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Levels in addition some international entrepreneurial

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levels. In addition, some international entrepreneurial assessment models such as Global EntrepreneurshipMonitor (Reynoldset al., 2005) and Global Entrepreneurship Index (Acs, Szerb & Autio, 2016), have beenwidely used at the national level and thus may not be very relevant to assess institutional level entrepreneurshipeducation. The entrepreneurship teaching model can be used to reflect different education levels as stated aboveand can be employed to assess broader perspectives of entrepreneurial education (Fayolle & Gailly, 2008).
Kalimasi, P.56Figure 1: Teaching Model Framework for Entrepreneurship EducationSource: Fayolle & Gailly (2008:572)METHODOLOGYThis article is based on desk research. Theoretically, the trend has been assessed through the analysis of nationaland international entrepreneurship training framework, regional frameworks, national policies and strategies forimplementation of entrepreneurial education. The article also encompassed a review of empirical and theoreticalliterature based on: perceived understanding of ’entrepreneurial education, what constitutes entrepreneurialeducation, how entrepreneurial education is integrated into different education levels, and research gaps indifferent levels of education.To a great extent curriculum documents for all subjects in primary and secondaryeducation have been reviewed and to some extent some selected tertiary education courses.ANALYSIS OF FINDINGS FROM LITERATURENational and International Policies, Frameworks and StrategiesThis section describes and analyses the findings of the desk research that has been done through discussing theinternational and national framework for entrepreneurial training as well as directives of educational and othersector policies towards promoting entrepreneurial education. Some donor oriented projects which have beenpromoting entrepreneurship are also explained to show various initiatives that have been taken so far in variouslevels of Tanzania’s formal education system. The analysis compares the directives of policies and frameworksand what takes place in practice in various education levels and the available literature in different countries.To begin with, the European Union developed the Entrepreneurship Competence Framework, known asEntreCompin 2016 following contradiction of what should constitute entrepreneurial competences amongmember states. The purpose of the framework was to harmonise the understanding of entrepreneurshipcompetences by outlining a list of 15 competences some of which are: creativity, financial literacy, learningthrough experience and spotting opportunities (Bacigalupoet al. 2016:11). These competences are explained indifferent initiatives including curricular reform in formal and non-formal education systems and institutions(Bacigalupoet al., 2016).

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Term
Summer
Professor
dr. kipanga
Tags
Entrepreneurship education, Entrepreneurial Education

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