Suchergebnisse

The essence of social entrepreneurship is the ability to initiate, lead and implement problem-solving strategies, through cooperation with others in all types of social networks. The purpose of this study analyzes: 1) entrepreneurship training, 2) adult education assumptions, and 3) community empowerment. This study is discussed by using a comparative theory analysis method that related to entrepreneurship training, andragogy, and community empowerment from various literary sources. Analysis is conducted to find conclusions that can be justified scientifically. The results of the study conclude that: 1) social entrepreneurship training is an organized learning process from planning, implementation, and evaluation on non-formal education path aimed at enhancing community knowledge, attitude and skills for learning and endeavor, 2) entrepreneurship training based on andragogy conducted through a learning process that implements adults' assumptions of self-conceptual, learning experiences, learning readiness, and learning orientation. 3) Community empowerment is a process of empowerment or strength to community to have the ability of individuals who completely agreed with the community in building social and economic empowerment of the community.

The use of online learning techniques is a rapidly growing feature of management education globally. Training entrepreneurs in developing countries using this approach is still in its infancy, however. This paper reports on an early effort at using this approach using a web-based 'learning platform' developed by the International Labor Organization (ILO) for use with entrepreneurs in Ethiopia. It discusses some of the difficulties encountered and draws conclusions for future training initiatives of this type. In particular, it recommends simplification of the web-based tools used and the provision of more onsite assistance to help participants in this type of training use them more effectively.

The article presents the experience of entrepreneurship education in Denmark at all levels of education, the system of gradual inclusion of young generation in entrepreneurial activity. An analysis of the Strategy for education and training in entrepreneurship adopted by of the Government of Denmark is given, which is the basis for training of young people competent in entrepreneurship. Entrepreneurial education in Denmark is provided by the innovation program "Denmark – A Nation of Solutions", which touches upon all the levels of education. The Danish Enterprise Fund (FFE-YE) is in charge for the realization of the program. The article reveals the main directions of work organized by FFE-YE: the creation of a single system of entrepreneurial training; development of training programs for trainers and managers for entrepreneurship training; establishment of a network, contacts and close cooperation between industry and educational institutions. FFE-YE has worked out the system of extracurricular activities, which allow motivating young people to develop entrepreneurship, such as business camps, forums, festivals, fairs. The paper pays special attention to the peculiarities of teacher training in the format of educational innovation and entrepreneurship. Summarizing the Danish experience in the sphere of entrepreneurial education the author marks out the key factors that encourage the development of students' entrepreneurial skills and promotion of their business ideas. ; В статье представлен опыт обучения предпринимательству в Дании на всех уровнях образования, раскрывается система постепенного включения молодого поколения в предпринимательскую деятельность. Проведён анализ стратегии правительства Дании по образованию и подготовке кадров в области предпринимательства, которая является основой для подготовки молодых людей, компетентных в области предпринимательства. В статье раскрываются основные направления работы, организованные Датским фондом предпринимательства: создание единой системы предпринимательской ...

This open access book illustrates a new type of formative intervention for in-service teacher training in entrepreneurship education. The book describes a Change Laboratory and shows how teachers and workshop assistants develop the idea of a multidisciplinary project entailing the design of a self-service and parking lot in a dismissed area close to the city centre. The multidisciplinary project is taken as example of how an idea is debated and turned into collective action and change, the very essence of initiative and entrepreneurship. The Change Laboratory thus increases the participation of students, teachers and stakeholders in the school towards a new curriculum through the implementation of a multidisciplinary project connecting school with the world outside and working life. The book features a foreword by Luke Pittaway, USASBE Entrepreneurship Educator of 2018. The manuscript discusses key concepts of Cultural Historical Activity Theory's Change Laboratory as a formative intervention in a coherent and accessible manner. Beyond that it carefully illustrates how the Change Laboratory and its principles of double stimulation and ascending from the abstract to the concrete can be used as a theory of change to address one of the difficult and new demands of the European Union's New Skills Agenda. The author takes the reader through the expansive learning journey and uses strong evidence to show how a new object can be developed, and how associated tensions and contradictions can be surfaced and tackled by actors with a partially shared object, and how a new concept can be formed and enriched through implementation and reflection in a manner that generates collective transformative agency. (Reviewer) This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie Grant Agreement No. 654101.

The paper elaborates the strategic need to support entrepreneurship and women entrepreneurs in particular, highlighting the need for an organized approach towards development of the professional and managerial capacities of small and medium enterprises (SMEs) in Serbia, with a special focus on women owned enterprises. First part of the paper deals with the women entrepreneurship (WE) importance rationale, following the presentation of the newest EU policies regarding women entrepreneurship development based on Small Business Act (SBA). SBA is a set of ten policy principles which form the framework for policies explicitly aimed at the support of SME's, both at individual (national) levels as well as in the EU. Among the 10 SBA principles, indicators of measuring female entreprenurship (WE indicators) are involved in the first one: Create an environment in which entrepreneurs and family businesses can thrive and entrepreneurship is rewarded (SBA, 2008). Education and training of WE, as one of the four indicators, is elaborated further on. Therefore, the methodology of the training needs assessment (TNA)is elaborated, as well as the analysis of the conducted TNA survey results. Special focus is given to business performance, information and networking and human resources and training.

The study investigated the Nigerian Small and Medium business management; an effect of entrepreneurship skills using SME's located in business layouts and streets in Warri and Effurun, Delta State. The paper used primary and secondary data to gather the information. Stratified random sampling technique was employed to select the locations and the sample size. The data were analysed using mean, standard deviation; simple regression and analysis of variance (ANOVA) while F-distribution statistics were used to test for the significance between means at 0.05 level of significance. The research findings were; contemporary entrepreneurs should applied entrepreneurship skills involving, planning and managing SME's and the SME's business ethical standard and improved upon by entrepreneurs while one of the recommendations is for Governments to improve the infrastructural facilities for SME's to succeed.

Entrepreneurship, in the context of the development of art education tourism programs in higher education, is regarded as a serious concern in reflecting the role of universities in developing the tourism industry. This is considered as the universities' efforts of innovation and creativity to improve the competitiveness of higher education goals through the development of entrepreneurship in the field of educational tourism. This paper discusses the role of tertiary institutions in developing educational tourism entrepreneurship, which in its implementation empowers potential students by providing entrepreneurship training for them to be able to manage art education tourism program events. The data were obtained by test and questionnaire were given to 30 students at Universitas Pendidikan Indonesia who were involved in the activities of entrepreneurial training programs in the management of tourism education through the art business. The program was established by cooperating with universities, the local government, as well as non-governmental institutions.

PurposeDrawing on social feminist theory, this paper aims to close gaps between knowledge about gender-related barriers to information, communication and technology (ICT) adoption and the provision of entrepreneurship education and training (EET) programs.Design/methodology/approachEmpirical findings are drawn from 21 semi-structured interviews (22 informants) possessing differing training expertise regarding digital technology among women entrepreneurs. An open-coding technique was adopted where descriptive codes were first assigned to meaningful statements. Interpretive and pattern codes were then assigned to indicate common themes and patterns, which were reduced to higher-order categories to inform the research questions.FindingsThe findings specify and validate further gender influences in the digital economy. Digital skills are identified, and strategies to close gender barriers to ICT adoption with EET are described. The findings are discussed in reference to a large-scale, Canadian ICT adoption program.Research limitations/implicationsPerceptual data may be idiosyncratic to the sample. The work did not control for type of technology. Gender influences may differ by type of technology.Practical implicationsFindings can be used to construct gender-inclusive ICT supports and inform ICT adoption policies. This includes program eligibility and evaluation criteria to measure the socio-economic impacts.Originality/valueThe study is among the first to examine the intersection between knowledge about gender-related barriers to ICT adoption and EET. The findings can be adopted to ICT support programs targeted at small business owners and entrepreneurs.