Entrepreneurship education for youth in sub-Saharan Africa: A capabilities approach as an alternative framework to neoliberalism’s individualizing risks

DeJaeghere, Joan; Baxter, Aryn

doi:10.1177/1464993413504353

Cited by 83 publications

(44 citation statements)

References 21 publications

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“…As the worldwide dissemination of EE continues (Solomon and Fernald, 1991;Edelman et al, 2008;Joshi and Ganapathi, 2008;Kailer, 2009;Ion and Viorica, 2011;Boyles, 2012) along with growing academic interest in its role and impact (DeJaeghere and Baxter, 2014;Saeed et al, 2014;Sipon and Lope Pihie, 2014;Fayolle and Gailly, 2015), there appears to be little agreement regarding what the content of EE should be as well as how to implement teaching tools in these programs (Honig et al, 2005;Neergaard and Ulhøi, 2007;Edelman et al, 2008). In particular, researchers have paid little attention to the impact of entrepreneurial narratives on individuals (Davidsson, 2006;Pittaway and Cope, 2007;Xavier et al, 2008;de Vries, 2014).…”

Section: Discussionmentioning

confidence: 99%

A framework for a teaching toolkit in entrepreneurship education

Fellnhofer

2017

IJCEELL

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Despite mounting interest in entrepreneurship education (EE), innovative approaches such as multimedia, web-based toolkits including entrepreneurial storytelling have been largely ignored in the EE discipline. Therefore, this conceptual contribution introduces eight propositions as a fruitful basis for assessing a 'learning-through-real-multimedia-entrepreneurialnarratives' pedagogical approach. These recommendations prepare the grounds for a future, empirical investigation of this currently under-researched topic, which could be essential for multiple domains including academic, business and society.

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Section: Discussionmentioning

confidence: 99%

A framework for a teaching toolkit in entrepreneurship education

Fellnhofer

2017

IJCEELL

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“…This is often driven by their sense of disenfranchisement from society, which is increasing over time [9,10]. However, adolescents can also be change agents, driving innovation and political movements that flow through to broader society [10,11]. A further reason for choosing adolescents to test this intervention was the potential to develop an education program to equip future political, business, and community leaders with the skills to deliver on this agenda of global sustainable development.…”

Section: Adolescent Engagement For a Sustainable Future Earthmentioning

confidence: 99%

Education for Sustainable Development: A Study in Adolescent Perception Changes Towards Sustainability Following a Strategic Planning-Based Intervention—The Young Persons’ Plan for the Planet Program

Chambers

Roberts

Suzy³

et al. 2019

Sustainability

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In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons’ Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study was conducted with 300 middle to senior high school students, in 25 schools throughout Australia and Mauritius, over an 18-month period. The intervention included the development of research, strategic planning, management, STEM (Science Technology, Engineering, Maths) and global competency skills in the students, to enable them to build and deliver regional and national SDG plans. Research methods included pre- and post-intervention testing of the attitudes of these students to sustainable development outcomes and compared these attitudes to subsets of scientists and the Australian national population. Our results, from both qualitative and quantitative evidence, demonstrate significant improvements in these adolescents’ appreciation of, and attitudes towards, the SDGs and sustainable outcomes, across a range of key parameters. The results from the 76 students who attended the International Conference in Mauritius in December 2018 demonstrate significant improvements in mean levels of understanding, and attitudes of the students towards the SDGs awareness (+85%), understanding/engagement (+75%), motivation (+57%), and action orientation/empowerment (+66%). These changes were tested across a range of socio-demographic, geographic, and cultural parameters, with consistent results. These findings have significant implications for the challenge of sustainable education and achieving community engagement and action towards the SDGs in Australia and Mauritius, particularly for young people. As the intervention can be replicated and scaled, the findings also highlight the opportunity to extend both the research and this type of experiential learning intervention across both broader geographies and other generation and community segments.

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“…Individual endowments are defined as assets and resources that contribute to the creation of options for individuals (DeJaeghere & Baxter, 2014). Sen (1991) defines these endowments to include human, social, financial, and physical assets.…”

Section: Depth: Capabilitiesmentioning

confidence: 99%