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Entrepreneurship includes the creation or extraction of economic value. [11] [12] [13] It is the act of being an entrepreneur, or the owner or manager of a business enterprise who, by risk and initiative, attempts to make profits. [citation needed] Entrepreneurs act as managers and oversee the launch and growth of an enterprise.
Entrepreneurship education sets to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings. Variations of entrepreneurship education are offered at all levels of schooling from primary or secondary schools through graduate university programs.
A panel discusses social entrepreneurship in the health care sector in 2015. Groups focused on social entrepreneurship may be divided into several categories: community-based enterprises, socially responsible enterprises, social services industry professionals, and socio-economic enterprises. [14]
The Entrepreneurship Education-based TLE is focused on the learning of some livelihood skills every quarter, so that the student may be equipped to start a small household enterprise with family members. It covers three domains: Personal Entrepreneurial Competencies, Market and Environment, and Process and Delivery.
Current textbooks have only a passing reference to the concept of entrepreneurship and the entrepreneur. [4] Equilibrium models are central to mainstream economics, and exclude entrepreneurship. [5] Coase believed that economics has become a "theory-driven" subject that has moved into a paradigm in which
Expectancy–value theory has been developed in many different fields including education, health, communications, marketing and economics. Although the model differs in its meaning and implications for each field, the general idea is that there are expectations as well as values or beliefs that affect subsequent behavior.
Shimer College students learning to cook by cooking, 1942. Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". [1] Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product.
The expectations for delivering the National Curriculum for mathematics in England at Key Stages 1 and 2 are tightly defined with clear time-linked objectives. The Department for Education has provided an initial annual scheme of work [ 6 ] (or set of expectations) for each school/academic year from Year 1 (age 5/6) to and including Year 6 (age ...