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Need For Creating Successful Teacher Entreprenuers In Education

By Ms. Swaleha A. Sindhi

25 February, 2015
Countercurrents.org

Introduction

Education is a fundamental sector that every country needs to develop but governments in developing countries have limited resources for it. They face difficulties in providing quality education services that take into account individual and community diversity. This has resulted in greater involvement of the private sector including non-government organizations, business corporations and communities in education. Unfortunately the owners of private schools are trained in business skills and do not possess any training in education. So it is not easy for them to run the school organization with a proper spirit of education, their motive is profit making and they usually work on breakeven and rate of returns. The private schools adhere to the government rules only for the purpose of recognition, they ensure adequate pupil-teacher ratio, conform to certain qualifications regarding recruitment of principal and teachers and assure their financial viability. However, all management decisions are taken by the school, including recruitment procedures and teacher salaries. They frame their own admission rules and fee structure for students. Private schools in India are growing as small and medium scale business houses, making extra profits, but they do not make the required payment to the teachers. To improve the quality of education it is essential to pay special attention to teachers and to implement policies to attract, motivate and retain the most talented individuals in the profession. To bring a positive change in this situation of teachers it is important to make our teachers socially and economically independent by making them realize their roles as entrepreneurs, this will help them to be competent to use their knowledge and skills for increasing learning outcomes.The emerging concept of ‘Entrepreneurship Education’ or ‘Teacher Entrepreneur’ should be the central focus concerning the development of social and economic wellbeing of teachers. Therefore, there must be researches on how teachers can be turned into entrepreneurs, what kind of challenges exist in this road and also how to develop practical tools which could empower teachers’ development. This will help teachers to transform the aims of entrepreneurship education into teaching activities and into learning outcomes.

The Concept of Entrepreneur and Entrepreneurship Education

Economic definition of an entrepreneur isone who innovates and takes risks in developing a product or business.Someone who exercises initiative by organizing a venture to take benefit of an opportunity and, as the decision maker, decides what, how, and how much of a good or service will be produced.An entrepreneur supplies risk capital as a risk taker, and monitors and controls the business activities. The entrepreneur is usually a sole proprietor, a partner, or one who owns the majority of shares in an incorporated venture. (www.businessdictionary.com/definition/entrepreneur.html)
To define entrepreneurship education, terms such as enterprising and entrepreneurial can be understood. In order to avoid confusion entrepreneurial refers to the business context and enterprising refers to general education and learning processes. Entrepreneurship education requires the use of active learning methods that place the learner at thecenter of the educational process and enable them to take responsibility for their own learning toexperiment and learn about themselves. Institutions educating our future teachers should adopt the paradigms and pedagogical models that willequip them with the necessary skills and attitudes for entrepreneurship education.

Education Entrepreneurship and Role of Teachers

The teacher entrepreneurs can also bedefined as “teacher innovators.” Teachers have always existed as innovators, they innovate every day. Teachers are involved in innovative activities in day to day teaching learning processes. They write and rewrite lesson plans, find out new ways for remedial teaching, contribute to renovating curricula or giving feedback to a new education technology venture. They set a vision for their students derived from empathy for them, their families and communities and hold on persistently to those visions.As Gibb (2005) argues, the pedagogy of entrepreneurship education is focused on students’ activity in learning, and this approach could be considered as a non-traditional teaching method. The learning situations areflexible, interactive and based on multidimensional knowledge development. Knowledge is built together and mistakes are regarded as a part of the learning process. Therefore it can be assumed that the pedagogy of entrepreneurship education is based on socio constructivism. Learning communities have a major role in these processes (e.g. Blenker et al. 2006: 99, Jack and Anderson 1999), and experiences are crucial in learning.Therefore a teacher can be an entrepreneur when he or she possesses an enterprise or venture, assumes significant accountability for inherent risk and outcome, assumes full responsibility for the outcomes and is able to create value by creating product or service as well has strong beliefs about a market. Thus teacher entrepreneur must possess quality of a Manager, Marketer, Innovator and a Knowledgeable Individual.

Potential Challenges

• How to help primary and secondary school teachers to become agents of change through initial teacher education

• How to encourage and enable in-service teachers to engage in entrepreneurship education through continuing professional development;

• How to develop teachers as facilitators of learning;

• How to develop support systems for teachers;

• How to develop the role of the school and its community to help teachers to provide learning opportunities in entrepreneurship.

Conclusion

Thus it can be concluded that the teachers play a significant role in the improvement of living standard of society by creating successful entrepreneur. Teachers highlight co-operation between the subjects essential when aiming to develop the working community to act more entrepreneurial. Finding concerns the aims and practices: teachers seem to have difficulties arguing their aims for entrepreneurship education.Thus, what needs to be stressed is; the development of teachers’ learning in terms of their reflection, developing practical tools for their self-reflection, realizing changes of education, like curricula reforms, from the point of view of teachers’ learning and realizing the links between aims and results in the context of entrepreneurship education.

(Swaleha.A.Sindhi is Assistant Professor, Department of Educational Administration, The M.S University of Baroda, Vadodara. Gujarat. India, she can be emailed at:[email protected])






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