COMPARATIVE ANALYSIS OF THE TECHNOLOGY AND ENTREPRENEURSHIP CONTENT (1-3 CLASSES)
Education is one of the main factors for the socialization of adolescents on the one hand, and on the other is called upon to foster the personal development of each child. It is necessary for the modern education system not only to prepare the young generation to successfully solve problems of a different nature, but also to solve them effectively in a personal, professional and national level. This article presents results of a comparative analysis of the content of the course on technology and entrepreneurship in the first to third grade of BULVEST 2000 Publishing House, Anubis Publishing House, JUNIOR ACHIEVEMENT BULGARIA, SOFIA, publishing team Nikolay Tsanev, Genoveva Yotova, Dochka Kyuchukova, Emilia Palamarkova, Magdalena Delinesheva, Orchidea Delieva. The European education policy, which includes all eight key competences to be on an equal footing , is also implemented with the subject "Technology and Entrepreneurship". The law on pre-school and school education creates new, exceptional opportunities for more flexible, creative and independent planning and organization of the process of technology education in primary school age. The Technology and Entrepreneurship Curriculum for 1-3 grade is part of the cultural and educational field "Technological Education and Vocational Education". It has a common mission to progressively develop technological literacy and competence of students as an essential element of their general culture and general education. The learning process is oriented not so much to the final results of the practical work as to the processes and the technology for their achievement. The goals related to the contemporary economic life, education in initiative, entrepreneurship and responsibility are confirmed by "Ordinance №5 from 30.11.2015. for general education promulgated in the State Gazette, issue 95 of 08.12.2015 ". They meet the requirements to master basic knowledge, skills and attitudes that are geared not only to work and environmental protection but also to the world of technology and technology. Emphasis is placed on textbook content and accessibility and science requirements, in line with learners' educational needs, ie the use of a variety of educational approaches and didactic technologies to achieve optimal educational outcomes. State educational standards and a syllabus on Technology and Entrepreneurship are a new challenge for primary teachers and specialists. The Ministry of Education and Science determines not only a new name, but also important priorities in curriculum content, time allocation, and technologies for learning two key competencies.
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