The document proposes a framework for entrepreneurship education in Indonesia. It summarizes current initiatives and lessons learned. Key recommendations include establishing political support, setting clear goals, reviewing curricula, and building public-private partnerships. It also recommends decentralizing entrepreneurship units, supporting school business projects, and establishing a training and certification system for teachers with master trainers, key facilitators, and regular skills upgrading. The goal is to encourage entrepreneurship and reduce unemployment among Indonesian youth.
- Surveys were conducted with 1,570 students from 34 schools before and after the KAB program to assess changes in attitudes towards entrepreneurship.
- Most participants were female (66.4%) and between ages 15-17 (85%), reflecting the program's focus on encouraging entrepreneurship among youth.
- The post-program survey found that students had very positive perceptions of business and were open to the idea of starting their own businesses. The majority stated they would start a business if they had more knowledge and understanding of entrepreneurship.
- This indicates that Indonesian youth have an entrepreneurial
Education ~Skill Development Assocham Conf Feb 2009subramanian K
1. India faces major challenges in providing quality education and skills training to its large population to support the growing knowledge economy.
2. Lifelong learning and ongoing skills development are becoming critical for individuals, employers and the economy.
3. National Skills Academies led by employers would help identify skills shortages, ensure training meets current and future needs, and deliver high-quality sector-specific education.
The document discusses the need, scope, and status of vocational education in India. It notes that vocational education prepares students for skilled jobs through hands-on training in fields like healthcare, IT, and trades. It is needed to meet the demand for skilled workers, reduce unemployment, and help economic growth. Vocational education offers wide-ranging career options but makes up only a small percentage of the Indian education system. While India has expanded vocational programs, a gap remains between the supply and demand of skilled labor.
The document outlines 12 steps to create effective skills training programs at the block level in India:
1. Set up Skill Development Zones on government land through public-private partnerships to identify in-demand skills.
2. Develop labor market information portals and conduct awareness campaigns to connect workers to training opportunities.
3. Design demand-driven training programs aligned with industry needs, focusing on school dropouts, existing workers, unemployed individuals, and women.
4. Establish learning objectives, outcomes, content and instructional methods to transfer skills to workplaces.
5. Evaluate programs and gather feedback to ensure goals are met and continuous improvements are made.
The document recommends organizing a workshop to
The document discusses integration of vocational and skill development courses in India. It provides background on vocational education and training in India since 1945. It identifies the key issue as reforming existing vocational education programs by addressing drawbacks and integrating government skill development schemes. Issues with vocational courses include lack of coordination, outdated courses, shortage of trainers, and inadequate funding. Possible solutions proposed are increasing the number of training institutes, establishing regulations and standards, improving teacher quality, and focusing training on emerging technologies. Current government schemes and spending on skill development are also outlined, with a recommendation to increase annual budgetary support to ₹10,000 crore to revamp institutions and skill one crore youth.
Market Research Report : Vocational Training Market in India 2012Netscribes, Inc.
For the complete report, get in touch with us at : info@netscribes.com
Vocational training market in India was valued at INR 90 bn in 2011 and is slated to grow at a CAGR of 23%. Government has set a target of preparing 500 mn skilled workers by 2022, as around 75-80 mn jobs will be created over the next 5 years and 75% of them will require vocational training. The market is poised for strong growth over the next few years owing to favourable government support.
The report begins with an introduction to the education market in India and its various sub-segments. Indian education system largely consists of formal and informal sectors, with the formal sector accounting for the major share. A macro overview of the Indian education system is also included, which throws light on some of the key indicators such as literacy rate in India, demographic split in education, budget allocation for education and five year plan outlay for education. This section also includes the vocational training policy framework present in India.
The market overview section gives an insight into the overall education market in India along with the vocational training market, their market size and growth. This is followed by the key segments and applications of vocational training. In India, it is present in both formal and informal sectors and has wide applications in areas such as IT, BFSI, retail, aviation and others. The education and vocational training structure in India is also provided. Additionally, an analysis of Porter’s Five Forces provides an insight into the competitive intensity and attractiveness of the market.
An analysis of the drivers and challenges explains the factors leading to the growth of the market including huge demand for skilled workers, low vocational training penetration, increasing government expenditure, growth in service sector and inefficiency in formal education system. The key challenges identified are low quality of inputs and lack of finance.
The government participation in this sector has also been highlighted in the report, and includes government bodies, government initiatives and associated bodies. Ministry of Human Resource Development and Directorate General of Employment & Training are the two key government bodies in this sector. Government initiatives largely comprise of National Policy on Skill Development, Skill Development Initiative Scheme, Craftsmen Training Scheme, National Vocational Qualification Framework and National Vocational Educational Qualification Framework. Industry associations impacting vocational training segment constitutes of FICCI, CII and ASSOCHAM. Foreign collaborations in this sector include countries like UK, Canada, Germany, Switzerland and Australia. International bodies like International Labour Organization, World Bank and European Union, also contribute to the vocational education and training segment in India.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
- Surveys were conducted with 1,570 students from 34 schools before and after the KAB program to assess changes in attitudes towards entrepreneurship.
- Most participants were female (66.4%) and between ages 15-17 (85%), reflecting the program's focus on encouraging entrepreneurship among youth.
- The post-program survey found that students had very positive perceptions of business and were open to the idea of starting their own businesses. The majority stated they would start a business if they had more knowledge and understanding of entrepreneurship.
- This indicates that Indonesian youth have an entrepreneurial
Education ~Skill Development Assocham Conf Feb 2009subramanian K
1. India faces major challenges in providing quality education and skills training to its large population to support the growing knowledge economy.
2. Lifelong learning and ongoing skills development are becoming critical for individuals, employers and the economy.
3. National Skills Academies led by employers would help identify skills shortages, ensure training meets current and future needs, and deliver high-quality sector-specific education.
The document discusses the need, scope, and status of vocational education in India. It notes that vocational education prepares students for skilled jobs through hands-on training in fields like healthcare, IT, and trades. It is needed to meet the demand for skilled workers, reduce unemployment, and help economic growth. Vocational education offers wide-ranging career options but makes up only a small percentage of the Indian education system. While India has expanded vocational programs, a gap remains between the supply and demand of skilled labor.
The document outlines 12 steps to create effective skills training programs at the block level in India:
1. Set up Skill Development Zones on government land through public-private partnerships to identify in-demand skills.
2. Develop labor market information portals and conduct awareness campaigns to connect workers to training opportunities.
3. Design demand-driven training programs aligned with industry needs, focusing on school dropouts, existing workers, unemployed individuals, and women.
4. Establish learning objectives, outcomes, content and instructional methods to transfer skills to workplaces.
5. Evaluate programs and gather feedback to ensure goals are met and continuous improvements are made.
The document recommends organizing a workshop to
The document discusses integration of vocational and skill development courses in India. It provides background on vocational education and training in India since 1945. It identifies the key issue as reforming existing vocational education programs by addressing drawbacks and integrating government skill development schemes. Issues with vocational courses include lack of coordination, outdated courses, shortage of trainers, and inadequate funding. Possible solutions proposed are increasing the number of training institutes, establishing regulations and standards, improving teacher quality, and focusing training on emerging technologies. Current government schemes and spending on skill development are also outlined, with a recommendation to increase annual budgetary support to ₹10,000 crore to revamp institutions and skill one crore youth.
Market Research Report : Vocational Training Market in India 2012Netscribes, Inc.
For the complete report, get in touch with us at : info@netscribes.com
Vocational training market in India was valued at INR 90 bn in 2011 and is slated to grow at a CAGR of 23%. Government has set a target of preparing 500 mn skilled workers by 2022, as around 75-80 mn jobs will be created over the next 5 years and 75% of them will require vocational training. The market is poised for strong growth over the next few years owing to favourable government support.
The report begins with an introduction to the education market in India and its various sub-segments. Indian education system largely consists of formal and informal sectors, with the formal sector accounting for the major share. A macro overview of the Indian education system is also included, which throws light on some of the key indicators such as literacy rate in India, demographic split in education, budget allocation for education and five year plan outlay for education. This section also includes the vocational training policy framework present in India.
The market overview section gives an insight into the overall education market in India along with the vocational training market, their market size and growth. This is followed by the key segments and applications of vocational training. In India, it is present in both formal and informal sectors and has wide applications in areas such as IT, BFSI, retail, aviation and others. The education and vocational training structure in India is also provided. Additionally, an analysis of Porter’s Five Forces provides an insight into the competitive intensity and attractiveness of the market.
An analysis of the drivers and challenges explains the factors leading to the growth of the market including huge demand for skilled workers, low vocational training penetration, increasing government expenditure, growth in service sector and inefficiency in formal education system. The key challenges identified are low quality of inputs and lack of finance.
The government participation in this sector has also been highlighted in the report, and includes government bodies, government initiatives and associated bodies. Ministry of Human Resource Development and Directorate General of Employment & Training are the two key government bodies in this sector. Government initiatives largely comprise of National Policy on Skill Development, Skill Development Initiative Scheme, Craftsmen Training Scheme, National Vocational Qualification Framework and National Vocational Educational Qualification Framework. Industry associations impacting vocational training segment constitutes of FICCI, CII and ASSOCHAM. Foreign collaborations in this sector include countries like UK, Canada, Germany, Switzerland and Australia. International bodies like International Labour Organization, World Bank and European Union, also contribute to the vocational education and training segment in India.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
The document discusses the need to reform and improve vocational education in India. It notes that currently, vocational education makes up a small percentage of the education system and is not aligned well with industry needs. The document outlines several problems with the current system, including a lack of private sector involvement, rigid regulations, and few opportunities for career progression or skill upgrading. It also discusses government initiatives to establish a National Vocational Qualification Framework and compares vocational education frameworks in other countries like the UK, Australia, and China. The goal is to make recommendations to help introduce higher-quality vocational education programs in India.
What is Vocational Education and Need for the same?Definition of Training,Vocational Training,Methods of Training,Do's and Don t's,Automobile Engineering etc.,
Marketing Plan for opening IIM at SingaporeKaushik Rana
This is a purely research report that I undertook as part of my MBA curriculum to detail out STP, Branding and market plan for IIM to open up in Singapore (based on some news item that IIM-B plans to open a satelite campus there)
vocational education in India and challengesmp poonia
This document discusses skills development for rural youth in India. It notes that over 3 billion people worldwide live in rural villages, with 92% of the world's villages located in developing countries like India. India faces major challenges in developing skills and employment opportunities for its large rural youth population, as only 2% have formal vocational training compared to other countries where the percentage is much higher. There is a need to increase access to skills development programs and improve employability for marginalized communities. The document outlines India's policies and initiatives to address this, including the goal of training 500 million people by 2022 through public and private partnerships.
Abstract
Technical and vocational Education and Training TVET has important role in imparting skills training for employment, self employment and enterprises. The main purpose of this study is to investigate the Practice of Income Generating Activities (IGAs) in selected government run five Technical and Vocational Education and Training Colleges in Addis Ababa city administration exploring the existing and emerging challenges in the areas of self-generated financial sustainability and utilization of this generated income. In view of this, the basic questions of the study are formulated and descriptive survey method will be employed to assess the current condition and overall performance of IGAs. The study will be undertaken in Addis Ababa TVET Colleges involving a non-random sampling technique preferred to be appropriate and to serve the desired ends in the study. The sample population will include department heads, deans of the colleges and Addis Ababa TVET Agency officers. The data collecting instrument will include questioner which consist of little open ended questioner ended and more on close-ended question, structured interview questions document analysis and observation; the data will be analyzed and using descriptive statistical method.
The research proposal hold tentative work plan that will be changed after identifying constraint, budget requirement to run this study also well prepared, it hold time schedule to carry out the entire parts of the study. Last but not least the researcher will make use of descriptive analysis and the methodology combines qualitative methods using document review, services and production observation and structured interview.
This document discusses issues related to vocational education and training (VET), including:
1. VET aims to impart skills for the labor market at a sub-professional level through both classroom and workplace learning. Apprenticeships that combine formal education and on-the-job experience are a cornerstone of VET.
2. The EU has an explicit interest in improving VET across member states to support economic growth and social cohesion. However, the quality and responsibility for VET varies between countries.
3. Information literacy encompasses the ability to identify, evaluate, and effectively use information. It is an important skill for students and workers that supports lifelong learning and success in education and career
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
Skill development training is important for economic development and poverty alleviation in Bangladesh. There are 19 ministries and 18 organizations that provide technical and vocational education and training (TVET) programs. The Bureau of Manpower, Employment and Training (BMET) operates 37 technical training centers that provide 2-year certificate courses and 4-year diploma programs in trades like engineering, electronics, and construction. BMET also partners with industries to provide apprenticeship training. Their training programs help place graduates in local jobs (30%) as well as overseas employment (40%), self-employment (15%), and higher education (15%). Expanding TVET is important to meet the growing demand for skilled workers both domestically and abroad, especially
The document provides an overview of Singapore's private education sector and its contribution to the economy from 1997-2014. It finds that the number of private schools and foreign students enrolled grew dramatically from 1997 to 2007. The private education sector contributed around 2-3% to Singapore's GDP from 2004-2009 and employed over 57,000 workers. While government intervention strengthened regulation and quality, it also loosened the free market's momentum for economic growth. The landscape provides insights for Myanmar's emerging private education sector.
Technical & Vocational Education & Training (TVET) from Malaysia PerspectiveGhazally Spahat
Malaysia economic grew at an average 6.2 percent per annum during the 1991-2005
period as in Ninth Malaysia Plan. Malaysia now at the mid-points in its journey towards 2020 and is just transforming to the second fifteen year phase.
role of educational institution in promoting entrepreneurshipniranjan k
This document discusses the role of higher education institutions in promoting entrepreneurship in India. It begins with an abstract that outlines how entrepreneurship education aims to inculcate entrepreneurial skills and motivate students to generate business ideas. The introduction then reviews how education impacts entrepreneurial behavior and how higher education is shifting focus to provide domain knowledge and hands-on business experience. The objectives are to study the need for entrepreneurship education and understand current pedagogy and challenges. A literature review covers frameworks and emphasis on practical experience over traditional content. The significance and methodology are also summarized.
Focus Edu-Care offers educational courses and programs through a franchise model. Under the franchise agreement, franchisees would be able to offer Focus Edu-Care's portfolio of courses at their own centers. Franchisees would need to meet infrastructure requirements including classroom and office space. Focus Edu-Care would provide initial training, course materials, and ongoing operational support. The agreement period is initially 3 years and franchisees would be entitled to share course fees. Initial investment includes a training fee, center infrastructure costs, and working capital. Focus Edu-Care solicits franchise inquiries for centers in North India.
Monitoring and Evaluation of Shuro Meda TVET Institute entire work, in the particular work of B+1 automotive building project of World Vision Ethiopia and Government proposal on expansion work in the institute.
The Heroes of Today is a collection of case studies on iLEAD programme of Aide et Action International (AEAI) South Asia.
AEAI South Asia realised that given the opportunity to learn and develop appropriate skills, youth from the marginalised and underprivileged communities can reach out to emerging opportunities and lead a dignified life. Hence, in an effort to equip them with skills required to meet the current market demands, AEAI launched the Institute for Livelihood Education and Development (iLEAD) programme in India. The programme is aimed at enabling dropout youth in the age group of 18 to 25 years from marginalised sections of society to gain sustainable and dignified livelihood through employability training in various trades.
The document discusses common issues, strategies and changes in technical and vocational education and training (TVET) in SEAMEO member countries. It identifies key issues as lack of industry partnerships, unqualified teachers, insufficient funding, and negative perceptions of vocational education. Strategies proposed to address these include strengthening industry links, improving teacher training, developing IT in teaching, and establishing community colleges. Changes implemented in some countries include skills recognition systems, national training centers and a shift to competency-based education. The document advocates for TVET reforms in Malaysia to meet increasing enrollment demands and ensure quality technical education and skills training for students.
The BFSI Sector Skill Council of India reported total income of Rs. 25,612,949 for the year ending March 31, 2016, down from Rs. 110,201,454 the previous year. The surplus for the year was Rs. 5,752,855, which was added to the balance brought forward of Rs. 51,371,934, bringing the total balance carried to the balance sheet to Rs. 57,341,439. Key initiatives discussed include the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) scheme, Deendayal Antyodaya Yojana - National Urban Livelihoods Mission (DAY-NULM), Additional Skill Acquisition Programme
Accounting education in nigerian universities challenges and prospectsAlexander Decker
This document discusses the challenges facing accounting education in Nigerian universities. It notes that universities are tasked with developing quality human capital but face issues like inadequate curricula, understaffing, poor facilities, and lack of funding. The accounting programs aim to produce graduates with education, skills, and attitudes to meet business and government needs, but challenges include outdated curricula that do not reflect changes in the accounting profession or address issues like recent financial scandals. Recommendations are made to guide improvements through cooperation between universities, professional bodies, and other stakeholders.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
El documento resume la situación y tendencias del mercado mundial de carne bovina. Analiza los determinantes de los flujos de comercio, la evolución del mercado y el impacto de las economías en desarrollo en la demanda. También examina las estrategias de países exportadores importantes como Argentina, Brasil, Uruguay, Canadá, Estados Unidos y Australia ante eventos como brotes de aftosa o vaca loca que afectaron sus exportaciones.
Este documento ofrece consejos sobre las cualidades necesarias para ser un emprendedor exitoso. Menciona que se requiere esfuerzo, resiliencia y determinación, así como pasión, capacidad de adaptación, planes de negocios, innovación y paciencia. También destaca la importancia de la creatividad, autonomía, confianza en sí mismo, tenacidad, liderazgo, espíritu de equipo y habilidades como la redacción, comunicación y resolución de problemas.
The document discusses the need to reform and improve vocational education in India. It notes that currently, vocational education makes up a small percentage of the education system and is not aligned well with industry needs. The document outlines several problems with the current system, including a lack of private sector involvement, rigid regulations, and few opportunities for career progression or skill upgrading. It also discusses government initiatives to establish a National Vocational Qualification Framework and compares vocational education frameworks in other countries like the UK, Australia, and China. The goal is to make recommendations to help introduce higher-quality vocational education programs in India.
What is Vocational Education and Need for the same?Definition of Training,Vocational Training,Methods of Training,Do's and Don t's,Automobile Engineering etc.,
Marketing Plan for opening IIM at SingaporeKaushik Rana
This is a purely research report that I undertook as part of my MBA curriculum to detail out STP, Branding and market plan for IIM to open up in Singapore (based on some news item that IIM-B plans to open a satelite campus there)
vocational education in India and challengesmp poonia
This document discusses skills development for rural youth in India. It notes that over 3 billion people worldwide live in rural villages, with 92% of the world's villages located in developing countries like India. India faces major challenges in developing skills and employment opportunities for its large rural youth population, as only 2% have formal vocational training compared to other countries where the percentage is much higher. There is a need to increase access to skills development programs and improve employability for marginalized communities. The document outlines India's policies and initiatives to address this, including the goal of training 500 million people by 2022 through public and private partnerships.
Abstract
Technical and vocational Education and Training TVET has important role in imparting skills training for employment, self employment and enterprises. The main purpose of this study is to investigate the Practice of Income Generating Activities (IGAs) in selected government run five Technical and Vocational Education and Training Colleges in Addis Ababa city administration exploring the existing and emerging challenges in the areas of self-generated financial sustainability and utilization of this generated income. In view of this, the basic questions of the study are formulated and descriptive survey method will be employed to assess the current condition and overall performance of IGAs. The study will be undertaken in Addis Ababa TVET Colleges involving a non-random sampling technique preferred to be appropriate and to serve the desired ends in the study. The sample population will include department heads, deans of the colleges and Addis Ababa TVET Agency officers. The data collecting instrument will include questioner which consist of little open ended questioner ended and more on close-ended question, structured interview questions document analysis and observation; the data will be analyzed and using descriptive statistical method.
The research proposal hold tentative work plan that will be changed after identifying constraint, budget requirement to run this study also well prepared, it hold time schedule to carry out the entire parts of the study. Last but not least the researcher will make use of descriptive analysis and the methodology combines qualitative methods using document review, services and production observation and structured interview.
This document discusses issues related to vocational education and training (VET), including:
1. VET aims to impart skills for the labor market at a sub-professional level through both classroom and workplace learning. Apprenticeships that combine formal education and on-the-job experience are a cornerstone of VET.
2. The EU has an explicit interest in improving VET across member states to support economic growth and social cohesion. However, the quality and responsibility for VET varies between countries.
3. Information literacy encompasses the ability to identify, evaluate, and effectively use information. It is an important skill for students and workers that supports lifelong learning and success in education and career
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
Skill development training is important for economic development and poverty alleviation in Bangladesh. There are 19 ministries and 18 organizations that provide technical and vocational education and training (TVET) programs. The Bureau of Manpower, Employment and Training (BMET) operates 37 technical training centers that provide 2-year certificate courses and 4-year diploma programs in trades like engineering, electronics, and construction. BMET also partners with industries to provide apprenticeship training. Their training programs help place graduates in local jobs (30%) as well as overseas employment (40%), self-employment (15%), and higher education (15%). Expanding TVET is important to meet the growing demand for skilled workers both domestically and abroad, especially
The document provides an overview of Singapore's private education sector and its contribution to the economy from 1997-2014. It finds that the number of private schools and foreign students enrolled grew dramatically from 1997 to 2007. The private education sector contributed around 2-3% to Singapore's GDP from 2004-2009 and employed over 57,000 workers. While government intervention strengthened regulation and quality, it also loosened the free market's momentum for economic growth. The landscape provides insights for Myanmar's emerging private education sector.
Technical & Vocational Education & Training (TVET) from Malaysia PerspectiveGhazally Spahat
Malaysia economic grew at an average 6.2 percent per annum during the 1991-2005
period as in Ninth Malaysia Plan. Malaysia now at the mid-points in its journey towards 2020 and is just transforming to the second fifteen year phase.
role of educational institution in promoting entrepreneurshipniranjan k
This document discusses the role of higher education institutions in promoting entrepreneurship in India. It begins with an abstract that outlines how entrepreneurship education aims to inculcate entrepreneurial skills and motivate students to generate business ideas. The introduction then reviews how education impacts entrepreneurial behavior and how higher education is shifting focus to provide domain knowledge and hands-on business experience. The objectives are to study the need for entrepreneurship education and understand current pedagogy and challenges. A literature review covers frameworks and emphasis on practical experience over traditional content. The significance and methodology are also summarized.
Focus Edu-Care offers educational courses and programs through a franchise model. Under the franchise agreement, franchisees would be able to offer Focus Edu-Care's portfolio of courses at their own centers. Franchisees would need to meet infrastructure requirements including classroom and office space. Focus Edu-Care would provide initial training, course materials, and ongoing operational support. The agreement period is initially 3 years and franchisees would be entitled to share course fees. Initial investment includes a training fee, center infrastructure costs, and working capital. Focus Edu-Care solicits franchise inquiries for centers in North India.
Monitoring and Evaluation of Shuro Meda TVET Institute entire work, in the particular work of B+1 automotive building project of World Vision Ethiopia and Government proposal on expansion work in the institute.
The Heroes of Today is a collection of case studies on iLEAD programme of Aide et Action International (AEAI) South Asia.
AEAI South Asia realised that given the opportunity to learn and develop appropriate skills, youth from the marginalised and underprivileged communities can reach out to emerging opportunities and lead a dignified life. Hence, in an effort to equip them with skills required to meet the current market demands, AEAI launched the Institute for Livelihood Education and Development (iLEAD) programme in India. The programme is aimed at enabling dropout youth in the age group of 18 to 25 years from marginalised sections of society to gain sustainable and dignified livelihood through employability training in various trades.
The document discusses common issues, strategies and changes in technical and vocational education and training (TVET) in SEAMEO member countries. It identifies key issues as lack of industry partnerships, unqualified teachers, insufficient funding, and negative perceptions of vocational education. Strategies proposed to address these include strengthening industry links, improving teacher training, developing IT in teaching, and establishing community colleges. Changes implemented in some countries include skills recognition systems, national training centers and a shift to competency-based education. The document advocates for TVET reforms in Malaysia to meet increasing enrollment demands and ensure quality technical education and skills training for students.
The BFSI Sector Skill Council of India reported total income of Rs. 25,612,949 for the year ending March 31, 2016, down from Rs. 110,201,454 the previous year. The surplus for the year was Rs. 5,752,855, which was added to the balance brought forward of Rs. 51,371,934, bringing the total balance carried to the balance sheet to Rs. 57,341,439. Key initiatives discussed include the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) scheme, Deendayal Antyodaya Yojana - National Urban Livelihoods Mission (DAY-NULM), Additional Skill Acquisition Programme
Accounting education in nigerian universities challenges and prospectsAlexander Decker
This document discusses the challenges facing accounting education in Nigerian universities. It notes that universities are tasked with developing quality human capital but face issues like inadequate curricula, understaffing, poor facilities, and lack of funding. The accounting programs aim to produce graduates with education, skills, and attitudes to meet business and government needs, but challenges include outdated curricula that do not reflect changes in the accounting profession or address issues like recent financial scandals. Recommendations are made to guide improvements through cooperation between universities, professional bodies, and other stakeholders.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
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Competencias para la Innovación #univest213Tíscar Lara
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A través del conocimiento de las tendencias de consumo actuales, podemos emitir mensajes y comunicar nuestros productos y servicios en línea con ellas, de tal forma que logremos sintonizar con las preocupaciones de nuestros clientes.
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Mary receives two phone calls while relaxing at home. The first is from a scammer claiming to be from Microsoft security about a virus on her computer, but Mary does not own a computer. The second call is from a politician running for reelection who makes promises to constituents, but Mary fact-checks his voting record online and calls out inconsistencies. She also critically analyzes a magazine advertisement claiming high customer satisfaction based on a small sample size. The narrator concludes people need to think critically to distinguish true information from scams, advertising, and politician's claims.
1) inContact is a cloud contact center provider that has over 1,800 implementations, 85,000 agents, and handles over 10 billion calls annually.
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This document provides a summary of a training package and resource kit on gender and entrepreneurship titled "GET Ahead for Women in Enterprise". It was published by the International Labour Office in 2004 and is available in English, Chinese, Khmer, Laotian, and Vietnamese. The document outlines the contents of the training, which includes modules on basics of gender and entrepreneurship, the businesswoman and her environment, the business project, and people, organization, and management. It provides exercises for each module to help teach the material. The goal is to provide training and resources to support women in starting and growing successful businesses.
The document discusses the early English colonies in North America, including the Chesapeake colonies, New England Puritan colonies, and the Carolina colonies. It describes the social hierarchies and governments that developed in the Chesapeake colonies and the divisions that led to Bacon's Rebellion. It also discusses the interactions between Puritan settlers and Native Americans, including the Pequot War. Finally, it summarizes the founding of the Carolina colonies and the development of their economies based on cash crops like rice and indigo cultivated by African slaves.
TRIZ is a theory of inventive problem solving developed by Soviet engineer Genrich Altshuller beginning in 1946. Altshuller studied over 300,000 patents to discern that inventive principles were often present in successful inventions. TRIZ developed among Soviet engineers in the 1970s with Altshuller as the intellectual leader, lecturing and publishing on TRIZ. TRIZ aims to analyze problems and forecast solutions.
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Work integrated learning for TVET institutions in KenyaBeatrice Amollo
Work-Integrated Learning (WIL) is presented as an effective alternative to Kenya's Higher Education Institute's practical or industrial attachment. These institutions are refereed to as Technical and Vocational Education Training (TVET) institutions due to the unique and practical skills students are expected to acquire at the end of their training.
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This document summarizes a study that evaluated the implementation of an entrepreneurship module called the Basic Entrepreneurship Module (BEM) in community colleges in Malaysia based on input from students and lecturers. The study collected data through questionnaires from 105 students and 42 lecturers. It found that both students and lecturers generally had positive perspectives of the BEM implementation, viewing it as moderately or highly effective. Students reported learning many new things through the BEM and felt adequate time was allocated. Lecturers expressed interest in teaching the BEM but felt facilities could be improved. Overall, the findings indicate that the BEM was successfully implemented according to student and lecturer feedback.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
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This document provides an overview of Industries Education and Training Institute (IETI), a training organization in South Africa. IETI's mission is to develop skills and promote independence through education and training. It offers accredited skills training programs across South Africa, focusing on upskilling employed and unemployed individuals. IETI's training covers a range of industries and aims to provide marketable skills to enhance trainees' employment prospects and incomes. It works closely with government, businesses and communities to identify training needs and opportunities.
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
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Entrepreneurship education and attitude of undergraduate students to self emp...Alexander Decker
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Detailed knowledge about skill Ecosystem in India. The root Causes, the problem, ideas to change the current skill ecosystem, the factors that can contribute in the development of Nation.
Presentation done by Dr Thomas M. Cooney Dublin Institute of Technology regarding a comparison of entrepreneurship between Norway and Ireland.
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04 framework for entrepreneurship education english
1. ILO Education and Skills Training project
Proposed Framework for Entrepreneurship Education
Draft Concept Note for Discussion
I. Background: Why entrepreneurship education?
Despite registering a growth rate of 6.2 percent in 2008, amidst a global financial crisis, GDP
increase has not translated into a sufficient number of jobs to absorb the new cohorts of
Indonesian youth on the labour market. Indonesia faces an open unemployment rate of 8.39
percent and an underemployment rate of 27.8 percent,1 and 61 percent of unemployed
Indonesians are between 15 and 24 years old. Every year close to two million young women and
men enter the Indonesian labour market. A combination of lack of labour market opportunities
and lack of skills results in many young people being unable to secure a job in the formal
economy. Many of them end up working in the informal economy, but their productivity is
limited owning to inadequate preparation in schools.
Indeed, the fact that a large number of Indonesian students will end up making a living from the
informal economy is not fully reflected in the in-school and out of school learning and training
modules. Most of the schools in the country do not provide any entrepreneurship education that
youth would need to either start a business, join and increase the productivity of an existing
family business, or more generally develop a more proactive and entrepreneurial attitude in their
professional career.
The current theories on economic development include entrepreneurship education as an
important tool for the development of a vibrant micro and small enterprise sector. In Indonesia,
micro- small and medium enterprises (SMEs) contribute 53.6 of national GDP,2 and employ
more than 91.8 million people. Despite the role small enterprises play in the economy, many of
these businesses are unable to grow owing partly to lack of well trained human resources.
1
Trends of the selected socio economic indicators of Indonesia, BPS, March 2009
2
BPS
2. Encouraging entrepreneurial spirit among students and young people will not only contribute in
reducing unemployment, but will also help to boost productivity and competitiveness in the
SMEs.
There have been numerous attempts to conceptualize entrepreneurship education, but no
consensual definition has emerged so far. For the purpose of this note, entrepreneurship
education means “within the framework of lifelong learning, the process of providing individuals
with the concepts and practical skills to recognize opportunities, marshal resources, and possibly
initiate and manage a business.” The definition includes entrepreneurship education aiming both
at business creation and at improving the student attitude towards his/her professional life.
Entrepreneurship education is viewed as part of a lifelong learning process in order to ensure that
individuals can progress coherently in acquiring entrepreneurial competences and improving
their entrepreneurial attitudes within and outside the education system.
Limits of entrepreneurship education should also be noted:
• Not everybody can become an entrepreneur. Entrepreneurship education aims both for
individuals at becoming entrepreneur and entrepreneurial. It is not aimed exclusively at
business creation. The aim is also to foster attributes like creativity, autonomy, and initiative
in an individual (as part of life skills).
• To be effective in terms of business creation, entrepreneurship education should be
accompanied by a strong component of after training support / coaching / mentoring and/or
linkages with business development services.
• To maximize employment opportunities, entrepreneurship education should be part of a
broader focus on strengthening micro and small enterprises in Indonesia, in conjunction with
efforts to improve the business environment.
This note is divided in six parts. The second part describes the main initiatives being
implemented so far in the country in entrepreneurship education. The third part attempts to draw
preliminary lessons from this experience, and the fourth part list seven policy recommendations
for a comprehensive entrepreneurship education framework in Indonesia. The fifth and the sixth
3. parts make further recommendations for respectively the training of teachers, and monitoring
and evaluation.
II. Outline of current entrepreneurship education system in Indonesia
A. Entrepreneurship Education in Vocational Secondary Education (SMKs)
The Ministry of National Education (MONE) has been implementing entrepreneurship education
since 1994 in Vocational and Technical Secondary Schools. The introduction of entrepreneurship
curricula at the vocational secondary schools was seen as an opportunity to combine
entrepreneurship learning with technical skills in order to encourage students to become
entrepreneurs. In addition, many SMK schools are implementing a “Production Unit” which is
an actual business unit run within the school to generate income for the schools and to provide
students with a first work experience. It is to be noted however that most students do not get
involved in the business aspect of the “Production Unit” but focus on practising their vocational
skills. The Directorate of SMK development (PSMK-MONE) has also initiated an extra
curriculum activity for entrepreneurship, whereby selected school students benefit from (a) a one
week intensive business start up course (with ILO Start Your Business training package), and (b)
start up capital for a group based business in the school.
B. Entrepreneurship Education in the Polytechnic System
4. In the polytechnic system, ASPI (The Polytechnic Association of Indonesia) is implementing the
Entrepreneurial Skills Development Project (ESDP) which funded by NUFFIC of Netherlands.
The project aims, among others, to mainstream entrepreneurship through the development of
entrepreneurship curricula and the establishment of Entrepreneurship Training Units (ETU). The
entrepreneurship curricula is developed by TRIODOS FACET, drawing on ILO’s Know About
Business training package, the ILO Business Games and GTZ’s CEFE package. The
International Training Centre of ILO in Turin is
providing technical assistance for the
Ministry Of National Education – ILO
establishment of the ETU. Entrepreneurship Education pilot projects
at a glance
C. Entrepreneurship Education in Higher The ILO worked with the Ministry of National
Education, particularly, the Directorate of
Education Vocational Secondary Education since 2002
through a pilot test of Start Your Business
Several state and private universities have been
Programme (SYB). The SYB has now been
using entrepreneurship curricula as a mandatory used across Indonesia, and a network of SYB
trainers is available in eight provinces.
subject for one semester. In addition to this,
In 2005/2006, MONE and ILO introduced
since 2007 the Directorate for General of Higher the Know About Business (KAB)
Education provides selected universities with entrepreneurship training programme in the
vocational and technical secondary education
funds to assist students to start their businesses. system in Indonesia on a pilot basis. Indonesia
joined the group of 30 countries using the
KAB training package. To ensure the
D. Entrepreneurship Education in sustainability of the project as well as national
ownership, the ILO has enhanced the capacity
Vocational Training Centers. of Vocational/Technical Education
Development Centres (P4TK) in providing
Several state vocational training centers (BLKI) entrepreneurship training. 33 Master trainers
such as BLKI Lembang, Bekasi, BLK Lombok, from Six P4TKs are currently using KAB as
part of their regular institutional training
and South Sulawesi have been using the Start programme.
Your Business curricula for students who are
interested in starting their business. For
example, BLKI Lembang introduced the Start Your Business program for the agriculture sector
while BLKI Bekasi used the SYB programme for their students who were being considered for
jobs in Japan.
5. E. Entrepreneurship Education for out of
School Youth The ILO Start and Improve Your
Business Programme
The entrepreneurship education for out of school
youth is mostly aimed at assisting young people to The Start and Improve Your Business
programme is subdivided into three: i)
start their own business. The government is actively Generate Your Business Idea, ii) Start
Your Business, iii) Improve Your
promoting programmes to stimulate the creation of Business. The SIYB programme has been
new businesses for youth. For example, the Ministry implemented in more than 90 countries
with more than 80 Master Trainers and
of Youth and Support under the Deputy Minister for 4,500 Trainers. It has a strong quality
assurance system, with a centralised
Entrepreneurship has been actively promoting certification body at ILO International
entrepreneurship targeting youth in rural areas. The Training Center in Turin. In Indonesia, the
programme was introduced in 2002 in
government provides financial support to institutions collaboration with the Ministry Of
National Education. Six master trainers,
who train youth on vocational and entrepreneurship more than 230 trainers and 35 partner
skills. In addition, start up capital is also provided to organizations are actively promoting and
implementing the SIYB programme,
assist youth to start their businesses. The Ministry of including KADIN and APINDO.
Cooperative and Small Medium Enterprise has
similar schemes such as the Youth Entrepreneurship
Programme through Cooperative Movement and Agro-business. The Director General for PNFI
of the Ministry Of National Education is also in the process of integrating entrepreneurship
education in the training institutions for out of school youth. It is aimed at providing students
with entrepreneurship attitude, skills and knowledge.
F. Entrepreneurship Education adapted to specific groups.
The migrant workers organizations and BLK Malang have been implementing the SYB
Programme targeting domestic workers who have returned from overseas. The training also
includes members of the migrant workers’ family. In total, there are 39 SIYB trainers working
with organizations supporting migrant workers and their families to make use of their saving
productively. KSBSI Aceh is using the SIYB Programme to provide support to their members
who will retire or are expected to be laid off. In Surabaya, UKM Center of Dinas CSME trains
retired workers of one of the cigarette company on SYB to enable them to start their business
using their saving or severance payment. Several Business Development Services Providers also
6. use SYB programme training prisoners who will be released from detention. There are also
examples of Business Development Services Providers marketing entrepreneurship education in
drug rehabilitation centres including for people living with HIV&AIDS. In Papua, ILO has been
working with provincial and district Governments to train Papuan communities, also relying on
local traditions (adat).
III. Lessons Learnt
These are the main lessons learnt from entrepreneurship education initiatives in Indonesia:
• Need for an overall framework with specific responsibilities - There has been a lot of
emphasis on developing and upgrading entrepreneurship curricula. For example, PSMK (the
Ministry of National Education Directorate for Vocational Secondary Education
Development) has been revising its entrepreneurship curricula every four years (1994, 1999,
2002 and 2007). ILO has also helped by adapting and piloting international training modules.
However, fewer resources were used for rolling out the training for teachers and instructors,
as part of a comprehensive plan. Most entrepreneurship education activities were so far
initiated by the Central Government, while only few provincial and district Governments
contributed financially in teachers training.
• Entrepreneurship education requires a paradigm shift in teaching methodology - In those
cases where training of individuals was student centred and accompanied by coaching
support, and linkages with the private sector, a greater impact was noted in terms of: (a) use
of interactive and practical approaches, (b) number of students considering opening a
business in the future, (c) number of students able to establish a linkage between their current
learning and future occupations.
• Youth need more assistance in formulating a business idea, encouragement and
motivation, while adults need more assistance in terms of business management (source
SIYB evaluation in Aceh).
7. • In school entrepreneurship education works better with an all school approach -
Experience has also shown that it is important to train teachers along with the school
principals, education inspectors, parents committees, and/or a representative from the private
sector in order to implement a successful and dynamic entrepreneurship module.
• An integrated approach namely access to practical skills training, business management
knowledge and access to financial institutions is an effective approach for business
creation - The Start Your Business Impact Assessment in Aceh 2007 found that around
41.5% of total respondents started a business (27%) or an income generating activity
(14.5%). Challenges faced by most of the respondents in starting their business included
attracting customers, getting raw materials, managing finances, and access to external
finance. The involvement of Business Development Services was directly linked to the
sustainability of the micro-enterprises.
IV Seven Proposed Policy Priorities for Entrepreneurship Education
o Ensure political support across ministries and throughout provinces and districts for
entrepreneurship education as a key competency for all Indonesians, as part of a
comprehensive policy to reduce under-employment, and provide support to micro and small
enterprises. This wide based political support should result in
sustained and coordinated funding for the programme,
a generic enterprise education model to be customized with cultural differences at
provincial level.
o Set up clear goals of what is to be achieved, through lifelong learning process including for
in-school and out of school youth, for dismissed or retrenched workers, with related budget
and impact indicators. Practical incentives are needed, particularly since schools and teachers
have a greater autonomy under the current system (Kurikulum Tingkat Satuan Pendidikan). It
8. is important that the school management and teachers are convinced about embarking on
these activities and that school environment is favourable to entrepreneurship education.
o After a review exercise of past experiences and based on agreed competencies (see draft in
annex 1),
recommend curriculum as part of SMP (Junior High School), SMA (General
Secondary School), SMK (Vocational Secondary School) and out of school youth,
and for retrenched / dismissed workers,
review how entrepreneurship can be mainstreamed within existing subjects;
o Set up innovative public - private partnerships with (a) training providers, (b) enterprises
wishing to sub-contract part of their production / distribution, and (c) trade unions (for
workers education). As part of the same recommendation, it is important:
To recruit participating agencies for entrepreneurship for out of school based on their
performance and capacity rather than on their status (PKBM, LSM, private..);
to recognise and maximize the role of educators other than teachers (parents,
practitioners, entrepreneurs, students themselves);
establish incentives for companies contributing time and resources to enterprise
education,
attach students to real companies and to business people, in order to ensure a close
mentoring / coaching relationship with business practitioners.
o Build the capacity of entrepreneurship teachers and decide on a certification system for the
same. Capacity building of teacher should focus on learning by doing. It should not be
limited to one time training but include coaching and after training support, secondment to
small companies and study visits to successful schools in order for teachers to truly engage,
and develop their competencies. The role of educators is conceived as
providing an environment allowing the individual to feel empowered to take risks,
facilitating the change of attitude among student towards a more dynamic approach
to the world of work and his/her own professional life.
9. o Establish within a P4TK one or more decentralized Units for Entrepreneurship Education,
with provincial focal points in charge of:
stimulating innovative ways to deliver entrepreneurship education through targeted
block grants,
carrying out tracking studies and documenting impact,
documenting, validating and disseminating specific lessons learned through online
communities of practice,
granting the label “entrepreneurial school” to schools having shown remarkable
achievements.
o Support school business projects and business incubators, in partnership with the private
sector, whereby students are involved in concrete business activities both at production and
management level (with due care for Occupational Safety and Health concerns), giving due
recognition of their performance through marks and competition.
V Proposed Teachers Training and Certification
Qualified master trainers are a key factor for the effectiveness of entrepreneurship education in
the country. Using the ILO experience, it is proposed to have three level training systems to
create a pool of experts on entrepreneurship education. These are 1) master trainers, 2) key
facilitators and 3) facilitators (teachers). Each will have to be trained and supported with
coaching and regular skills upgrade trainings, to carry out their respective tasks. The proposed
tasks for each are as follows:
a. The role of master trainers in P4TK should be:
- to ensure that key facilitators are using student centred teaching methods when conducting
entrepreneurship training to teachers.
- to establish innovative teaching methodology on entrepreneurship education for classroom
and extra curricula.
10. - to collect good practices on the effectiveness of entrepreneurship education, and to
disseminate them through various medias.
b. The role of key facilitators at provincial level:
- to promote entrepreneurship education training programme for schools and teachers and
market the programme to provincial/national government.
- to train teachers on entrepreneurship education using students centred learning activity.
- to provide after training support to teachers such as new teaching skills on entrepreneurship,
coaching, etc.
c. The role of facilitators/teachers
- to implement student centred learning activity in their classrooms.
- to conduct regular monitoring on student satisfaction who participate in the entrepreneurship
education programmes.
- to motivate students to establish student business club, etc.
According to the government regulation No. 74/2008, there are two ways of acquiring
certification for teachers, namely: 1) competency test through portfolio assessment, and 2) direct
certification for those who have postgraduate and doctoral degree.
The assessment of portfolio covers 1) academic qualification, 2) training and education, 3)
teaching experiences, 4) learning plan and implementation, 5) assessment from supervisor and
superintendant, 6) academic achievement, 7) professional achievement development, for
example, conducting a research, 8) participation in the workshop, 9) organizational experiences
related to education and social issues, and 10) awards relevant to the education. These
components of the portfolio cover four core teacher competencies namely 1) Pedagogic
competency, 2) Personal competency, 3) Social competency, 4) Professional competency.
Each year, the Ministry Of National Education sets a target for teacher certification which covers
all teaching subjects. Teachers working on entrepreneurship should be encouraged to register
11. themselves for certification. Their participation in the international entrepreneurship training
such as KAB and SYB will contribute to give them higher scores.
No Component of portfolio Proposed criteria for certification of entrepreneurship
teacher
1 Academic qualification Teachers should have minimal academic qualification as
- Diploma IV or S1 required. MONE may need to assist teachers who do not
have the current minimum academic qualification to obtain
at least Diploma IV qualification.
2 Training and education Teachers must participate in entrepreneurship training
programme focusing more on modern teaching methods.
The KAB Training programme may be used as reference
for teacher training institutions.
3 Teaching experience NA
4 Learning plan and School principals/ management ensure that the teachers
implementation prepare learning/session plan using modern teaching
methodology.
5 Assessment from There are two areas which can be assessed related to the
superintendants and teaching style. Superintendants and schools principals can
schools principals play an important role to review entrepreneurship teachers
on:
- Teaching innovation and creativity on
entrepreneurship.
- Communication skills.
- Networking skills with businesses and associations.
6 Academic achievement - Score may be given if teachers are able to assist
students winning skills competition on entrepreneurship
7 Professional Achievement - Teachers should be encouraged to write articles in
newspaper on success stories on entrepreneurship
- Teachers should be encouraged to conduct research on
entrepreneurship
12. 8 Participation in the - Encourage provincial/district education office to make
workshop regular knowledge sharing workshops on
entrepreneurship.
9 Organization experiences - Encourage teachers to establish or participate in the
related to education and Association of Subject Teacher (Musyawarah Guru
social issues Mata Pelajaran)
- Encourage teachers to establish business clubs on
entrepreneurship.
10 Awards relevant to the NA
education subject
6. Monitoring and Evaluation
In order to guarantee a rapid and sound development of the Entrepreneurship Education, it is
proposed to establish a standard system for Monitoring and Evaluation, to allow national and
provincial decision makers, schools management, teachers and others to assess its impact and
adapt the strategies accordingly. The proposed indicators are summarized in the following
matrix.
Programme Performance Indicators
Focus Students Key Facilitators (P4TK,
Schools
LPMP3)
Number of students Number of trained Number or provinces
receive entrepreneurship teachers on where a key facilitator is
education programme entrepreneurship available
education
Number of students Number of key
Scale participate in the Number of teachers facilitators working on
students run enterprise attaining teacher entrepreneurship
3
Lembaga Penjamin Mutu Pendidikan (Education Quality Assurance Body)
13. certification education programme
activities
Number of provinces
where
entrepreneurship
education is available
Students’ satisfaction Schools’ satisfaction Teachers satisfaction
with services provided with the availability of with training and after
by teachers and school services and materials training support
Quality satisfaction. provided by key
Students’ satisfaction
facilitators
with materials produced
(business games,
textbook, workbook)
Students attitude Percentage of schools
Impact changed change to conducive
Personal Entrepreneurial learning environment
Competencies improved
Transition from
education to work
facilitated and applied
Cost per teachers Cost per
Cost-effectiveness (training, after training organisation/facilitator
and certification) linked to a measure of
linked to a measure of impact
impact
Percentage of teachers National systems for
Sustainability and schools actively quality control,
implementing student continuous support and
centred learning training of facilitators
14. Continuous support from
provincial/national
government
Tools used for monitoring purposes may include Focus Group Discussion with students to
review pre and post training entrepreneurial attitudes, evaluation of the teaching process
(preparation, methodology, students participation..).
15. Annex 1 Proposed Entrepreneurship Competencies by Target Audience
Target audience Key Competencies Modules piloted in For immediate
Indonesia action
SMP Know about role of
enterprises and
entrepreneurs in
society
SMA - Demonstrate Modified Know - To develop
entrepreneurial About Business. curricula as part of
characteristics the life skills,
- Understand skills career guidance,
required to start a or local content.
business - To provide
continuous
capacity building
for teachers
particularly in
developing
conducive
learning
environment.
- To link schools
with the private
sector.
- To link schools
with Business
Development
Services Providers
SMK • Demonstrate a Know About Business - To provide
16. dynamic continous capacity
entrepreneurial building for
spirit teachers
• Demonstrate particularly in
understanding the developing
structure of conducive
business planning. learning
environment.
- To link schools
with the private
sector
- To link schools
with Business
Development
Service providers
for future interest.
Higher Education - Demonstrate a - To develop pilot
skill to translate modules using
problems into hands on practical
acceptable learning for
opportunities. students.
- Able to apply - To provide
principles of continuous
human relation training for
management lecturers in
- Demonstrate developing
application of hands-on practical
technical skills in learning
entrepreneurial environment.
context - To build stronger
- Is able to design a cooperation
17. business plan between
universities and
business
communities,
particularly small
and medium
enterprises.
- To develop
business
incubators.
Out of school - Understand - GET Ahead4 - To enhance the
entrepreneurial - Generate Your capacity of
characteristic Business Ideas business
- Understand skills - Start Your development
required to start a business services on
business. - Improve Your entrepreneurship
- Understand and Business and business
demonstrate skills management
required to training
improve a programme.
business - To define
- Is able to develop certification
business plan process for
trainers/instructors
in cooperation
with Badan
4
GET Ahead is a training package for poor women engaged in or wishing to start a small-scale business. It differs from
conventional business materials as it highlights entrepreneurial skills from a gender perspective. GET Ahead aims to strengthen
the basic business and management skills of trainees. It shows women how to develop entrepreneurial skills and to obtain
support through groups, networks and institutions dealing with enterprise development. Please contact ILO Jakarta for more
information.
18. Nasional
Sertifikasi Profesi
(teh National
Body for
Professional
Certification) and
Ministry of
Cooperative and
Small Medium
Enterprises.
- To build stronger
cooperation with
the NGOs and
private sector5 for
better outreach.
- To establish
linkage with
financial
institutions –
explore the
possibility of pool
funds for credit
guarantee for start
up businesses
owned by youth.
5
For example with Indonesia Business Link, British Council, Sampoerna Foundation, etc.