This document proposes an approach for teaching entrepreneurship education across all levels of Kenya's education system, from pre-school to university. It recommends revising policies to include entrepreneurship education earlier and emphasizes experiential learning methods. Successful models from other countries that incorporate experiential learning like company programs are discussed. The proposed approach focuses on fostering entrepreneurial skills, mindsets and behaviors at each level through age-appropriate activities, with indicators to measure success like innovative ideas, business initiatives and career choices in entrepreneurship.
Fostering Entrepreneurship and Building Entrepreneurial Self-Efficacy in Prim...Maurice Dawson
This document discusses introducing entrepreneurship education at the primary and secondary levels. It argues that doing so could increase students' entrepreneurial self-efficacy and prepare them for an evolving workforce. Entrepreneurship education builds skills like leadership, creativity and perseverance. It also engages students and improves performance. Introducing these concepts early may particularly benefit women and minorities by helping address barriers to entrepreneurial success. Several existing programs that promote entrepreneurship education for K-12 students are described as examples.
Assessing The Richness of Entrepreneurship Education Curriculum Content: Empi...iosrjce
The study examines the content and support mechanism of entrepreneurship education in Nigeria.
The content and support mechanism remain fundamental in curriculum issue. The study used teachers’
population and 216 samples were employed. Questionnaire instrument was used in data collection process and
descriptive statistics was employed in analysing the data. The findings of the study show that content and
support mechanism of the curriculum were adequate. The implication of the study revealed that content and
support mechanism are capable of providing students with entrepreneurship skills require and it is
recommended that periodic review of content and support mechanism in order to ensure consistency of
curriculum with time and global trend.
Agwu, M. E., Onwuegbuzie, H. N., & Ezeifeka, P. (2017). Impact of Entrepreneurship Education on New Ventures Creation - A Case Study. Advances in Social Sciences Research Journal, (425) 98-114. Available at: http://scholarpublishing.org/index.php/ASSRJ/article/view/4014
Pedagogy and Capacity Building: Critical Components of NonFormal Educationiosrjce
While education is widely considered to be an imperative for employability, it is increasingly evident
that the problem of functional literacy and employability particularly in developing countries, need to be
addressed by the creation of a flexible education system. As academic streams have diversified into formal
education, non-formal education, adult education, continuing education, executive education, and vocational
education/ workforce retraining, the pedagogy of adult education in determining the extent of need and offering
specific programmes has intensified. The NFE system with emphasis on vocational training is gaining
significance as an alternative to basic academic education. The most important function of new educational
approaches is to establish linkages between learning outcomes from different contexts, levels and institutions. It
is the level of competence attained by the individual that is recognized, not how or where this competence was
acquired. This further necessitates that non-formal adult education institutes require a system of validation of
prior experience or education. The challenges of this endeavour may be addressed by suitable capacity training
programmes.
Entrepreneurship education and attitude of undergraduate students to self emp...Alexander Decker
Entrepreneurship education aims to encourage self-employment among university students by providing them skills to start their own businesses. The study explored how entrepreneurship education influences the attitudes of undergraduate students in Mubi, Nigeria toward self-employment. It found that exposure to entrepreneurship education benefited students by influencing their intentions toward self-employment, enriching their knowledge of starting a business, and changing their perceptions of self-employment as a career. The study recommends including entrepreneurship education in the curricula of all Nigerian educational institutions to help address unemployment among graduates.
An in depth analysis of the entrepreneurship education in the philippinesMARJON ARIAS
This document summarizes a research study on entrepreneurship education in the Philippines. The study aimed to identify the training needs of entrepreneurship educators and practices in entrepreneurship education through focus group discussions and interviews. The results showed that students value personal qualities and interactive teaching methods in educators. Educators saw value in personalized and experience-based learning but noted it should be supported by manageable class sizes and program support. Administrators play a role in setting the direction of entrepreneurship programs amid resource challenges. The study highlights entrepreneurship education is best achieved through well-designed curriculums, effective teaching models based on personalized learning, and strong institutional support.
The Policy and Practice of Preparing the Nigerian Teacher for the Challenges ...iosrjce
Nigeria like all other countries in the world has a National Policy on Education which provides the
template to guide among other things the preparation of its teachers for the challenges of the new generation.
While this is on paper, its implementation is a serious challenge thereby making it difficult for the state to
effectively use the teacher as a tool of development to execute his mandate. This will make the state not to fulfil
its role in the new generation. It is therefore, the opinion of the authors that the Nigerian Government and other
stakeholders should brace up by summoning the political courage to faithfully implement its provisions on
teacher preparation as provided in the NPE so that the country will be a key player in the new generation.
Fostering Entrepreneurship and Building Entrepreneurial Self-Efficacy in Prim...Maurice Dawson
This document discusses introducing entrepreneurship education at the primary and secondary levels. It argues that doing so could increase students' entrepreneurial self-efficacy and prepare them for an evolving workforce. Entrepreneurship education builds skills like leadership, creativity and perseverance. It also engages students and improves performance. Introducing these concepts early may particularly benefit women and minorities by helping address barriers to entrepreneurial success. Several existing programs that promote entrepreneurship education for K-12 students are described as examples.
Assessing The Richness of Entrepreneurship Education Curriculum Content: Empi...iosrjce
The study examines the content and support mechanism of entrepreneurship education in Nigeria.
The content and support mechanism remain fundamental in curriculum issue. The study used teachers’
population and 216 samples were employed. Questionnaire instrument was used in data collection process and
descriptive statistics was employed in analysing the data. The findings of the study show that content and
support mechanism of the curriculum were adequate. The implication of the study revealed that content and
support mechanism are capable of providing students with entrepreneurship skills require and it is
recommended that periodic review of content and support mechanism in order to ensure consistency of
curriculum with time and global trend.
Agwu, M. E., Onwuegbuzie, H. N., & Ezeifeka, P. (2017). Impact of Entrepreneurship Education on New Ventures Creation - A Case Study. Advances in Social Sciences Research Journal, (425) 98-114. Available at: http://scholarpublishing.org/index.php/ASSRJ/article/view/4014
Pedagogy and Capacity Building: Critical Components of NonFormal Educationiosrjce
While education is widely considered to be an imperative for employability, it is increasingly evident
that the problem of functional literacy and employability particularly in developing countries, need to be
addressed by the creation of a flexible education system. As academic streams have diversified into formal
education, non-formal education, adult education, continuing education, executive education, and vocational
education/ workforce retraining, the pedagogy of adult education in determining the extent of need and offering
specific programmes has intensified. The NFE system with emphasis on vocational training is gaining
significance as an alternative to basic academic education. The most important function of new educational
approaches is to establish linkages between learning outcomes from different contexts, levels and institutions. It
is the level of competence attained by the individual that is recognized, not how or where this competence was
acquired. This further necessitates that non-formal adult education institutes require a system of validation of
prior experience or education. The challenges of this endeavour may be addressed by suitable capacity training
programmes.
Entrepreneurship education and attitude of undergraduate students to self emp...Alexander Decker
Entrepreneurship education aims to encourage self-employment among university students by providing them skills to start their own businesses. The study explored how entrepreneurship education influences the attitudes of undergraduate students in Mubi, Nigeria toward self-employment. It found that exposure to entrepreneurship education benefited students by influencing their intentions toward self-employment, enriching their knowledge of starting a business, and changing their perceptions of self-employment as a career. The study recommends including entrepreneurship education in the curricula of all Nigerian educational institutions to help address unemployment among graduates.
An in depth analysis of the entrepreneurship education in the philippinesMARJON ARIAS
This document summarizes a research study on entrepreneurship education in the Philippines. The study aimed to identify the training needs of entrepreneurship educators and practices in entrepreneurship education through focus group discussions and interviews. The results showed that students value personal qualities and interactive teaching methods in educators. Educators saw value in personalized and experience-based learning but noted it should be supported by manageable class sizes and program support. Administrators play a role in setting the direction of entrepreneurship programs amid resource challenges. The study highlights entrepreneurship education is best achieved through well-designed curriculums, effective teaching models based on personalized learning, and strong institutional support.
The Policy and Practice of Preparing the Nigerian Teacher for the Challenges ...iosrjce
Nigeria like all other countries in the world has a National Policy on Education which provides the
template to guide among other things the preparation of its teachers for the challenges of the new generation.
While this is on paper, its implementation is a serious challenge thereby making it difficult for the state to
effectively use the teacher as a tool of development to execute his mandate. This will make the state not to fulfil
its role in the new generation. It is therefore, the opinion of the authors that the Nigerian Government and other
stakeholders should brace up by summoning the political courage to faithfully implement its provisions on
teacher preparation as provided in the NPE so that the country will be a key player in the new generation.
2019 New Trends in Education & Teaching Innovation Timothy Wooi
Theme
"Turning Good Teachers to Great Innovation Leaders"
Objectives
To introduce Educators to the concept of Innovation Leadership in Education.
To equip Educators with Leadership skills needed in carrying out instructions and other school based tasks.
To help Educators develop their skills in Innovation.
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Transforming nigerian economy through integrative entrepreneurialAlexander Decker
This academic article discusses transforming the Nigerian economy through integrating entrepreneurship into higher education curriculums. It argues that the current system produces many unemployed graduates and that fostering entrepreneurial skills could help address issues like poverty, crime, and unemployment. The article provides recommendations for how to incorporate entrepreneurship training across different subject areas and academic stages. It advocates for retraining teachers and establishing business incubators to support student entrepreneurs. The overall goal is to nurture innovators and potential business owners who can contribute to Nigeria's economic growth and development.
An In-depth Analysis of the Entrepreneurship Education in the
Philippines: An Initiative Towards the Development of a
Framework for a Professional Teaching Competency Program for
Entrepreneurship Educators
Maria Luisa B. Gatchalian
This document discusses the evolution of public administration in the Philippines from traditional to modern approaches. It outlines key theories and principles from classical thinkers like Woodrow Wilson and Max Weber that emphasized distinguishing politics from impartial administration. Approaches then shifted to development administration in the 1950s-60s focusing on social change, and new public administration added considerations of social equity. The 1980s brought new public management principles of decentralization, community empowerment, and results-oriented governance. Current public administration emphasizes governance beyond government through institutional participation and transparency. The document stresses the importance of education in developing righteous leadership to solve the Philippines' administrative problems and regain public trust.
The Development Of Learning Model With The Approach Of CTL (Contextual Teachi...iosrjce
This research aimed to develop a learning model approach of CTL through the method of
(Authentic Problem Based learning) APBL and learning devices at Vocational High School ( SMK) ,the group
of Business and Management with the majoring subject of Accounting effective competency skills finance to
improve motivation and life skills, especially skills in solving problem . The design of this research was the
development of research which was carried out in four phases: namely to define, to design, to develop, and to
disseminate. And involving the experts of learning that were used as input in the development of
entrepreneurial learning methods through the method of Authentic Problem Based Learning (APBL) thus it
was produced inputs for manufacturing the text book of entrepreneurship . The method of research in the
collection of data used the sheet of student’s activity observations , written tests and questionnaires. The
subjects of research were students of class XI the majoring subject of Accounting 1 SMKN 1, in Jombang and
Data Technical Analysis used exploratory descriptive analysis .The results of research showed the assessment
of entrepreneurship subject expert teams and learning designers expert to the results of entrepreneurship
subject development through the method of Authentic Problem Based Learning (APBL) was feasibly used .
that’s why , it was necessary to follow up conducting comparison tests with other method to students of SMK in
the field of Business and Management skills and carried out dissemination of research results to all teachers
of SMK in the field of Business and Management skills who taught Entrepreneurship subjects in Jombang
District in the second year to create the textbooks of entrepreneurship
Social reconstructionism focuses on using education to eliminate social inequities. It aims to inform students about issues in their society, equip them with skills to enact change, and encourage them to improve society. The curriculum presents social challenges and problems to stimulate critical thinking and a desire for reform. It incorporates action-oriented lessons to teach civic responsibility. Teachers facilitate learning and foster democratic discussion to empower student voices for change.
Professional development among middle aged women-a rising phenomenon in ghana...Alexander Decker
1) The document examines professional development among middle-aged women working in the Ghana Commercial Bank. It finds that many women in the bank want to pursue further education, but face challenges like gender stereotyping and unequal access to training opportunities.
2) Professional development programs are important for employee and organizational growth, but many women are limited by social and family responsibilities from achieving educational goals. As a result, few women occupy managerial roles in the bank.
3) The study recommends affirmative action policies like quotas and financial aid to support middle-aged women's participation in professional training programs within organizations. This could help address inequality in selection for managerial positions.
This document discusses entrepreneurship education in Nigeria and its role in reducing unemployment and promoting self-reliance and economic development. It begins by outlining Nigeria's problem of unemployment among university graduates. It then discusses how entrepreneurship education can help graduates develop skills to become entrepreneurs and create their own jobs rather than searching for nonexistent jobs. The document also examines challenges facing entrepreneurship development in Nigeria and outlines the purpose, research questions, scope, limitations, and significance of studying entrepreneurship education. It aims to encourage graduates to pursue entrepreneurship as a way to stimulate the economy and reduce unemployment.
This document discusses the importance of developing entrepreneurial skills in teachers and the educational system. It provides definitions of entrepreneurship as taking risks and creating innovations. Educational entrepreneurship involves cultivating attributes like being a change catalyst, innovative, risk-taking, having self-efficacy and accountability. Strategies are suggested to develop these skills through entrepreneurship counseling, recognition programs, networking forums, technology and infrastructure support, and promoting industry-institute collaboration. The goal is to train teachers as leaders who can manage change and drive progress in the educational system.
1) The document examines the importance of human capital for developing countries in Asia Pacific. It analyzes the effects of human capital capacity on economic growth using variables like education enrollment ratios and government education spending.
2) The results suggest that education policies focusing on improving enrollment ratios and spending directed at quality can optimize economic growth. Developing countries face challenges in education access due to limited resources.
3) A lack of skilled human capital and quality higher education can constrain innovation in developing countries like Indonesia and Thailand. Both countries struggle with educational attainment and producing enough graduates with science/technology skills needed for private sector.
This study aims to form a lecturer achievement index model based on student perceptions by looking
at the caseality relationship between latent variables, namely professional, social, personality and pedagogical
competencies of lecturers
Psychology of learning entrepreneurship skills: Nurturing learning styles of ...Dr.Nasir Ahmad
Objective: To investigate entrepreneurial skills of business students and their learning styles and to measure the relationship of entrepreneurial skills with students’ learning styles.
Methodology: Though co-relational survey and cluster random sampling techniques, 527 business schools students were selected from Khyber Pakhtunkhwa public sector universities. Entrepreneurial Skills Questionnaire (ESQ) and Neil Flaming VARK Learning Style Model (FSLSM) were used for data collection.
Results: The students did not develope entrepreneurial skills and majority of the students learned through auditory learning style. Positive relationship between entrepreneurial skills and tactile learning style was found (r = .239, .218, 206, .225 for which the p <.05).
Conclusion: Tactile learning style is prominent among business school students for which the schools did not provide ample opportunities.
Developing The active Learning Model to Improve the Effectiveness Study Group...iosrjce
The implementation of the entrepreneurship course in ISI Padang Panjang was not run optimally.
This research was aimed to improve the effectiveness of learning entrepreneurship in ISI Padang Panjang by
developing active learning model by using group learning method. This research used research and
development approach that consisted of preliminary study (needs analysis); model development; and model
testing (validation). Developing a model in this research refers to the ADDIE model (analysis, design,
development, implementation, evaluation). The findings of this research were (1) the process of learning in
entrepreneurship courses at ISI Padang Panjang was not functioned properly; (2) the implementation of the
course only relied on teachers’ learning center which was not effective; (3) developing a model of active
learning by using ADDIE model was valid, practical and effective
Re engineering university education for employability in nigeriaAlexander Decker
This document summarizes an academic article that examines the issue of university graduates in Nigeria being unemployable. It identifies several factors that have impacted the quality of university education such as rapid expansion, duplication of programs, deteriorating facilities, large class sizes, and more. The article suggests that universities need to focus on developing employability skills in students like analytical skills, communication, problem-solving, teamwork, and understanding of the real world. It proposes strategies for universities to enhance employability including involving employers, improving teaching methods, offering work placements, developing career services, and focusing accreditation on employment outcomes. The conclusion is that ensuring graduate employability requires reforming the entire educational system in Nigeria.
HR Academicians were surveyed about their perceptions of HR education. The results showed:
1) Half of HR Academicians have not published any articles in journals, with most publications coming from professors and associate professors.
2) HR Academicians see their role as a mix of teaching, training, and research activities.
3) There is a need to restructure HR management education to improve rigor, relevance, methodology and prepare students for industry with the necessary skills.
This document discusses entrepreneurship education in higher education. It suggests that entrepreneurship education should be incorporated across all disciplines, not just business studies, and that it is important for developing entrepreneurial mindsets and skills in students. Effective entrepreneurship education involves experiential learning opportunities and collaboration with real entrepreneurs. Both teachers and institutions must be actively involved and support innovative teaching methods that foster entrepreneurship. Technology should also be integrated into entrepreneurship education programs.
This document discusses education for human resource development in India. It notes that India has a large young population that can be empowered through education to build a better country. Education is fundamental for human development and helps individuals acquire skills to contribute to efficient production. The document outlines various government initiatives in India to promote education, literacy, and skills training to develop the country's vast human resources, especially targeting women and disadvantaged groups. It emphasizes the role of health, nutrition, rural development, and basic infrastructure in fully realizing human resource potential.
Role of the state in managing entrepreneurial tertiary education in nigeriaAlexander Decker
This document discusses the role of the state in managing entrepreneurial tertiary education in Nigeria. It argues that the state has a mandate to actively participate in managing educational programs at tertiary institutions. Specifically, the state should: redesign curricula to focus on entrepreneurship; create an enabling environment for entrepreneurship; provide adequate funding and opportunities for credit; and cooperate with stakeholders. The document recommends these roles to ensure graduates acquire skills for self-employment and self-reliance in the current environment of widespread unemployment.
The document discusses competencies for innovative entrepreneurship. It examines how entrepreneurship has been viewed in economic theory and focuses on distinguishing entrepreneurs from capitalists and managers. It also explores micro-entrepreneurship and harnessing entrepreneurial behavior outside of economic contexts. The document differentiates between entrepreneurship and self-employment, arguing entrepreneurs benefit from specializing skills rather than needing to be all-around generalists. It advocates applying the principles of division of labor to entrepreneurial abilities.
Schrittweise Umsetzung der Vision eines Gold gedeckten Zahlungsmittels.
Schritt 1: Aufbau einer Internetcommunity zum Thema Economy 2.0
Schritt 2: Gold und andere Assets auf Internet-Plattform handelbar (fungibel) und transaktionsfähig (tauschfähig) machen
Schritt 3: Integration eines mobile Payment-Systems; ermöglicht dem User einfach Bezahlung mit seinem real-gedeckten Vermögen
The document discusses innovation trends and processes. It notes that innovation now requires openness, collaboration, a willingness to fail, and real-time testing and feedback. The methodology outlined involves screening trends, ideating, prototyping, testing with failure and feedback, and adapting before rollout. True innovation results from combining open networks, open collaboration, and human creativity. Examples of innovations like e-mobility, gobandit, and ashmob are provided.
2019 New Trends in Education & Teaching Innovation Timothy Wooi
Theme
"Turning Good Teachers to Great Innovation Leaders"
Objectives
To introduce Educators to the concept of Innovation Leadership in Education.
To equip Educators with Leadership skills needed in carrying out instructions and other school based tasks.
To help Educators develop their skills in Innovation.
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Transforming nigerian economy through integrative entrepreneurialAlexander Decker
This academic article discusses transforming the Nigerian economy through integrating entrepreneurship into higher education curriculums. It argues that the current system produces many unemployed graduates and that fostering entrepreneurial skills could help address issues like poverty, crime, and unemployment. The article provides recommendations for how to incorporate entrepreneurship training across different subject areas and academic stages. It advocates for retraining teachers and establishing business incubators to support student entrepreneurs. The overall goal is to nurture innovators and potential business owners who can contribute to Nigeria's economic growth and development.
An In-depth Analysis of the Entrepreneurship Education in the
Philippines: An Initiative Towards the Development of a
Framework for a Professional Teaching Competency Program for
Entrepreneurship Educators
Maria Luisa B. Gatchalian
This document discusses the evolution of public administration in the Philippines from traditional to modern approaches. It outlines key theories and principles from classical thinkers like Woodrow Wilson and Max Weber that emphasized distinguishing politics from impartial administration. Approaches then shifted to development administration in the 1950s-60s focusing on social change, and new public administration added considerations of social equity. The 1980s brought new public management principles of decentralization, community empowerment, and results-oriented governance. Current public administration emphasizes governance beyond government through institutional participation and transparency. The document stresses the importance of education in developing righteous leadership to solve the Philippines' administrative problems and regain public trust.
The Development Of Learning Model With The Approach Of CTL (Contextual Teachi...iosrjce
This research aimed to develop a learning model approach of CTL through the method of
(Authentic Problem Based learning) APBL and learning devices at Vocational High School ( SMK) ,the group
of Business and Management with the majoring subject of Accounting effective competency skills finance to
improve motivation and life skills, especially skills in solving problem . The design of this research was the
development of research which was carried out in four phases: namely to define, to design, to develop, and to
disseminate. And involving the experts of learning that were used as input in the development of
entrepreneurial learning methods through the method of Authentic Problem Based Learning (APBL) thus it
was produced inputs for manufacturing the text book of entrepreneurship . The method of research in the
collection of data used the sheet of student’s activity observations , written tests and questionnaires. The
subjects of research were students of class XI the majoring subject of Accounting 1 SMKN 1, in Jombang and
Data Technical Analysis used exploratory descriptive analysis .The results of research showed the assessment
of entrepreneurship subject expert teams and learning designers expert to the results of entrepreneurship
subject development through the method of Authentic Problem Based Learning (APBL) was feasibly used .
that’s why , it was necessary to follow up conducting comparison tests with other method to students of SMK in
the field of Business and Management skills and carried out dissemination of research results to all teachers
of SMK in the field of Business and Management skills who taught Entrepreneurship subjects in Jombang
District in the second year to create the textbooks of entrepreneurship
Social reconstructionism focuses on using education to eliminate social inequities. It aims to inform students about issues in their society, equip them with skills to enact change, and encourage them to improve society. The curriculum presents social challenges and problems to stimulate critical thinking and a desire for reform. It incorporates action-oriented lessons to teach civic responsibility. Teachers facilitate learning and foster democratic discussion to empower student voices for change.
Professional development among middle aged women-a rising phenomenon in ghana...Alexander Decker
1) The document examines professional development among middle-aged women working in the Ghana Commercial Bank. It finds that many women in the bank want to pursue further education, but face challenges like gender stereotyping and unequal access to training opportunities.
2) Professional development programs are important for employee and organizational growth, but many women are limited by social and family responsibilities from achieving educational goals. As a result, few women occupy managerial roles in the bank.
3) The study recommends affirmative action policies like quotas and financial aid to support middle-aged women's participation in professional training programs within organizations. This could help address inequality in selection for managerial positions.
This document discusses entrepreneurship education in Nigeria and its role in reducing unemployment and promoting self-reliance and economic development. It begins by outlining Nigeria's problem of unemployment among university graduates. It then discusses how entrepreneurship education can help graduates develop skills to become entrepreneurs and create their own jobs rather than searching for nonexistent jobs. The document also examines challenges facing entrepreneurship development in Nigeria and outlines the purpose, research questions, scope, limitations, and significance of studying entrepreneurship education. It aims to encourage graduates to pursue entrepreneurship as a way to stimulate the economy and reduce unemployment.
This document discusses the importance of developing entrepreneurial skills in teachers and the educational system. It provides definitions of entrepreneurship as taking risks and creating innovations. Educational entrepreneurship involves cultivating attributes like being a change catalyst, innovative, risk-taking, having self-efficacy and accountability. Strategies are suggested to develop these skills through entrepreneurship counseling, recognition programs, networking forums, technology and infrastructure support, and promoting industry-institute collaboration. The goal is to train teachers as leaders who can manage change and drive progress in the educational system.
1) The document examines the importance of human capital for developing countries in Asia Pacific. It analyzes the effects of human capital capacity on economic growth using variables like education enrollment ratios and government education spending.
2) The results suggest that education policies focusing on improving enrollment ratios and spending directed at quality can optimize economic growth. Developing countries face challenges in education access due to limited resources.
3) A lack of skilled human capital and quality higher education can constrain innovation in developing countries like Indonesia and Thailand. Both countries struggle with educational attainment and producing enough graduates with science/technology skills needed for private sector.
This study aims to form a lecturer achievement index model based on student perceptions by looking
at the caseality relationship between latent variables, namely professional, social, personality and pedagogical
competencies of lecturers
Psychology of learning entrepreneurship skills: Nurturing learning styles of ...Dr.Nasir Ahmad
Objective: To investigate entrepreneurial skills of business students and their learning styles and to measure the relationship of entrepreneurial skills with students’ learning styles.
Methodology: Though co-relational survey and cluster random sampling techniques, 527 business schools students were selected from Khyber Pakhtunkhwa public sector universities. Entrepreneurial Skills Questionnaire (ESQ) and Neil Flaming VARK Learning Style Model (FSLSM) were used for data collection.
Results: The students did not develope entrepreneurial skills and majority of the students learned through auditory learning style. Positive relationship between entrepreneurial skills and tactile learning style was found (r = .239, .218, 206, .225 for which the p <.05).
Conclusion: Tactile learning style is prominent among business school students for which the schools did not provide ample opportunities.
Developing The active Learning Model to Improve the Effectiveness Study Group...iosrjce
The implementation of the entrepreneurship course in ISI Padang Panjang was not run optimally.
This research was aimed to improve the effectiveness of learning entrepreneurship in ISI Padang Panjang by
developing active learning model by using group learning method. This research used research and
development approach that consisted of preliminary study (needs analysis); model development; and model
testing (validation). Developing a model in this research refers to the ADDIE model (analysis, design,
development, implementation, evaluation). The findings of this research were (1) the process of learning in
entrepreneurship courses at ISI Padang Panjang was not functioned properly; (2) the implementation of the
course only relied on teachers’ learning center which was not effective; (3) developing a model of active
learning by using ADDIE model was valid, practical and effective
Re engineering university education for employability in nigeriaAlexander Decker
This document summarizes an academic article that examines the issue of university graduates in Nigeria being unemployable. It identifies several factors that have impacted the quality of university education such as rapid expansion, duplication of programs, deteriorating facilities, large class sizes, and more. The article suggests that universities need to focus on developing employability skills in students like analytical skills, communication, problem-solving, teamwork, and understanding of the real world. It proposes strategies for universities to enhance employability including involving employers, improving teaching methods, offering work placements, developing career services, and focusing accreditation on employment outcomes. The conclusion is that ensuring graduate employability requires reforming the entire educational system in Nigeria.
HR Academicians were surveyed about their perceptions of HR education. The results showed:
1) Half of HR Academicians have not published any articles in journals, with most publications coming from professors and associate professors.
2) HR Academicians see their role as a mix of teaching, training, and research activities.
3) There is a need to restructure HR management education to improve rigor, relevance, methodology and prepare students for industry with the necessary skills.
This document discusses entrepreneurship education in higher education. It suggests that entrepreneurship education should be incorporated across all disciplines, not just business studies, and that it is important for developing entrepreneurial mindsets and skills in students. Effective entrepreneurship education involves experiential learning opportunities and collaboration with real entrepreneurs. Both teachers and institutions must be actively involved and support innovative teaching methods that foster entrepreneurship. Technology should also be integrated into entrepreneurship education programs.
This document discusses education for human resource development in India. It notes that India has a large young population that can be empowered through education to build a better country. Education is fundamental for human development and helps individuals acquire skills to contribute to efficient production. The document outlines various government initiatives in India to promote education, literacy, and skills training to develop the country's vast human resources, especially targeting women and disadvantaged groups. It emphasizes the role of health, nutrition, rural development, and basic infrastructure in fully realizing human resource potential.
Role of the state in managing entrepreneurial tertiary education in nigeriaAlexander Decker
This document discusses the role of the state in managing entrepreneurial tertiary education in Nigeria. It argues that the state has a mandate to actively participate in managing educational programs at tertiary institutions. Specifically, the state should: redesign curricula to focus on entrepreneurship; create an enabling environment for entrepreneurship; provide adequate funding and opportunities for credit; and cooperate with stakeholders. The document recommends these roles to ensure graduates acquire skills for self-employment and self-reliance in the current environment of widespread unemployment.
The document discusses competencies for innovative entrepreneurship. It examines how entrepreneurship has been viewed in economic theory and focuses on distinguishing entrepreneurs from capitalists and managers. It also explores micro-entrepreneurship and harnessing entrepreneurial behavior outside of economic contexts. The document differentiates between entrepreneurship and self-employment, arguing entrepreneurs benefit from specializing skills rather than needing to be all-around generalists. It advocates applying the principles of division of labor to entrepreneurial abilities.
Schrittweise Umsetzung der Vision eines Gold gedeckten Zahlungsmittels.
Schritt 1: Aufbau einer Internetcommunity zum Thema Economy 2.0
Schritt 2: Gold und andere Assets auf Internet-Plattform handelbar (fungibel) und transaktionsfähig (tauschfähig) machen
Schritt 3: Integration eines mobile Payment-Systems; ermöglicht dem User einfach Bezahlung mit seinem real-gedeckten Vermögen
The document discusses innovation trends and processes. It notes that innovation now requires openness, collaboration, a willingness to fail, and real-time testing and feedback. The methodology outlined involves screening trends, ideating, prototyping, testing with failure and feedback, and adapting before rollout. True innovation results from combining open networks, open collaboration, and human creativity. Examples of innovations like e-mobility, gobandit, and ashmob are provided.
This is a bird's eye view on the mobile eco-system held at the Mobile Monday in Berlin on March 8th, 2010
The presentation gives an overview about the four pillars of the Mobile World: Devices, Network, Operation System and Content.
Furthermore it gives an outlook on the future of mobile devices.
This document discusses various topics relating to internet security, including protecting personal assets and information, managing passwords securely, protecting against phishing scams in email, securing Windows operating systems with virus protection and firewalls, using limited user accounts for extra protection, securing home networks with routers, and configuring wireless networks safely. It provides tips and recommendations for steps individuals can take to enhance their security online and on personal computers.
IBM held its first SmartCamp event in July in Germany. It was also the first SmartCamp with a specific focus on Big Data and Business Analytics.
Keynote Speaker Philippe Souidi, Founder of echofy.me and tecpunk, summarized this topic perfectly when he called Big Data the “Oil of the next Century”… fitting, isn’t it?
Innovative approaches to youth entrepreneurship in schoolsAlicia Lye
Established in Southeast Asia since 2003, Expara provides innovative approaches to youth entrepreneurship education in schools. It envisions entrepreneurship education to empower students, grow school alumni networks, and support Singapore's knowledge-based economy. Expara measures entrepreneurial performance by metrics like the number of student innovations generated and social change initiatives led. It proposes collaborating with schools through experiential learning programs, startup competitions, and social enterprise enrichment.
An overview of an South African approach for the advancement of entrepreneurship in-school. This critical initiative works to enable young people to become creators of jobs rather than job seekers. Youth unemployment represents a serious challenge to society and this nonprofit initiative that started in 1992 is now moving to scale. Core to this approach is effective collaboration amongst a broad range of stakeholders. The pilot of the Youth Enterprise Society (YES) clubs between 1994 and 1996 proved tremendously effective for its engagement of young people within entrepreneurship. Subsequent developments of "Simama Ranta" as well as the in-classroom syllabi component - resulted for the three components of YES clubs, Simama Ranta and Syllabi to form this approach to entrepreneurship education. It is with our own gratitude, as well as with the gratitude from thousands of learners as well as teachers, that we share this presentation with you. However, a lot of work still needs to be done to move beyond the 300 schools serviced - with the target of around 7,000 schools. Please join us and make it happen?! Our youth deserve to be enabled to build a life full of hope, courage, opportunity and to be full participants within the South African economy. It has been proven that one of the best ways to get people out of poverty is through entrepreneurship. We welcome your engagement whether it is through questions, suggestions, linkages, support or in any other manner that you choose engage.
Este documento discute las representaciones de los estudiantes y maestros sobre la enseñanza de las ciencias sociales. Examina cómo mejorar la formación inicial de los futuros maestros para que desarrollen un pensamiento pedagógico crítico. También describe un estudio que utilizó instrumentos cualitativos y cuantitativos para detectar las representaciones de los estudiantes de maestros sobre la enseñanza de las ciencias sociales, con el objetivo de informar decisiones sobre métodos y estrategias de enseñanza.
Our music video sticks closely to the conventions of EDM/house music videos through its use of a club-like setting with strobe lights, glow sticks, and costumes featuring black and white. It relates the lyrics to the visuals through the main artist's facial expressions and dance movements during certain parts of the song. The editing is done to match the fast tempo of the song. Inspiration was drawn from music videos like Disclosure's "Latch" for its narrative interpretation of lyrics, Calvin Harris' "How Deep Is Your Love" for its lighting effects, and Rihanna's "We Found Love" for its blending of narrative and performance elements. Overall, the video aims to capture the feel of a typical E
What Happens When the Internet of Things Meets the Middle Ages?Andrew Prescott
Keynote lecture by Andrew Prescott, University of Glasgow, to the second medieval materialities conference, 'Encountering the Material Medieval', University of St Andrews, 19-20 January 2017: https://medievalmaterialities.wordpress.com
Suspensao do pregao_presencial_1982013_2013-11-14_10_22_42Resgate Cambuí
O documento anuncia a suspensão "sine die" do Pregão Presencial no 198/2013 da Prefeitura Municipal de Campinas para contratação de serviços de manutenção de áreas verdes, cumprindo determinação do Tribunal de Contas do Estado de São Paulo, e informa que nova data para a abertura da licitação será divulgada oportunamente.
This document is a report on youth entrepreneurship in Kashmir published by Mercy Corps. It discusses the challenges facing youth entrepreneurship in Kashmir such as the conflict, unemployment, and lack of economic opportunities. It presents case studies of five young entrepreneurs and their motivations. It identifies barriers to youth entrepreneurship like lack of funding, training, social acceptance and a poor business environment. Finally, it proposes recommendations to improve the ecosystem for youth entrepreneurship such as better entrepreneurship education, financing, business support services and reforms to make it easier for youth to start businesses.
Terry Adams is a pioneering keyboardist and co-founder of the band NRBQ. The article discusses Adams' lifelong dedication to performing, from touring with NRBQ while meticulously maintaining his grand piano, to his recent album paying tribute to jazz legend Thelonious Monk. Adams' album interprets Monk's compositions through his own unique arrangements, drawing on Monk's influence to remain true to his own musical vision. The album is drawn from a live recording of Adams performing Monk's music with members of NRBQ and other musicians.
El restaurante La Cuchara busca interactuar más con sus clientes, mejorar la gestión de su equipo, ofrecer una carta corta y variable según lo que se encuentre en el mercado, dar importancia a las sugerencias diarias de los clientes, trabajar de manera eficiente pero también descansar, y contribuir a su comunidad.
Assessing The Richness of Entrepreneurship Education Curriculum Content: Empi...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
This article was prepared in order to investigate whether the teachers working in a Business Administration BA degree have an entrepreneurial profile, with the aim of finding whether such teachers are able to support the Pedagogical Proposal of the Institution to which they belong to in what concerns the requirement of the course and also the Pedagogical Proposal of the course itself. The methodological procedure adopted was the
Documentary Analysis, i.e., a study that is based on documents such as books, statistic maps, journal articles and the procedure of a Case Study. The data collection technique adopted was also the Documentary Analysis plus a
Survey-type questionnaire. As a result, the Research has shown that the teachers of said course do have an entrepreneurial profile that range from medium to medium-high, plus a good knowledge of Entrepreneurship Education, which can truly guarantee the Course Pedagogical Proposal
The document presents a progression model for entrepreneurship education across different levels of the Danish educational system. The model outlines four key dimensions - action, creativity, environment, and attitude - that can serve as a framework for developing learning outcomes in entrepreneurship education. The dimensions are meant to be integrated with and unfold from students' core subject knowledge at each educational level. Progression in entrepreneurship education is achieved through students gaining experience with value-creating entrepreneurial processes and reflecting on how their knowledge and skills within the four dimensions relate to these experiences and their core subjects over time. The model aims to ensure a common understanding of entrepreneurship education and how it progresses as students advance in their general education.
This study examined the interaction of alertness, self-efficacy, and intention
in entrepreneurial behavior. This research departed from the efforts of
educational institutions to produce graduates with entrepreneurial profiles.
Data was collected through questionnaires distributed to 530 respondents
who had taken sharia entrepreneurship classes at a university in Indonesia.
The results showed that education positively affected students' alerts and
self-efficacy. Alertness and subsequent self-efficacy also positively impact
entrepreneurial intention and behavior. Next, the entrepreneurial intention
has a positive effect on entrepreneurial behavior. Contradictory findings
show entrepreneurship education does not significantly impact
entrepreneurial intention, self-efficacy, and behavior. The indirect effect
found that the mediating role of alertness, self-efficacy, and purpose could
fully bridge the relationship between education and entrepreneurial behavior.
The results implied the importance of alertness, self-efficacy, and intention
to promote entrepreneurial behavior in educational institutions. The study
results highlighted an important message for universities and schools to put
more effort into students' self-efficacy, vigilance, and personal intention to
maximize learning activities on campus. The action can support the efforts
of educational institutions through the entrepreneurship curriculum to
increase the profile of alums as entrepreneurs.
A STUDY ON ENTREPRENEURSHIP ATTITUDE AMONG COLLEGE STUDENTSLori Head
This document summarizes a study on entrepreneurship attitudes among college students. The study assessed college students' attitudes towards entrepreneurship and the barriers they face in pursuing entrepreneurship as a career. It found that most students have a positive view of entrepreneurship, seeing it as economically beneficial, but many are dissatisfied with the infrastructure available in their communities to start new businesses. The study aims to help policymakers develop programs and policies to further promote entrepreneurship among students and cultivate an entrepreneurial mindset.
Business mentoring and entrepreneurship development in selected states of nig...Alexander Decker
This document discusses business mentoring and entrepreneurship development in Nigeria. It examines business mentoring as a potential solution for improving entrepreneurship development, which is important for reducing unemployment and boosting economic growth. The study was conducted in 6 Nigerian states and found a positive relationship between effective learning and entrepreneurship development. Specifically, it found that entrepreneurial skills can be acquired through mentoring. The document recommends introducing business mentoring programs in university curriculums and additional research on the long-term impacts and costs/benefits of mentoring.
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.
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.
Entrepreneurship Education for Human Resource Development: Study Bibliometricijejournal
The human resource development strategy involves higher education. In this manner, the business course plans to furnish understudies with the abilities required in the realm of work.. However, the success of entrepreneurship education (EE) still cannot meet the expectations of human resource departments in several companies. Student skills only match the needs of SMEs. Through bibliometric analysis, this study seeks to ascertain future research directions on the relationship between (EE) and human resource development (HRD) for improvement. Using "Publish and Perish" and "Mendeley web importer" Publishing trends peaked in 2017 and 2021 with 42 articles. The first rank is occupied by Sustainability (Switzerland) Journal with a total of 31 articles. The quote pattern shows an up-and-down pattern. there are 4 clusters. Clusters 1 and 2 each have 7 items. Clusters 3 & 4 each have 2 items. author collaboration with a minimum number of occurrences of two documents, resulting in 8 authors who are connected consistently. The implication is that the implementation of EE must be reorganized starting from input, process to output in order to meet HR needs. for further research this study suggests new indicators for EE and HRD variables.
This study examines strategies for revitalizing entrepreneurship education in Technical, Vocational Education and Training (TVET) programs in Nigeria to increase self-employment. Entrepreneurship education aims to stimulate students' curiosity and creativity and ensure students can become entrepreneurs. TVET provides vocational skills, knowledge, and attitudes for employment. There is a need to revitalize entrepreneurship education implementation in TVET to grow small businesses and reduce unemployment. The study uses surveys and interviews to understand opinions on strategies, entrepreneurship skills, and challenges of revitalizing entrepreneurship education in TVET. Findings show entrepreneurship education in TVET could attract graduates to self-employment and increase small businesses, lowering unemployment. The study
The document summarizes a research paper that analyzed how environmental factors, entrepreneurial orientation, and entrepreneurship practices influence vocational entrepreneurial teaching practices. It conducted a survey of 340 vocational teachers across six Malaysian states. The results showed that:
1) Environmental factors positively influence the entrepreneurship practices used by vocational teachers.
2) Entrepreneurial orientation mediates the relationship between environmental factors and entrepreneurship practices. Teachers who demonstrate innovativeness, proactiveness, and risk-taking were more likely to use entrepreneurial practices.
3) Teachers' perceptions of institutional support were connected to their implementation of entrepreneurship education. The findings provide implications for enhancing teachers' entrepreneurial orientation and practices.
A Study Of Teaching Methods In Entrepreneurship Education For Graduate StudentsRenee Lewis
This document summarizes a study on teaching methods for entrepreneurship education among graduate students. It discusses various teaching methods that have been used in entrepreneurship education programs, with a focus on methods used in a 'business planning' course. The study conducted interviews with experts in teaching methods and instructors of business planning courses to identify the most appropriate teaching methods. The results showed that the top methods for business planning courses were group projects, case studies, individual projects, developing new venture projects, and problem solving. The document provides context on the growth of entrepreneurship education and debates around what can be taught, with an emphasis on practical and active learning methods.
This research aimed to find out the constraints occurring in the implementation of craft and entrepreneurship education. This research employed qualitative research method. The research was taken place in three schools in DKI Jakarta as the beneficiaries of entrepreneurship program grant from the government. Data was collected through interview and observation. The result of research showed the less optimum implementation of craft and entrepreneurship education. The constraints the teacher encountered in the implementation of Craft and Entrepreneurship subject were: teacher having no background of Entrepreneurship Education, No Subject Teacher Discussion (MGMP) group available and no supporting activity for Craft and Entrepreneurship subject. Therefore, this research recommended the reinforcement of entrepreneurship education learning through establishing MGMP team, teacher training, and sustainable integration of entrepreneurship subject and program.
The role of entrepreneurship in job creation and unemployment reduction is well established by prior studies. Hence, one of the ways to address the unemployment issue among young graduates in Malaysia is to explore how entrepreneurial intention could be embraced into the broader context of the country's education system. Empirical research found that prior studies on entrepreneurship education in Malaysia tends to focus on reviewing educational policies, issue and challenges. The concept of the entrepreneurial intention determinants beyond entrepreneurial education remains ambiguous. Hence, this study advances the discussion in entrepreneurship education by reviewing determinants for entrepreneurial intention from holistic perspective by integrating Model of Personality Traits and the theory of planned behavior (TPB). Five determinants for entrepreneurial intention are identified from literature review, which are entrepreneurship attitude, subjective norm, behavior control, entrepreneurship education and personality traits. The study is quantitative based, 360 questionnaires were distributed to the undergraduates from three faculties of a public university in Malaysia, with 199 responded. Data was analyzed via Pearson correlation and ANOVA analysis. Finding from the study suggested all the five entrepreneurial determinants are significantly correlated with entrepreneurial intention, and there is no significant difference on entrepreneurial intention based on faculty. However, one of the remarkable finding is Entrepreneurship Education is viewed as determinant with the lowest correlation coefficient with entrepreneurial intention. The implication of this finding is perhaps the content of entrepreneurial education shall emphasize on cultivating students’ entrepreneurial attitude, behavioral and personality rather than the theoretical part of entrepreneurial and entrepreneurship.
This document summarizes a research study that examined the moderating effects of entrepreneurship training on new venture creation. The study investigated how opportunity seeking, motivation, resources, and abilities influence readiness for new venture creation, and whether entrepreneurship training moderates these relationships. A survey was administered to 490 students across various faculties at Universiti Sains Islam Malaysia. The findings revealed that opportunity seeking, motivation, and resources were positively related to readiness for new venture creation, but abilities were not. However, entrepreneurship training was found to moderate the relationships between abilities and the other factors with readiness for new venture creation. The study provides empirical evidence that entrepreneurship training can positively influence human capital factors and readiness for new venture creation.
Enhancement of critical thinking skills of vocational and adult education stu...Alexander Decker
This document discusses strategies for enhancing critical thinking skills among vocational and adult education students in Nigeria. It finds that skills like analyzing, evaluating, and challenging assumptions are important. Some identified strategies include debate, group discussion, solving problems/puzzles, and capacity building programs for lecturers. The goal is to develop students' critical thinking to promote entrepreneurship and employability.
This study explains factors that influence enterprise creation among graduates within a public university in Malaysia.
The analysis of the data reflects the vision and mission of that university to promote entrepreneurial skills among its
student. This study recognises four factors that influence students starting a business after graduation. These factors
are; 1) individual's intention and characteristics, 2) family background, 3) culture and 4) financial resources.
Individual's intention and characteristics expedite enterprise creation, while family background presents students'
ability to participate in businesses. Culture draws upon cumulative knowledge, experience, belief and values that can
cultivate a person's thought and mindset, meanwhile, financial resources draw upon financial assistance made
available to students for starting-up enterprises. These factors were tested using regression coefficient, reliability and
descriptive methods. This is to ensure data received are legit and valid to use for this study.
This document provides a summary of a report on entrepreneurship in education. It discusses key topics addressed in the report, including definitions of entrepreneurship education, rationales for including entrepreneurship in education, considerations around when to incorporate entrepreneurship at different educational levels, and approaches for how to teach entrepreneurship. The document outlines some of the main conclusions and recommendations from the report, such as using value creation as a common definition for entrepreneurship education, focusing on developing entrepreneurial mindsets and skills for all students, and employing experiential and practice-based learning methods.
Career Development - Group 1, AGSB, ClarkGel_Orseno
The document discusses career development from three perspectives: the individual worker, enterprises, and public sector support. For individual workers, career development is challenging due to changing skills needs and a desire for higher pay. Enterprises focus on talent acquisition and retention through training. For micro-enterprises, career development is informal. The public sector aims to reduce skills mismatches and upgrade sector skills through technical education programs. Informal sector workers, comprising many with low education, face difficulties advancing their careers.
Ideal quality of university business education curriculum required for succes...Alexander Decker
This document discusses the ideal qualities of a university business education curriculum as perceived by business education lecturers in South-South Nigeria. It finds that lecturers believe an ideal curriculum should be comprehensive in scope, varied in nature, correlate subjects, provide skills for employment, allow for individualized learning and dropping out/accelerating. It should also be constantly reviewed, technology-based, provide relevant skills and knowledge, maximize equipment use, be practical, and focus on career opportunities. Tests found no significant differences in these views between male/female or experienced/inexperienced lecturers or those at federal/state universities. The study aims to improve business education graduates' employment success.
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This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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A proposed approach for teaching entrepreneurship education in kenya
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
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A Proposed Approach for Teaching Entrepreneurship Education
in Kenya
Robert Otuya1*
, Peter Kibas1
, Janet Otuya2
1. School of Business, Kabarak University, PO Box 20157, Kabarak, Kenya
2.
Kaimosi Friends College, PO Box 150-50309, Tiriki, Kenya
* E-mail of the corresponding author: robertotuya@yahoo.com
Abstract
There has been a general lack of entrepreneurship culture among the youth in Kenya. The intervention level of
entrepreneurship education has been at tertiary institutions and universities. This paper argues that attitudes and
values are acquired at formative stage in life. Based on literature review of the models that have been used and
yielded positive results, this paper proposes an innovative approach to the teaching of entrepreneurship education
that is inclusive of pre-school, primary, secondary, tertiary and university levels. The Young Enterprise Scotland
(YES) Company Program, a similar program in New Zealand, The Student Enterprise Program (SEP) of
University of Utara Malaysia and Durham University Business School (DUBS) models are among the successful
ones in raising pupils and students self efficacy and other related entrepreneurial qualities. This paper
recommends that policy makers should consider revising the entrepreneurship education policy to include
secondary, primary and pre-primary levels. Further, it recommends that experiential learning methodologies be
emphasized in the delivery of entrepreneurship education.
Keywords: Entrepreneurship Education, Training Approaches, Kenya.
1. Introduction
1.1 The concept of Entrepreneurship Education
Entrepreneurial activities and entrepreneurship education are considered crucial to the economic development of
nations. These activities are not only the incubators of technological innovation; they provide employment
opportunities and increase competitiveness (Turker and Selcuk, 2008). Furthermore, entrepreneurship education
is more than just learning about business management. It is a human capital investment to prepare a student to
start a new venture through the integration of experience, skills and knowledge to develop and expand business
(Hynes and Richardson, 2007; Nabi and Holden, 2008). The expectation that more and better entrepreneurship
education would result in more and better entrepreneurs Matlay, (2008) has driven the proliferation of
entrepreneurship courses in institutions of higher learning. Several researchers have recognized the fact that
entrepreneurship can foster entrepreneurial culture (Harsh and Ranjan, 2005; Burn, 2007; and Kuratko, 2005)
among the learners.
Education may be broadly viewed as dissemination of knowledge. All or part of knowledge people acquire
throughout their lives is responsible for their development. The role of education in its broad term should be to
socialize the young and the old into fundamental values, norms, and practices of the society. According to Kent
(1990), entrepreneurship education could be viewed from two broad perspectives. The first is the creation of
awareness and the second is inculcation of entrepreneurial skills and knowledge. Thrust should be directed to
both areas so us to produce a complete entrepreneur. Further, the general agreement by researchers is that
education for self awareness takes two forms. First is where the youth become aware of the past, present, and
future roles that entrepreneurship play in society. The second awareness comes by allowing the youth to
appreciate that entrepreneurship can be a career possibility for them to exploit. However, Bwisa (2004) argues
that in Kenya, it is rare that youth trainers and counselors have an idea of how to present entrepreneurship as a
possible vocation.
The issue relating to whether entrepreneurship can be taught has received attention by several researchers. For
instance Ronstadt (1985) suggests the relationship between education and entrepreneurial success, while Vesper
(1986) describes what should be taught. However, the area of entrepreneurship education is often short of how to
define what entrepreneurship education really is. Curran and Stanworth (1989) termed entrepreneurship
education as education with the purpose of changing the existing situation and by doing so create a new product
or service and thus create a higher economic value. Further, Gibb (1992) pointed out that the task of
entrepreneurship education is to develop enterprising behaviors, skills, attitudes and stimulate the students’
insight into knowledge of doing business. He particularly singled out the following behavioral aspects:
opportunity seeking; initiative taking; making things happen independently; problem solving and risk taking;
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commitment to work and tasks; ability to cope with or enjoy uncertainty and ambiguity; self awareness; self
confidence; creativity; perseverance; persuasiveness; resourcefulness; negotiating skills; motivation and
commitment to achieve.
According to Kuratko (2005), learning plays a crucial role in the acquisition of knowledge, skills and the
development of values. Thus awareness of the opportunities of entrepreneurship may prompt some people who
may not show initial signs of enterprise venture to realize their potential. Learning is therefore seen as a
significant ingredient of the transition from awareness and interest to desire and action.
2. Problem Statement
There has generally been lack of entrepreneurship culture among the youth in Kenya Bwisa (2004) and given
that youth constitute about 64% of the Kenya’s population is adequate reason to worry about employment
creation for them. The government through the ministry of education has initiated the teaching of
entrepreneurship education in Tertiary colleges under Technical Vocational and Entrepreneurship Training
(TVET) program. Universities have also developed and included entrepreneurship education into their
curriculums. This has been running for several years in particular from 1990 for TVET programs. Given that
entrepreneurship education is to inculcate entrepreneurial attitude and culture into the youth, then the question is
what about the young youth at preschool, primary, and secondary school levels? It is common knowledge that
attitudes and behavior patterns are formed at formative stages of live that begin at preschool level. It is against
this background that this paper proposes a model of teaching entrepreneurship education that integrates all levels
of the education system. The section that follows discusses the various approaches to the teaching of
entrepreneurship education.
3. Entrepreneurship Training Approaches
3.1 Entrepreneurial Learning
The ability to learn is essential in developing entrepreneurial capabilities (Rae and Carswell, 2000). Through
successful learning, the skills, knowledge, and abilities required in different stages of business development can
be acquired, so that they can be applied subsequently (Wing Yan Man, 2005). Therefore, learning is considered
central to the process of entrepreneurial development (Deakins et al., 2000). According to Wing Yan Man (2005),
entrepreneurial learning can be classified under three theoretical foundations: experiential, cognitive/affective,
and networking approaches, which are discussed in details as follows.
3.1.1 Experiential Approach
The experiential approach suggests that learning is a process whereby concepts are derived from and
continuously modified by experience; thus experience is seen as a major source of learning for the entrepreneur
(Politis, 2005), and various types of experience from which the entrepreneur learns have been identified (Lans et
al., 2004). According to this approach, entrepreneurial learning not only means repeating what have been
successfully done in the past and by others and avoiding what have failed, but also an active interpretation of
experience by the learner.
3.1.2 Cognitive/affective approach
In this approach, learning is considered as a self-reinforcing process (Ravasi and Turati, 2005), being affected by
the entrepreneur’s level of confidence in prior action. Thus, the focus of this approach is to consider learning as a
mind work of acquiring and structuring knowledge, and it includes different attempts to demystify the process of
entrepreneurial learning by focusing on different cognitive, attitudinal, emotional and personality factors
affecting learning (Wing Man Young, 2006). This mental process is affected by a number of attitudinal factors
such as self-efficacy, confidence, motivation to achieve and determination (Fenwick, 2003).
3.1.3 Networking approach
According to this approach, the skills and knowledge of the small to medium-sized enterprise owner managers
are largely acquired through their social relationship within and outside their organizations, which is extended
beyond the small and micro-enterprise and towards a broader spectrum including suppliers, customers, bank
managers, university education, professional membership, parents and mentors (Sullivan, 2000).
The three approaches, discussed represent different emphasis on entrepreneurial learning and offer useful
insights into what affect entrepreneurial learning and how it occurs. However these approaches have not
considered the learning activities explicitly and hence it is difficult to clearly identify when and where
entrepreneurial learning occurs through some observable signs. Therefore in order to broaden the understanding
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of entrepreneurial learning, it should be considered as a concrete construct of identifiable behaviors or activities
that can allow further measurement, generalization and investigation of various individual, organizational and
contextual factors affecting them (Wing Yan Man, 2006). This paper attempts to fill this gap by proposing an
innovative entrepreneurship training approach that explains the objectives, learning activities, and success
indicators at various levels of the Kenya's education system. The levels considered are: pre-school, primary,
secondary, tertiary and University. These levels are discussed in the next section.
3.2 Entrepreneurship Education at Pre-school and Primary School Level
According to Bwisa (2004), there is no entrepreneurship education at pre-school and primary school levels in
Kenya yet this level pump into the labor force 243,000 youth annually. This accounts for 33 percent of
unemployment in Kenya. Allowing learners to experience positive entrepreneurial role models both by class
contact or curriculum material is the first step in entrepreneurship education and this should begin at pre-school
and primary school level. At this stage, entrepreneurship learnt could be termed as “basic”. Entrepreneurship
education at this level should not necessarily be geared towards providing something new but rather on removing
any barriers that may erode the potential of motivation towards business ideas (Van de Kuip and Verheul, 2003).
Psychology views personality as not only influenced by heredity but also by the environment. The environmental
factors that put thrust on the process of personality formation are culture in which we are raised. Specifically, the
norms, attitudes, and values of our friends, family, and social groups (Robbins, 1997). Since children’s
personalities are still malleable in early childhood, initial education can play a significant role in the
development of personality entrepreneurial traits. Therefore, entrepreneurial qualities should be taught in the
early schooling years of primary education level (Van der kuip et al., 2003). Furthermore, entrepreneurial
qualities tend to correspond more with personality characteristics developed during the upbringing. It would be
very difficult to develop entrepreneurial qualities with adults.
Learning activities that could be used to foster entrepreneurship qualities in the children may include: Simple
songs containing aspects of selling and buying; songs reinforced by dances that depict business ideas; games and
plays where children pretend to go to the shop and purchase some commodities; and reciting of poems on
business ideas. When the children get to primary schools, they should be given further practice on the activities
they encountered at preschool level. Specific areas are: monopoly games to demonstrate investment; scrabble to
improve on communication skills; brainstorming sessions on business ideas; risk taking games; translating goods
made from handcrafts into sales to encourage innovations; and visits to successful entrepreneurial firms.
Observable and measurable success indicators at this stage would include the following: children coming up with
innovative products from the modeling exercises; ability to recite poems confidently; ability to repeat the simple
skills taught and active participation in the activities taught.
3.3 Entrepreneurship Education at Secondary School Level
The purpose of entrepreneurship education in Secondary Education should be to provide the students with early
practical opportunity in entrepreneurship. This is because the students are at the formative stage where exposure
to real practical aspects of business would stimulate their entrepreneurial capabilities (Fitzsimmons and Douglas,
2005; Kolvereid and Isaksen, 2006).
In Kenya, more than 143,000 youth are supplied to the labor market annually after completion of their
secondary education (Bwisa, 2004). Therefore, a lot of effort is required to foster entrepreneurship culture in
them. This stage could be referred to as the “competence awareness”. They should learn skills required to
function as an entrepreneur. This will accord them an opportunity to critically evaluate themselves and begin to
appreciate self employment as an alternative career option.
Some scholars have linked entrepreneurial qualities to education. For instance Van de kuip et al.,( 2003) has
identified the qualities that should be taught as intuitive decision making, problem solving, managing
interdependence on a know-who basis, ability to conclude deals, strategic thinking, project management,
persuasion, selling, negotiating and motivating people by setting an example. Gibb (1998) refers to
entrepreneurial core skills (entrepreneurial qualities) as “those capabilities that constitute the basic necessary and
sufficient conditions for the pursuit of effective entrepreneurial behavior individually, organizationally and
societally in an increasingly turbulent and global environment”. The underlying qualities that emerge from these
skills are self confidence, self awareness, a high level of autonomy, an internal locus of control, a high level of
empathy with stakeholders (customers), a high achievement orientation, a high propensity to take moderate risks
and flexibility. Van de kuip et al. (2003) suggest that these qualities are more appropriate for inclusion in
educational programs for children than qualities related to business management, because they are closer to
personal qualities.
In line with the literature covered, this paper proposes that the objectives of entrepreneurship education at
secondary education should be to: instill skills and knowledge towards entrepreneurship; enable students to
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discover entrepreneurial competencies; to inculcate values to enable them choose entrepreneurship as a career
option; and to change behavior towards free enterprise. To address these objectives, it is proposed that
entrepreneurship education be included in the secondary school curriculum and be examined both by theory and
practice.
In support to the need to offer entrepreneurship education at secondary school level, a good example of a success
story is the youth enterprise program through Young Enterprise Scotland Company Program (YES). The
program which targets pupils in the 5th
and 6th
year of their secondary education, provide experience of
establishing and running a business in teams, within a six to eight month period. The program is designed to
develop knowledge and skills to assist the development of enterprising and adaptable employees, capable of
responding to new career opportunities throughout their lives which might include enterprise creation. Results
from a pre-test of the pupils and post-test surveys point to the ability of such an intervention to have a positive
impact on self efficacy among the pupils (Cooper, and Lucas, 2007). Lewis and Massey (2003) studying a
similar program in New Zealand report that in addition to the benefits to the pupils, the teachers and business
advisers also drew some benefits.
In line with the researches from other nations, this paper proposes various activities that should supplement
classroom teaching to help equip the students with entrepreneurial knowledge. For instance, role models and
successful entrepreneurs could be invited to interact and talk to students. By interacting with such people,
students will be exposed to realities of the business world. They will come in contact with the challenges faced
by these entrepreneurs right from business start-up through growth and expansion, and will trigger them to
consider starting their own businesses. Visits to successful enterprises would also help the students to learn by
seeing. For example, the inflow of customers, arrangement of goods on the shelves and so on will be observed.
This is a rich ground for attitudinal change.
Introduction of entrepreneurship clubs is yet another avenue for teaching entrepreneurship to students. Through
such clubs, students are involved in running school canteens that allow them to encounter the current business
challenges and work out solutions to cope with them. Further to clubs, business idea presentations should be
encouraged. Here is where students come together in a session of business idea presentations with a view to
identifying those that are attractive unique and viable. Awards for the best ideas and subsequent follow up and
assistance of those who have viable ideas and are unable to continue after secondary education should be
pursued and supported financially. Talent recognition is an important aspect of training. Teachers of
entrepreneurship should be keen in recognizing the unique talents among the students. Such talents and skills
should be guided and encouraged to mature into viable business ventures. Those who are able to start up and
succeed in business should be identified through tracer studies and called upon from time to time to share their
successes and challenges with the continuing students.
Success of the training at secondary school level would be observed by looking at various behavioral changes
among the students. Specifically the following indicators would be pointers of the presence of entrepreneurial
culture: mushrooming of new product ideas among the students; emerging of several income generating
activities in schools; several students starting businesses and running them successfully after finishing secondary
school; an increase in the resources allocation to entrepreneurship education in schools; and improvement of
businesses around the school community.
3.4 Entrepreneurship Education at Tertiary and University Level
Entrepreneurship at this level can be seen as more of a rescue intervention. Most of the learners have formed
opinions hence to undo and reorient some of the formed ideas and attitudes may call for commitment and a lot of
patience on the side of the trainers. However there is evidence that entrepreneurship education at university level
can bear positive results. This is supported by Vij and Ball, (2010) who report that an entrepreneurship module
offered to non business students at Northumbria University was able to boost their self confidence, self belief,
drive to succeed by hard work, and acceptance of possible failure. Cotton and Gibb (1992) report that University
of Durham Business School (DUBS) model of enterprise education is based on four components: ideas, planning,
doing and self awareness. The key entrepreneurial qualities that are inculcated in the students under DUBS
model relate with coping with uncertainty, taking calculated risks, being creative, being independent, taking
responsibility, and solving problems. These qualities are consistent with the underlying entrepreneurial qualities
discussed in the previous literature.
Based on the entrepreneurship models discussed, this paper proposes that the three major aspects of
entrepreneurship education at tertiary and university education be focused on: creative application of knowledge
and skills, the start-up and survival of business, and growth related entrepreneurship education. In creative
education, the students learn how to generate business ideas and opportunities. They can do this by scanning the
environment, generation of business ideas and validation of business opportunities. At the start-up and survival,
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the aim of entrepreneurship education is to teach students on how to develop their business plans, identify the
resources necessary to initiate a venture gather the resources and start-up a business.
Growth related entrepreneurship training would be of profound help to students at college and university level.
Students should analyze case studies related to business expansion that will enable them to come up with
practical strategies of coping with growth and expansion of businesses. The main objectives of entrepreneurship
education at college and universities should be: to provide students with the necessary entrepreneurial skills to
develop and run their businesses upon graduation; to expose students to hands own experience and real world
business practice; to inculcate an enterprise culture; to stimulate innovation and creativity; and as a rescue
measure to change behavior that had been previously formed at lower levels.
This paper proposes that the following approaches be incorporated into the delivery of entrepreneurship
education at university and college levels: entrepreneurship programs should be more practical than theoretical
where students are encouraged to come up and develop viable business plans towards the end of their studies and
that linkages with financers be established; business and entrepreneurship clubs be introduced to give students
them independence in coming up with creative ideas; development of business incubators that will enable
students to graduate into business start-ups; students be attached to businesses and help in identifying the
challenges faced by the particular business and propose workable solutions; learning by case studies and group
projects be encouraged; visits to successful entrepreneurial firms; and listening to guest speakers from
entrepreneurial firms. These approaches are a rich ground for experiential learning. For instance, Pi-Shen and
Lip-Chen (2006) found out that the initial introduction of entrepreneurship education into undergraduate syllabus
in Singaporean universities had a positive effect on changing entrepreneurial perceptions and intentions among
Singapore undergraduates.
With successful delivery of entrepreneurship education in Tertiary institutions and universities, the following
outcomes would be realized: more graduates starting their own businesses; increase in demand for
entrepreneurship courses by the students; production of viable business plans; fewer unemployed seen in the
streets; and emergence of micro enterprise activities in universities campuses.
4.0 Conclusion
The overall contributions of entrepreneurship education to creation of entrepreneurial qualities among the youth
cannot be overemphasized. From the literature covered, the paper concludes that in primary school, awareness is
created of entrepreneurship as a contributor to the economy and as a relevant occupational choice. Early in
secondary school, the students are offered the opportunity to become an entrepreneur themselves. Late in
secondary school, students acquire entrepreneurial qualities and motivation. In colleges and universities students
practice entrepreneurship by engaging in hands on running of businesses through business incubators. Although
the studies differ with respect to the exact timing of teaching entrepreneurial qualities, they agree on the
importance of teaching entrepreneurship at an early age, preferably at the initial stage- primary and secondary
education (Van de Kuip and Verheul, 2003). Within this time frame, the focus of entrepreneurship education
shifts away from influencing values and attitudes (awareness) to teaching entrepreneurial qualities at a more
practical level (readiness). Finally, if well implemented Entrepreneurship education can guarantee more
dividends towards enterprise culture.
5.0 Recommendations
The paper recommends the following specific measures towards promoting entrepreneurship education in Kenya:
i) Teaching of entrepreneurship education should be made compulsory at all levels of the entire education
system (pre-school, primary school, secondary school, tertiary institutions, and universities).
ii) Universities and Tertiary institutions should develop entrepreneurship friendly programs. The current
programs are academic oriented and hence entrepreneurship deficient.
iii) Results or entrepreneurship research be availed to trainers, policy makers and all other stake holders.
iv) Cross boarder entrepreneurship workshops and conferences should be encouraged especially in
developing nations such as Kenya.
v) Entrepreneurship programs should be highly participatory and should encourage short term
accomplishment. Thus should allow students to be involved in entrepreneurship projects up to completion stage.
vi) On the part of the students, they should embrace and display good discipline and willingness to change.
vii) Entrepreneurship programs should be based on community integration focus.
viii) Non entrepreneurial teachers should not do the teaching of entrepreneurship as they are short of the
aspect of role models.
ix) The entrepreneurship training programs should focus on the challenges to status-quo. The right answer
syndrome should be discouraged, thus the learners should be taught and encouraged to challenge and test
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everything and bring forth innovations.
x) Lecturers and teachers of entrepreneurship education should be trained in innovative methodologies that
will enable them to effectively equip the learners with entrepreneurial skills.
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