对技术和职业教育及培训机构的创业教育实践的洞察外文翻译资料

 2022-08-15 02:08

文献题目:An insight into entrepreneurship education practices in Technical and Vocational Education and Training institutions

(对技术和职业教育及培训机构的创业教育实践的洞察)

作者:AbedeJawaraMack, Daniel White, Osiris Senghor

刊名:Journal of Global Entrepreneurship Research, 2019, Vol.9 (1), pp.1-15

来源数据库:Springer Journal

Abstract

Technical and Vocational Education and Training (TVET) and entrepreneurship education have always been used as a vehicle towards economic and social transformation within many nations. With this in mind, the research investigates the entrepreneurship education practices in TVET institutions in Trinidad and Tobago. A quantitative study utilising a face-to-face survey was conducted with 446 TVET students from four TVET institutions from all geographical locations in Trinidad and Tobago. Correlation analysis and logistic regression were performed to assess the views and significant relationships involving studentsrsquo; interest and entrepreneurship education practices. The results of this study have important implications for TVET institutions. Studentsrsquo; interest in pursuing entrepreneurship was very high, and it tells a very good narrative that persons want to be an entrepreneur. Survey data revealed that 98% of respondents were interested in pursuing entrepreneurship as a career path. However, with the absence of an adequate platform or systems at the TVET institutions, students are not engaged in entrepreneurial paths in any significant way.

Introduction

According to Nwachukwu (2014) many nations both in the developing and developed world has seen TVET as a priority by ministers resonsible for edcuation. The reason being for these priorities is because TVET is keen in reducing poverty and enhancing national development (Nwachukwu 2014). Phillip O. Nwachukwu. (2014). TVET provides an impetus geared towards the development of young people, and it is an avenue where they can earn an income and confront unemployment. The rationale for placing high importance on TVET in our developing world is that our population of young people between the ages of 15–30-year-olds is rising, and according to a World Bank report, unemployment is leading among this age group which equals to nearly half of the worldrsquo;s unemployed (Aring, 2011). Additionally, a deficiency of skills that are valued in global and local economies limits economic growth, jobs, and income. TVET is seen as a mechanism for developing young people both in and out of school and can be used as an instrument to assist in this global dilemma of unemployment (Aring, 2011).

Anderson (2009) contends that TVET is first developed in the circumstance surrounding the industrial revolution in Europe and North America as part of a philosophy of lsquo;productivismrsquo;.

Although many studies have shown the importance of entrepreneurship education practices in TVET, this is limited or non-existent in Tamp;T. There is no data to suggest TVET has made strides or embark upon entrepreneurial education in Tamp;T. The authors took the opportunity to explore the entrepreneurship education practices of TVET institutions within Tamp;T to ascertain the level of entrepreneurial activity taking place within their institutions.

It has been debated that the pursuit of adeptness and economic returns was the fundamental dynamic of the new industrial approach. This perspective of TVET was perceived to have a profoundly influential purpose in providing the vital human capital required by commerce (Anderson, 2009). There is an interdependence between TVET and sustainable economic development (Beardwell, Holden, amp; Claydon, 2004).

The four TVET institutions that comprised the study provide vocational training throughout many locations in Tamp;T. Institution 1 is a training institution, offering programmes such as the Journeyman Programme, Master Craftsman Certifications in Mechanical, Electrical/Electronic and Mechatronics, Engineer-In-Training, Welding, and other expert and personalised training programmes. The institution offers Life Skills Training to all students, in which entrepreneurship is a unit (minute aspect) of a wider module Employment and Financial Management Skills.

Institution 2 was set up to be a self-sufficient training institution connecting state, industry, and global institutions. At present, this institution has trained over 12,000 craftsmen and over 120,000 persons in information and communications technology. Institution 2 offers TVET courses in heavy equipment operator, electrical installation, automotive services, welding, instrumentation, plumbing, masonry, and machine shop, among many other courses. The institution offers Life Skills Training to all students, in which entrepreneurship is a unit (minute aspect) of a wider module Employment and Financial Management Skills.

Institution 3 aims are to utilise teaching that is of high caliber, use infrastructure and facilities that are of a high standard, and render quality services that meet professional benchmarks. The school offers short courses to bachelor degrees. Institution 3 runs courses in culinary management, food and beverage, baking and pastry arts, hospitality operations, and hospitality management, among many others. Currently, the institution offers entrepreneurship education as an option within their various hospitality programmes.

Institution 4 has progressed into an institute that meets the labour market demands of the industry. The entity focuses on the unemployed youth, retrenched employees, and displaced citizens between 15 and 60thinsp;years. Institution 4 has training locations throughout the length and breadth of Tamp;T, with the focus of full-time training centres, part-time centres, and community-based projects. Some of the programmes include cosmetology, tour guiding, plumbing, welding, carpentry, and electrical, among many others. The institution presently offer

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