Implementation Of Entrepreneurship Education Research Articles

How do Finnish teacher educators implement entrepreneurship education?

Purpose – The purpose of this paper is to ascertain how the people who train Finnish teachers implement entrepreneurship education in the guidance they provide. The authors show how learning through, for and about entrepreneurship manifests in the self-evaluations of Finnish teacher educators. Design/methodology/approach – Data were collected in spring 2012 with a quantitative survey questionnaire to 100 teacher educators and training teachers for vocational and general education, to rectors and managers. Findings – The teacher educators used a relatively large number of the pedagogical models and methods pursued in entrepreneurship education, such as problem based learning, experiential and practical descriptions of situations, and they also encouraged their students to take responsibility and to be self-directed. These can be seen to specifically support learning for entrepreneurship. On the other hand there would still be room for improvement as regards the teacher educators’ guidance through entrepreneurship. Practical implications – It would be appropriate in entrepreneurship education to take account of prospective teachers’ authentic experiences of entrepreneurship. For example, in teacher training greater use could be made of practice enterprises, co-operative operations, on-the-job learning and methods such as the Young Enterprise business incubator. Originality/value – The European Union places particular emphasis on the further development of entrepreneurship education in teacher training. The study opens up perspectives on what kinds of skills teacher educators impart to prospective teachers who will continue in working life until the 2070s.

PERAN PENDIDIKAN VOKASI DALAM PEMBANGUNAN EKONOMI

Abstract: The Contribution of Vocational Education to Economic Development. One of the challenges lying ahead is how to improve the contribution of vocational education to economic development. Several studies confirm that such contribution is very significant. In the current practices of vocational education, however, there is still a mismatch among quantitative, qualitative, location, and time requirements that stem from the world of work. The world of work requires that vocational education produce graduates that are in line with those four requirements. Efforts to maximize the contribution of vocational education to economic development can be undertaken by offering vocational education based on Indonesian characteristics, strengthening link and match with the world of work, integrating soft skills into learning, and implementing entrepreneurship education (small scale enterprise education). Keywords : vocational education, economic development, link and match, soft skills, and entrepreneurship

PENDIDIKAN KEWIRAUSAHAAN DI LAPAS DENGAN PENDEKATAN MINAT USAHA

This descriptive research aimed to discover the implementation of entrepreneurship education that can be developed to be applied at Female Prison, IIB Class, Tangerang. The research conducted as from October 2013 through February 2014 describes the prisoners’ characteristics by age, crime, religion, and education. Besides it also mentions the educational methods applied in the Female Prison. The research stages began with fileld study to obtain data related to education, religion, age, crime, and business interest. The data indicates their interest in commercial business is 71 % with the background of business experience before they were taken into prison and the entrepreneurship education in the prison will motivate them to develop their previous commercial business or to start a business for those who have not done any commercial business.

Impact of Entrepreneurship Education on the Career Aspirations of Nigerian Para-Professional Librarians-in-Training

One of the aftermaths of the on-going curriculum innovations in Nigeria’s Polytechnic sector is the introduction of entrepreneurship education in all programmes/disciplines. The need to ascertain the impact of these entrepreneurship courses on the career aspirations of para-professional Librarians-in-Training (LIT) provided the prompting for this paper.A customized research instrument titled “Questionnaire on Effect of Entrepreneurship Education on Career Aspirations of Would-be Library Para-professionals” was used to elicit information from respondents selected through availability sampling from final year National Diploma (ND) and Higher National Diploma (HND) students of Library and Information Science in selected Nigerian Polytechnic. From the findings, it was evident that majority of the graduating students, who were the respondents, perceive entrepreneurship education as useful (84.6%) and innovative (82.5%) notwithstanding that only a few of them (8.4%) saw the programme as being librarianship-specific. However, an overwhelming majority of the respondents agreed that these courses broadened their knowledge (50.5%) and widened their employment options (71.2%). It was therefore, not surprising that the result of this survey showed a paradigm shift in the career aspirations of LITs as many of the respondents preferred to be self-employed or work in the private sector instead of waiting for the scarce traditional/conventional library-based employment. Recommendations were made to remedy certain flaws observed in the design and implementation of entrepreneurship education as part of the Library and Information Science discipline. DOI: 10.5901/ajis.2013.v2n5p149

Teachers implementing entrepreneurship education: classroom practices

PurposeThis study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors.Design/methodology/approachThis article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper first examines the overall picture of entrepreneurship education practices. Then, after a factor analysis, the paper builds new sum measures of entrepreneurship education practices. Finally, the paper studies the teachers’ background information to further analyze the entrepreneurship education practices.FindingsThe findings provide information on which methods appear to be used the most frequently in basic and upper secondary education, and how these practices vary between different school levels. The results also indicate that the perception teachers have of their own entrepreneurship education skills is closely connected to the implementation of entrepreneurship education. Moreover, the findings present the connection between teacher training and the implementation of entrepreneurship education.Originality/valueTeachers’ entrepreneurship education practices and related teaching and working methods are important in many respects. As research has primarily focused on higher education where the transferability of the results to basic and upper secondary education seems vague, this paper concentrates on the teachers’ role and especially their practices in lower education. The authors consider that their article has a special value in exploring and opening dialogue in this area.

The implementation of entrepreneurship education through curriculum reform in Finnish comprehensive schools

How has entrepreneurship education been implemented in Finnish comprehensive schools. A two‐part survey was undertaken in 43 municipalities with different educational and socio‐economic backgrounds. The first part, in 2005, dealt with the local curriculum reform with a focus on the development of entrepreneurship education. The second part, in 2006, dealt with the implementation of entrepreneurship education. Questionnaires were sent to the representatives of the education and business sectors in the municipalities. The research questions were: (1) What is the sense of responsibility for implementing entrepreneurship education? (2) What kind of knowledge is there about entrepreneurship education? The results indicate that an atmosphere of responsibility for implementing entrepreneurship education is developing, although teachers do not possess knowledge of how to implement entrepreneurship education in practice. To develop such new curricular fields, such as entrepreneurship education, one could develop partnership forms of curriculum reform in order to develop teachers’ learning, school/work partnerships, and local curriculum work. Reforms need to be framed in practice‐oriented terms, thus strengthening the realization of aims and contents.

Study on Operation Mechanism of University Students’ Entrepreneurship Education

Reinforcement on university students’ entrepreneurship education is the necessary trend for higher education reform and development and is also an important training objective of colleges and universities. This study takes the idea of entrepreneurship education as the guidance, the objective of entrepreneurship education as the starting point and end-result, implementation of entrepreneurship education as the core and key and evaluation of entrepreneurship education as means of guarantee, and establishes the model of operation mechanism of university students’ entrepreneurship education.

Planning and implementation of entrepreneurship education - Taking the National Taipei University of Technology for an example

This paper discusses the planning and implementation of entrepreneurship education at the National Taipei University of Technology (NTUT) in Taiwan. First, related entrepreneurship education literature was reviewed. The implementation of entrepreneurship education in America and Taiwan was discussed and used for reference in planning the overall framework of entrepreneurship education. Panel discussion was held and entrepreneurship education courses of NTUT were planned. Finally, specific recommendations on improving entrepreneurship education were put forward based on the effects after two years of implementation. Key words: Entrepreneurship, entrepreneurship education, entrepreneur, curriculum of entrepreneurship education.