Abstract
AbstractRural adult schools, implemented by Community Learning Centers (CLCs) as part of the Capacity Building Project, face inadequate and irregular funding in China. Moreover, these schools lack technical guidelines for project implementation, posing additional challenges. This study employed the “entrepreneurship‐impact” matrix conceptual framework to conduct a case study and identify best practices related to CLC operation. Revealed through the study is an educational entrepreneurship model for implementing CLC projects. Resources, regulations, and outsider technical support shape educational entrepreneurship, with all factors influencing project implementation through the mediation of entrepreneurship. However, this influence is conditioned by loosened regulation. This study concludes that best practices emerge only when external conditions favor entrepreneurship and suggests that greater attention should be directed toward fostering circumstances conducive to educational entrepreneurship.
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