I believe that entrepreneurship should be taught in school from as early as primary school. Getting into more details as the child gets older. There are so many kids graduating from College who can't find jobs...what about creating their own jobs?
I think that the success of any business more as they become available scientific bases has increased and therefore the study of the subject increases the chances of success.
No. Wednesday, family, school ... teach (entrepreneurship ) without teaching. The Russian businessmen (entrepreneurs) after 1991, it became a lot, but the progress is not seen, yes, and intelligent people become a little (or it seems to me, or do they go?).
Entrepreneurship be taught in colleges of economic universities.
The world is diverse, and entrepreneurship is not the best part of it.
(Not for nothing is a parable about how Jesus drove the merchants from the temple).
Exposure to the concept of entrepreneurship can be given from the early stages of education. It will help students evolve their ideas/concepts into meaningful economic activities which could help the growth of any economy. The model could be different for different economies based on the market maturity levels.
No. 1) It promotes self-commodification, extrinsic motivation, self-other competition and critique, summative evaluation, self-censorship, external mediation of the self; all linked to dyregulation of adaptive feelings thoughts and behaviour (ill-being) 2) Over 80% of entrepreneurs fail within the first five years of buisiness. 3) It decreases learning for learning's sake, holistic cognition, intrinsic motivation, incongruity between implicit and explicit motives, increases reification of cultural goods, biases exchange value over use value. 4) Favours extroversion (those that buy into the culture of personality) 5) increases prescribed utilitarian learning in schools. 6) reduces creativity to the language of finance, and thus diminishes the intrinsic value of creativity that resides in the intersections between human centered wellbeing and creativity 7) There is an neoliberal ideological maintained assemblage that shapes this ideology: self-reliance in place of social programs and other government spending (which favours corporate welfare over public), privatization (of schools!!), commodification of knowledge (which results in program staring, less sharing of ideas, and inter institutional competition) and deregulation. 8) Goal oriented learning ($, attention) narrows cognitive scope in learning and diminishes knowledge acquisition, retention, and recall, as well as cognitive fluency and flexibility. Learning should not be about filling the vessel. Open ended exploration is what is desperately needed in education; no economic strings attached.
Some of responses here that attempt to defend and describe entrepreneurship do not describe its basic elements but describe creative behaviour traits declared essential to it. Basic elements of entrepreneurship include launching and running a buisiness and offering a product. Threats to creative behaviour traits, and by extension learning, include: extrinsic motivation, evaluation, external control, reward, competition, restriction of choice, and time pressures, ie., typical buisiness management needs/ practices. It is disingenuous to present this term as something than other than what is being prescribed in classrooms today (unless it is dissected from capitalistic values).
Humans are capable of so much more than making money.
Proponents of objective measurement models such as the GDP assert that wealth accumulation is also the best way “to realize social aims or wellbeing” (Miklós and van den Bergh 2014, 5). For example, multi-national corporations (MNC) and foreign development investors (FDI), beneficiaries of and contributors to the globalization process, have been seen as improving the wellbeing of populations in states and regions where they invest. Qualitative research indicates there are direct correlations between MNC and FDI investment and an increase in government support for human rights and freedoms, and by extension, wellbeing. In attempting to attract investors, states adopt improved human rights and freedoms policies so as to ensure investors do not become associated with rights and freedoms abusers which can tarnish their reputation and impact their bottom line. Documented improved conditions to populations involved with MNCs and FDIs include “political participation, an open media, the right to form unions, religious freedom, and the freedom to travel... new jobs, new technology, [and] knowledge economy skills” (193).
However, the benefits of such globalization-shaped improvements to local cultures have been criticized as wellbeing investments with diminishing returns. The initial improvement in GDP in poor countries attributed to MNC and FDI relies on income inequality, which is initially lessened. However, if a state does in fact reach the status of an "advanced" state, the economic growth will eventually, inevitably, correlate to a return to the same income inequality (2-3). In addition, negative ecological (Westra 2011, 164) and geographical (Jackson 2003, i) consequences, gentrification (Creative Cites and Creative Class) city slums (Lash 2001, 1789), and marginalization and assimilation of local cultures (Bruner 2001; Ouellette 2013) have also been shown to accompany globalization processes that some research claims to contribute to wellbeing.
Entrepreneurship is not a panacea for reducing ill-being in marginalized cultures. In many cases it has been linked to "dilution of culture to something more mainstream towards greater economic benefits” (O'Regan 2001). Neoliberal policies or structural adjustments (including emphasis on Western modeled entrepreneurship) made in exchange for loan security in struggling economies have largely damaged local cultures. Cultural boosterism and Global Tourism underpinned by the commodification of cultural practices have resulted in wide scale cultural fossilization (Eisenberg, 41-2; Bruner 2001; Vinitzky-Seroussi and Teeger ). Dr. Mascarenhas states Canadian "Aboriginals fail in a neoliberal society because they don’t assimilate via “economizing of their practices” (Ouellette 2013). The belief that commodification is a key contributor to cultural success reveals a conceit among the privileged class that “one size fits all.” Vinokur (2008) writes a neoliberal governmentality objective is “to construct the markets and coerce the agents into the requested rational behaviour – individualistic, competitive, maximizing, free/condemned to choose on the basis of a cost-benefit calculus” (Vinokur 2008, 364).
As stated in the 1995 UNESCO report, Our Creative Diversity: “Our generation has inherited a wealth of tangible and intangible cultural resources that embody the collective memory of communities across the world and buttress their sense of identity in times of uncertainty. Held in trust for humankind, these resources are essentially non-renewable” (UNESCO 1995, 176). Their earlier 1993 report stated, “Our twentieth-century fin de siècle is a turning-point in history. An old order passes, and the surface of the entire globe begins to break up. In the plate tectonics of history, pieces of the earth are on the move. We cannot stand idly by as mere passive witnesses to the ultra-rapid mutations of our world as it adapts to historic, social, economic and cultural upheaval on an unprecedented scale” (6)…“Any development effort is thus doomed to failure if it is not founded on respect for the different cultures, for their equal dignity and their diversity, on their rich potential and on their vigour, on the resources of cultural exchange and on intercultural dialogue” (2).
“In the days before the onslaught of modernization economic activity was thought of in ‘traditional’ societies as merely one aspect of a wider existence. It was part of a daily routine conditioned by the rhythms of nature, faith and social relations.
Over the centuries the means of production and innovation developed, or were transformed, slowly, in harmony with the seasons and the environment, in concert with myths and customs. Individual initiative formed an integral part of the collective enterprise. Each and every member of the community was guided in his or her behaviour by an understanding of the common culture and standards of the group” (UNESCO 1993, 2).
In school we teach values of cooperation, of caring with each other. Societies need these caring values but more and more the popular culture promote the value of competition, individual greed, success as material success. These are the values of business, values necessary for success in the business world. Teaching those in early age would undermine further the values of care and further undermine the foundation of all societies. I am of the opinion that the young children should be protected from these greed values in order to first promote the caring values and when these are strong enough that the greed values of capitalist success taugh after the first have formed solid enough roots with will provide some restraints into the capitalistic instincts which without restaints are socially destructive.
Most definitely! If you watch the Asian students, they are exposed to it from a baby on their mothers' backs, so it's like second nature to them. They actually come into school with this business acumen that enhances their ability to count and rationalize finances. Very good idea!
Debra
In addition to my last answer: Ask a fish how's the water and the answer is "what water?". The complacency by which people are given to adopt prescribed neoliberal meanings to their lives is alarming, and illustrates a lack of independent critical thinking, heightened self-consciousness. In aligning knowledge with economic values, the dominant knowledge economy discourse inhibits alternative conceptions of knowledge, including knowledge conceived in terms of morality and ethics, as freely given, as humanistic, as art, as the root of wisdom, as culture and tradition, and as an end in itself. “Economists have warned since its introduction that the GDP is a “specialized tool, and treating it as an indicator of general wellbeing is inaccurate and dangerous” (Costanza, Hart and Posner, et al., 6). Recent research by World Bank economists Markus Brückner and Daniel Lederman (2015) shows income inequality is linked to the pursuit of economic growth. Amartya Sen’s central critique of utilitarianism is that by reducing human motivation to the maximization of a person’s utility (however defined), utilitarianism effectively eliminates agency... It is the objectification of human beings which is essential to utilitarianism. “At what point does the shift from subjective meaning, or use value, to objective meaning, or exchange value, of creative outcomes undermine the enhancement of human-centred individual and social full-scope capability, progress, and wellbeing, including the agency needed for cultural survival?”.
What a great set of responses. Thank you so very much for taking the time to leave such well thought out responses.
We need to resist the popular short-sighted belief that money is everything.
Putting aside the basic needs of food, shelter, clothing, and education,remember, what is of value has the properties of : 1) enduring, resistant to change (like gold); 2) hard to obtain (like aluminum); 3) has wide applicability (like knowledge); 4) improves our lives (like wonder drugs); and 5) is universally recognized as important (as a democratic government that respects individual rights ).
Entrepreneurship is much more limited, as compared with things of truly high value.
Should Entrepreneurship Be Taught in School?
Think entrepreneurship best taught for college level students & above instead of for primary / secondary students. Reason being younger students should be taught with core subjects like languages, maths, science, ICT, history, geography etc. & core values like honesty, integrity, diligence etc. for character building.
Teaching entrepreneurship to young students can be challenging as entrepreneurship is not standalone subject by itself whereby it includes other knowledge areas like starting appropriate business, cost & profit management, resource management, risk management, competition management etc. which needs to cover more subjects, take more time & might overburden the students.
In case entrepreneurship really need to be taught among younger students, perhaps its high level concepts & use cases can be taught for awareness & motivation purposes. Not sure is there any empirical research being conducted that younger (primary / secondary) students being exposed to the subject entrepreneurship will motivate them to become a successful entrepreneur? If not perhaps this can be an interesting area for new research.
In think that entrepreneurship should be taught as part of innovation pedagogy.
Dear All.
It is beginning to happen. That is, starting to bring to fore those issues that are becoming disturbing challenges. Here in Nigeria, we have a lot of University, Polytechnic and College graduates that cannot get themselves employments. While it is very easy to attribute this evolving trend to a single cause, just as most are doing here in Nigeria, it might be necessary to have a deep unsentimental considerations of possible causes.
Stating the issue very clearly: "There are so many kids graduating from College who can't find jobs..."
Foremost, it is to good to understand that the causes of this issue will vary from region-to-region, country-to-country and community-to-community. Also, I agree to the understanding that, to solve most of the issues facing humanity today, we must act to re-focus our educational system from being intellectual practices to being A-Way-of-Life. And to get education to become A-Way-of-Life means to start educating the younger generations to become SOLUTION FANATICS rather than become clients of complaint, excuses, gullibility and fear.
We all know: WHERE THERE IS A WILL, THERE IS A WAY. Life foremost instinct is survival and that is what Entrepreneurship is all about.
In year 1998 to 2001, I directed a self-financed software project which unveiled the software called ECourier. ECourier was meant to allow machine-to-machine document mailing strictly through land-line telephony with absolutely no need for the Internet. During the period of the project, we procured TIME and NEWSWEEK magazines every week. During this span of time, these two magazines wrote exhaustively on Entrepreneurship. It is really sad how the media can brainwash and hypnotise people to accepting further unrelated meaning to a simple word like Entrepreneurship, which SIMPLY means:
Observe an issue deeply; consider all your skills; list all resources available for your usage; then go figure out a solution.
That was what we did with ECourier. Back then, Nigeria had no GSM Telephony, only 600,000 barely working land-lines to serve over 100 Million people. ECourier was to allow more people use a single telephone land-line, just as the Post Office allows the whole community send mails through it; not just a person.
Most of the above are to address the concerns of < @Louis Brassard >. Take the case of Bill Gates for example. When the post of CEO was becoming too corrosive for his humanity, he stepped back to being the Chief Software Architect of Microsoft to allow him to do more of CREATIVE THINKING.
So, Entrepreneurship is about providing solutions and not about building big business empires to acquire money. Though the more the demand for an entrepreneurship service, the more the money acquired. Just like Bill Gates, it will not disturb the kids if the focus is to proffer solution (as A-Way-of-Life ) than to acquire material empires. This way, it will help the kids learn adaptability, frugality, and respect for environment.
Thanks All.
Season and New Year greetings.
Dear Gbenga,
Fantastic answer. I had a lot of reservation for a certain money oriented notion of entreprneuship but I am totally for your notion of entrepreneurship and the central place it should have in education.
Entrepreneurship SIMPLY defined does not exist in neoliberal global and state policy. The simple definition (offered above) which has more to do with aesthetic and heuristic learning, has been constrained, and fragmented, replaced by a prescriptive use of the term that is aligned directly to knowledge and creative economy skills (read,really read, UNESCO or world wide provincial and state policy recommendation reports). These economies are based on the GDP as an indicator of both economic and individual welfare and has been shown multiple ways to be flawed and harmful to human centered growth. Policies that prescribe entrepreneurship skills in education are not based on a human centered conception e.g., human full scope capacity, but a financial one (continual growth at all costs-which is a flawed concept). This prescription serves the interests of governments who need to e.g., move the burden of social program costs etc. on to the shoulders of the public, thus appeasing their corporate partnership interests (who demand less government spending). This is the realty of the use of entrepreneurship in policy making today. Maybe there is a nobler conception of the word, and if so perhaps someone should take up the torch and fight for a new human centered conception of the term and its use. However, this must start with dissecting it from capitalism. In addition the SIMPLE definition above already encompassed in creative thinking, aesthetic learning, heuristic learning, holistic mind-body-tool-environment cognition which offer SO much more. When policy makers wield around the prescriptive term entrepreneurship they do so ignorant of sound pedagogy and knowledge of broad aspects of human wellbeing.
A research on this matter may help answer the question. Graduates of Entrepreneurship may be assessed on whether the purpose of their program has been achieved in their careers.
I have heard engineers, nurses, and teachers who became successful entrepreneurs that a program in entrepreneurship is not needed to become a successful entrepreneur. But there are also many engineers, nurses, and teachers interested to engage in business who suggest that a course in entrep be offered for them.
i am looking at it more in the sense of preparing students in case they wish to go that route. Offering it as an alternative to finding a job. The fact is many persons do not go in to College so doing this at the College level would not be fair for those persons who are job hunting straight out of high school. Allowing students to understand that there is another avenue and showing them how to get there should they decide by force or choice to start a business for themselves.
In school, you need to give the student knowledge (!), to teach the student to think, to work, to memorize, analyze, training must be inextricably linked to the education of the student. And then he decides what to do in life: to do science, to work at enterprises, (Коj), etc., engaged in creative work of the artist (literature, painting, etc.) Or engage in "Entrepreneurship".
The entrepreneur does not create great works in various fields of human activity. Discoveries in science do not "entrepreneurs"!
What is entrepreneurship and how is it taught? The elements of entrepreneurship include such things as risk taking, the ability to see the usefulness of things before others can see it, the ability to accept failure and bounce back from it, and the ability to delay gratification. Primarily, these things are taught by example. Young people observe examples of entrepreneurship in their family circle and their broader society. Some try out entrepreneurial activities at a small and local scale (e.g., lemonade stands). If you have a curriculum that promotes entrepreneurship, then bring it on.
Entrepreneurship should be taught only to those who are interested in becoming their own bosses. The notion that if entrepreneurship is taught as a curriculum in school will reduce unemployment is a fallacy. Firstly, an entrepreneur is usually self driven and opportunity focused so much so that teaching someone without that desire and a will to take risks defeats the very purpose of the subject.
Secondly, my view is that entrepreneurship should be taught to those who have already shown the desire to pursue value adding and opportunity exploiting activities as a way of life after school or college. The gifts and talents of entrepreneurs has made us to enjoy numerous services that were once never thought about by ordinary minds ( Facebook, twitter, Alibaba, mobile phones e-cigarettes and many others). We have come to rely on those people who are constantly driven by the passion of filling the gap that seem to constantly exist in provision of services to humanity. Though it may be argued that there are more entrepreneurs in the 21st Century than before, what we seem to have are more business people and few entrepreneurs in the true sense of the word.
While I agree that entrepreneurship should be taught in school, my only worry is the mode and content of the subject and how it would impact on the learners ability to think outside the box.
Yes.I have been a faculty teaching entrepreneurship to students in a tertiary institution in Nigeria since 2005 till date.Entrepreneurship could be used as a potent tool towards solving the problem of poverty in the cyberspace.
www.academia.edu/yabatech/Raheem Shefiu
Entrepreneurial thinking skills for the 21st century conceptual age work environment are of critical importance to address unemployment, poverty and socioeconomic inequalities. I don’t think it should be taught as a subject but be infused throughout the existing curriculum. The key elements of entrepreneurial thinking such as critical thinking, creativity, problem solving and business orientation should be integrated seamlessly in all areas of learning. This must include learning in simulation and real workplace. Equipping learners with these skills and mindset will assist in transforming a subsistence mode of existence to a more commercial, viable and sustainable career.
Yes. Universities can provide the educational environment and culture for fostering student ventures. We have several billion dollar firms that were started at BYU. The secret for entrepreneurial success in an educational setting is to (1) make sure you hire faculty and adjuncts who have experience in starting and building new ventures and (2) have a critical mass of entrepreneurial oriented students who have the passion for starting new ventures. Our entrepreneurial success started when we achieved a critical mass of students forming an entrepreneurial club that reached across schools and programs.
I agree with Louis Brassard and Bob Shields. Entrepreneurship isn't a a deal for the School. Pupils needs estimulated to be curious, creative, empathic, self confident. School must promote pupils iniciatives to solve problems and conflicts, more than searching economic benefits.
The current trend in educating entrepreneurship is related with modern world crisis. Work is not more a wright but an obligation. Nations transfer the responsibility of finding work for citizens. If they failed is their own individual responsibility.
Entrepreneurship and privatization is most often stealing from the common good. The common good is giving and receiving gifts with anyone without book-keeping or barter. Just like you give and receive air breathing, without coercion. Life will be aiding and being aided. Private property should be no more than what you need, want and can care for yourself.
A complicated question to answer in brief but here goes ...
Yes, but not to the detriment of becoming expert in the building blocks of knowledge, and not as a fall back for the less academic. And only if we prepare their minds for the entrepreneurial journey and not dive too quickly into the experiential learning of entrepreneurship (although this is better than simply discussing entrepreneurship in theory). And only if we make sure that a broader set of societal as well as personal motivations are discussed that inform the entrepreneurial journey (sustainability, social, community issues).
For me CREATIVITY is the starting point for Entrepreneurship (social or otherwise).
The above is also contingent on where the school/person is now. Here are a few illustrations:
1. A person with no entrepreneurship education would benefit from exploring entreoreneurship from a theoretical basis.
2. A person who has studied entrepreneurship in theory would benefit from a more experiential approach alongside their theoretical studies.
3. A person who has studied both the theory of entrepreneurship and experiential entrepreneurship would benefit from ideas generation/creative thinking workshops.
Ken Robinson's 2006 TED Talk 'Do schools kill creativity' sums up the importance of CREATIVITY and the fact that creativity deminishes with age ... and very quickly!
So by working with primary school kids you are working with the most creative talent, and as long as the entrepreneurial education that you envisage embraces this talent first and foremost then YES please do introduce entrepreneurship into primaty schools.
Good luck!
David
I started to research Berlin as a "creative city" with many powerful ressources, and processes, including also numerous examples of more or less successful entrepreneurship, and I do all this with the intention to inform schools and give them orientation how they can develop innovative teaching programs and school cultures.... Bastian Lange´s book "Die Räume der Kreativszenen. Culturepreneurs und ihre Orte in Berlin" (2007, transscript, Bielefeld) might be interesting for you (A translation of the title: The spaces of the creative scenes. Culturepreneurs and their places in Berlin".). Also "The Berlin Reader. A compendium on urban change and activism", by Matthias Bernt et al., also transscript, 2013, might be interesting for you. So my question is: What happens outside the schools with regard to entrepreneurship and other creative processes, and how can we get this into the schools...? Also the question: What is already there (in the schools) with regard to an entrepreneurial attitude and how can we support and reinforce that?
Risk taking underpins entrepreneurship, so while it may be possible to teach some skills, it will never be truly successful while school culture undermines psychological characteristics that make risk-taking palatable to students. I do not have specific knowledge of schooling other than in Australia so I am really only commenting on them. Risk taking requires growth mindset, efficacy and resilience. All of which are actively undermined by extant teaching and assessment processes. Rating students on an A to E scale with reference to year level standards undermines a growth mindset. Comparing students with peers reduces efficacy and resilience.
Dear Mardene,
Yes, because I lecture students from across many countries I can see the difference in my profession, construction, of doing so. In our MSc Construction Management all the students are from France and much more prepared for taking on and running their own companies having built up the experience and confidence to take the risks. We can see the benefits from many case studies of schools doing this, but it should be made more mainstream.
Yes. I believe so.
I teach the arts--theatre specifically--and students need to know how to make a living. I think that having entrepreneurship skills would have personally benefited me, and I definitely think it would benefit my students, giving them options that they may not otherwise have.
Learning entrepreneurship from school level will allow students also instill the following traits at a young stage:. The latest article is from Entrepreneur India. The link is added for perusal.
https://www.entrepreneur.com/article/287310
I don't think we should teach enterpreneurship at school. But, we can help our students to become enterpreneur by developing their 4Cs (critical thinking skills, creative thinking skills, collaboration skills, and communication skills).
One of my best experiences has been developing projects with pre-school children. With proper guidance and parent support, young children are perfectly capable of planning, leading, and developing creative projects.
Interesting question connected to the issue of active, constructive, meaningful learning
From my Belgian background, I refer to some European and broader frameworks to think about entrepreneurship in schools and to stimulate international networking and interaction as well.
See for example:
1. Eurydice Report from the European Commission:
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/images/4/45/195EN.pdf
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Publications:Entrepreneurship_Education_at_School_in_Europe_-_2016_Edition
2. European Commission l information on Entrepreneurship in Education:
http://ec.europa.eu/education/policy/strategic-framework/entrepreneurship_en
3. Unesco Sustainable development goals (SDGs) 2015-2030 including Quality education (SDG 4), and more specifically, SDG 4.4 "By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship”
http://en.unesco.org/gem-report/sdg-goal-4
In line with the SDGs, a Youth citizen entrepreneurship has been created. See:
https://www.entrepreneurship-campus.org/about-us/un-partners/
4. The Ministry of Norway published an interesting document on this issue:
https://www.regjeringen.no/globalassets/documents/action-plan-for-entrepreneurship-in-education-and-training-2009.pdf
5. An article on entrepreneurship education in Germany and Sweden:
http://www.emeraldinsight.com/doi/abs/10.1108/14626000810871736
6. Publication of the World Bank
Alexandria Valerio, Brent Parton, & Alicia Robb (2014). Entrepreneurship Education and Training Programs Around the World Dimensions for Success
World Bank Publications. ISBN13: 9781464802027
Enjoy!
Dear All.
Just like < @Louis Brassard >, I have my reservations about opinions that every activity should be money oriented. But what I am reading on this thread is seeming to present the idea that God created money and that would be a fallacy. Man created it, so man must be able to live above its weaknesses.
I have often stated that man created his own problems; then make himself VERY miserable trying to solve them. I have even come to learn through this thread that we now have graduates of Entrepreneurship, through the following statement:
"... Graduates of Entrepreneurship may be assessed on whether the purpose of their program has been achieved in their careers."
To even think that entrepreneurship can be conducted in this manner and have people graduate in it, is nothing more than when Jesus was driving the charlatans out of the synagogue, that is, people who think that the most honest utterances from sincere minds means MONEY.
Let us not forget this statement by < @Mardene Rosalee Carr >: "i am looking at it more in the sense of preparing students in case they wish to go that route." The qualities of a researcher should reflect more of optimism and enthusiasm as reflected by < @Peter F. Colwell > from the following statement: "If you have a curriculum that promotes entrepreneurship, then bring it on."
The definition of entrepreneurship is not in any book and will NEVER be. Trying to quote sentences from organizations, associations resulting to many acronyms simply show that the person has NOT experienced entrepreneurship. It is ONLY in the actual EXPERIENCE of those activities that make for entrepreneurship efforts. Entrepreneurship is mostly about RISK taking. Well stated by < @Mark E Gould >.
WHAT COUNTS IN LIFE IS EXPERIENCE. IRONICALLY, THIS IS POORLY DOCUMENTED ON THE PAGES OF ANY BOOK. Remember the saying, "In the course of any experiment, 1 million and 1 things are not documented."
Am going to restate the issue again: "There are so many kids graduating from College who can't find jobs..." Incidentally, this is just one of the issues. Let us walk through a few:
* A child came to the class with a gun, unknown to classmates and at some odd hour of frustration feelings, brought out the gun and emptied the bullets on fellow classmates.
* If you do not guide them into better types of businesses that will benefit them and their communities, their regions and their countries; well, they surely end up creating some for themselves: like going into drugs; into prostitution; Yahoo-yahoo and Yahoo-plus as known in Nigeria; and many more. FRANKLY, I HAVE NOTHING AGAINST THESE LINE OF INTERESTS. IT IS JUST THAT I HAVE SEEN MANY YOUNG TALENTS WASTED AWAY AS A RESULT OF PEER PRESSURE.
* This one a real-life incidence that happened in Babcock University, Ilishan, Ogun State, Nigeria, in the early years of that university. A young lady who was to proceed from her first to second year realised during the holidays that her parents can no longer provide her upkeep allowances along with her tuition fees. Being in the circle of rich students who had taste for fried-turkey and Coca-Cola; she started dealing in fried-turkey and with that, she saw herself out of the university.
Back in 1998 to 2001, when I innovated ECourier, I received a physical mail from the owners of TechRepblic forum (http://www.techrepublic.com), giving me a free membership and asking three specific questions on how I intended to proceed with the innovation. Needless to mention is that, I RISKED the expenditure of N 2.5 Million Naira back then, which is yet to yield anything till date. But the enthusiasm and optimism to find a solution to a nagging issue was very paramount in my mind. I mentioned in my earlier contribution that TIME and NEWSWEEK magazines researched and wrote exhaustively on Entrepreneurship. I have attached an evaluation document from NEWSWEEK magazine called "The Right Stuff". I have used this evaluation tool since then and you will be surprised how it reveals the strength and weakness of the person who attempts it SINCERELY (Meaning: do not look at the answers before or while attempting it.) Nothing is mentioned about making money, but surely something about spending it.
I have also attached the document, "Improving knowledge transfer between research institutions and industry across Europe"; a communication from the EUROPEAN COMMISSION. It is partly on how the industries are getting concerned about having to train fresh graduates on the usage of basic machines when employed.
And finally, (remember the musician, back in the early 1980s, whose song contained this lyric: "THE IDLE MIND IS THE PLAYGROUND FOR THE DEVIL, DO YOU WANNA GET FUNKY WITH ME, PAM, PAM, PAM..."). Well, the attachment of this document , "Work that matters - The teacher’s guide to project-based learning", shows that some stakeholders in education have gone ahead in finding solutions to these nagging issues. The only way to a good experience is to take a creative action.
Thanks All.
evidences from extant literature support the idea that entrepreneurship can be taught (Drucker 1983; Hanlon and King 1997; Kuratko 2005). As posited by Drucker, the entrepreneurship mystique is not magic, it is neither mysterious nor have anything to do with genes, it is rather a discipline like any other. Further to this, entrepreneurship is been widely held to be the driving force behind innovation, productivity, effective competition as well as economic growth and development. It is about ability to recognising business opportunity, to analyse and evaluate such with a view to pro-actively capture value that are mutually beneficial.
Entrepreneurship education is a basic human right and a critical element in human development. it is the intellectual capital of every nation. it is a learning process directed to towards developing in the young ones those skills, competences,, understanding and attributes which equip them to be innovative and to be able to identify, create, initiate and successfully manage personal and or community resources, including working for themselves.
I hereby conclude that entrepreneurship education should be taught at all levels, for the children, it teaches them how to recognise opportunity, master their skills and develop a can-do-spirit that enables them become managers of men and material resources..
Definitely YES. From early elementary school. Jobs are dead and should remain so for years to come. For those who reject competition, I usually tell my students that we are all the result of successful competition. We all come from a leaner and meaner sperm that outrun millions of others. We all compete for mates, jobs and nearly everything else.
I coordinate a research group on entrepreneurship, management, innovation and competitiveness. Brazil is currently in a very difficult situation and only new businesses and self employment can improve the lives of the 12 million currently unemployed.
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