Innovation and entrepreneurship education focuses on cultivating innovative spirit and entrepreneurial ability.
Since innovation and entrepreneurship education is mainly to cultivate innovative spirit and entrepreneurial ability, it is a continuous process, which should run through preschool education, primary education, secondary education, higher education, continuing education and other stages, and we can't expect to complete everything in the higher education stage. Internationally, Britain, France, Japan, India and other countries attach great importance to entrepreneurship education in primary and secondary schools.
Attach importance to cultivating students' leadership, communication skills, business and economic awareness from an early age. It can be seen that China should not only carry out innovation and entrepreneurship education in colleges and universities, but also carry out systematic innovation and entrepreneurship education, which runs through all levels and types of education, and carry out innovation and entrepreneurship education in stages and schools in a planned and focused manner.
Three difficulties in entrepreneurship education:
1, the most prominent difficulty is the lack of enough qualified teachers.
A basic requirement of innovation and entrepreneurship education is that teachers must have the spirit and quality of innovation and entrepreneurship. If teachers do not have the basic qualities of innovation and entrepreneurship, it is difficult to cultivate students with corresponding qualities. However, many teachers have outdated teaching concepts and are unwilling to step out of the "comfort zone" of indoctrination teaching.
Teachers are the core of all educational activities. To cultivate students' application ability, teachers should first make themselves "have the ability to solve practical problems, have a sensitive awareness of practical problems, and be able to think about their own scientific research topics and teaching content design for the needs of social and economic development". However, the current quality of teachers is difficult to meet the requirements of innovation and entrepreneurship education.
2. It is difficult for colleges and universities to provide enough qualified courses.
At present, innovation and entrepreneurship courses are mostly separated from the professional curriculum system in the form of public elective courses or general courses. As a sporadic ornament, most of these courses are aimed at popularizing some basic knowledge of entrepreneurship for students. In substantive innovative teaching, it can only be carried out through individual cases. There is a serious lack of a perfect and hierarchical curriculum system for innovation and entrepreneurship education.
Curriculum is the basic carrier of teaching activities, and the setting and implementation of systematic innovation and entrepreneurship education curriculum is the basis of carrying out innovation and entrepreneurship education. In addition, there is still a lack of an effective index system to measure the success of innovation and entrepreneurship education. How to judge the effectiveness of innovation and entrepreneurship education in colleges and universities can't just look at the cases of a few successful entrepreneurs.
3. It is difficult for colleges and universities to cooperate effectively with society.
Creative education is to guide students to pay attention to practical problems and cultivate their ability to solve social problems with entrepreneurial thinking and action. At present, the society is still skeptical about the ability and effect of innovation and entrepreneurship education in colleges and universities, and enterprises still focus on profit in the process of cooperation with colleges and universities, paying attention to whether school-enterprise cooperation can solve technical problems and bring direct benefits to them.
The enthusiasm for deeply participating in personnel training is not high. To some extent, this phenomenon is caused by the long-term closed school-running mode of colleges and universities. Because it is divorced from the actual needs of society, it disdains and is not good at engaging in applied scientific research closely related to the production line. This leads to the lack of co-education atmosphere and long-term mechanism in the whole society.