Indian Educational System and Its Impact in "Entrepreneurship as a Career"
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".