LEADER 05615oam 22006975 450 001 9910809018303321 005 20200520144314.0 010 $a1-4648-0203-3 024 7 $a10.1596/978-1-4648-0202-7 035 $a(CKB)3710000000109579 035 $a(EBL)1695961 035 $a(SSID)ssj0001196843 035 $a(PQKBManifestationID)11788184 035 $a(PQKBTitleCode)TC0001196843 035 $a(PQKBWorkID)11177357 035 $a(PQKB)11668499 035 $a(MiAaPQ)EBC1695961 035 $a(DLC) 2014015856 035 $a(Au-PeEL)EBL1695961 035 $a(CaPaEBR)ebr10865417 035 $a(CaONFJC)MIL614000 035 $a(OCoLC)877948784 035 $a(The World Bank)18120824 035 $a(US-djbf)18120824 035 $a(EXLCZ)993710000000109579 100 $a20140418d2014 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aEntrepreneurship education and training programs around the world $edimensions for success /$fAlexandria Valerio, Brent Parton and Alicia Robb 210 1$aWashington, DC :$cThe World Bank,$d2014. 215 $a1 online resource (pages cm) 225 0 $aDirections in Development 300 $aDescription based upon print version of record. 311 $a1-4648-0202-5 320 $aIncludes bibliographical references. 327 $aFront 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; Bibliography 327 $aChapter 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; Boxes 327 $aBox 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 Characteristics 327 $aBox 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 Programs 327 $aTable 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) 327 $aTable 4.5 Program List: Entrepreneurship Training-Potential Entrepreneurs (ETPo) | List of Evaluations 330 $aEntrepreneurship has attracted global interest for its potential to catalyze economic and social development. Research suggesting that certain entrepreneurial mindsets and skills can be learned has given rise to the field of entrepreneurship education and training (EET). Despite the growth of EET, global knowledge about these programs and their impact remains thin. In response, this study surveys the available literature and program evaluations to propose a Conceptual Framework for understanding the EET program landscape. The study finds that EET today consists of a heterogeneous mix of progra 410 0$aWorld Bank e-Library. 606 $aEntrepreneurship$xStudy and teaching 606 $aEducational assistance$xEvaluation 610 $aEntrepreneurship education and training;$aEET 615 0$aEntrepreneurship$xStudy and teaching. 615 0$aEducational assistance$xEvaluation. 676 $a658.4/21071 700 $aValerio$b Alexandria$f1968-$01113830 702 $aParton$b Brent 702 $aRobb$b Alicia 801 0$bDLC 801 1$bDLC 906 $aBOOK 912 $a9910809018303321 996 $aEntrepreneurship education and training programs around the world$94106891 997 $aUNINA