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Context-Driven Entrepreneurial Education in Vocational Schools

[journal article]

Sandirasegarane, Sharmila; Sutermaster, Staci; Gill, Alyssa; Volz, Jennifer; Mehta, Khanjan

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Please use the following Persistent Identifier (PID) to cite this document:http://dx.doi.org/10.13152/IJRVET.3.2.3

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Abstract Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a com mon critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is pro posed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
Keywords vocational education; entrepreneurship; Africa South of the Sahara; training success; vocational training system; business management training; advanced vocational education; adolescent; unemployment; part-time vocational school
Classification Occupational Research, Occupational Sociology; Vocational Training, Adult Education
Document language English
Publication Year 2016
Page/Pages p. 106-126
Journal International journal for research in vocational education and training, 3 (2016) 2
ISSN 2197-8646
Status Published Version; peer reviewed
Licence Creative Commons - Attribution-Noncommercial-No Derivative Works