Специфика обучения предпринимательству по программам среднего профессионального образования

Abstract

The article is devoted to the consideration of the issue of studying under the Entrepreneurship program in Russian colleges, the issues of the specifics of teaching this profession, the need to master unique professional competencies are raised. The article analyzes the current state of secondary vocational education and the ways of its development in the field of entrepreneurship, describes the problems of entrepreneurship education in colleges in Russia, identifies ways to overcome crisis situations in the development of secondary vocational education on the example of the Synergy University for entrepreneurship training programs. The article takes into account the experience of the federal innovation platform operating on the basis of the Synergy University, which implements a project called “Model of the innovative system of continuous entrepreneurial education in higher educational institutions of the Russian Federation”. Entrepreneurship education in college is associated with a number of features: entrepreneurship is a professional activity with its inherent labor functions; to engage in entrepreneurship, it is necessary to register on a voluntary basis; professional interests often include personal, family, consumer and other interests; entrepreneurial activity is associated with risk and uncertainty; in the process of learning entrepreneurship, it is often necessary to be guided by rational motives and logic; students of entrepreneurship must have professional aptitude to do their business. These features should be taken into account in the forms of entrepreneurship education in college, therefore, classical forms of education are not very mundane when teaching entrepreneurship. The article analyzes the existing forms of education and suggests ways to improve entrepreneurship education, namely, the inclusion of more practical disciplines in the curricula, attracting practical teachers in the field of entrepreneurship for training; also increasing the motivation of the teaching staff, including by increasing wages and introducing intangible incentives; conducting practical classes and practices on entrepreneurship in business incubators and business centers. All this should improve the quality of entrepreneurship education in college.