校校長、老師及家長對創業精神教育肯定，擔任教學之大學生講師與隊輔，以及接受創業精神教育的小學生也能有所受益。根據上述研究發現，本研究提出相關建議，期能在增進教育資源以更符合個體發展和權利的同時，對促進台灣偏鄉學童的早期創業精神教育有所貢獻。
    Regarded as a key factor for economic growth and youth employment, scholars, practitioners, and policymakers alike place great importance on entrepreneurship, and as a result, entrepreneurship education is booming worldwide, particularly in higher education. In recent years, governments, such as the United States, China, and countries of the European Union, have begun to promote entrepreneurship education throughout their national school systems, including in primary schools, based on the assumption that investment in early education will affect adulthood employability and overall national economic return. This approach is supported by Cunha and Heckman’s model of the technology of skill formation, which holds that early investment in cognitive and non-cognitive skills both affects immediate skill stock and produces future spill-over effects. Indeed, Huber et al., applying Cunha and Heckman’s model to study the impact of early entrepreneurship education, demonstrate positive effects on youth entrepreneurial knowledge and related skills.
    Based on competency-based education theory, this study adapts Cunha and Heckman’s perspective and extends Huber et al.’s work by exploring the effects of entrepreneurship education on rural students in Taiwan on their entrepreneurial skills （using a novel, expert-developed instrument measuring sixteen skills categorized under four major orientations）, knowledge, and intentions. A total of 245 students in two rural primary schools in Taiwan engaged in field experiment-based entrepreneurship education program. Participants completed pre-test and post-test questionnaires, and data underwent dependent t-test analysis. Results indicated that entrepreneurship education program had a significant effect on school children’s entrepreneurial skills, including all four major orientation categories and twelve of the sixteen individual skills, namely: analytical ability, initiative, presentation and proposal ability, planning ability, ability to utilize local resources, teamwork ability, need for achievement, persistence, alertness and identification of entrepreneurial opportunities, financial management concepts, marketing communication skills, and self-efficacy. There was a significant positive difference following programming for entrepreneurial knowledge, though no significant effect on entrepreneurial intention.
    To gain a broader understanding of possible spillover effects and the overall context for early entrepreneurship, interviews were also conducted with relevant stakeholders, providing evidence that principals, teachers, and parents affirmed early entrepreneurship education. Further, in addition to the primary school students participating in program, university student lecturers and team assistants serving as teachers also benefited from programming. Based on the above findings, this study offers suggestions for stakeholders, including researchers and practitioners of early entrepreneurship education in rural areas of Taiwan, in the hopes of contributing to these efforts and promoting effective allocation of relevant educational resources in service of equity in terms of development opportunities and other universal rights.
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    參、網站部分
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    財團法人華緣教育基金會歷年營隊活動影片（2016年至2022年）
    1.新北市A國小https://youtu.be/iw-V1QqK_fI
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    6.新北市F國小https://youtu.be/gjJrBVHMNBk
    7.雲林縣G國小https://youtu.be/3BJaqJUqQWA
    8.雲林縣H國小https://youtu.be/hOHTJ74s3WU
    9.屏東縣I國小https://youtu.be/kJVWYaIItyk
    10.雲林縣J國小https://www.youtube.com/watch?v=CbaN1VGdTUY
    11.雲林縣K國中https://youtu.be/UnkukUF91lE
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    13.雲林縣M1國小
    https://www.youtube.com/watch?v=2k77w-p25mI&t=18s
    https://www.youtube.com/watch?v=Xv9z7jpb4ug
    14.雲林縣N國小https://youtu.be/3EsHkPoOhcU
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    https://www.youtube.com/watch?v=NsqjJu5iWjU
    https://www.youtube.com/watch?v=CdnDGJIeUhw
    European Commission/EACEA/Eurydice, 2016. Entrepreneurship Education at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union.
    描述: 博士
    國立政治大學
    科技管理與智慧財產研究所
    103364503
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