EKONOMICKÝ A SOCIÁLNY ROZVOJ SLOVENSKA

Introduction
In the era of globalization and new global type of competitiveness one of the im-
portant driving forces is education. Education itself changes it own mission and con-
tent also due globalization and other important driving economic forces.
One of the important driving socio-econmic forces is computerization. Computeri-
sation represents one of the reasons why were documented strong changes and shifts in
education and in occupations requiring better education. The most visible change in occu-
pational task content between 1977 and 1991 was a pronounced decrease in routine tasks.
Computerization contributed to more rapid growth in college employment. This skill bia-
sed technological change marched hand in hand with different intellectual requirements-
in comparison with unskilled technological change of the beginning of 20 th century (it was
based on labour skills and not on intellectual skills). New skill biased technologies enable
such large efficiency gains across industries and economies with wide range of human and
physical capital on the one hand and factor prices on the other.
Skill biased technological change is very important for new understanding of edu-
cation. R. R. Nelson and E. S. Phelps wrote “educated people make good innovations,
so that education speeds the process of technological diffusion”. [1, p. 70]. They put
their statement on persuasion that educated workers deal better with technological
change. It is also less costly to learn additional knowledge needed to adopt a new
technology.
1. Entrepreneurship and education
Education changes not only due enormous impact of technology, but also entrre-
neurship. Entrepreneurship is a lively, adjustable, innovative and creative economic
branch, which boosts the biggest number of jobs, creates new values, invests money
in new products and services. From this point of view is important to include entre-
preneurship, academic community, businessmen, managers, consultants and practiti-
oners in the field of entrepreneurship and understand them as important stakeholders
unified with the same interest.
The target is permanent education and improvement of skills and competencies in
entrepreneurship. One of the prerequisities how to organize such type of education
is a creation of enterprise centres. The centres are envisaged to act as real economic
promotion centres in the future - actually connecting academia, the state and business
together providing exchange of information.
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