<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrej   Šafhalter</style></author><author><style face="normal" font="default" size="100%">Dragica   Pešaković</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TECHNICAL TALENT AND TECHNICAL CREATIVITY IN LOWER SECONDARY SCHOOL STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">basic education</style></keyword><keyword><style  face="normal" font="default" size="100%">technical creativity</style></keyword><keyword><style  face="normal" font="default" size="100%">technical talent</style></keyword><keyword><style  face="normal" font="default" size="100%">technique and technology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1438197313.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">65</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Technical subjects should include creative activities in order to foster the development of technical creativity in talented students. Talent should be regarded as a potential or a characteristic, which a certain student possesses. Creativity can be described as an activity through which such talent shows. The research on the correlation between technical talent and technical creativity included 109 students aged 11 to 15 years, in two Slovenian lower secondary schools. Students were tested by two modified tests on technical creativity and technical talent. The results show that a positive correlation between technical talent and technical creativity exists. It depends on the gender, age and closing assessment of the student. Females displayed a higher level of technical creativity in comparison to males; however, the males achieved higher scores in the technical talent test. The higher the closing assessment and the age of the students, the higher was the level of their technical talent and technical creativity. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">73-81</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Lenita Hietanen</style></author><author><style face="normal" font="default" size="100%">Satu   Uusiautti</style></author><author><style face="normal" font="default" size="100%">Kaarina   Määttä</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING ENTREPRENEURSHIP IN LEARNERS – AN IMPLEMENTATION AND EVALUATION OF ENTREPRENEURSHIP EDUCATION THROUGH MUSIC EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">basic education</style></keyword><keyword><style  face="normal" font="default" size="100%">entrepreneurship education</style></keyword><keyword><style  face="normal" font="default" size="100%">music education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361861.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">59</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Entrepreneurship education is recommended to be a part of education already from the beginning of children’s school paths. Often, entrepreneurship education has been defined in a political level and through economic ideologies. However, one of the goals of entrepreneurship education is to achieve entrepreneurial ways of acting regardless of the context or community. This study is a case study of the implementation of entrepreneurship education in music education in basic education. The findings introduce and evaluate the pedagogical solutions in the music education of one Finnish seventh grade. The pupils were given opportunities to set their own goals, experiment multiple options, make decisions and reflect on their actions. They were encouraged and guided to become aware of their entrepreneurial features, skills, and ways of acting. The most important result was that entrepreneurial education can be included in basic education. Suggestions for teachers are given based on the findings. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">34-48</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dragica   Pešaković</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPRESSION OF TECHNICAL CREATIVITY AT PRIMARY SCHOOL STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">basic education</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering and technology</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering creativity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413728304.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">46</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Subjects such as design and technology are in Slovenian primary schools based on students' creativity and discovery and consequently by preparing students to participate in the technical field. As we know, the creative ability is a spontaneity of expression and other creative skills, which can be motivated or hindered by the teachers. Through testing we can get to the image of the actual state of the creative abilities of students. Therefore, a special instrumentation and methodology were developed, which could achieve that the test conditions were equal for all participants.
 The purpose of this study was to examine the state-level of technical creative skills of students with the help of a modelled test of creativity. In the verbal part we valued the originality, flexibility and fluency. In non-verbal part we valued originality, flexibility and elaboration. Each element of technical creativity was evaluated through a detailed criterion and benchmark points. The results, which will be presented in the article confirms that students who express a higher level of creativity are more effective in learning. The survey shows that the creativity of students depends on a number of factors, including sex - girls are more creative than boys, and from age - older people are more creative. Students expressed a low level of overall creativity. We can speak about creativity expressed specifically in this test, which can serve for comparison purposes only, not to describe the overall situation. There can be many reasons, but this can already be the subject of other research and another following study.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">101-108</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Achoka Judith</style></author><author><style face="normal" font="default" size="100%">Serah Kasandi</style></author><author><style face="normal" font="default" size="100%">Ogenga Akumu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROVISION OF BASIC EDUCATION IN KENYA: IMPLICATIONS FOR THE POOR</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">basic education</style></keyword><keyword><style  face="normal" font="default" size="100%">poverty</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392284279.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Poverty is the world’s current greatest threat to peace and stability more than terrorism and other highly published struggles. In Kenya the wish to alleviate poverty has been articulated since independence through various sessional papers, commissions, task forces and development plans. However, the proportion of Kenyans living in abject poverty continues to rise steadily as years go by. Education is widely accepted as an important exit route from poverty to social and economic advancement. That is why Kenya subscribes to the international protocol that established Education for All (EFA) in Jonitien, Thailand in 1990 and the world education forum in Dakar, Senegal in 2002. Nevertheless, optimal access to basic education continues to be elusive among the Kenyan populace due to widespread poverty and high cost of education. As a result, low enrolments, poor transition from one level of basic education to another; high dropout rates and low quality characterize the provision of basic education in Kenya. As such, poverty threatens the very means meant to reduce or eradicate it.
 Implications of provision of basic education for the poor include, gender disparities in the provision of basic education, and creation of caste system, that is, where learners from economically well to do families get best education because their parents can pay for it, while children from poor families hardly complete even the third grade type of education which is provided in impoverished environments. It is recommended that the entire basic education should be made completely free and compulsory, ensure equity in disbursement of bursaries and grants, introduce intentional tax rebates on learning materials; and, encourage schools to borrow money from financial institutions like banks to fund feasible income generating projects set by the schools. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">46-54</style></section></record></records></xml>