The Three Pillars of Policy

Garcia, Marito; Fares, Jean

doi:10.1596/978-0-8213-6884-8_ch6

“…Other challenges are related to shortages of a qualified labor force and an institution's capacity. The lack of skills translates into a poor labor market and problematic transition from school to work, affecting the country's productivity (Garcia & Fares, 2008). Varghese (2015) stated that educational cooperation is better directed to support higher education in implementing national policies and institutional enhancement.…”

Section: Indonesia's Contributionmentioning

confidence: 99%

Advancing South-South cooperation in education: Indonesian experience with South Africa

Heryadi,

Darmastuti,

Rachman

2024

F1000Res

0

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Education collaboration is important to increase the quality of human capital. South-South cooperation is conducted to exchange resources, technology, skills, and knowledge between southern countries. The purpose of this research is to investigate the collaboration between Indonesia and South Africa toward advancing South-South Cooperation in education. The data collection used in this qualitative research is an interview and literature study with 9 purposive informants from the Indonesian Ministry of Foreign Affairs, the Indonesia Ministry of Education and Culture, and the Embassy of South Africa. The data were obtained within six months. The interview was primarily used to explore the roles and practices of government institutions and universities in fostering education collaboration and human resources development. In this study, the South-South Cooperation helps Indonesia address its educational needs. The result showed that most international education cooperation between both countries is agreed upon at the University-to-University level through a Memorandum of Understanding (MoU), facing less sustainable challenges and low impact. Therefore, an investment-led model, multi-stakeholder collaboration, and a tool to monitor and evaluate this process are needed to improve South-South Cooperation to achieve its goals.

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“…Other challenges are related to shortages of a qualified labor force and an institution's capacity. The lack of skills translates into a poor labor market and problematic transition from school to work, affecting the country's productivity (Garcia & Fares, 2008). Varghese (2015) stated that educational cooperation is better directed to support higher education in implementing national policies and institutional enhancement.…”

Section: Indonesia's Contributionmentioning

confidence: 99%

Advancing South-South cooperation in education: Indonesian experience with South Africa

Heryadi

¹

,

Darmastuti

²

,

Rachman³

2023

F1000Res

0

View full text Add to dashboard Cite

Education collaboration is important to increase the quality of human capital. South-South cooperation is conducted to exchange resources, technology, skills, and knowledge between southern countries. The purpose of this research is to investigate the collaboration between Indonesia and South Africa toward advancing South-South Cooperation in education. The data collection used in this qualitative research is an interview and literature study with 9 purposive informants from the Indonesian Ministry of Foreign Affairs, the Indonesia Ministry of Education and Culture, and the Embassy of South Africa. The data were obtained within six months. The interview was primarily used to explore the roles and practices of government institutions and universities in fostering education collaboration and human resources development. In this study, the South-South Cooperation helps Indonesia address its educational needs. The result showed that most international education cooperation between both countries is agreed upon at the University-to-University level through a Memorandum of Understanding (MoU), facing less sustainable challenges and low impact. Therefore, an investment-led model, multi-stakeholder collaboration, and a tool to monitor and evaluate this process are needed to improve South-South Cooperation to achieve its goals.

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“…In contrast, ‘opportunity entrepreneurs’ are those who start ventures by choice since they are able to exploit business opportunities such as innovative ideas, strong networks, relevant qualifications and experience, perceived market opportunities, etc., and therefore, on an average, are most likely to exploit more profitable opportunities than ‘necessity entrepreneurs’ do (Block & Wagner, 2010). Due to the nature of ‘necessity entrepreneurship’, it was observed that it is more prevalent in the informal and traditional sectors, which have limited impact on the economic growth, compared to ‘opportunity entrepreneurship’, which thrives in modern sectors that contribute significantly to economic growth (Africa Commission, 2009; Birley & Westhead, 1994; Clark & Drinkwater, 2000; Desai, 2011; Garcia & Fares, 2008; Gries & Naudé, 2010; Langevang, Namatovu, & Dawa 2012; McClelland, 1961; Naudé, 2011; Shane et al, 2010; Storey, 1991).…”

Section: Introductionmentioning

confidence: 99%

A Study of Predictors of Entrepreneurial Intentions: Development of Comprehensive Measures

Bhaskar

¹

,

Garimella

²

2017

Global Business Review

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The purpose of this study was to develop a comprehensive set of measures to predict entrepreneurial intentions drawn from measures used in existing studies. Since intentions can be valuable for explaining the act of creating the venture, it is vital to develop a set of comprehensive measures that can better predict the intentions and the entrepreneurial behaviour. An extensive search of literature for a complete set of measures that are capable of explaining entrepreneurial intentions and behaviour did not yield any result. The present study was, therefore, attempted to address this gap in the extant literature. The final scale developed in this study is, in essence, the drawing together of various items from disparate sources and it should provide a more comprehensive research tool. Data was collected from four leading Indian business school students through an online survey. One hundred and one responses completed responses were obtained through the online survey which was open for one week. The data was subjected to statistical analysis to check the psychometric properties of the instruments. The scales were tested for validity and reliability. A total of 13 factors (measures) emerged from the study totalling 54 items. Out of these, seven factors were for motivators (28 items), five factors were for barriers (20 items) and one factor was for intention (6 items). These measures can be used by researchers to determine entrepreneurial intentions and behaviour of students, women, working managers and other sections of the society.

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The Three Pillars of Policy

Cited by 4 publications

References 0 publications

Advancing South-South cooperation in education: Indonesian experience with South Africa

Advancing South-South cooperation in education: Indonesian experience with South Africa

Advancing South-South cooperation in education: Indonesian experience with South Africa

A Study of Predictors of Entrepreneurial Intentions: Development of Comprehensive Measures

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