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The medium-term impact of entrepreneurship education on labor market outcomes: Experimental evidence from university graduates in Tunisia
تأثیر میان مدت آموزش کارآفرینی بر نتایج بازار کار: شواهد تجربی دانش آموختگان دانشگاه در تونس-2020 Despite the widespread popularity of entrepreneurship education, there is thin evidence on its effectiveness in improving employment outcomes over the medium to long-term. A potential time lag between entrepreneurial intentions and actions is sometimes presented as a reason why employment impacts are rarely observed. Based on a randomized control trial among university students in Tunisia, this paper studies the medium-term impacts of entrepreneurship education four years after students’ graduation. The paper complements earlier evidence that documented small short-term impacts on entry into self-employment and aspirations toward the future one year after graduation. The medium-term results show that the impacts of entrepreneurship education were short-lived. The intervention led to a temporary increase in business ideas and in nascent entrepreneurship. However, there is no sustained impact on self-employment or employment outcomes four years after graduation. The intervention induced some lasting impacts on business knowledge, but not on business networks. A large share of graduates reports financial constraints as the most prevailing barrier to entrepreneurship. Keywords: Entrepreneurship education | Training | Self-employment | Skills | Field experiment | Randomized control trial |
مقاله انگلیسی |
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Entrepreneurship education and teacher training in Rwanda
آموزش کارآفرینی و آموزش معلمان در رواندا-2019 In Rwanda, 72 percent of employed youth work for family firms or are self-employed. These outcomes suggest
that schools may be failing to develop the skills required to enter formal sector jobs or grow small firms. In
response, Rwanda reformed its required upper secondary entrepreneurship course by introducing interactive
pedagogy and a focus on business skills. Merely mandating adoption of a new curriculum may be insufficient for
teachers to implement it effectively, however. This study examines how comprehensive teacher training affects
the delivery of the reformed entrepreneurship curriculum. Schools were randomly selected for two years of
intensive teacher training and support. A control group received the curriculum and the standard government
training only. We will measure the interventions impact on teacher pedagogy, student skills, and student economic
outcomes. Results will contribute to knowledge on supporting pedagogical change in a setting where such
changes could generate relatively large economic returns for students. Keywords: Entrepreneurship education | Teacher training | Secondary school| Pedagogy | Randomized control trials | Rwanda |
مقاله انگلیسی |