05615oam 22006975 450 991080901830332120200520144314.01-4648-0203-310.1596/978-1-4648-0202-7(CKB)3710000000109579(EBL)1695961(SSID)ssj0001196843(PQKBManifestationID)11788184(PQKBTitleCode)TC0001196843(PQKBWorkID)11177357(PQKB)11668499(MiAaPQ)EBC1695961(DLC) 2014015856(Au-PeEL)EBL1695961(CaPaEBR)ebr10865417(CaONFJC)MIL614000(OCoLC)877948784(The World Bank)18120824(US-djbf)18120824(EXLCZ)99371000000010957920140418d2014 uy 0engurcn|||||||||rdacontentrdamediardacarrierEntrepreneurship education and training programs around the world dimensions for success /Alexandria Valerio, Brent Parton and Alicia RobbWashington, DC :The World Bank,2014.1 online resource (pages cm)Directions in DevelopmentDescription based upon print version of record.1-4648-0202-5 Includes bibliographical references.Front Cover; Contents; Preface; Acknowledgments; About the Authors; Abbreviations; Overview; Entrepreneurship Promotion; Entrepreneurship Education and Training; About the Study; Typology for EET Programs; Figure O.1 Classifying Entrepreneurship Education and Training Programs; Conceptual Framework for EET; Figures; Figure O.2 Conceptual Framework; EET Program Landscape Analysis; Implications for EET Program Design and Implementation; Implications for Policy; Chapter 1 About the Study; Motivation; Objective; Methodology; Structure of the Study; Audience; Note; BibliographyChapter 2 Literature Review On Entrepreneurship; On Entrepreneurship Education and Training; Figure 2.1 Entrepreneurship Versus Business Management Education; Implications for Policy; Bibliography; Chapter 3 Conceptual Framework; Types of EET Programs; Figure 3.1 Classifying Entrepreneurship Education and Training Programs; Figure 3.2 Conceptual Framework; Developing a Conceptual Framework for EET; Describing the Framework by Dimension; Box 3.1 Building Socio-Emotional Skills: BizWorld (the Netherlands); Figure 3.3 Outcome Domains; BoxesBox 3.2 Improving Entrepreneurial Capabilities: FINCA (Peru)Box 3.3 Becoming Entrepreneurs: Student Training for Promoting Entrepreneurship (Uganda); Box 3.4 Enhancing Firm Performance: Interise (United States); Figure 3.4 Contextual Factors; Box 3.5 Political Support through Partnership: Start and Improve Your Business (Vietnam); Figure 3.5 Participant Characteristics; Box 3.6 The Gender Effect: National Rural Savings Programme (Pakistan); Box 3.7 Entrepreneurial Intentions: Entrepreneurship Development Center (Bosnia and Herzegovina); Figure 3.6 Program CharacteristicsBox 3.8 Training the Trainers: Network for Teaching Entrepreneurship (United States)Box 3.9 Coaching as Follow-Up: Business Plan Thesis Competition (Tunisia); Figure 3.7 Conceptual Framework: Detailed Structure; Note; Bibliography; Chapter 4 EET Program Landscape and Analysis; Entrepreneurship Education-Secondary Education Students (EESE); Table 4.1 Entrepreneurship Education-Secondary Education Students (EESE) | List of Evaluations; Figure 4.1 Entrepreneurship Education-Secondary Education; Tables; Analyzing EESE ProgramsTable 4.2 Entrepreneurship Education-Secondary Education Students (EESE) | Key Information Entrepreneurship Education-Higher Education Students (EEHE); Table 4.3 Entrepreneurship Education-Higher Education Students (EEHE) | List of Evaluations; Figure 4.2 Entrepreneurship Education-Higher Education; Analyzing EEHE Programs; Table 4.4 Entrepreneurship Education-Higher Education (EEHE) | Key Information; Box 4.1 Examining the Formation of Human Capital in Entrepreneurship; Entrepreneurship Training-Potential Entrepreneurs (ETPo)Table 4.5 Program List: Entrepreneurship Training-Potential Entrepreneurs (ETPo) | List of EvaluationsEntrepreneurship has attracted global interest for its potential to catalyze economic and social development. Research suggesting that certain entrepreneurial mindsets and skills can be learned has given rise to the field of entrepreneurship education and training (EET). Despite the growth of EET, global knowledge about these programs and their impact remains thin. In response, this study surveys the available literature and program evaluations to propose a Conceptual Framework for understanding the EET program landscape. The study finds that EET today consists of a heterogeneous mix of prograWorld Bank e-Library.EntrepreneurshipStudy and teachingEducational assistanceEvaluationEntrepreneurship education and training;EETEntrepreneurshipStudy and teaching.Educational assistanceEvaluation.658.4/21071Valerio Alexandria1968-1113830Parton BrentRobb AliciaDLCDLCBOOK9910809018303321Entrepreneurship education and training programs around the world4106891UNINA