Students and alumni reported a weak desire for a transition towards entrepreneurship despite endless support from the government and the higher education institution (HEI). Indeed alumni and students prefer more security and stability in working life. The survey results show that it is easier for graduates to find employment immediately after their graduation. Besides, it turns out that alumni have opportunities to display their creativity and to come up with new ideas in their current job. Similarly, the students reported that they are able to display creativity in whatever activities they are involved. The impact of entrepreneurship education on society and economy were average. The study implies that HEIs should focus in developing greater levels of innovative entrepreneurial activity to support students in identifying viable entrepreneurial opportunities and new venture creation. Continuous assessment is vital to realign the entrepreneurship education and become the agent of industrial innovation, technological development, economic development and social development especially in the context of growing knowledge-based economy.
The industrial revolutions pave the way for higher education institutions (HEIs) to remain competitive while infusing relevant knowledge into society. The recent COVID-19 pandemic spawns many new challenges, but HEIs that are already in the paradigm of the learning organisation swiftly reshaped the provision of educational services. The digitalisation of teaching and learning is not new for learning organisations; indeed, learning management systems usage mounted during the global COVID-19 pandemic. Besides, HEIs use social media platforms to provide continuous quality education supports to learners. The adoption of digital technologies in HEIs will continue rapidly, and indeed we have withness the digital evolutions in the past. Following this, new challenges to the assurance of quality and standards are likely to emerge. HEIs as learning organisations realise that they can improve academic quality and standards through continuous learning and change efforts. With this in mind, HEIs are encouraged to reinforce the fundamentals of a learning organisation culture within the educational ecosystem. The commitment to quality assurance lead to conscious recognition of strengths and opportunities and monitor treat and weaknesses. Advancing standards and quality of education benefit all, not least to HEIs themselves. This paper attempts to reinforce the role of HEIs as learning organisations that helps to narrow or even eliminate the knowledge gaps in the global knowledge economy.
Continuous study and reporting are critical to keeping open the possibility of realising old paradoxes, learning new methods, and leading policy adjustments that protect the human movement. This study provides baseline data to detect essential needs and gaps and compare subsequent surveys to evaluate the progress of various activities and interventions on human rights. The respondents revealed a low level of human rights knowledge. However, the majority do not perceive a conflict between human rights, religion and national culture. Researchers believe that a solid understanding of human rights is essential for any community that wishes to reverence and advocate for them, whether locally or globally. The government and other institutions concerned with human rights problems are ultimately responsible for ensuring that this occurs. Promote human rights as part of a lifelong learning process that begins at home and continues in school and extends beyond the classroom into higher education, the workplace, communities, and global society. The paper contributes to growing consciousness and understanding of the nature of everyone's duties in human rights. It helps as a foundation for studies in human rights techniques in future education.
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