Importance of Entrepreneurship in TVET for Sustainable Development
Discover the significance of entrepreneurship in TVET for empowering youth, promoting economic growth, and addressing societal challenges. Understand the core elements, competence requirements, and global trends in entrepreneurship education within technical and vocational education. Explore how entrepreneurship skills can lead to job creation, poverty alleviation, and local economic development.
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Presentation Transcript
Importance of Entrepreneurship in TVET KHAN MOHAMMAD MAHMUD HASAN Khan Mohammad Mahmud Hasan
What we will Cover Understand the Entrepreneurship Identify the Core Elements of Entrepreneurship Importance Of Entrepreneurship in Technical and Vocational Education The Global Trending in Entrepreneurship Training in TVET Competence Requirements for Entrepreneurship
Introduction The growing youth population, rising unemployment in many countries, Changes in the labour market and in our economy due to technological developments are one of the reasons We must provide future generations with the entrepreneurial skills and mindsets they need to cope with a changing world. The Sustainable Development Goal 4 on Education, through one of its 10 targets, explicitly calls for the need to strengthen skills for employment, decent jobs and entrepreneurship. Furthermore, Sustainable Development Goal 8 to promote full and productive employment and decent work for all emphasizes development- oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation.
The terms entrepreneur and entrepreneurship derive from the French word entreprendre, (to undertake). According to economist Joseph Schumpeter (1911), entrepreneurs are the key drivers of economic and social dynamics in society because they can independently develop and implement ideas. What is entrepreneurship?
translate skills, knowledge, innovations into goods and services to the marketplace Potentials in rural areas can easily be identified and provided for profit making. Students are motivated with incentives for ingenuity and creativity. Alleviation of poverty, promote sustainable development and raise the standard of living. Students are involved in participatory efforts in anticipation of societal (economic) changes Form the foundation of industrial and manufacturing activities of a country. Reduction of capital flight, since, some goods and services shall be produced locally Facilitate, promote export and enhance national economic growth. Graduates will become self- employed, create jobs and employ others in some cases. Reduce influx of foreign professionals and promote foreign reserve. Importance Of Entrepreneurship into Technical and Vocational Education
Perceptions In Bangladesh Bangladesh incorporated entrepreneurship education into the TVET curricula more than two decades ago. Entrepreneurship education is integrated as a 2-credit mandatory course into all TVET curricula at Diploma and Certificate level programs, with an exception of HSC (Business Management) where it is a 4-credit mandatory course. It is delivered only in theory classes and mostly the lecture method is used. research indicates, Ninety percent of the teachers have teaching experience of more than 5 years, but they have no entrepreneurial experience. Enterprises/industries are not involved with institutions in teaching, promoting and developing entrepreneurship education in TVET. According to teachers opinion, they need training for effective delivery of the course.
The Global Trend Globally, vocational and technical education is accepted as the acquisition of practical skills, attitudes, knowledge that is applicable to various trades or occupations for the advancement of social and sound economic life of the citizens. Some selected countries implementing entrepreneurship into technical and vocational education systems with success stories is highlighted below
The Global Trend Austria: Entrepreneurship education is part of the curricula of schools and colleges teaching technical subjects and business administration, and part-time vocational schools for apprentices. Belgium: Both public and private sectors offer various entrepreneurship activities or projects to complement the traditional education and training system. Bulgaria: For professions requiring a third-level vocational qualification, entrepreneurship is a compulsory subject for all students.
The Global Trend Cyprus: Entrepreneurship is included in the national curriculum for all schools of Technical and Vocational Education. Denmark: In Denmark, vocational training courses typically combine teaching (1/3) with work experience (2/3). Entrepreneurship is required to be taught in all VET programmes.. Estonia: Entrepreneurship programmes are provided in all vocational education and training. Since 2006 entrepreneurship programmes have been included in all national curricula for vocational education.
The Global Trend Germany: All the framework curricula for VET set by the Kultusministerkonferenz (Standing Conference of Education Ministers) specify that vocational schools must provide an insight into various forms of employment including entrepreneurship, to support a career and life plan involving self-employment. Hungary: Entrepreneurship is a basic competence in the Hungarian national curriculum. Lithuania: National framework documents on vocational education states that entrepreneurship should be integrated into all programmes;
The Global Trend Poland: In Poland, curricula for all types of secondary and post-secondary non-tertiary schools include the subject Basic Entrepreneurship . Student participation is compulsory. Romania: Entrepreneurship is included in secondary schools, technical and vocational education. Slovenia: Entrepreneurship is a compulsory module in the national curriculum both in upper secondary vocational education and in upper secondary technical education.
The Global Trend Spain: In Spain, entrepreneurship education is included in the national framework curriculum and is compulsory for all VET fields (technical, industrial, commercial, etc) Slovakia: Entrepreneurship is included in the national curriculum either as a compulsory or as an optional subject. Training firms are used in all types of Secondary Vocational Schools (SVS) and in Secondary Vocational Apprentice Schools (SVAS). UK: All secondary schools are expected to provide opportunities for vocational training. In England it is a statutory requirement that all schools provide all students with work-related learning. Enterprise education is a key element, aiming to encourage young people to be more enterprising.
Competence Requirements for Entrepreneurship Exploring business opportunities, evaluating business ideas and protecting ideas and intellectual property; Marketing basics, market research, sales forecasting, and business promotions; Business finance, equity financing, long term and short term debt financing, and alternative sources of financing; Planning fundamentals, preparing a cash flow forecast, and preparing a business plan; and Basic knowledge of legal requirements, government regulations for getting started, taxes, becoming an employer, and basic start-up task.
INTRODUCING TVET Entrepreneur Level IV (20 UoCs) Plan for basic entrepreneurial activity Understanding the basic concepts Develop Entrepreneurship in Specific Industries Effective Communication Skills Effective Presentation and Facilitation Skills Developing Entrepreneurship/Business Skills Developing A Business Plan Market Study /Market Analysis Customer Service Management General Business Management Entrepreneurship Marketing Sales and Negotiation Pricing and Profit Calculation Budgeting and Cash flow Business Record/Book Keeping Financial Literacy Risk Management Stuffing Buying For Your Business Required Start-Up Capital
Conclusion. Lack of skills required in industries lead to high rate of unemployment in Bangladesh with associated consequences. For practical economic growth, the youths must imbibe entrepreneurship education, technical and vocational training, to produce goods and services locally. Government at all levels should create the enabling environment for integrating entrepreneurship, technical and vocational education. their Only countries capable of developing her productive workforce couple with entrepreneurship skills can be termed truly developing, developed and independent. The creative minds, innovations, ingenuity, knowledge, skills, experience from technical, vocational and higher institutions be exploited maximally in conjunction with entrepreneurship education the sure route to Bangladesh s greatness. Finally, urgent implementation of the entrepreneurship education directives as the case with renewed efforts in technical and vocational training in Bangladesh is considered a matter of national importance.
