Innovation in Primary Education

INTRODUCTION
The change within the social and form of government in Slovenia following the collapse of Yugoslavia in 1990 and therefore the establishment of the free enterprise demanded that competition be introduced.
The new competitive environment underlined the necessity for constant innovation . the present global depression has shown that Slovenia lags behind most other regulated and globally competitive countries consistent with numerous indicators (EIS, 2006, Glavič, 2011), several of them closely connected to innovation capabilities of the economy (Mulej, 2008; Likar et al., 2011).
The studies also revealed the shortage of adequate strategies and policies to enhance things .
Recently, attention has been directed toward the education system, which must become more open and connected to life (Drobne, Breznikar, 2006), with a view to promoting creativity, innovation and entrepreneurship among the young (Gider, 2012).
The majority of EU member states strive to supply children with more innovative, entrepreneurial and artistic incentives.
Their attempts to try to to so are diverse, and a few are more successful than others.
Encouraging the event of creativity, innovation and entrepreneurship is especially directed toward the promotion of creative and important thinking and strengthening the sense useful and responsibility both to oneself and therefore the society as an entire.
To clarify: a private must learn to behave during a socially responsible way and is merely then followed by the varsity or company.
The promotion of creativity and innovation is thus a big factor of social responsibility, which may influence the society in several ways (Mulej, 2012).
it’s vital that schools encourage the event of empathy in children so as to enhance their social responsibility.
Diverse, carefully structured goals and approaches to the promotion of creativity and innovation should be introduced at various levels of education. These may include:
• promoting the event of private characteristics relevant for innovation and entrepreneurship, like creativity, the spirit of initiative, taking risks also as responsibilities, and therefore the development of empathy;
• offering early knowledge of and contacts with the business world so as to know the role of entrepreneurship (and companies) within the community;
• raising awareness of self-employment as a possible career for college kids (the main message being that one can become an entrepreneur instead of a mere worker);
• organising activities supported learning while working: e.g., students running mini-companies or virtual firms; and
• providing specific training on the way to start a business (especially in vocational or technical schools and at university level) (Final Report, 2002).
Creativity, innovation and entrepreneurship can’t be taught. An appropriate environment must be created to get new ideas and awaken curiosity and an innovative spirit. this will be achieved through integrative learning, which enables problem-solving in realistic and authentic situations. Such processes boost self-confidence, build competencies supported personal resources and improve the bias toward action. If our goal is to encourage the event of innovation and entrepreneurship, then schoolwork might not be separated from the area people and therefore the production process. Nonetheless, encouraging the scholars to supply new ideas is simply the primary step. an honest idea must be developed, solidified, launched and eventually marketed (Likar 2004, 2007). Talent and determination aren’t sufficient; a private needs additional knowledge so as to succeed. within the model we advocate, students attempt to translate their creative ideas into useful results by means of the whole invention-innovation process, which involves thorough knowledge of certain phases and procedures that they will learn if properly instructed. also, as instructing students in innovation, it’s also important to show them the way to present their ideas and projects to the general public. during this way, we help them develop their competence in entrepreneurship, although their abilities might not be evident until they enter the “real world” of labor or life outside of faculty (Svetlik, 2009). a private cannot possibly display their competencies until they find themselves in such a context. the very best level of competence is best demonstrated when responding to atypical situations. The relevant question is whether or not a private is competent to tackle new situations.
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