{"id":1444,"date":"2026-09-25T14:24:42","date_gmt":"2026-09-25T11:24:42","guid":{"rendered":"https:\/\/social-change.com.ua\/?p=1444"},"modified":"2026-09-25T14:24:42","modified_gmt":"2026-09-25T11:24:42","slug":"vid-predmeta-do-praktyky-u-hmelnytskomu-vidbuvsya-prostir-vzayemodiyi-dlya-rozvytku-praktychnogo-pidpryyemnytstva-u-shkolah","status":"publish","type":"post","link":"https:\/\/social-change.com.ua\/en\/vid-predmeta-do-praktyky-u-hmelnytskomu-vidbuvsya-prostir-vzayemodiyi-dlya-rozvytku-praktychnogo-pidpryyemnytstva-u-shkolah\/","title":{"rendered":"From Subject to Practice: \u201cSpace for Interaction\u201d Brings Practical Entrepreneurship Education to Schools in Khmelnytskyi"},"content":{"rendered":"

On September 23, Platform for Social Change held \u201cSpace for Interaction: Practical Entrepreneurship at School \u2014 From Subject to Practice\u201d in Khmelnytskyi. More than 30 participants \u2014 educators, community representatives, entrepreneurs, mentors, and others involved in developing practical entrepreneurship education in schools \u2014 explored how to help student teams move from identifying a real problem to developing and implementing their own projects.<\/strong> \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

The meeting focused not only on what students should know about entrepreneurship<\/strong>, but also on how to organize practical work with student teams so that their projects go beyond classroom exercises.<\/p>\n

The discussion was grounded in the experience of previous Social Entrepreneurship Bootcamps in Schools<\/strong>. This experience helped participants see the full journey of a student project: forming a team, identifying a problem, developing an idea, validating and testing it, facing challenges at different stages, and involving external support when needed. \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

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Turning Bootcamp experience into a methodology for teachers<\/h2>\n

Practical work with student teams revealed another important need: developing entrepreneurship projects requires support not only for students, but also for the teachers who guide the process at school.<\/strong><\/p>\n

Teachers need a clear methodology, ready-to-use tools and team-work scenarios, facilitation skills, opportunities to involve mentors and experts, and an understanding of when a team can move forward independently and when external support is needed. This experience became the basis for developing a professional development course for teachers. \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

During \u201cSpace for Interaction\u201d, the course was presented as a practical tool that prepares teachers to work with student teams<\/strong>, rather than as an additional theoretical course on entrepreneurship. \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

In this way, the experience of previous Bootcamps is being translated into a clear pathway for further work with schools:<\/p>\n

course \u2192 Bootcamps \u2192 support and development.<\/strong> \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

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One student project \u2014 different perspectives<\/h2>\n

During the practical case \u201cFrom a Learning Case to a Real Project: One Project \u2014 Different Perspectives\u201d<\/strong>, participants explored the experience of the previous Bootcamp stage from several perspectives \u2014 those of a student, a school, a mentor, and a programme coordinator. \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

During the Fishbowl session \u201cWho Supports a Student Project and How?\u201d<\/strong>, participants discussed what schools and teachers can provide independently, when a team needs external support, and who can provide it.<\/p>\n

Participants identified several important elements of support for teachers themselves: methodological preparation, support from school administration, clear action algorithms, facilitation skills, mentoring, and cooperation with the community. \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

The participants also developed a student project support map<\/strong>, identifying possible contributions from schools, teachers, entrepreneurs, and communities. \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

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From real challenges to future student projects<\/h2>\n

Another practical part of the meeting focused on developing a Challenge Bank<\/strong>.<\/p>\n

Participants experienced part of the methodology that teachers can later use when working with student teams:<\/p>\n

identify a problem \u2192 clarify it \u2192 determine what can realistically be explored.<\/strong> \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

They worked with current social and economic challenges in the region, identifying issues affecting young people, schools, and communities, refining these challenges, and learning to distinguish the problem itself from a ready-made solution. \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

As a result, participants created a shared bank of real challenges facing young people, schools, and communities<\/strong>. The issues identified included:<\/p>\n

    \n
  • organic waste;<\/li>\n
  • consumer culture;<\/li>\n
  • spaces for young people\u2019s leisure activities;<\/li>\n
  • healthy snacks at school;<\/li>\n
  • cycling infrastructure;<\/li>\n
  • learning loss. \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/li>\n<\/ul>\n

    This was more than the outcome of a single exercise. These challenges can be used for further work during the course and may become the basis for future student projects. \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

    \n

    Practical entrepreneurship as a process<\/h2>\n

    A gallery of student projects from previous Bootcamps demonstrated how classroom learning can develop into a real project \u2014 from identifying a problem and developing an idea to achieving a concrete result<\/strong>. \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

    At the same time, the Bootcamp experience showed that a student project is not only about the final result. It is a process that includes exploration, testing assumptions, making mistakes, testing solutions, and making adjustments. At different stages, a student team may need support from the school, teacher, mentor, entrepreneur, community, or external expert. \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

    That is why the main focus of practical entrepreneurship education is not simply to teach students how to describe entrepreneurial projects, but to create the conditions in which they can experience the process of developing a social school enterprise in practice.<\/strong> \u0412\u0441\u0442\u0430\u0432\u043b\u0435\u043d\u0438\u0439 \u0442\u0435\u043a\u0441\u0442 markdown<\/p>\n

    \u201cSpace for Interaction\u201d became one step in this work: the experience of previous Bootcamps was translated into a clear approach for working with teachers; participants tested part of the methodology themselves, created a bank of real challenges and a student project support map; and the professional development course was presented as the next practical step for educators.<\/p>","protected":false},"excerpt":{"rendered":"

    On September 23, Platform for Social Change held \u201cSpace for Interaction: Practical Entrepreneurship at School \u2014 From Subject to Practice\u201d…<\/p>\n","protected":false},"author":1,"featured_media":1447,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5],"tags":[],"class_list":["post-1444","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-events"],"acf":[],"_links":{"self":[{"href":"https:\/\/social-change.com.ua\/en\/wp-json\/wp\/v2\/posts\/1444","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/social-change.com.ua\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/social-change.com.ua\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/social-change.com.ua\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/social-change.com.ua\/en\/wp-json\/wp\/v2\/comments?post=1444"}],"version-history":[{"count":2,"href":"https:\/\/social-change.com.ua\/en\/wp-json\/wp\/v2\/posts\/1444\/revisions"}],"predecessor-version":[{"id":1449,"href":"https:\/\/social-change.com.ua\/en\/wp-json\/wp\/v2\/posts\/1444\/revisions\/1449"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/social-change.com.ua\/en\/wp-json\/wp\/v2\/media\/1447"}],"wp:attachment":[{"href":"https:\/\/social-change.com.ua\/en\/wp-json\/wp\/v2\/media?parent=1444"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/social-change.com.ua\/en\/wp-json\/wp\/v2\/categories?post=1444"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/social-change.com.ua\/en\/wp-json\/wp\/v2\/tags?post=1444"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}