Rethinking Entrepreneurship and School Education: A Developing Country’s Perspective

Abstract

This paper is exploring the role of entrepreneurship literacy education for employment opportunities including self-employment. The concept is explored through the lenses of education as means for economic prosperity, growth and development. The study is carried out by reviewing a range of literature and reviewing the experiences of commercial bank branch managers. These bank managers were inquired utilizing mailed questionnaires about the situation of youth seeking entrepreneurship assistance in their banks and their opinions were sought on how entrepreneurial activities help economic enhancement in the country. The study found that the current education system was neither effective enough for developing entrepreneurship qualities in students nor leading them to entrepreneurship opportunities. It was additionally found that several areas that are appropriate for entrepreneurship are non-incorporated in the current curriculum. The study stresses restructuring the school education by incorporating entrepreneurship competencies, rethinking each course through the perspective of entrepreneurship, adding courses like entrepreneurship guidance within the countries, and arranging extra-curricular activities related to entrepreneurship literacy in collaboration with various stakeholders.

Cultural Diversity Responsive Education: Exploration of Concepts and Dimensions

“…Cultural Diversity Responsive Education (CDRE) is designed by carefully considering the context of students' home, community and society's culture into the school's all activities to ensure equal participation of all children regardless of the caste/ethnicity, culture, gender, religion, language and geography for keeping all students engaged in classroom learning (Vygotsky, 1930;Banks and others, 2001;Walker, 2003;Freire, 2005;Banks and Banks, 2010;Gay, 2013;Mayo, 2013;Roberts, 2014;Krasnoff, 2016;Dhungana, 2018;Dhungana, 2020). It indicates that CDRE is the reformation of education by responding students' cultural diversity, instilling hope and reward to those students who are being marginalized, translating CI as the knowledge construction process, and the problem-posed-teaching and learning rather than adopting regurgitation based instruction.…”

“…It indicates that CDRE is the reformation of education by responding students' cultural diversity, instilling hope and reward to those students who are being marginalized, translating CI as the knowledge construction process, and the problem-posed-teaching and learning rather than adopting regurgitation based instruction. However, there is the hegemony of regurgitation instruction, religious monolithic instructional strategies, cultural diversity unresponsive curriculum, and cultural diversity unresponsive student assessment (Singh, 2015;Pradhan, 2016;Dhungana, 2018;Dhungana, 2020).…”

“…Classroom delivery seems to be teacher-dominated with emphasis on rote learning employing the methods such as lecturing, paraphrasing, drills, reading and repetition from the textbook, and memorizing questions and answers (Singh, 2015;SSDP, 2016;NCF, 2019;Dhungana, 2018) generally characterized by 'whole-class teaching', leaving the 'weaker' learners behind, and the classes remaining teacher-dominated or textbook-based. Regurgitation emphasized instructional patterns beneficial to only those who are from mainstream culture.…”

“…Regurgitation emphasized instructional patterns beneficial to only those who are from mainstream culture. The oppressed and marginalized groups are likely to be deprived of equitable learning opportunities in such pedagogical practices (Freire, 2005;Bank, 2006;Ornstein & Hunkins, 2018;Dhungana, 2018;Dhungana, 2020). It indicates that regurgitation-based instruction is required to be reformed for CDRE so that we can ensure equitable learning opportunities for all sorts of students.…”

“…Teaching learning process, particularly in institutional schools, is conducted by assigning homework for the next day and checking the completed homework assigned the day before; and students are punished if not completed (Dhungana, 2018). It seems students are destined to regurgitate the contents and paste the regurgitated content as homework to avoid corporal punishment.…”