How do you move a public education system based on Democratic education where people are taught to be citizens and receive a broad education so everyone has equal opportunity to advance up the economic ladder to one that focuses only on business and being employed? Obama and Race to the Top has created an entire network of after-school programs to teach children that business and entrepreneurship is what education is all about. Who benefits from all of this corporate indoctrination -----VERY FEW PEOPLE. IT IS ALL SIMPLY PROPAGANDA TO MOVE PEOPLE FROM OUR SYSTEM OF PUBLIC BROAD EDUCATION. As the article shows below----people have strengths and weaknesses and if you have a strength you naturally gravitate towards that field. Teaching, music, physicists, mechanics-----all have special skills that lead children and parents to decide to follow that career path. So, all of this hype over entrepreneurship is simply a ploy to fill our schools with business making our K-12 programs about vocations. They are simply talking what used to be small business programs and expanding this idea of entrepreneurship at a time when global corporations are smothering and gobbling up all small businesses.
THIS IS ALL SIMPLE SMALL BUSINESS WITH A GRAND NEW NAME TO PUSH VOCATIONAL TRACKING OF EDUCATION.
Tim ClarkEntrepreneur | Educator
Aug 18, 2014Entrepreneurship Education is DeadAug 18, 2014
— Forget Ideas; Focus on Competence --
A Near-Death Experience
Last year a college asked me to teach a weeklong workshop on the fundamentals of entrepreneurship. The college, which does not offer business courses, recognized that in today's job market all students must become more entrepreneurial, so it was starting an extracurricular entrepreneurship education program. As a long-time believer that entrepreneurship instruction should be open to students in every discipline, I was delighted to accept the offer.
Nine successful entrepreneurs, all alumni of the college, joined our workshop as guest speakers. They told wonderful stories of starting and growing diverse businesses, including an onion farm, a manufacturer of cosmetics for women of color, a music store specializing in drums and imported rhythm instruments, a GPS-related smartphone application developer, a biotechnology firm, and a financial services company, among others.
Listening to their stories, I was struck by two common themes — themes that directly contradict the philosophy that underpins most college entrepreneurship education programs. At that moment, I became convinced that the traditional approach to entrepreneurship education is dead.
Two Entrepreneurship Myths
Of all the ventures the alumni described, not a single one was based on a startlingly clever or original idea. Rather, the founders started their businesses based on strong competencies, such as agricultural experience, chemical formulation, computer programming, musicianship, and accounting. In short, the bedrocks of their ventures were not ideas per se — they were competencies.
Second, with the exception of the biotechnology firm, none of these ventures used professional investors at the outset. All were initially built with sweat equity and funding from the “3Fs” — founders, friends, and family.
In short, the founders’ experiences contradicted two pervasive myths of entrepreneurship: that new ventures are based primarily on clever ideas, and that new ventures require professional investment.
____________________________________________________
As I was marching from the NW community the latest victim of police shooting to downtown and Baltimore City Hall I noticed close to Pennsylvania Ave a building called the Entrepreneur and Apprenticeship Center. I have talked enough for now about the goal of this neo-liberal and neo-conservative apprenticeship policy and now we are going to talk about the word 'ENTREPRENEUR' and its policy goal. I have spoken before about the negatives of this word as it relates to taking our higher education institutions---- but now I want to place it in context of our K-12.
EVERYONE LOSES WITH LOSS OF EQUAL PROTECTION AND CHILD LABOR BUT WOMEN AND PEOPLE OF COLOR ALWAYS LOSE THE MOST!!!!!!!
How do you get labor and justice organization leaders to focus on issues that are only meant to benefit global corporations? You make them the loudest proponents of these issues. In Baltimore, it is the NAACP and labor that back the slogan of ENTREPRENEUR as job creating. All of their energy is going to education FOR these policies when they should be education AGAINST these policies. This has been true of every policy coming from this Obama and Congressional session of Congress. All these policies are tied to Trans Pacific Trade Pact.
How do you break apart public schools? You get people who have been largely left unemployed to see the privatization of public education as a way to have a job and/or business. They start a business being one of those coming to public schools replacing public school employees and VOILA----in comes the national education businesses and all of that subcontracting goes to these national chains and those people starting the breakdown of the public school structure are again unemployed.
THIS IS WHAT BALTIMORE IS ABOUT RIGHT NOW---PRIVATIZATION BUSINESSES FOR PUBLIC EDUCATION AND PUBLIC HEALTH ALL WITH THE GOAL OF GLOBAL CORPORATIONS COMING IN TO TAKE THESE BUSINESSES.
The idea is to use locals to break into the market----to create the idea that these are positive policies-----to make these people directly involved in community leadership and politicians all having the mission of keeping their small business alive. Then, in comes Affordable Care Act or Race to the Top and national health chains and national education chains are now given the contracts to handle all of the outsourced work that used to be our public education and public health with employees having career jobs. All of this can happen in a decade and it is getting faster as Clinton neo-liberals gain control because they work for global corporations and wealth and profit as do the Republicans.
Below you see an article that shows this cannibalism of small by ever larger. As this article states----the further it gets from being local the less it protects and is responsible for the good of consumers or the communities and cities. Baltimore was ground zero for Uber and my favorite ZIP CAR. ZIP CAR has gone from regional to global by being sold to Enterprise Car Rental----and the service and prices going going. So too with Uber. So, the idea of Entrepreneur as opposed to small business owner is that the people are footing the startup costs and the promotion of an idea with all the time that goes with starting a business. Remember, the least profitability of building a business is the first four years. Notice that it is usually soon after that these businesses are gobbled up by these global corporations and then government supports these global corporations in legislation and promotion.
Is AirBNB the Next Uber? NYC Issues Report Calling 3 out of 4 AirBNB Rentals Illegal.
Kate Scanlon / @scanlon_kate / October 17, 2014 The Daily Signal
AirBNB can easily help travelers find unique locations to stay such as castles, villas and igloos.
Places to stay in New York, however, might be more difficult to find.
AirBNB is an online service that connects property owners with renters. Renters can search among AirBNB’s hosts for places to stay while traveling.
On Thursday, New York Attorney General Eric Schneiderman’s office issued a report claiming that 72 percent of AirBNB rentals in New York City were “in apparent violation of the MDL or NYC Administrative Code.”
“Where supporters of Airbnb and other rental sites see a catalyst for entrepreneurship, critics see a threat to the safety, affordability, and residential character of local communities,” the report stated.
“We must ensure that, as online marketplaces revolutionize the way we live, laws designed to promote financial accountability and even physical safety are not forsaken under the pretext of innovation,” Schneiderman told the New York Post.
Airbnb spokesperson Nick Papas told Mashable that the findings are based on outdated information, and that AirBNB has already removed 2,000 listings in an effort to be in compliance with the law.
Papas told Mashable that AirBNB helps New York City families “pay their bills and stay in their homes” despite a plethora of rules and regulations:
“Every single home, apartment, co-op and living space in New York is subject to a myriad of rules, so it’s impossible to make this kind of blanket statement. That kind of uncertainty and lack of clarity is exactly why we’re advocating for clear, fair rules for home sharing… We need to work together on some sensible rules.”
According to the report, the disputed rentals generated $304 million in profits for hosts and $40 million for AirBNB.
James Gattuso, senior research fellow in regulatory policy at The Heritage Foundation, said that AirBNB is a victim of overregulation:
Services such as AirBNB have allowed thousands of Americans to share their residences, gaining them needed income, and providing visitors with needed lodging. Rather than try to shut down such services, New York City should work to find ways to reconcile its rules with these innovative services. The city should be working for its citizens and visitors, not against them.
Founded in 2008, AirBNB has already connected travelers with places to stay in more than 34,000 cities and 190 countries.
_______________________________________________
Baltimore City School Board is filled with corporate business people pushing this Hopkins K-12 privatization forward just so Hopkins can move into this niche. Think what apprenticeship in K-12 does when children are placed in service with a corporation like Hopkins' Home or Mobile Care for example. The youngest are learning coding and would be easily placed in support of Hopkins' data entry or coding department all for free. Then, a middle-school child could apprentice for Hopkins' in maintenance of equipment and vehicles all for free. Of course, a high school child could apprentice as the assistant attending staff going on mobile trips to schools and homes all for free.
All throughout that child's K-12 school career his/her lessons and school assignments would be geared towards gaining the skills to move to the next apprenticeship with full time employment in a home health care or mobile school health business. Guess what one of the lowest paying jobs is today? Home health care employees. All of that K-12 apprenticeship exposure with the end product being tied to a low wage job in an industry controlled by global corporations.
The same will happen with technology corporations having their own K-12 tracked children with their apprenticeships======manufacturing corporations with individual trades having their own K-12 tracked children. Common Core seeks to standardize all education information around the nation but who writes these education programs? The same global corporations ----technology/health care/ manufacturing industry CEOs. They are using this Common Core and online lesson format to create what will be standards for each industry with all children graduating from a vocational track having apprenticed throughout K-12 and then going to a career community college for training for a specific job.
What about 4 year academic tracks with academic degrees for higher level jobs? Well, that is going to the Ivy League schools were people from all over the world are being brought to take those few jobs. No need for the 90% of Americans to have anything other than this K-career college low-wage job tracking.
Mobile Care Group Delivers!
Mobile Care Group brings compassionate, expert, on-location healthcare services to people living in residential homes, extended care and rehabilitation facilities, and assisted & independent-living communities. Our range of services feature a variety of healthcare options, including: audiology, behavioral health, dentistry, optometry, podiatry/diabetic shoes, and lower extremity wound care. When home healthcare visits are not feasible, our Mobile Care EMS & Transport Service units ensure safe, comfortable, convenient wheelchair or emergent ambulance transportation. Read more...
JHHS’ most important collaboration is with The Johns Hopkins University School of Medicine. This collaboration is known as “Johns Hopkins Medicine”, a vehicle for internal operational coordination and a united voice for external initiatives. Johns Hopkins Medicine allows these two distinct yet interdependent organizations to respond in an integrated fashion to opportunities and pressures affecting the Johns Hopkins medical enterprise. Two important operational entities of Johns Hopkins Medicine are Johns Hopkins HealthCare LLC and The Johns Hopkins Home Care Group, Inc.
Caitlyn Finnegan, USA TODAY Collegiate Correspondent 3:35 p.m. EDT April 5, 2013
Seeking to maximize ongoing research, innovative ideas and revenue-generating opportunities, more schools are creating entrepreneur-in-residence programs -- and letting the experts do the work.
(Photo: Thinkstock)
Story Highlights
The answer for dozens of colleges comes down to a natural solution: an entrepreneur-in-residence program.
Mentors that help accelerate the commercialization of business ideas, entrepreneurs-in-residence can come from a variety of backgrounds and specialty areas. Their job is to help guide the flow of innovation happening across departments in a university -- from connecting different researchers on campus with each other, to seeking out legal assistance for drawing up business plans to guiding an idea from prototype to reality.
Universities have always been a hotbed for research that turns into major business ideas, said Linden Rhoads, the vice provost of the University of Washington's Center for Commercialization.
The University of Washington, which handles $1.5 billion in federal research dollars each year, was one of the first to launch the programs. After winning funding from the state Legislature five years ago, UW gathered a group of seasoned entrepreneurs to help lead a new center that would focus on university spin-offs.
With an average of 20 spinoff companies coming out of its research labs each year, UW's entrepreneur-in-residence program is thriving as it helps to staff teams ready to lead the early-stage companies, Rhoads said.
"The pedigree and success of the people we bring in is hard to match," Rhoads said. "Many have company exits of over $100 million, but they know the university is a great place to look for indispensible resources, innovative ideas and low-barrier to entry companies."
Now when the university is ready to spin off a new company it looks to one of the rotating entrepreneurs-in-residence to serve as a CEO and adviser for making it successful. Graduate students and faculty are often brought on as additional team members, expanding their involvement to the business side of the research process as much as the development side.
Similar entrepreneurial models have been established at universities such as Penn State's College of Medicine, where experienced faculty serve as entrepreneurs-in-residence and help push medical breakthroughs from prototypes to market-ready products and services.
The program also has a place in undergraduate studies. Entrepreneur-in-residence programs are being used to help advise students seeking to develop entrepreneurial experience to take to their first job or to start a company of their own.
Laura Kilcrease, the entrepreneur-in-residence at the Herb Kelleher Center for Entrepreneurship at the University of Texas at Austin, says the demand for entrepreneurial skills is only getting stronger.
"Let's face it, the world has changed and big companies have changed too," Kilcrease said. "We want our students to have the experience and background to go confidently into that first job or to start a company of their own."
Kilcrease is the founder and managing director of venture capital fund Triton Ventures. Her background of investing in spin-out and early-stage technology companies makes her the ideal type of entrepreneur being sought by universities across the country.
"I think there has been a distinct evolution in how these programs are run from when they first started," Kilcrease said. "At first it focused on writing a business plan, then it moved to do you have a real business idea, then do you have a prototype of the idea and now they are generating real businesses while the students are still in school."
During her tenure as the entrepreneur-in-residence, Kilcrease has started a speaker series that brings in serial entrepreneurs from a variety of business backgrounds who are willing to share their experiences with students, faculty and members of the local business community. Kilcrease also guest lectures for business classes, as well as works with individual students to mentor and help connect them with experts in the university.
_____________________________________________
Why Entrepreneur Education indeed! Since global corporations do not want anyone cutting into their market share there is no need for the small and regional business owners that take from their profit. All efforts must go to creating new products that they can patent and market----ergo----innovation and entrepreneurship. It ties every government and social program to advancing the needs and profits of that global corporation. No need for people to be a regional manufacturer of generic medicine----WE HAVE GLOBAL PHARMA DOING THAT! No small business loan for you!
When school children are exposed to this idea of entrepreneurship from an early age ----complete with the winners and losers mantra of neo-liberal education then you have an entire generation of children not knowing what Democratic public education is or what is has as a goal----building strong citizens with a broad education and exposure to humanities and arts so as to be prepared to lead and climb the economic ladder.
'Today, no matter where you turn, stories abound of the enormous social, economic and educational benefits of entrepreneurship. As a result, entrepreneurship education programs are proliferating in colleges and universities around the country. Whereas 15 years ago only a handful of schools offered courses in entrepreneurship, today
more than 1,500 colleges and universities offer some form of
entrepreneurship training. There are currently more than 100 active university-based entrepreneurship centers in the U.S. and more than 270 endowed positions in entrepreneurship, an increase of 120 percent in just the last five years'.
Below you see where much of the after-school programming is being tied to this business training from K-12. I told the story of a school in Baltimore with VISTAs telling a child that won a race by cheating that he was being innovative and thinking outside of the box.
This PR campaign for corporate K-12 is part of the Race to the Top privatization and is allowed to be funded by corporations no longer paying corporate taxes to support our public schools. Raise your hands if you know the basic economic principle today---that small and regional businesses have for a few decades been killed by national and global corporations---EVERYONE. So, does it make sense that suddenly all of us are going to become small business entrepreneurs? Of course not---they are simply using people and using this idea to kill public education K-12.
These programs spend lots of money and very few people actually benefit. It simply builds the structure of mentality to this corporate K-12.
Why Entrepreneurship Education
The fact that entrepreneurs are the primary source of work place innovation, wealth creation and job generation for the US economy is well known. The many adult-focused education, training and enterprise assistance programs that are now part of comprehensive community development plans provide strong evidence regarding the value of the small business sector to the national—and to Michigan’s—economic well-being.
But the belief that youth entrepreneurship education programs are a critical part of those comprehensive economic development plans is far less applied in local communities—especially at the K-12 level. While excellent examples of undergraduate entrepreneurship programs are evident across the country, there is an urgent need to better link those programs to the middle and high school entrepreneurship education systems, plus to the wide variety of neighborhood and community-based organizations that specifically serve at-risk, low income and minority youth in our communities. That linkage will be accomplished only by the purposeful development and sponsorship of those programs by a representative, collaborating group of advocates who believe in the stake that entrepreneurship education has in the long term viability of our communities. That need to create a “pipeline” of entrepreneurs is based on the reality that “there should be an infrastructure of lifelong learning from elementary school to the golden age, based on the simple principle that it is never too early or too late to be an entrepreneur…The aim is to create a large and diverse pool of people across a spectrum of entrepreneurial motivations, of which there will flow a steady stream of high achievers with an interest in creating jobs and wealth in their communities”( Dabson, 2001; Dabson & Marcoux, 2003).
Integrating entrepreneurship across the entire system that impacts our youth and building a network of sustained community support for those programs are the primary issues addressed by GenEI. As Michigan continues to deal with the current poor economic conditions accentuated by mounting losses of manufacturing jobs and a general recession, the time is now for us to better recognize the value that the small business sector plays in addressing our long term economic well-being. Concurrent with that urgent call for change is the realization that our youngest generations must be trained and mentored with an entrepreneurial mindset. By constructing and fitting a young entrepreneurial pipeline to the adult small business assistance network, GenEI directly addresses the requirement that in order to be successful in the global marketplace, our youth and young adults must learn and practice skills that will help them “make a job” not just “take a job.” The skill set needed to accomplish that goal includes visioning, leading, communicating, listening, problem solving, managing change, networking, negotiating and team building (Dabson, 2001; Sahlman & Stevenson, 1992).
Resistance to entrepreneurship education does not originate from students. Many studies over the last several decades strongly suggest that young people are very interested in starting small businesses and non-profit organizations. Our own 2007 survey of 150 8th graders showed that 69 percent thought that they are currently or want to be an entrepreneur. A recent study performed by Harris Interactive with sponsorship from the E.M. Kauffman Foundation echoed that finding as 40 percent of nearly 2400 young people, ages 8-21, reported that they would like to be entrepreneurs. Additionally, two-thirds of the nearly 1000 high school students surveyed as part of a recent study sponsored by the John Templeton Foundation said that they would be interested in learning more about entrepreneurship. But in that same study, only 30 percent reported that they had taken an entrepreneurship course and a significantly smaller group (14 percent) said they had participated in an extracurricular or community program on entrepreneurship (Kourilsky & Walstad, 2007).
Students who do take these types of courses, however, tend to experience a wide range of positive outcomes. In a report to the D.C. Children and Youth Investment Corporation (2001) that focused on the evaluability of that organization’s youth entrepreneurship programs, participants showed improved:
Finally, communities benefit from comprehensive youth entrepreneurship programs. Students engaged in mentoring relationships with practicing entrepreneurs at the middle and high school age are more likely to either remain in or return to that community after graduation (Schroeder, Heinert, Bauer, Markley & Dabson, 2006). The outmigration of our young people, especially at the age when they are starting families, is a trend that continues to negatively impact Michigan by robbing us of the valuable human capital needed to rebuild our great state’s economy.
Please consider donating to help grow entrepreneur education.
Refernces Afterschool Alliance-Issue Brief #25 (2007). Afterschool programs: Helping kids compete in tomorrow’s workforce. Accessed February 12, 2008 from Web-site: www.afterschoolalliance.org .
Bronte-Tinkew, J. and Redd, A. (2001). Logic models and outcomes for youth entrepreneurship programs: A report to the DC Children and Youth Investment Trust Corporation. Child Trends Project, Kristin Moore, Director.
Cleveland, Josh and Cleveland, John (2006). Youth entrepreneurship: Theory, practice and field development. A background paper prepared for the W.K. Kellogg Foundation Youth and Education Unit, Integral Assets Consulting, Inc.
Dabson, B. (2001). Supporting rural entrepreneurship: Exploring policy options for a new rural America. Center for the Study of Rural America, Kansas City, MO: Federal Reserve Bank of Kansas City.
Dabson, B. and Marcoux, K. (2003). Entrepreneurial Arkansas: Connecting the Dots. Little Rock, AR: Winthrop Rockfeller Foundation.
Kourilsky, M.L. and Walstead, W.B. (2007). The entrepreneur in youth: An untapped resource for economic growth, social entrepreneurship, and education. Northampton, MA: New Horizons in Entrepreneurship.
Sahlaman, W.A. and Stevenson, H.H.(1992). The entrepreneurial venture: Readings. Boston: Harvard Business School Publications.
Schroeder, C., Heinert, L., Bauer, L., Markley, D., and Dabson, K.(2006). Energizing young entrepreneurs in rural communities. RUPRI.
_______________________________________________
Where are schools being taken as charters that have a vocational tracking from K-12? City schools where parents and children have been subjected to defunded and unresourced schools Since Reagan Clinton neo-liberalism started dismantling public education. Citizens in underserved communities are desperate for jobs and good schools. This is why Wall Street starts this K-12 privatization in these urban schools and as you see below---it is the same black leaders and the church pushing this business and vocational education. Keep in mind, the entire K-12 of this kind of education privatization has children working for free under the guise of learning a skill. It is exploitative and it narrows a child's exposure to a real equal opportunity and access public education. We all see the stats that people are going through these programs over and over and not getting jobs. Federal, state, and local funds are being directed into these entrepreneur programs that replace the broad education and learning skill development that used to be the focus of public schools.
It is critical to educate in these low-income communities the truth of success in this kind of education training. We need to know that the skills coming to those who start businesses come from the already existing broad and strong public education that their schools would have if they were funded and resourced. Black churches in Baltimore are ground zero for creating charter school businesses and pushing this education privatization in our public schools. Churches as businesses has taken what was the strong center of black communities and made them geared towards simply profiting and bringing more money to their churches and this education privatization is one more bad public policy supported by people who should be leaders against the dismantling of equal opportunity and access education.
Curriculum Review of Creating True Wealth: Christian Youth Entrepreneurship
YOUTH ENTREPRENEURSHIP RESOURCE
Curriculum Review of Creating True Wealth: Christian Youth EntrepreneurshipCreating True Wealth: Christian Youth Entrepreneurship is a stand-alone curriculum designed to help young people develop a biblical view on entrepreneurship and godly character in the marketplace.
The Benefits of Youth Entrepreneurship Training: What the Research Shows
Entrepreneurship programs can be a lot of fun for teens—but beyond the fun, they can achieve very positive results. By learning how academic skills connect to real business opportunities and hopes for success, students can be motivated to work harder in school. Entrepreneurship programs also give wide scope to student creativity and energy and offer a positive way for students to channel their talents.
If you are considering launching a youth entrepreneurship program, you may find it helpful to publicize and emphasize the positive benefits of such endeavors to your potential funders and volunteers. The two most obvious are that such programs can create employment opportunities (if students actually start new enterprises) and that they provide youth with an opportunity to develop new skills and enjoy new experiences. The collection below of additional research-based findings can help you “make the case” for your program.
Key Benefits
· May help the socio-psychological problems and delinquency that come from unemployment
· Consumers gain by increasing market competition
Supporting research: Curtain, R. (2000), “Towards a Youth Employment Strategy.” Report to the United Nations on Youth Employment.
· Provides goods and services to the community
· Revitalization of the local community
· Promotes innovation and resilience
· Allows disadvantaged youth the ability to succeed regardless of their background
Supporting Research: OECD (2001), Putting the Young in Business: Policy Challenges for Youth Entrepreneurship, The LEED Programme, Territorial Development Division, Paris.
· Promotes social and cultural identity
· Builds a stronger sense of community
· Gives youth, especially at-risk youth, a sense of meaning and belonging
Supporting research: White and Kenyon (2000). “Enterprise-Based Youth Employment Policies, Strategies and Programmes.” Draft Report to ILO, Geneva.
Entrepreneurship: It’s in Demand by Students
A key survey by the Gallup Poll indicates that many students, particularly minority youth, have a strong interest in entrepreneurship:
· 69% of high school students said that they wanted to start their own business
· 75% of black youth said that they wanted to start their own business
· 73% of the students said that independence was their primary motivation for wanting to start a business (and not monetary benefits).
· 68% of the students said that it was very important for successful entrepreneurs or business owners to give something, in addition to providing employment, back to the community
· 80% of black students said that it was very important for successful entrepreneurs or business owners to give something, in addition to providing employment, back to the community
Moreover, the survey indicated that youth are not getting the training they want:
· 9 out of 10 students rate their entrepreneurial knowledge as poor or fair at most
· when asked to answer questions demonstrating basic entrepreneurial knowledge, high school students on average were only able to answer 44% of the questions correctly
· 85% of students said they had been taught “practically nothing about” or “very little about” business and how it works
· only 27% of students reported that they had taken a class in business or entrepreneurship
· 84% of students said that it is “important” (36%) or “very important” (48%) that schools teach more about entrepreneurship and how to start a business
· 67% of black youth said that it is “very important” that the nation’s schools teach students about entrepreneurship and business
Supporting research: Gallup Organization, Inc. & National Centerfor Research in Economic Education. (1994). Entrepreneurship and Small Business in the United States: A Survey Report on the Views of the General Public, High School Students, and Small Business Owners and Managers. (Available from the Center for Entrepreneurial Leadership, Inc., Ewing Marion Kauffman Foundation, Kansas City, MO.)
THIS IS ALL SIMPLE SMALL BUSINESS WITH A GRAND NEW NAME TO PUSH VOCATIONAL TRACKING OF EDUCATION.
Tim ClarkEntrepreneur | Educator
Aug 18, 2014Entrepreneurship Education is DeadAug 18, 2014
— Forget Ideas; Focus on Competence --
A Near-Death Experience
Last year a college asked me to teach a weeklong workshop on the fundamentals of entrepreneurship. The college, which does not offer business courses, recognized that in today's job market all students must become more entrepreneurial, so it was starting an extracurricular entrepreneurship education program. As a long-time believer that entrepreneurship instruction should be open to students in every discipline, I was delighted to accept the offer.
Nine successful entrepreneurs, all alumni of the college, joined our workshop as guest speakers. They told wonderful stories of starting and growing diverse businesses, including an onion farm, a manufacturer of cosmetics for women of color, a music store specializing in drums and imported rhythm instruments, a GPS-related smartphone application developer, a biotechnology firm, and a financial services company, among others.
Listening to their stories, I was struck by two common themes — themes that directly contradict the philosophy that underpins most college entrepreneurship education programs. At that moment, I became convinced that the traditional approach to entrepreneurship education is dead.
Two Entrepreneurship Myths
Of all the ventures the alumni described, not a single one was based on a startlingly clever or original idea. Rather, the founders started their businesses based on strong competencies, such as agricultural experience, chemical formulation, computer programming, musicianship, and accounting. In short, the bedrocks of their ventures were not ideas per se — they were competencies.
Second, with the exception of the biotechnology firm, none of these ventures used professional investors at the outset. All were initially built with sweat equity and funding from the “3Fs” — founders, friends, and family.
In short, the founders’ experiences contradicted two pervasive myths of entrepreneurship: that new ventures are based primarily on clever ideas, and that new ventures require professional investment.
____________________________________________________
As I was marching from the NW community the latest victim of police shooting to downtown and Baltimore City Hall I noticed close to Pennsylvania Ave a building called the Entrepreneur and Apprenticeship Center. I have talked enough for now about the goal of this neo-liberal and neo-conservative apprenticeship policy and now we are going to talk about the word 'ENTREPRENEUR' and its policy goal. I have spoken before about the negatives of this word as it relates to taking our higher education institutions---- but now I want to place it in context of our K-12.
EVERYONE LOSES WITH LOSS OF EQUAL PROTECTION AND CHILD LABOR BUT WOMEN AND PEOPLE OF COLOR ALWAYS LOSE THE MOST!!!!!!!
How do you get labor and justice organization leaders to focus on issues that are only meant to benefit global corporations? You make them the loudest proponents of these issues. In Baltimore, it is the NAACP and labor that back the slogan of ENTREPRENEUR as job creating. All of their energy is going to education FOR these policies when they should be education AGAINST these policies. This has been true of every policy coming from this Obama and Congressional session of Congress. All these policies are tied to Trans Pacific Trade Pact.
How do you break apart public schools? You get people who have been largely left unemployed to see the privatization of public education as a way to have a job and/or business. They start a business being one of those coming to public schools replacing public school employees and VOILA----in comes the national education businesses and all of that subcontracting goes to these national chains and those people starting the breakdown of the public school structure are again unemployed.
THIS IS WHAT BALTIMORE IS ABOUT RIGHT NOW---PRIVATIZATION BUSINESSES FOR PUBLIC EDUCATION AND PUBLIC HEALTH ALL WITH THE GOAL OF GLOBAL CORPORATIONS COMING IN TO TAKE THESE BUSINESSES.
The idea is to use locals to break into the market----to create the idea that these are positive policies-----to make these people directly involved in community leadership and politicians all having the mission of keeping their small business alive. Then, in comes Affordable Care Act or Race to the Top and national health chains and national education chains are now given the contracts to handle all of the outsourced work that used to be our public education and public health with employees having career jobs. All of this can happen in a decade and it is getting faster as Clinton neo-liberals gain control because they work for global corporations and wealth and profit as do the Republicans.
Below you see an article that shows this cannibalism of small by ever larger. As this article states----the further it gets from being local the less it protects and is responsible for the good of consumers or the communities and cities. Baltimore was ground zero for Uber and my favorite ZIP CAR. ZIP CAR has gone from regional to global by being sold to Enterprise Car Rental----and the service and prices going going. So too with Uber. So, the idea of Entrepreneur as opposed to small business owner is that the people are footing the startup costs and the promotion of an idea with all the time that goes with starting a business. Remember, the least profitability of building a business is the first four years. Notice that it is usually soon after that these businesses are gobbled up by these global corporations and then government supports these global corporations in legislation and promotion.
Is AirBNB the Next Uber? NYC Issues Report Calling 3 out of 4 AirBNB Rentals Illegal.
Kate Scanlon / @scanlon_kate / October 17, 2014 The Daily Signal
AirBNB can easily help travelers find unique locations to stay such as castles, villas and igloos.
Places to stay in New York, however, might be more difficult to find.
AirBNB is an online service that connects property owners with renters. Renters can search among AirBNB’s hosts for places to stay while traveling.
On Thursday, New York Attorney General Eric Schneiderman’s office issued a report claiming that 72 percent of AirBNB rentals in New York City were “in apparent violation of the MDL or NYC Administrative Code.”
“Where supporters of Airbnb and other rental sites see a catalyst for entrepreneurship, critics see a threat to the safety, affordability, and residential character of local communities,” the report stated.
“We must ensure that, as online marketplaces revolutionize the way we live, laws designed to promote financial accountability and even physical safety are not forsaken under the pretext of innovation,” Schneiderman told the New York Post.
Airbnb spokesperson Nick Papas told Mashable that the findings are based on outdated information, and that AirBNB has already removed 2,000 listings in an effort to be in compliance with the law.
Papas told Mashable that AirBNB helps New York City families “pay their bills and stay in their homes” despite a plethora of rules and regulations:
“Every single home, apartment, co-op and living space in New York is subject to a myriad of rules, so it’s impossible to make this kind of blanket statement. That kind of uncertainty and lack of clarity is exactly why we’re advocating for clear, fair rules for home sharing… We need to work together on some sensible rules.”
According to the report, the disputed rentals generated $304 million in profits for hosts and $40 million for AirBNB.
James Gattuso, senior research fellow in regulatory policy at The Heritage Foundation, said that AirBNB is a victim of overregulation:
Services such as AirBNB have allowed thousands of Americans to share their residences, gaining them needed income, and providing visitors with needed lodging. Rather than try to shut down such services, New York City should work to find ways to reconcile its rules with these innovative services. The city should be working for its citizens and visitors, not against them.
Founded in 2008, AirBNB has already connected travelers with places to stay in more than 34,000 cities and 190 countries.
_______________________________________________
Baltimore City School Board is filled with corporate business people pushing this Hopkins K-12 privatization forward just so Hopkins can move into this niche. Think what apprenticeship in K-12 does when children are placed in service with a corporation like Hopkins' Home or Mobile Care for example. The youngest are learning coding and would be easily placed in support of Hopkins' data entry or coding department all for free. Then, a middle-school child could apprentice for Hopkins' in maintenance of equipment and vehicles all for free. Of course, a high school child could apprentice as the assistant attending staff going on mobile trips to schools and homes all for free.
All throughout that child's K-12 school career his/her lessons and school assignments would be geared towards gaining the skills to move to the next apprenticeship with full time employment in a home health care or mobile school health business. Guess what one of the lowest paying jobs is today? Home health care employees. All of that K-12 apprenticeship exposure with the end product being tied to a low wage job in an industry controlled by global corporations.
The same will happen with technology corporations having their own K-12 tracked children with their apprenticeships======manufacturing corporations with individual trades having their own K-12 tracked children. Common Core seeks to standardize all education information around the nation but who writes these education programs? The same global corporations ----technology/health care/ manufacturing industry CEOs. They are using this Common Core and online lesson format to create what will be standards for each industry with all children graduating from a vocational track having apprenticed throughout K-12 and then going to a career community college for training for a specific job.
What about 4 year academic tracks with academic degrees for higher level jobs? Well, that is going to the Ivy League schools were people from all over the world are being brought to take those few jobs. No need for the 90% of Americans to have anything other than this K-career college low-wage job tracking.
Mobile Care Group Delivers!
Mobile Care Group brings compassionate, expert, on-location healthcare services to people living in residential homes, extended care and rehabilitation facilities, and assisted & independent-living communities. Our range of services feature a variety of healthcare options, including: audiology, behavioral health, dentistry, optometry, podiatry/diabetic shoes, and lower extremity wound care. When home healthcare visits are not feasible, our Mobile Care EMS & Transport Service units ensure safe, comfortable, convenient wheelchair or emergent ambulance transportation. Read more...
JHHS’ most important collaboration is with The Johns Hopkins University School of Medicine. This collaboration is known as “Johns Hopkins Medicine”, a vehicle for internal operational coordination and a united voice for external initiatives. Johns Hopkins Medicine allows these two distinct yet interdependent organizations to respond in an integrated fashion to opportunities and pressures affecting the Johns Hopkins medical enterprise. Two important operational entities of Johns Hopkins Medicine are Johns Hopkins HealthCare LLC and The Johns Hopkins Home Care Group, Inc.
- Johns Hopkins HealthCare LLC, an organization owned 50% by JHHS and 50% by The Johns Hopkins University (“JHU”), develops and manages contractual relationships with managed care organizations, employers, hospitals, physicians, and other health care providers.
Priority Partners Managed Care Organization, Inc., an organization owned 50% by JHHC and 50% by the Maryland Community Health System, operates as an authorized managed care organization and serves Medicaid enrollees in Baltimore City and throughout the State. - The Johns Hopkins Home Care Group, Inc. is a not-for-profit Maryland corporation owned 50% by JHHS and 50% by JHU and is made up of three combined companies: Johns Hopkins Home Health Services, Inc., Johns Hopkins Pharmaquip, Inc., and Johns Hopkins Pediatrics at Home, Inc. Through these entities, JHHCG offers home health services such as visits by nurses, home health aides, social workers, and physical, occupational, and speech therapists; durable medical and respiratory equipment and supplies, and home infusion therapy and pharmaceuticals; and outpatient discharge pharmacy services on the JHH and JHBMC campuses.
_____________________________________________
Below you see the goal of this apprenticeship K-12 and entrepreneur policy. All money that used to fund small business for the average citizen is now going to these corporate university research and development programs and with it now comes the pathway for students that will best lead to a university patent that will be sold in partnership with the corporate university. Private corporations are now 'donating' to what used to be their own corporate research facilities but were once our public and private universities. A child makes his/her way through the K-12 apprenticeship programs to do found to have special talent and they get the opportunity to attend higher education. Don't get too excited because as a entrepreneur - in- residence you are paying university tuition and placed in university classes that again are simply free labor for corporations that are paying for the research and that will receive the patent rights shared with the university research CEO=====and you----the entrepreneur-in-residence? We are seeing these students not even getting jobs in these newly created businesses that just move to a global corporation. But, that student did get to go to an ordinary 4 year university now corporate research and development.
All of these policies came from Clinton during his terms in office in the 1990s. He started this corporatization of higher education because he embraced global corporate neo-liberalism. Republicans have wanted to do this for decades and neo-liberals like Clinton and Obama are doing it. So, apprenticeships from K-career college will mostly get you a poverty wage job and a chance to be one of the few entrepreneurs-in- residence in universities like Johns Hopkins and soon to be University of Maryland College Park U of M College Park is being made Ivy League as fast as the Maryland Assembly can pass the laws!
Caitlyn Finnegan, USA TODAY Collegiate Correspondent 3:35 p.m. EDT April 5, 2013
Seeking to maximize ongoing research, innovative ideas and revenue-generating opportunities, more schools are creating entrepreneur-in-residence programs -- and letting the experts do the work.
(Photo: Thinkstock)
Story Highlights
- Universities are seeking ways to turn research breakthroughs into business opportunities
- Entrepreneurs-in-residence help guide the flow of innovation happening across departments in a university
- Also help advise students seeking to develop entrepreneurial experience
The answer for dozens of colleges comes down to a natural solution: an entrepreneur-in-residence program.
Mentors that help accelerate the commercialization of business ideas, entrepreneurs-in-residence can come from a variety of backgrounds and specialty areas. Their job is to help guide the flow of innovation happening across departments in a university -- from connecting different researchers on campus with each other, to seeking out legal assistance for drawing up business plans to guiding an idea from prototype to reality.
Universities have always been a hotbed for research that turns into major business ideas, said Linden Rhoads, the vice provost of the University of Washington's Center for Commercialization.
The University of Washington, which handles $1.5 billion in federal research dollars each year, was one of the first to launch the programs. After winning funding from the state Legislature five years ago, UW gathered a group of seasoned entrepreneurs to help lead a new center that would focus on university spin-offs.
With an average of 20 spinoff companies coming out of its research labs each year, UW's entrepreneur-in-residence program is thriving as it helps to staff teams ready to lead the early-stage companies, Rhoads said.
"The pedigree and success of the people we bring in is hard to match," Rhoads said. "Many have company exits of over $100 million, but they know the university is a great place to look for indispensible resources, innovative ideas and low-barrier to entry companies."
Now when the university is ready to spin off a new company it looks to one of the rotating entrepreneurs-in-residence to serve as a CEO and adviser for making it successful. Graduate students and faculty are often brought on as additional team members, expanding their involvement to the business side of the research process as much as the development side.
Similar entrepreneurial models have been established at universities such as Penn State's College of Medicine, where experienced faculty serve as entrepreneurs-in-residence and help push medical breakthroughs from prototypes to market-ready products and services.
The program also has a place in undergraduate studies. Entrepreneur-in-residence programs are being used to help advise students seeking to develop entrepreneurial experience to take to their first job or to start a company of their own.
Laura Kilcrease, the entrepreneur-in-residence at the Herb Kelleher Center for Entrepreneurship at the University of Texas at Austin, says the demand for entrepreneurial skills is only getting stronger.
"Let's face it, the world has changed and big companies have changed too," Kilcrease said. "We want our students to have the experience and background to go confidently into that first job or to start a company of their own."
Kilcrease is the founder and managing director of venture capital fund Triton Ventures. Her background of investing in spin-out and early-stage technology companies makes her the ideal type of entrepreneur being sought by universities across the country.
"I think there has been a distinct evolution in how these programs are run from when they first started," Kilcrease said. "At first it focused on writing a business plan, then it moved to do you have a real business idea, then do you have a prototype of the idea and now they are generating real businesses while the students are still in school."
During her tenure as the entrepreneur-in-residence, Kilcrease has started a speaker series that brings in serial entrepreneurs from a variety of business backgrounds who are willing to share their experiences with students, faculty and members of the local business community. Kilcrease also guest lectures for business classes, as well as works with individual students to mentor and help connect them with experts in the university.
_____________________________________________
Why Entrepreneur Education indeed! Since global corporations do not want anyone cutting into their market share there is no need for the small and regional business owners that take from their profit. All efforts must go to creating new products that they can patent and market----ergo----innovation and entrepreneurship. It ties every government and social program to advancing the needs and profits of that global corporation. No need for people to be a regional manufacturer of generic medicine----WE HAVE GLOBAL PHARMA DOING THAT! No small business loan for you!
When school children are exposed to this idea of entrepreneurship from an early age ----complete with the winners and losers mantra of neo-liberal education then you have an entire generation of children not knowing what Democratic public education is or what is has as a goal----building strong citizens with a broad education and exposure to humanities and arts so as to be prepared to lead and climb the economic ladder.
'Today, no matter where you turn, stories abound of the enormous social, economic and educational benefits of entrepreneurship. As a result, entrepreneurship education programs are proliferating in colleges and universities around the country. Whereas 15 years ago only a handful of schools offered courses in entrepreneurship, today
more than 1,500 colleges and universities offer some form of
entrepreneurship training. There are currently more than 100 active university-based entrepreneurship centers in the U.S. and more than 270 endowed positions in entrepreneurship, an increase of 120 percent in just the last five years'.
Below you see where much of the after-school programming is being tied to this business training from K-12. I told the story of a school in Baltimore with VISTAs telling a child that won a race by cheating that he was being innovative and thinking outside of the box.
This PR campaign for corporate K-12 is part of the Race to the Top privatization and is allowed to be funded by corporations no longer paying corporate taxes to support our public schools. Raise your hands if you know the basic economic principle today---that small and regional businesses have for a few decades been killed by national and global corporations---EVERYONE. So, does it make sense that suddenly all of us are going to become small business entrepreneurs? Of course not---they are simply using people and using this idea to kill public education K-12.
These programs spend lots of money and very few people actually benefit. It simply builds the structure of mentality to this corporate K-12.
Why Entrepreneurship Education
The fact that entrepreneurs are the primary source of work place innovation, wealth creation and job generation for the US economy is well known. The many adult-focused education, training and enterprise assistance programs that are now part of comprehensive community development plans provide strong evidence regarding the value of the small business sector to the national—and to Michigan’s—economic well-being.
But the belief that youth entrepreneurship education programs are a critical part of those comprehensive economic development plans is far less applied in local communities—especially at the K-12 level. While excellent examples of undergraduate entrepreneurship programs are evident across the country, there is an urgent need to better link those programs to the middle and high school entrepreneurship education systems, plus to the wide variety of neighborhood and community-based organizations that specifically serve at-risk, low income and minority youth in our communities. That linkage will be accomplished only by the purposeful development and sponsorship of those programs by a representative, collaborating group of advocates who believe in the stake that entrepreneurship education has in the long term viability of our communities. That need to create a “pipeline” of entrepreneurs is based on the reality that “there should be an infrastructure of lifelong learning from elementary school to the golden age, based on the simple principle that it is never too early or too late to be an entrepreneur…The aim is to create a large and diverse pool of people across a spectrum of entrepreneurial motivations, of which there will flow a steady stream of high achievers with an interest in creating jobs and wealth in their communities”( Dabson, 2001; Dabson & Marcoux, 2003).
Integrating entrepreneurship across the entire system that impacts our youth and building a network of sustained community support for those programs are the primary issues addressed by GenEI. As Michigan continues to deal with the current poor economic conditions accentuated by mounting losses of manufacturing jobs and a general recession, the time is now for us to better recognize the value that the small business sector plays in addressing our long term economic well-being. Concurrent with that urgent call for change is the realization that our youngest generations must be trained and mentored with an entrepreneurial mindset. By constructing and fitting a young entrepreneurial pipeline to the adult small business assistance network, GenEI directly addresses the requirement that in order to be successful in the global marketplace, our youth and young adults must learn and practice skills that will help them “make a job” not just “take a job.” The skill set needed to accomplish that goal includes visioning, leading, communicating, listening, problem solving, managing change, networking, negotiating and team building (Dabson, 2001; Sahlman & Stevenson, 1992).
Resistance to entrepreneurship education does not originate from students. Many studies over the last several decades strongly suggest that young people are very interested in starting small businesses and non-profit organizations. Our own 2007 survey of 150 8th graders showed that 69 percent thought that they are currently or want to be an entrepreneur. A recent study performed by Harris Interactive with sponsorship from the E.M. Kauffman Foundation echoed that finding as 40 percent of nearly 2400 young people, ages 8-21, reported that they would like to be entrepreneurs. Additionally, two-thirds of the nearly 1000 high school students surveyed as part of a recent study sponsored by the John Templeton Foundation said that they would be interested in learning more about entrepreneurship. But in that same study, only 30 percent reported that they had taken an entrepreneurship course and a significantly smaller group (14 percent) said they had participated in an extracurricular or community program on entrepreneurship (Kourilsky & Walstad, 2007).
Students who do take these types of courses, however, tend to experience a wide range of positive outcomes. In a report to the D.C. Children and Youth Investment Corporation (2001) that focused on the evaluability of that organization’s youth entrepreneurship programs, participants showed improved:
- Academic performance, school attendance and educational attainment;
- Problem-solving and decision-making abilities;
- Interpersonal relationships, teamwork, money management, and public speaking skills;
- Job readiness;
- Social psychological development (self-esteem, ego development, self-efficacy), and;
- Perception of better health status.
Finally, communities benefit from comprehensive youth entrepreneurship programs. Students engaged in mentoring relationships with practicing entrepreneurs at the middle and high school age are more likely to either remain in or return to that community after graduation (Schroeder, Heinert, Bauer, Markley & Dabson, 2006). The outmigration of our young people, especially at the age when they are starting families, is a trend that continues to negatively impact Michigan by robbing us of the valuable human capital needed to rebuild our great state’s economy.
Please consider donating to help grow entrepreneur education.
Refernces Afterschool Alliance-Issue Brief #25 (2007). Afterschool programs: Helping kids compete in tomorrow’s workforce. Accessed February 12, 2008 from Web-site: www.afterschoolalliance.org .
Bronte-Tinkew, J. and Redd, A. (2001). Logic models and outcomes for youth entrepreneurship programs: A report to the DC Children and Youth Investment Trust Corporation. Child Trends Project, Kristin Moore, Director.
Cleveland, Josh and Cleveland, John (2006). Youth entrepreneurship: Theory, practice and field development. A background paper prepared for the W.K. Kellogg Foundation Youth and Education Unit, Integral Assets Consulting, Inc.
Dabson, B. (2001). Supporting rural entrepreneurship: Exploring policy options for a new rural America. Center for the Study of Rural America, Kansas City, MO: Federal Reserve Bank of Kansas City.
Dabson, B. and Marcoux, K. (2003). Entrepreneurial Arkansas: Connecting the Dots. Little Rock, AR: Winthrop Rockfeller Foundation.
Kourilsky, M.L. and Walstead, W.B. (2007). The entrepreneur in youth: An untapped resource for economic growth, social entrepreneurship, and education. Northampton, MA: New Horizons in Entrepreneurship.
Sahlaman, W.A. and Stevenson, H.H.(1992). The entrepreneurial venture: Readings. Boston: Harvard Business School Publications.
Schroeder, C., Heinert, L., Bauer, L., Markley, D., and Dabson, K.(2006). Energizing young entrepreneurs in rural communities. RUPRI.
_______________________________________________
Where are schools being taken as charters that have a vocational tracking from K-12? City schools where parents and children have been subjected to defunded and unresourced schools Since Reagan Clinton neo-liberalism started dismantling public education. Citizens in underserved communities are desperate for jobs and good schools. This is why Wall Street starts this K-12 privatization in these urban schools and as you see below---it is the same black leaders and the church pushing this business and vocational education. Keep in mind, the entire K-12 of this kind of education privatization has children working for free under the guise of learning a skill. It is exploitative and it narrows a child's exposure to a real equal opportunity and access public education. We all see the stats that people are going through these programs over and over and not getting jobs. Federal, state, and local funds are being directed into these entrepreneur programs that replace the broad education and learning skill development that used to be the focus of public schools.
It is critical to educate in these low-income communities the truth of success in this kind of education training. We need to know that the skills coming to those who start businesses come from the already existing broad and strong public education that their schools would have if they were funded and resourced. Black churches in Baltimore are ground zero for creating charter school businesses and pushing this education privatization in our public schools. Churches as businesses has taken what was the strong center of black communities and made them geared towards simply profiting and bringing more money to their churches and this education privatization is one more bad public policy supported by people who should be leaders against the dismantling of equal opportunity and access education.
Curriculum Review of Creating True Wealth: Christian Youth Entrepreneurship
YOUTH ENTREPRENEURSHIP RESOURCE
Curriculum Review of Creating True Wealth: Christian Youth EntrepreneurshipCreating True Wealth: Christian Youth Entrepreneurship is a stand-alone curriculum designed to help young people develop a biblical view on entrepreneurship and godly character in the marketplace.
The Benefits of Youth Entrepreneurship Training: What the Research Shows
Entrepreneurship programs can be a lot of fun for teens—but beyond the fun, they can achieve very positive results. By learning how academic skills connect to real business opportunities and hopes for success, students can be motivated to work harder in school. Entrepreneurship programs also give wide scope to student creativity and energy and offer a positive way for students to channel their talents.
If you are considering launching a youth entrepreneurship program, you may find it helpful to publicize and emphasize the positive benefits of such endeavors to your potential funders and volunteers. The two most obvious are that such programs can create employment opportunities (if students actually start new enterprises) and that they provide youth with an opportunity to develop new skills and enjoy new experiences. The collection below of additional research-based findings can help you “make the case” for your program.
Key Benefits
· May help the socio-psychological problems and delinquency that come from unemployment
· Consumers gain by increasing market competition
Supporting research: Curtain, R. (2000), “Towards a Youth Employment Strategy.” Report to the United Nations on Youth Employment.
· Provides goods and services to the community
· Revitalization of the local community
· Promotes innovation and resilience
· Allows disadvantaged youth the ability to succeed regardless of their background
Supporting Research: OECD (2001), Putting the Young in Business: Policy Challenges for Youth Entrepreneurship, The LEED Programme, Territorial Development Division, Paris.
· Promotes social and cultural identity
· Builds a stronger sense of community
· Gives youth, especially at-risk youth, a sense of meaning and belonging
Supporting research: White and Kenyon (2000). “Enterprise-Based Youth Employment Policies, Strategies and Programmes.” Draft Report to ILO, Geneva.
Entrepreneurship: It’s in Demand by Students
A key survey by the Gallup Poll indicates that many students, particularly minority youth, have a strong interest in entrepreneurship:
· 69% of high school students said that they wanted to start their own business
· 75% of black youth said that they wanted to start their own business
· 73% of the students said that independence was their primary motivation for wanting to start a business (and not monetary benefits).
· 68% of the students said that it was very important for successful entrepreneurs or business owners to give something, in addition to providing employment, back to the community
· 80% of black students said that it was very important for successful entrepreneurs or business owners to give something, in addition to providing employment, back to the community
Moreover, the survey indicated that youth are not getting the training they want:
· 9 out of 10 students rate their entrepreneurial knowledge as poor or fair at most
· when asked to answer questions demonstrating basic entrepreneurial knowledge, high school students on average were only able to answer 44% of the questions correctly
· 85% of students said they had been taught “practically nothing about” or “very little about” business and how it works
· only 27% of students reported that they had taken a class in business or entrepreneurship
· 84% of students said that it is “important” (36%) or “very important” (48%) that schools teach more about entrepreneurship and how to start a business
· 67% of black youth said that it is “very important” that the nation’s schools teach students about entrepreneurship and business
Supporting research: Gallup Organization, Inc. & National Centerfor Research in Economic Education. (1994). Entrepreneurship and Small Business in the United States: A Survey Report on the Views of the General Public, High School Students, and Small Business Owners and Managers. (Available from the Center for Entrepreneurial Leadership, Inc., Ewing Marion Kauffman Foundation, Kansas City, MO.)
RSS Feed
