DOI: 10.28934/jwee19.12.pp56-70 ORIGINAL SCIENTIFIC PAPER Preparation of Future Teachers at Vocational Secondary Schools and Financial Literacy Daniela Petríková1 Tatiana Varadyová2 Technical University of Košice, Department of Engineering Education, Košice, Slovakia A B S T R A C T The aim of this paper is to find out how to motivate future teachers of voca- tional subjects to implement financial literacy as a natural part of the teaching process. If a teacher does not have a positive attitude towards economics, it is challenging for him to include the proper activities in the field of financial literacy into the process of teaching vocational subjects. The education of future teachers in this field has a wide scope for improvement and implementation of new trends. The purpose of the paper is to examine the initial experiences of introducing the topic Financial Literacy into the training of future teachers in vocational subjects at secondary vocational schools which are taught at the Technical University in Košice (the course of additional pedagogical study). Financial Literacy was the part of a compulsory subject called Didactics in Vocational Subjects, which aimed to determine the awareness of students about the document The National Standard of Financial Literacy in a sample of 67 students. The participants used the docu- ment and its attachments in practice. Our results point out that most students did not know about the existence of the document and that none of the students had ever worked with the document before. An incompatibility between the document 1 Address: Němcovej 32, 040 01 Košice, Slovakia, e-mail: daniela.petrikova@tuke.sk, tel. +421 55 602 26 11 2 E-mail: tatiana.varadyova@tuke.sk, tel. +421 55 602 26 03 Petríková, D., et al., Preparation of Future Teachers, JWEE (2019, No. 1-2, 56-70) 57 and its attachments makes difficult to implement financial literacy into the teaching process at secondary vocational schools. In the paper, we present an overview of some methods that shift the problem of financial literacy to a practical level. KEY WORDS: financial education, financial literacy, future teachers, The Na- tional Standard of Financial Literacy Introduction Financial literacy is defined differently. The definitions vary according to authors and institutions. There is a systematic testing of the financial lit- eracy of the population in developed countries. Various aspects such as age, highest education or work activity are important when testing the popula- tion. A prerequisite for developing financial literacy is a good financial edu- cation system. Financial education is part of the country's government strat- egies and Slovakia considers it important. In Slovakia, financial education is covered in several documents. In this paper, we focused on a document enti- tled National Financial Literacy Standard (NSFL). This document defines the necessary knowledge, skills and experience in financial education and personal finance management. The document regulates individual levels of primary education to the level of upper secondary education graduates. The implementation of NSFL is based on a methodology that should include elements of education and training according to modern European trends. Objectives The Department of Engineering Education (DEE) at the Technical Uni- versity of Košice (TUKE) offers to students and graduates of university study programs to acquire the pedagogical ability to teach specialized sub- jects at secondary vocational schools. This specific study course is called The Additional Pedagogical Study (APS). One of the compulsory subjects of this study course is the subject called Didactics of Professional Objec- tives (DPO). DPO is included in the 3rd and 4th semester of study. This paper offers some insights of the introduction of the NSFL theme into the content of the subject Didactics of Professional Objectives. The reason for introduc- ing the topic of the NSFL was to update the content of the DPO. The NSFL document is important for the implementation of financial literacy in the teaching process at elementary and secondary schools in Slovakia. 58 Journal of Women’s Entrepreneurship and Education (2019, No. 1-2, 56-70) Theoretical Framework Literacy in modern society is one of the most used terms. In the past, literacy represented the ability of a person to read and write (Magalová, 2013). This understanding has gradually changed, expanded and reflects society's needs. Today, literacy represents a wide area. Zápotočná (2002) describes literacy as a transdisciplinary research problem. Other attributes added to the basic concept of literacy were aimed at widening the perception of specific literacy elements (mathematical, numerical, literary, financial, computer, information, legal literacy and others). Gavora (2002) suggests four models of literacy: initial literacy, text literacy (including functional literacy), literacy based on socio-cultural theory and e-literacy. The author points out their basic features, ways of detecting and evaluating literacy per- formance of individuals and the educational implications of this evaluation. In modern society, literacy can be considered as a gateway to education, information acquisition and processing. Literacy can be regarded as an in- strument for professional success, as well as a basis for media perception, the creation of cultural and other personal hobbies and the functioning of various life situations. Sociologists and economists perceive literacy in a relationship with the development of human resources. The individual should also have the knowledge, skills and abilities that allow him to work with information and to be able to communicate effectively. The individual should be flexible and ready to change, know how to work collectively, make efficient use of working and non-working time, and be able to partici- pate in civil and general terms (Rabušicová, 2002). The Concept of Financial Literacy There are a number of definitions of financial literacy. Authors and in- stitutions define financial literacy differently. Remund (2010) points out to many sources of financial literacy and he argues that each definition includes five components: understanding finan- cial concepts, communicating about these concepts, solving personal financ- es, being good at making financial decisions, and being convinced of the effectiveness of decisions in future financial needs. The OECD (2012) PISA document states that financial literacy means the knowledge and under- standing of financial concepts and risks. It is the ability, motivation and self- confidence to use the acquired knowledge to make effective decisions in financial contexts. The goal is to improve the financial situation of the indi- Petríková, D., et al., Preparation of Future Teachers, JWEE (2019, No. 1-2, 56-70) 59 vidual and society and enable participation in the economic process (Mi- klovičová, 2017). Financial literacy consists of three main pillars: financial capacity and behaviour, financial knowledge and state support. State support requires the cooperation of the relevant financial institutions and continual improvement of the level and quality of the two previous attributes of finan- cial literacy (Lusardi, 2012). Opletalová & Kvintová (2014) characterize financial literacy as a set of competencies that are applied in ordinary life and are necessary for active and responsible participation in the financial market. Financial literacy means the state of ongoing development (Belás et al., 2016). This allows each individual to respond effectively to new person- al events and a changing economic environment. Financial literacy is most often characterized as the ability to use knowledge, skills and experience to effectively manage personal financial resources (Sivák, 2011). It is under- stood as ensuring life-long financial security for individuals and households (MESRaS, 2018). Financial literacy is more than just the knowledge of terms. Financial literacy is influenced by factors such as age, education, fami- ly background, culture, tradition, place of residence, cash income, attitude to money and so on. The factors can increase as well as reduce financial litera- cy, especially in relation to the various effects of events in the life of an in- dividual or family, or changing economic environment of society. Financial Literacy Components The definition of financial literacy is structured and represents the rela- tionships of other components that are interrelated. Kovalčíková, Smoroň & Strenk (2011) have mentioned the various components of financial literacy: monetary literacy, price literacy and budget literacy. Opletalova & Kvintová (2014) divide the budgeting component of literacy into various parts such as managing assets (such as deposits, investments and insurance) and manag- ing financial liabilities (such as loans or leasing). Škvára (2011) refers to the broader concept of financial literacy in the context of economic literacy as a whole. It focuses on the essential effects of other literacy. The components of financial literacy (Figure 1) effect each other. In the process of education, it is necessary to focus on all components of financial literacy and to develop them. A financially literate individual in society is the result of mastering the required level of all components of literacy 60 Journal of Women’s Entrepreneurship and Education (2019, No. 1-2, 56-70) Figure 1: Financial literacy and its relation to other literacy Source: Škvára (2011) and Republiky (2007) Financial Education Financial education is important in expanding global awareness of the importance of financial literacy. The OECD has created a generally accept- ed definition of financial education for its Member States. Financial educa- tion is a process in which financial services users and investors increase knowledge of financial products and services. Financial education is an im- portant complement to market behaviour and includes prudent business rules and improved individual financial behaviour in many countries. The OECD has set up an International Financial Education Network (IFEN) to conduct research and develop tools to support policy makers and public au- thorities to implement a national financial education strategy (OECD, 2018). The OECD gives countries the basic strategies to increase the level of teach- ing financial literacy. Subsequently, individual countries implement finan- cial education at different levels. Stakeholders - public partners, financial institutions and governments, but also individuals invite teachers of eco- nomics, business, social sciences, mathematics and ultimately all teachers to engage in defining financial literacy, sharing ideas and experience needed for developing financial literacy of students (Coleman, 2015). Financial Literacy and Financial Education in Slovakia In Slovakia, the National Standard of Financial Literacy (NSFL) has become the basic document for the creation of a uniform and comprehensive Economics literacy Financial literacy Money liter- acy Price litera- cy Budget literacy Managing financial assets Managing financial liabili- Numerical literacy Information literacy Law literacy Other components of economic literacy Petríková, D., et al., Preparation of Future Teachers, JWEE (2019, No. 1-2, 56-70) 61 system of financial education in schools. The Ministry of Education, Sci- ence, Research and Sport of the Slovak Republic (MESRaS SR), the Minis- try of Finance of the Slovak Republic (MF SR) and the Interdepartmental Expert Group on Financial Literacy worked together with the MESRaS SR. The NSFL is the basic document which determines the minimum require- ments and the competencies for the graduates of primary and secondary schools in the field of financial literacy. Table 1 compares three documents of National Standard of Financial Literacy in SR. Table 1: Comparison of the National Standard for Financial Literacy NSFL v. 1.0 NSFL v. 1.1 NSFL v. 1.2 A date release 30.10.2008 31.3.2014 9.3.2017 Themes 1. A person in the sphere of money 2. Financial responsi- bility and decision 3. Securing Money for Satisfaction of Liv- ing Needs - Recep- tion and Work 4. Planning and manag- ing money 5. Credit and debt 6. Savings and Invest- ments 7. Risk management and insurance 1. The financial responsibility of consumers 2. Planning, Re- ception and Work 3. Decision- making and management of consumers 4. Credit and debt 5. Spending and investing 6. Risk manage- ment and insur- ance 1. The financial responsibility of consumers 2. Planning, Re- ception and Work 3. Decision- making and management of consumers 4. Credit and debt 5. Spending and investing 6. Risk manage- ment and insur- ance Annexes Directly in document: Glossary of basic terms Methodology for the incorporation and application of fi- nancial literacy topics in school education programs of primary and sec- ondary schools. No updated attach- ments: Attachments are used NSFL v 1.1 Source: prepared by authors from NSFL v. 1.0 (2008), NSFL v. 1.1 (2014), NSFL v. 1.0 (2017), MESRaS SR (2014) 62 Journal of Women’s Entrepreneurship and Education (2019, No. 1-2, 56-70) Each competence represents the skills and abilities the pupils should acquire. Individual competences are divided into partial fields. In the litera- ture we can find the partial competencies which are recommended for grad- uates at three levels. The first level is, for the purpose of this standard, the first stage of the primary school; the second level is the second stage of pri- mary school, first up to fourth grade of eight year secondary school, the first grade of bilingual secondary school as well as lower vocational education and middle vocational education. Pupils are assigned to the second level because the primary purpose of field of study is the preparation for the pro- fession. The third level is intended for pupils of fields of study, who acquire full middle general education or full vocational education. (NSFL v 1.1, 2014) All sub-competencies have created expectations that describe the way in which pupils should be able to use the acquired knowledge in day-to-day financial decisions. It is supposed to allow acquiring the knowledge, skills and experience needed to solve different life situations of individuals and families. MESRaS SR (2014) has issued a Methodology for teachers of primary and secondary schools to the renewed document of NSFL v. 1.1. The publi- cation describes the ways of incorporating individual topics of the NSFL v. 1.1 especially for the first level of primary school, the second stage of pri- mary school, for grammar schools, for secondary vocational schools and conservatories. In the case of grammar schools and the first two levels of education, there are also subjects to which financial literacy can be directly integrated. There are no specific subjects in the subchapter for incorporating the topics of NSFL into secondary vocational schools and conservatories, but this subsection contains a series of steps that should introduce the issue of financial literacy into the school education program. These are the fol- lowing steps: 1. Get acquainted with the updated NSFL; 2. Acquire, use and apply professional terminology, professional ex- pressions corresponding to the age and adequacy of pupils; 3. Study the content and performance standards of the educational standard; 4. Incorporate content and performance standards into the graduate profile; 5. Establish a learning area; Petríková, D., et al., Preparation of Future Teachers, JWEE (2019, No. 1-2, 56-70) 63 6. Select the content and performance standards from the graduate profile and work with them in view of selecting the topics of the NSFL in relation to the education department. The methodology also describes ways, methods, and forms by which topics can be incorporated into a particular educational curriculum (MESRaS, 2014). The order of individual topics is not precisely defined and the school determines it on the basis of its implementation into the school education program. School and teachers are responsible for the incorpora- tion of financial literacy into the curriculum. NSFL v. 1.1 was replaced by NSFL v. 1.2 in 1. September 2017. A new version was created due to the need to update the NSFL, which was based on the suggestions of the Ministry of Economics, the MF SR and Govern- ment Office of the Slovak Republic. The individual institutions try to re- spond to the constantly changing conditions in economic policy and the fi- nancial market in order to prevent possible negative impacts. The main ob- jective of updating NSFL was to optimize it. In the implementation of the NSFL v. 1.2 document, there is a relative- ly large leeway for introducing of financial literacy topics into the vocation- al subjects in education by teachers. This is based on teacher’s decision, the needs of the students and the educational conditions of the school. Teachers can also collaborate in the creation of new themes within the curriculum of general education and vocational subjects of primary and secondary schools or financial literacy courses. MESRaS SR offers a portal for digital educa- tional content (https://www.edu-centrum.sk) as well as a portal for financial education and financial consumer protection (https://www.fininfo.sk) to help pedagogic staff, pupils and graduates in identifying relevant education- al materials. Methodology We analysed 67 seminar reports prepared by students who want to teach professional subjects in the future. It was the task of the students to elaborate their own teacher's preparation for the teaching lesson of the voca- tional subject, incorporating elements of financial literacy. The assignment of the seminar paper included the tasks to include in the course of the sub- ject a selected theme of NSFL v. 1.2 and implement it into the content of the curriculum. Students were asked to select partial competencies according to a level corresponding to a particular level of education. They had to use the 64 Journal of Women’s Entrepreneurship and Education (2019, No. 1-2, 56-70) Methodology for incorporating and applying the topics of financial literacy into the school education program (MESRaS SR, 2014). Future teachers should specify the possible application of the chosen topic of financial liter- acy and its partial competence in the preparation of the lessons. The data for this paper were obtained through interviews with students, by analysing the seminar reports and through a questionnaire survey. There was no idea to observe anything at the beginning. It was only on the basis of the results that we decided to draw some knowledge of the conclusions that we observed and seemed to be interesting. Results APS students could choose from several topics from the NSFL v. 1.2, which were later analyzed in their seminar report. Table 2 presents the main topics from the NSFL v. 1.2. Subsequently, students selected the competen- cies they wanted to develop in the individual topics. Table 2: Number of Students Choice Topics - NSFL v. 1.2 Number of students % 1. Financial responsibility of consumers 7 10.4% 2. Planning, Reception and Work 25 37.3% 3. Decision-making and management of consum- ers 21 31.3% 4. Loan and Debt 6 9.0% 5. Saving and investing 2 3.0% 6. Risk management and insurance 6 9.0% Source: prepared by authors Many future teachers have chosen the theme “Planning, Reception and Work”. It was not ascertained why they chose this topic. We believe that the topic was the easiest to include in the subject content. As part of this theme, students most often chose partial competence in the preparation of a finan- cial plan. The second most frequently chosen topic was “Decision-Making and Consumer Management”. Even in this case, it is possible to deduce that the topic of consumer behaviour is easier for teachers to use in teaching. Ever teacher is also a consumer and he can count on his own experience in Petríková, D., et al., Preparation of Future Teachers, JWEE (2019, No. 1-2, 56-70) 65 this area. Within this topic, students most often chose to develop consumer skills in responsible purchasing decisions. We hypothesize that students are influenced by their studies and pro- fessional orientation in tertiary education when they choose a topic from the NSFL. Due to the unparalleled representation of individual departments, we divided students into two categories for our analysis purpose only: students with an economic focus and students with a non-economic - technical focus. Table 3: Area of professional study Area of professional study Economic focused students Non-economic fo- cused students Topics of National Standard of Financial Literacy v. 1.2 Number of students % Number of students % Topics 27 100% 40 100% 1. Financial responsibility of consumers 2 7.4% 5 12.5% 2. Planning, Reception and Work 12 44.4% 13 32.5% 3. Decision-making and man- agement of consumers 4 14.8% 17 42.5% 4. Loan and Debt 4 14.8% 2 5.0% 5. Saving and investing 1 3.7% 1 2.5% 6. Risk management and insur- ance 4 14.8% 2 5.0% Source: prepared by authors The findings corresponded with our hypothesis that students with a technical focus will be more decisive on the topic “Consumer Decision- Making and Management” (42.5%), as this involves the adoption of a finan- cial decision with the consideration of alternatives and their implications. Comparing multiple alternatives and choosing the best and also the most economical way is characteristic for technical decision making. Students with an economic focus chose the theme “Planning, income and work” (44.4%). This may be related to the anticipated focus on teaching business economics. Analysing the seminar reports has led us to conclude: 1. NSFL v. 1.2 does not fully coincide with the attachments that are created to the NSFL v. 1.1. 66 Journal of Women’s Entrepreneurship and Education (2019, No. 1-2, 56-70) 2. NSFL v. 1.2 also does not fully coincide with individual state edu- cation programs. 3. Many of our students have never heard about the NSFL (80.6%), the remaining students (19.4%) had heard about the NSFL but did not work with it. 4. Students with a technical focus had a problem to devise an appro- priate activity for students that would involve financial literacy and would need twice the time to prepare a seminar report com- pared to the students with an economic focus. 5. Students had problems working with images in a text editor, and they also had problems with the correct quoting of resources used to process the semester assignment. 6. In the context of working with the mentioned documents, we can conclude that some of the recommended websites do not work. Practical Implementation of the Inclusion of Financial Literacy in the Teaching Process We believe it is very important to choose good teaching methods for developing financial literacy. The topic is usually reflected in the lesson. If the information from the teacher to the students moves (by speaking or ex- plaining) only in one direction, the passivity of receiving information leads the students to perceive it only on a theoretical level. There are more appro- priate teaching methods for teaching financial literacy where students need to build their attitudes. These are methods in which a teacher requires stu- dent activity. We recommend using methods that lead students to find a specific type of literature with financial information - always related to the trade union area (price list of components, components, services) and then discuss with students. This will make it possible to appropriately incorporate the finan- cial literacy theme into lessons. Another option is to select one of the prob- lem methods, for example: heuristic method or brainstorming. Case studies and project methods are also appropriate. Education of vocational subjects with elements of financial literacy will bring the desired effect in the form of strengthening students' cognitive and affective competences. It is also essential that teachers of vocational sub- jects are able to successfully manage the course of teaching. Attention Petríková, D., et al., Preparation of Future Teachers, JWEE (2019, No. 1-2, 56-70) 67 should also be paid to this problem when preparing future teachers of voca- tional subjects. Discussion Cole, Paulson, & Shastry (2012) reported that the understanding of the financial decision-making process is limited. They point out that education has a major impact on financial market participation and smaller but statisti- cally and economically significant effects on financial management. They argue that education significantly reduces the probability of declaring bank- ruptcy or suffering during the financial crisis. The authors argue that educa- tion can influence decision-making through attitudes, lending behaviour, discount rates, aversion to risk, and the impact of co-workers and neigh- bours. Later, Cole, Paulson & Shastry (2013) did research at a secondary school to find out whether it is possible to learn good financial behaviour at secondary school. They found that classical lessons of financial education, where the change of decision had no real effect, while the added math les- sons specializing in financial tasks, made it possible to learn good financial behaviour. Fernandes, Lynch & Netemeyer (2014) compared many studies on fi- nancial education. The authors argue that financial education is inevitable, but its importance for real-life decisions is overestimated. The authors also found that consumers with low financial education have the problem of sav- ing and their economic decisions unduly increase household debt. However, they also report the same results for consumers who underwent financial education. According to their findings, the financial literacy of "trained" consumers may have increased although consumer behaviour has not changed. They point out that personality traits in financial management can- not be explained by differences in financial education. Family education, especially among children significant influence on financial behaviour of an individual has family education, especially among children (Kláseková, 2017). The aim of our contribution was to draw attention to the education of future teachers of vocational subjects at secondary vocational schools and their education in financial literacy. We haven't noticed an observation simi- lar to ours in the postings available. We realize that it would be useful to examine a larger number of students, which would make the survey more valid. However, we could only carry out the research on the number of stu- 68 Journal of Women’s Entrepreneurship and Education (2019, No. 1-2, 56-70) dents enrolled for Additional Pedagogical Study (APS). We will continue to observe the future. We recommend that the theme of financial literacy should be intro- duced into all APS programs and to create a single tool for examining the training of future teachers in this field. Every graduate has to be financially literate to be ready for career, college education, and ultimately real life in society. There for, it is necessary to have competent high-skilled teachers who will be able to introduce financial literacy into the teaching process of each individual subject. The NSFL gives enough space for vocational schools to implement their financial literacy in education. Teachers of voca- tional subjects should be able to understand how to meaningfully teach stu- dents about financial literacy, because it is very important for their career and real life. Stakeholders involved in creating standards and participating in en- hancing financial literacy in schools (public partners, financial institutions and government bodies) should primarily focus on teachers themselves not only to motivate but especially competent in the field of financial literacy, because the work of teachers is crucial in teaching. Teachers need to know and understand what is needed to become financially literate, and why it is also necessary for the future development of society. Conclusion The main objective of the paper was to introduce the teaching concept of financial literacy for future teachers of vocational subjects at secondary vocational schools. As part of the study on the supplementary pedagogical study at the Technical University in Košice, the content of the subject DPO was updated in the academic year 2017/2018. We summarized the results obtained on the basis of students' work in the processing of the semester work with the implementation of financial literacy into the content of educa- tion of specific subjects. We can conclude that many future teachers do not know about the ex- istence of the National Standard of Financial Literacy document, and those who know about it have not worked with it. That is why we propose an in- troduction of this topic into Additional Pedagogical Study. Petríková, D., et al., Preparation of Future Teachers, JWEE (2019, No. 1-2, 56-70) 69 References [1] Belás, J., et al. 2016. Financial Literacy of Secondary School Students. Case Study from the Czech Republic and Slovakia, Economics & Sociology, 9(4), 191–206. DOI: http://dx.doi.org/10.14254/2071- 789X.2016/9-4/12 [2] Cole, S. A., Paulson, A. 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Article history: Received: 18 January, 2019 Accepted: 17 April, 2019 PUBLISHER Institute of Economic Sciences 12 Zmaj Jovina str. 11000 Belgrade, Serbia EDITOR-IN-CHIEF Prof. Dr. Mirjana Radović-Marković Institute of Economic Sciences, Belgrade ASSOCIATE EDITORS Aidin Salamzadeh, Faculty of Entrepreneurship, University of Teheran, Iran Hiroko Kawamorita Kesim, Ondokuz Mayis University, Turkey EDITORIAL OFFICE JOURNAL SECRETARIES Dejana Pavlović, MA Elena Jovičić, PhD Institute of Economic Sciences, Belgrade EDITORIAL BOARD Vasileios Kallinterakis, Liverpool University, United Kingdom Halil Dincer Kaya, Northeastern State University, United States of America Ivana Domazet, Institute of Economic Sciences, Serbia Almir Pestek, Faculty of Economics in Sarajevo, Bosnia and Herzegovina Zélia Breda, University of Aveiro, Portugal PUBLISHING BOARD Jovan Zubović, Institute of Economic Sciences, Serbia PRINTED BY Donat Graf, Beograd Jelena Petrović0F Snežana Radukić1F Introduction Literature Review Methodology Data – Analysis of Economic Growth and Entrepreneurial Activity in Republic of Serbia Results and Discussion Conclusion Acknowledgements References Milica Slijepčević2F Karolina Perčić3F Creating Fashion Creative Process in Fashion Creation The Process of Fashion Diffusion, Creation of Identity and Fashion Product Image Life Cycle of a Fashion Product - Fashion, Style, Hit Fashion Product Pricing Cost-based Pricing Market-based Pricing Promoting a Fashion Product Fashion Magazines Fashion Blogs Conclusion Olabisi, S. Yusuff4F Introduction Brief Empirical Literature Patterns of Land Ownership in Developing Countries Conceptual Framework Interpretation Study Areas Data Presentation and Analysis Challenges of Women in Accessing Land in Ado-Odo Community Women’s Perception on Improvement of Patterns of Ownership of Land Recommendation References Daniela Petríková5F Tatiana Varadyová6F Introduction Objectives The Concept of Financial Literacy Financial Literacy Components Financial Education Financial Literacy and Financial Education in Slovakia Methodology Results Practical Implementation of the Inclusion of Financial Literacy in the Teaching Process Discussion Conclusion Ann Terngu Makar Vandefan7F Introduction Literature Review /Conceptual Frame Work Financial Support for Women as Entrepreneurs Discussion Conclusion References Victoria Burgess8F Introduction Theoretical Overview Discussion Conclusion References An Analysis of the Development of Entrepreneurship in the Republic of Serbia with a Special Focus on Female Entrepreneurship Fashion Product Development Process with Reference to Women's Participation Local Government in Ogun State, Nigeria Preparation of Future Teachers at Vocational Secondary Schools and Financial Literacy Assessing Institutional Founding Sources and Challenges Facing Women Entrepreneurs in Nigeria Being A Female Entrepreneur - Case Study