Indian Educational System and Its Impact in "Entrepreneurship as a Career"
Notice bibliographique
Résumé
ABSTRACTEducation is vital in everyone's life. It invigorates our future. The system of education differs from country to country. Indian educational system has undergone various changes. This paper examines the impact of educational system in nurturing the entrepreneurship as a career for the youth. Entrepreneurship is the capacity and willingness to develop, organize and to manage the business venture along with any of its risks in order to make a profit, but people are limited to enter into this field.Entry Barriers to Entrepreneurship brought to the fore that restrict the number of emerging entrepreneurs on factors like lack of awareness, technical-know-how, family background, capital (funds), etc. It should be imparted in to the youth mind that entrepreneurship is a key to the real success in this competitive world. The stages and ways through which the entrepreneurship can be imparted in the young minds are been discussed in detail.KEY WORDS: Career, Indian Educational System, Entrepreneurship, Entrepreneurship EducationINTRODUCTIONCareer is an important and ongoing process in everyone's life. It is the sequential path in our life. In this new paradigm of world on has to intuit his future of the life and what he/she going to be in the mere future. It can also pertain to an occupation or a profession that usually involves special training or formal education, and is considered to be a person's lifework. By the late 20th century, a wide range of choices (especially in the range of potential professions) and more widespread education had allowed it to become possible to plan (or design) a career (Wikipedia, 2013, June 22). Lot and lot of career choices are been thrown to us. Choosing a right career which suits us is more important. Career decision is very complicated, as the Options are abound and it is sometimes difficult to identify the available options and then gather the current information and the present conditions to aid in a correct decisions (University of Manitoba).Rather than letting jobs define their lives, more people set goals for the types of lives they want and then use jobs to meet those goals. -Robert L. Mathis.Many of the human being wishes to achieve something which is productive and excellent. Planning for a career is very important, if you fail to plan, you plan to fail. Planning is a never ending process. It is been confounded that When do we need to plan for career. The stages of career is a continual process and the strong foundation for their career decision is been envisaged during the educational level and it is been concreted that building of career lies in the higher secondary educational level and during the graduation level.During 11th and 12th standard the students have their self-exploration. They are in a position to realize:* What they are* What they can* What they wantEEE CAREER CONCEPT FOR STUDENTS:Many factors and choices are been influencing the students career choices. There are various options for the students to continue their path in their life, they can pursue their higher studies (education), they can go for work (employment) or they can adopt themselves with self employment (entrepreneurship). There are 3 choices for students after their schooling:> Education'> Entrepreneury EmploymentThe choice that they decide scripts their career in the mere future.Fairlie (2013) discussed in relation to the entrepreneur, economy and the great recession. His study indicated that one of the major determinants of entrepreneurship is of local labor market conditions. The Recession resulted in many business closings and foreclosures, it decrease potential business income and wealth, and it restrict opportunities in the wage/salary sector leaving the net effect on entrepreneurship ambiguous. His analysis found that there is an upward trend in the entrepreneurship rates extremely well in the Great Recession. …
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».