Description
During in this file resolve a case study of the department of technology education to promote entrepreneurial.
A Case Study of the Department of Technology Education to Promote Entrepreneurial 1
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
A CASE STUDY OF THE DEPARTMENT OF TECHNOLOGY EDUCATION TO PROMOTE
ENTREPRENEURIAL
A Case Study of the Department of Technology Education to Promote Entrepreneurial
Pedagoical Skills of the Educators of Technical and Vocational Education (TVE)
Prof. Dr. Muhammad Zafar Iqbal
University of Mnangment and Technology, Lahore
Dr. Tehseen Mehmood Aslam
University of the Punjab, Lahore
Muhammad Zaheer Asghar
University of Management and Technology, Lahore
This paper has been presented in the
organized by
School of Business and Economics
University of Management and Technology, Lahore, Pakistan
This paper has been included in the conference proceedings with good intentions, where the
conference and its organizers are not liable at all for the contents of this paper and / or any
part of it. For more information about the conference please visit the conference website:http://cgr.umt.edu.pk/icobm2013/index.html or write the organizers at [email protected]
A Case Study of the Department of Technology Education to Promote Entrepreneurial 2
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
ABSTRACT
The research aims to study the entrepreneurial pedagogical skills of the pre-service educators
of Technical and Vocational Education and Training (TVET). It also aims to examine the
curriculum of pre service TVET educator training programs in Pakistan. Its a mixed type of
research. KAP survey have been coduted from the students of the department of Technology
Education, University of the Punjab to study their knowledge, attitude and teaching practices
towards entrepreneurhsip education in TVET. A comparison has also been made between
Technology education students and Business Education students to study the attitude towards
entrepreneurship. Curriculum analysis of the department of technology education was also
analysed. National Education Policy (NEP) was analysed to study the current efforts at the
national level to promote entrepreneurship education in TVET programs. SPSS was used to
analyse quantitative data. T- test was applied for statistical analysis. The practical implecations
of this study are for the policy makers, curriculum developers and TVET institutes. This research
will provide a basis for future research on effective pedagogical skill to enhance entreprenruial
mind set of the TVET students.
Key words; Entrepreneuriship; Technical and vocational education; entreprenruial curriculum;
entreprenruial pedagogical skills
A Case Study of the Department of Technology Education to Promote Entrepreneurial 3
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
INTRODUCTION
During last few years a number of students have taken technical skills from technical
and vocational institutes but they were unable to seek jobs in the market due to shortage of
jobs. Unemployment is major problem for the youth of developing countries. Self employment
in small business is one of the solutions to resolve the problem of unemployment among youth
of the nation (Nelson.1986). In this context entrepreneurship education can play its role by
developing entrepreneurial mind set of the youth of the region. This will enhance small
business that will provide more ob opportunities for the rest of the nation. . Therefore it is
necessary to provide entrepreneurship training to the graduates of technical education
students parallel to their technical skill courses. When technical and vocational graduates will
have entrepreneurial mind set they will look for job creating opportunities in the market. They
will endeavor to become an entrepreneur. Entrepreneurship education cannot be taught in
technical and vocational education programs until we train the VET teacher for
entrepreneurship education.
The concept of entrepreneurship can be traced as far as 400 B.C. from the writing of
famous philosopher, historian & solider named as Xenophon where he described the
managerial functions of the merchants (Karayiannis, 2003). However, the word was formally
coined by the French economist Richard Cantillon in 18
th
century as ‘entreprendre’ which
meant to undertake business and from there onwards has been under thorough study
(Peneder, 2009). Since then various definitions kept evolving with the changing global economic
scenario. According to Schumpeter (1934) entrepreneurship is a business entity which through
innovation develops or creates new technologies while Gartner (1988) defined
entrepreneurship as new organization which comes into existence. The most widely known
definition encompassing most of the elements of this concept was suggested by Hisrich and
Peters (2009): “Entrepreneurship is the process of creating something new with value by
devoting the necessary time and effort, assuming the accompanying financial, psychic, and
social risks, and receiving the resulting rewards of monetary and personal satisfaction and
independence”.
A Case Study of the Department of Technology Education to Promote Entrepreneurial 4
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
The above definitions clearly suggest that entrepreneurship is a multifaceted phenomenon and
span fields of economics, sociology, psychology and organization theory (Low and MacMillan,
1988). Although disagreement exists among economist about the definition of the
entrepreneurship but most agree that it is an important concept and it has been agreed that
five factors namely, the entrepreneur, an opportunity, resources, an organisation and a
supporting environment are the main ingredient which constitutes entrepreneurship or are
necessary to promote entrepreneurship (Volery and Shaper, 2007). Of these factors
entrepreneur plays the key role in the definition process. It is the entrepreneur who looks for
the opportunity, organizes resources, builds the organization and creates the environment
(Timmons, & Spinelli, 2002; Katz & Gartner, 1988). Usually entrepreneur recognizes opportunity
based on his previous experience and the information he gains and based on that he is able to
know the unmet needs of the society (Volery and Shaper, 2007). Many social scientists have
tried to understand and identify various attributes of the entrepreneur. Based on this the
opportunity leads to creation of new organization and leads to entrepreneurship. However,
Timmons & Spinelli (2002) argue that even the well established organization can form
entrepreneurship by venturing into new projects or by launching new products. Beside this,
government plays a significant role in promoting entrepreneurship and providing the
environment and condition for its promotion (Awogbenle & Iwuamadi, 2010).
Entrepreneurship has known to be one of the major driving forces in the contribution of
socio economic development of any country (Tamásy, 2006; Schumpeter, 1934). One of the
main reasons for the economic development is the employment opportunity which is
generated through entrepreneurship. Employment is considered to be the life line for any
economy (Awogbenle et.al. 2010).
RESEARCH METHODOLOGY
Its a mixed type of research. KAP survey will be coduted from the students of the department
of Technology Education, University of the Punjab to study their knowledge, attitude and
teaching practices towards entrepreneurhsip education in TVET. A comparison will also be
A Case Study of the Department of Technology Education to Promote Entrepreneurial 5
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
made between Technology education students and Business Education students to study the
attitude towards entrepreneurship. Curriculum analysis will also be conducted. National
Education Policy (NEP) will also be analysed to study the current efforts at the national to
promote entrepreneurship education in TVET programs. Interviews from entreprenruship
education experts will be conduted to suggest an effective curriculum for enhancing
entrepreneurial pedagogical skills of the TVET educators. SPSS will use to analyse quantitative
data. T- test will be used to analyse the statistical results. Nvvivo software will be used for
qualitative data analysis.
a. Policy Analysis
There is much focus has been given on strengthening skill development and innovation in
National Education Policy 2009. It has been observed that TVET is not fullfilling the
requirments of the market. There is lack of innovation and skilled man power according to the
need of market.
NEP 2009: Strengthening Skill Development and Innovation
119. Pakistan has a large population and therefore, a comparative advantage in labour costs.
However low skill levels dampen the potential of the labour force to significantly contribute to
economic growth. The deficit permeates all sectors: industry, agriculture, services, commerce.
Improvements in the skill levels of the labour force will increase efficiency and competitiveness
of the local industry, attract international investment and allow overseas employment of
Pakistanis generating a flow of foreign remittances.
120. The formal Technical and Vocational Education (TVE) system is not a major supplier of
skills to the country’s labour market. As a structure it suffers from rigidities that fail to cater to
the dynamism required by the market. Secondly the structure does not factor in local
requirements that vary across geographic units i.e. provinces, districts, tehsils. It is critical that
skill development and market requirements match.
A Case Study of the Department of Technology Education to Promote Entrepreneurial 6
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
It was decided to include entrepreneurial studies in general education to enhance
entreprenruial mind set and business skills of the students.
“Entrepreneurial Studies shall be introduced to develop entrepreneurial and business skills in
students of general education to make them productive and self oriented citizens.” (National
Education Policy, 2009).
There is lack of policy action to introduce entrepreneurship education in TVE. The
recommendation has been given to include entreprenruial studies in general education but
entreprenruial studies inclusion in TVE had been toally ignored.
National Education Policy (NEP) 2009: TVE Policy Actions
1. Inputs of all stakeholders like Industrial/Agricultural/Service sectors & Business
community etc shall be institutionalized to ensure their inclusion in all current and
future reforms of TVE to enable the sector to meet market needs.
2. Skills Standards and Curriculum should be developed and standardized at National
Level.
3. The TVE curriculum shall be developed in standardized modules for each trade to
eliminate differentials across various training institutions to provide opportunities to
the trainees for horizontal/upward mobility and also help in assessment and
certification of apprentices in non formal sectors for their entry into formal
vocational/technical sectors.
4. TVE shall be extended according to the need of the area i.e. Tehsil, District and
Division.
5. Skills-based vocational training courses, relevant to local labour market, shall be
offered to the graduates of literacy programmes by the National Education
Foundation, provincial/ area literacy department/ directorate and relevant NGOs.
6. Level-wise prerequisites for entry as a teacher in TVE shall be defined and Teacher
professional development shall be focused as an ongoing process.
7. Terms and conditions of service for TVE teachers shall be compatible with market
A Case Study of the Department of Technology Education to Promote Entrepreneurial 7
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
demand of their services and skills.
8. Local conditions and requirements must be considered while making any
recommendation for replication of TVE model, implemented in other countries.
9. A study to evaluate failures of vocational training intervention at school level shall be
commissioned to make more realistic recommendations, including cost requirements,
for making it part of general education up to Secondary School Level.
10. Technical & vocational education institutions shall particularly focus on agro-based
vocational skills to deal with both agriculture and livestock.
11. Curricula for vocational education shall allow flexibility for adaptation as per
requirements of local market including absorption of future changes in the market.
12. Technical education institutions, if start offering degree programme, shall also seek
clearance from Pakistan Engineering Council before launching such programme.
13. Governments shall take practical measures to remove social taboos attached to TVE
and promote dignity of work in line with teachings of Islam.
b. A Case of Department of Technology Education, University of the Punjab
Department of Technology Education is the only single department in Pakistan that is offering
TVET teacher education program at masters level. The department of Technology Education
was established with basic aims to produce technical teachers for participation in the efforts
towards the industrial revolution in the country by educating the young generation in
Technology. The department also keeps in view that its graduates would also be required to
play the role of educational leadership as administrators, planners, technical advisors and
teaching in the institutions of higher learning. Further, the graduates of the department are
also serving as production managers, technical supervisors & in the other Managerial capapities
in Govt. sector and semi Govt. Institutions & in the Private sector of their technological skills &
insight.
A Case Study of the Department of Technology Education to Promote Entrepreneurial 8
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
CURRICULUM ANALYSIS:
The department aims at preparing the students for teaching and other leadership
positions in the field of Technology education. The students are encouraged to
participate in the class discussions, make use of library and apply their initiative in
discovering solutions of the problem. The students are discourged to follow the beaten
track; they are encouraged to develop an attitude for problem solving manner as the
programme could meet all these requirements.
Course offering
The two year Technology education degree programe is run under smester system. The
cademic session consists of four smesters of eighteen months duration each. Two each
midterm and final smester examination are held in eac course.
Following are the courses taught during two years period.
1- Engineering graphics
2- Wood technology
3- Metal technology
4- Applied Electricity
5- General electronics
6- Computer in Technology Education
7- Design and Experimental Crafts
8- Production technology I
9- Production technology II
10- Islamic Culture and Ideology of Pakistan
11- Islamic System of Education
12- Educational Psychology
13- Philosphy of Education
A Case Study of the Department of Technology Education to Promote Entrepreneurial 9
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
14- Educational measurement and assessment
15- Research methods in Education
16- Educational Administrations and Supervision
17- Instructional technology
18- Curriculum Development
19- Organization management of technology Education Programme
20- Student teaching and Observation
21- Master’s research project/ Internship/ Practicum in technology Education
22- Printing and graphic arts
23- 25 Area of specialization
Area of specialization
1- Engineering Graphics
2- Wood technology
3- ere Metal technology
4- Electricity
5- Electronics
6- Industrial Management
7- Computer technology
The curriculum analysis of the technology education department showed that subjects related
to the promotion of the entreprenruship education has not yet been introduced in the scheme
of studies of stechnology education. However the subject of Philosphy; curriculum
development; research methods; educational psychology; and assessment and evaluation may
enhance entreprenruial pedagogical skills of the students.
c. KAP Survey of the students of Technology Education
A Case Study of the Department of Technology Education to Promote Entrepreneurial 10
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
A KAP survey of the students of Technology Education was conducted to study the Knowledge,
Attittude and Practice level of the students towards entrepreneurship education. 30 students
were selected for survey purpose. Likert scale was used for rating the results. The results of the
study are shown in table
KAP SURVEY ANALYSIS
a) Knowledge Mean
1. I know well the meaning of the word “entrepreneruship” 2.3
2. Entrepreneurship education may be included in every subject of
the Technicla and Vocational Education (TVE)
2.1
3. Entreprenruship Education is based upon pragmatic approach 1.2
4. Entrepreneurship education is about Job producing behavior
instead of job seeking
2.1
b) Attitude Mean
1. Entrepreuship is important for socio-economic development of
a nation
2.1
2. Entrepreneurship education promotes entrepreneurial mind set
of the students
1.2
3. Entrepreneurship education should be an integral part of the
Technicla and Vocational Education (TVE)
1.3
4. We should produce “job producer” instead of “job seeking” 2.3
c) Practice Mean
1. I prefer to teach students as a facilitator 1.1
2. I assign students innovative projrects for creating innovation 1.0
3. I am preparing students for job producing mind set 1.0
4. I am teaching students how to manage innovative projects 0.0
A Case Study of the Department of Technology Education to Promote Entrepreneurial 11
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
The results of the study shown that there is lack of knowledge among TVE students about
entreprenruship education. There attitude towards entreprenruship education was also
observed unsatisfactory as well the practice of entrepreneurship education was also observed
at unsatisfied level.
Than a comparison was made between the students of Business Education and Technology
Education. The results of the survey are given below by applying t-test.
Attitude towards Entrepreneurship between Business Education and Technical Education
students
Table shows result from the Levene’s test which enables the understanding to be made that
there is a difference in the att toward entrepreneurship between the technologyl education
students and business education students. The mean score of Ent_Int from the business
education students sample is 3.42 which is higher compared to that for technology education
Students sample which is 1.92
Levene's Test for Equality of
Variances
t-test for Equality of Means
F Sig. t
Sig.
(2-tailed)
Equal variance assumed 4.62 .03 -.21 .73
Equal variance not
assumed
2.33 .41 -1.56 .05
A Case Study of the Department of Technology Education to Promote Entrepreneurial 12
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
Table4: Independent Samples Test
Students N Mean St. Dev
Technical 30 1.92 .48
Business 30 3.42 .34
Table4.1: Independent Samples Test
The study shows that participation in entrepreneurship education has positive impact on
entrepreneurial intentions of the students therefore it is needed to introduce entrepreneurial
courses in technology education programs but before introduction of entrepreneurial courses
in technical education it is necessary to train the teachers for entrepreneurship education.
CONLCLUSNION
Entrepreneruship education is a globally emerging trend. Especially in the field of
vocational education it has wide application. Entrepreneurship education will enable TVET
graduates to produce their own job opportuinities with innovation and skills. This research has
shown lack of entreprenrship education policy at national level in Pakistan. There is need of
policy action at national level to intorduce entreprenruship education in TVET stream for the
promotion of entreprenruial mind set.
There is only single department of technology education working for the education
training of pre service TVET educators. It is not ful fillfilling the national needs to produce TVET
teachers in mass quantitiy. More departments of technology education should be opened for
the training of TVET educators. It also has been observed that curriculum offered in department
of Technology Education needs to be up garde for the promotion of entreprenruial pedagogical
skills among TVET educators. Entreprenruship education perspective should be include in the
contents and teaching methodology of the subjects of Educational Philosphy, Educational
Psychology, Research Methods and Assessment and Evalatuation. The subjetcs on innovation
and small business mangement should also be include in TVET educators masters program.
A Case Study of the Department of Technology Education to Promote Entrepreneurial 13
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
There is a need to enahnce department and market linkage to produce graduates those
understand the market needs. Guest speaker entrepreneurs from indusrty, small business and
market should be invited in the department to deliver lectures anout thier success stories.
Student internship in industry and small industry should be made more effective from
entreprenruship perspective.
Research programs MS/ PHD in Entrepreneruhsip and Technology Education should be
launched at department of technology education for knowledge addition in the field
entrepreneurship and TVET pedagogy. Department should conduct furute research in the field
of entreprenruship pedagogy, pedagogical skills. There is a need to organise conferences,
workhops and symposiym by the department of technology education to creat awaremnes for
entrepreneurship teaching at national level. There is also need to develop forums, societies and
clubs for the professional quality improvement of the TVET educators especially in the field of
entreprenruship teaching.
A Case Study of the Department of Technology Education to Promote Entrepreneurial 14
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
REFERENCES
Hisrich, R.D., & Peters, M.P. (2002). Entrepreneurship (5th ed.). New York: McGraw-Hill
Karayiannis, A.D. (2003). Entrepreneurial functions and characteristics in a proto-capitalist
economy the xenophonian entrepreneur. Wirtschaftspolitische Blatter, 50, 553–563.
Katz, J.A. and Gartner, W. (1988). "Properties of Emerging Organizations", Academy of
Management Review, 13 (1), pp. 429-441.
Low, M.B. and MacMillan, I.C. (1988). Entrepreneurship: Past Research and Future
Challenges. Journal of Management, 14 (2), 139-161.
Peneder, Michael (2009). The Meaning of Entrepreneurship: A Modular Concept. Journal of
Industry, Competition and Trade, 9(2), 77-79.
Tamásy, C. (2006). Determinants of regional entrepreneurship dynamics in contemporary
Germany: A conceptual and empirical analysis. Regional Studies, 40(4):365–384.
Timmons, J.A. and Spinelli, S. (2002). "New Venture Creation - Entrepreneurship for the
21st Century", 7th edition. New York, New Jersey: McGraw-Hill/Irwin.
Uebelacker, S. (2005). Grundungsausbildung - Entrepreneurship Education an deutschen
Hochschulen und ihre raumrelevanten Strukturen, Inhalte und Effekte. Wiesbaden: Deutscher
Universitats-Verlag.
Volery, T. and Shaper, M. (2007). Entrepreneurship and Small Business: A Pacific Rim
Perspective. Milton, Queensland: John Wiley & Sons Australia, Ltd.
Awogbenle A. Cyril & Iwuamadi, K. Chijioke (2010). Youth unemployment: Entrepreneurship
development programme as an intervention mechanism. African Journal of Business
Management. 4(6), pp. 831-835,
doc_133658733.pdf
During in this file resolve a case study of the department of technology education to promote entrepreneurial.
A Case Study of the Department of Technology Education to Promote Entrepreneurial 1
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
A CASE STUDY OF THE DEPARTMENT OF TECHNOLOGY EDUCATION TO PROMOTE
ENTREPRENEURIAL
A Case Study of the Department of Technology Education to Promote Entrepreneurial
Pedagoical Skills of the Educators of Technical and Vocational Education (TVE)
Prof. Dr. Muhammad Zafar Iqbal
University of Mnangment and Technology, Lahore
Dr. Tehseen Mehmood Aslam
University of the Punjab, Lahore
Muhammad Zaheer Asghar
University of Management and Technology, Lahore
This paper has been presented in the
organized by
School of Business and Economics
University of Management and Technology, Lahore, Pakistan
This paper has been included in the conference proceedings with good intentions, where the
conference and its organizers are not liable at all for the contents of this paper and / or any
part of it. For more information about the conference please visit the conference website:http://cgr.umt.edu.pk/icobm2013/index.html or write the organizers at [email protected]
A Case Study of the Department of Technology Education to Promote Entrepreneurial 2
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
ABSTRACT
The research aims to study the entrepreneurial pedagogical skills of the pre-service educators
of Technical and Vocational Education and Training (TVET). It also aims to examine the
curriculum of pre service TVET educator training programs in Pakistan. Its a mixed type of
research. KAP survey have been coduted from the students of the department of Technology
Education, University of the Punjab to study their knowledge, attitude and teaching practices
towards entrepreneurhsip education in TVET. A comparison has also been made between
Technology education students and Business Education students to study the attitude towards
entrepreneurship. Curriculum analysis of the department of technology education was also
analysed. National Education Policy (NEP) was analysed to study the current efforts at the
national level to promote entrepreneurship education in TVET programs. SPSS was used to
analyse quantitative data. T- test was applied for statistical analysis. The practical implecations
of this study are for the policy makers, curriculum developers and TVET institutes. This research
will provide a basis for future research on effective pedagogical skill to enhance entreprenruial
mind set of the TVET students.
Key words; Entrepreneuriship; Technical and vocational education; entreprenruial curriculum;
entreprenruial pedagogical skills
A Case Study of the Department of Technology Education to Promote Entrepreneurial 3
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
INTRODUCTION
During last few years a number of students have taken technical skills from technical
and vocational institutes but they were unable to seek jobs in the market due to shortage of
jobs. Unemployment is major problem for the youth of developing countries. Self employment
in small business is one of the solutions to resolve the problem of unemployment among youth
of the nation (Nelson.1986). In this context entrepreneurship education can play its role by
developing entrepreneurial mind set of the youth of the region. This will enhance small
business that will provide more ob opportunities for the rest of the nation. . Therefore it is
necessary to provide entrepreneurship training to the graduates of technical education
students parallel to their technical skill courses. When technical and vocational graduates will
have entrepreneurial mind set they will look for job creating opportunities in the market. They
will endeavor to become an entrepreneur. Entrepreneurship education cannot be taught in
technical and vocational education programs until we train the VET teacher for
entrepreneurship education.
The concept of entrepreneurship can be traced as far as 400 B.C. from the writing of
famous philosopher, historian & solider named as Xenophon where he described the
managerial functions of the merchants (Karayiannis, 2003). However, the word was formally
coined by the French economist Richard Cantillon in 18
th
century as ‘entreprendre’ which
meant to undertake business and from there onwards has been under thorough study
(Peneder, 2009). Since then various definitions kept evolving with the changing global economic
scenario. According to Schumpeter (1934) entrepreneurship is a business entity which through
innovation develops or creates new technologies while Gartner (1988) defined
entrepreneurship as new organization which comes into existence. The most widely known
definition encompassing most of the elements of this concept was suggested by Hisrich and
Peters (2009): “Entrepreneurship is the process of creating something new with value by
devoting the necessary time and effort, assuming the accompanying financial, psychic, and
social risks, and receiving the resulting rewards of monetary and personal satisfaction and
independence”.
A Case Study of the Department of Technology Education to Promote Entrepreneurial 4
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
The above definitions clearly suggest that entrepreneurship is a multifaceted phenomenon and
span fields of economics, sociology, psychology and organization theory (Low and MacMillan,
1988). Although disagreement exists among economist about the definition of the
entrepreneurship but most agree that it is an important concept and it has been agreed that
five factors namely, the entrepreneur, an opportunity, resources, an organisation and a
supporting environment are the main ingredient which constitutes entrepreneurship or are
necessary to promote entrepreneurship (Volery and Shaper, 2007). Of these factors
entrepreneur plays the key role in the definition process. It is the entrepreneur who looks for
the opportunity, organizes resources, builds the organization and creates the environment
(Timmons, & Spinelli, 2002; Katz & Gartner, 1988). Usually entrepreneur recognizes opportunity
based on his previous experience and the information he gains and based on that he is able to
know the unmet needs of the society (Volery and Shaper, 2007). Many social scientists have
tried to understand and identify various attributes of the entrepreneur. Based on this the
opportunity leads to creation of new organization and leads to entrepreneurship. However,
Timmons & Spinelli (2002) argue that even the well established organization can form
entrepreneurship by venturing into new projects or by launching new products. Beside this,
government plays a significant role in promoting entrepreneurship and providing the
environment and condition for its promotion (Awogbenle & Iwuamadi, 2010).
Entrepreneurship has known to be one of the major driving forces in the contribution of
socio economic development of any country (Tamásy, 2006; Schumpeter, 1934). One of the
main reasons for the economic development is the employment opportunity which is
generated through entrepreneurship. Employment is considered to be the life line for any
economy (Awogbenle et.al. 2010).
RESEARCH METHODOLOGY
Its a mixed type of research. KAP survey will be coduted from the students of the department
of Technology Education, University of the Punjab to study their knowledge, attitude and
teaching practices towards entrepreneurhsip education in TVET. A comparison will also be
A Case Study of the Department of Technology Education to Promote Entrepreneurial 5
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
made between Technology education students and Business Education students to study the
attitude towards entrepreneurship. Curriculum analysis will also be conducted. National
Education Policy (NEP) will also be analysed to study the current efforts at the national to
promote entrepreneurship education in TVET programs. Interviews from entreprenruship
education experts will be conduted to suggest an effective curriculum for enhancing
entrepreneurial pedagogical skills of the TVET educators. SPSS will use to analyse quantitative
data. T- test will be used to analyse the statistical results. Nvvivo software will be used for
qualitative data analysis.
a. Policy Analysis
There is much focus has been given on strengthening skill development and innovation in
National Education Policy 2009. It has been observed that TVET is not fullfilling the
requirments of the market. There is lack of innovation and skilled man power according to the
need of market.
NEP 2009: Strengthening Skill Development and Innovation
119. Pakistan has a large population and therefore, a comparative advantage in labour costs.
However low skill levels dampen the potential of the labour force to significantly contribute to
economic growth. The deficit permeates all sectors: industry, agriculture, services, commerce.
Improvements in the skill levels of the labour force will increase efficiency and competitiveness
of the local industry, attract international investment and allow overseas employment of
Pakistanis generating a flow of foreign remittances.
120. The formal Technical and Vocational Education (TVE) system is not a major supplier of
skills to the country’s labour market. As a structure it suffers from rigidities that fail to cater to
the dynamism required by the market. Secondly the structure does not factor in local
requirements that vary across geographic units i.e. provinces, districts, tehsils. It is critical that
skill development and market requirements match.
A Case Study of the Department of Technology Education to Promote Entrepreneurial 6
Proceedings of 3
rd
International Conference on Business Management (ISBN: 978-969-9368-07-3)
It was decided to include entrepreneurial studies in general education to enhance
entreprenruial mind set and business skills of the students.
“Entrepreneurial Studies shall be introduced to develop entrepreneurial and business skills in
students of general education to make them productive and self oriented citizens.” (National
Education Policy, 2009).
There is lack of policy action to introduce entrepreneurship education in TVE. The
recommendation has been given to include entreprenruial studies in general education but
entreprenruial studies inclusion in TVE had been toally ignored.
National Education Policy (NEP) 2009: TVE Policy Actions
1. Inputs of all stakeholders like Industrial/Agricultural/Service sectors & Business
community etc shall be institutionalized to ensure their inclusion in all current and
future reforms of TVE to enable the sector to meet market needs.
2. Skills Standards and Curriculum should be developed and standardized at National
Level.
3. The TVE curriculum shall be developed in standardized modules for each trade to
eliminate differentials across various training institutions to provide opportunities to
the trainees for horizontal/upward mobility and also help in assessment and
certification of apprentices in non formal sectors for their entry into formal
vocational/technical sectors.
4. TVE shall be extended according to the need of the area i.e. Tehsil, District and
Division.
5. Skills-based vocational training courses, relevant to local labour market, shall be
offered to the graduates of literacy programmes by the National Education
Foundation, provincial/ area literacy department/ directorate and relevant NGOs.
6. Level-wise prerequisites for entry as a teacher in TVE shall be defined and Teacher
professional development shall be focused as an ongoing process.
7. Terms and conditions of service for TVE teachers shall be compatible with market
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demand of their services and skills.
8. Local conditions and requirements must be considered while making any
recommendation for replication of TVE model, implemented in other countries.
9. A study to evaluate failures of vocational training intervention at school level shall be
commissioned to make more realistic recommendations, including cost requirements,
for making it part of general education up to Secondary School Level.
10. Technical & vocational education institutions shall particularly focus on agro-based
vocational skills to deal with both agriculture and livestock.
11. Curricula for vocational education shall allow flexibility for adaptation as per
requirements of local market including absorption of future changes in the market.
12. Technical education institutions, if start offering degree programme, shall also seek
clearance from Pakistan Engineering Council before launching such programme.
13. Governments shall take practical measures to remove social taboos attached to TVE
and promote dignity of work in line with teachings of Islam.
b. A Case of Department of Technology Education, University of the Punjab
Department of Technology Education is the only single department in Pakistan that is offering
TVET teacher education program at masters level. The department of Technology Education
was established with basic aims to produce technical teachers for participation in the efforts
towards the industrial revolution in the country by educating the young generation in
Technology. The department also keeps in view that its graduates would also be required to
play the role of educational leadership as administrators, planners, technical advisors and
teaching in the institutions of higher learning. Further, the graduates of the department are
also serving as production managers, technical supervisors & in the other Managerial capapities
in Govt. sector and semi Govt. Institutions & in the Private sector of their technological skills &
insight.
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CURRICULUM ANALYSIS:
The department aims at preparing the students for teaching and other leadership
positions in the field of Technology education. The students are encouraged to
participate in the class discussions, make use of library and apply their initiative in
discovering solutions of the problem. The students are discourged to follow the beaten
track; they are encouraged to develop an attitude for problem solving manner as the
programme could meet all these requirements.
Course offering
The two year Technology education degree programe is run under smester system. The
cademic session consists of four smesters of eighteen months duration each. Two each
midterm and final smester examination are held in eac course.
Following are the courses taught during two years period.
1- Engineering graphics
2- Wood technology
3- Metal technology
4- Applied Electricity
5- General electronics
6- Computer in Technology Education
7- Design and Experimental Crafts
8- Production technology I
9- Production technology II
10- Islamic Culture and Ideology of Pakistan
11- Islamic System of Education
12- Educational Psychology
13- Philosphy of Education
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14- Educational measurement and assessment
15- Research methods in Education
16- Educational Administrations and Supervision
17- Instructional technology
18- Curriculum Development
19- Organization management of technology Education Programme
20- Student teaching and Observation
21- Master’s research project/ Internship/ Practicum in technology Education
22- Printing and graphic arts
23- 25 Area of specialization
Area of specialization
1- Engineering Graphics
2- Wood technology
3- ere Metal technology
4- Electricity
5- Electronics
6- Industrial Management
7- Computer technology
The curriculum analysis of the technology education department showed that subjects related
to the promotion of the entreprenruship education has not yet been introduced in the scheme
of studies of stechnology education. However the subject of Philosphy; curriculum
development; research methods; educational psychology; and assessment and evaluation may
enhance entreprenruial pedagogical skills of the students.
c. KAP Survey of the students of Technology Education
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A KAP survey of the students of Technology Education was conducted to study the Knowledge,
Attittude and Practice level of the students towards entrepreneurship education. 30 students
were selected for survey purpose. Likert scale was used for rating the results. The results of the
study are shown in table
KAP SURVEY ANALYSIS
a) Knowledge Mean
1. I know well the meaning of the word “entrepreneruship” 2.3
2. Entrepreneurship education may be included in every subject of
the Technicla and Vocational Education (TVE)
2.1
3. Entreprenruship Education is based upon pragmatic approach 1.2
4. Entrepreneurship education is about Job producing behavior
instead of job seeking
2.1
b) Attitude Mean
1. Entrepreuship is important for socio-economic development of
a nation
2.1
2. Entrepreneurship education promotes entrepreneurial mind set
of the students
1.2
3. Entrepreneurship education should be an integral part of the
Technicla and Vocational Education (TVE)
1.3
4. We should produce “job producer” instead of “job seeking” 2.3
c) Practice Mean
1. I prefer to teach students as a facilitator 1.1
2. I assign students innovative projrects for creating innovation 1.0
3. I am preparing students for job producing mind set 1.0
4. I am teaching students how to manage innovative projects 0.0
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The results of the study shown that there is lack of knowledge among TVE students about
entreprenruship education. There attitude towards entreprenruship education was also
observed unsatisfactory as well the practice of entrepreneurship education was also observed
at unsatisfied level.
Than a comparison was made between the students of Business Education and Technology
Education. The results of the survey are given below by applying t-test.
Attitude towards Entrepreneurship between Business Education and Technical Education
students
Table shows result from the Levene’s test which enables the understanding to be made that
there is a difference in the att toward entrepreneurship between the technologyl education
students and business education students. The mean score of Ent_Int from the business
education students sample is 3.42 which is higher compared to that for technology education
Students sample which is 1.92
Levene's Test for Equality of
Variances
t-test for Equality of Means
F Sig. t
Sig.
(2-tailed)
Equal variance assumed 4.62 .03 -.21 .73
Equal variance not
assumed
2.33 .41 -1.56 .05
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Table4: Independent Samples Test
Students N Mean St. Dev
Technical 30 1.92 .48
Business 30 3.42 .34
Table4.1: Independent Samples Test
The study shows that participation in entrepreneurship education has positive impact on
entrepreneurial intentions of the students therefore it is needed to introduce entrepreneurial
courses in technology education programs but before introduction of entrepreneurial courses
in technical education it is necessary to train the teachers for entrepreneurship education.
CONLCLUSNION
Entrepreneruship education is a globally emerging trend. Especially in the field of
vocational education it has wide application. Entrepreneurship education will enable TVET
graduates to produce their own job opportuinities with innovation and skills. This research has
shown lack of entreprenrship education policy at national level in Pakistan. There is need of
policy action at national level to intorduce entreprenruship education in TVET stream for the
promotion of entreprenruial mind set.
There is only single department of technology education working for the education
training of pre service TVET educators. It is not ful fillfilling the national needs to produce TVET
teachers in mass quantitiy. More departments of technology education should be opened for
the training of TVET educators. It also has been observed that curriculum offered in department
of Technology Education needs to be up garde for the promotion of entreprenruial pedagogical
skills among TVET educators. Entreprenruship education perspective should be include in the
contents and teaching methodology of the subjects of Educational Philosphy, Educational
Psychology, Research Methods and Assessment and Evalatuation. The subjetcs on innovation
and small business mangement should also be include in TVET educators masters program.
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There is a need to enahnce department and market linkage to produce graduates those
understand the market needs. Guest speaker entrepreneurs from indusrty, small business and
market should be invited in the department to deliver lectures anout thier success stories.
Student internship in industry and small industry should be made more effective from
entreprenruship perspective.
Research programs MS/ PHD in Entrepreneruhsip and Technology Education should be
launched at department of technology education for knowledge addition in the field
entrepreneurship and TVET pedagogy. Department should conduct furute research in the field
of entreprenruship pedagogy, pedagogical skills. There is a need to organise conferences,
workhops and symposiym by the department of technology education to creat awaremnes for
entrepreneurship teaching at national level. There is also need to develop forums, societies and
clubs for the professional quality improvement of the TVET educators especially in the field of
entreprenruship teaching.
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