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Baseline study commissioned by ILO on youth entrepreneurship in Free State, South Africa

Tuesday, 21 May 2013 18:15
Baseline study commissioned by ILO on youth entrepreneurship in Free State, South Africa

Baseline study commissioned by ILO on youth entrepreneurship in Free State, South Africa finds shortfall between potential and actual young entrepreneurs. Calls for compulsory entrepreneurship education in secondary schools to overcome this. Read more below:

The state of youth entrepreneurship in the Free State:

A baseline study of entrepreneurial intentions and activity amongst young men and women

South Africa, along with the rest of the world, is facing a youth employment crisis of unprecedented proportions. Close to one third, 3.3 million, of young men and women aged 15–24 is neither employed nor in the education or training system. School leavers in South Africa enter a labour market where formal employment opportunities are scarce and the promotion of entrepreneurship among young people is an important strategy for reducing youth unemployment.

This report shows the current state of youth entrepreneurship in the Free State province with regards to young people's attitudes and perceptions about entrepreneurship, the constraints they face and the actual number of young men and women who are actively engaged as entrepreneurs running their own businesses. The findings confirm national statistics in terms of the high youth unemployment rate with less than half of the young people interviewed ever having been employed and with only six per cent being owners of a business.

However, there are also encouraging signs of a positive attitude towards entrepreneurship and towards the role of business owners in society. More than half of the youth interviewed aspire to become entrepreneurs and see owning a business as an attractive career. This bodes well for the future of youth entrepreneurship development in South Africa.

However, to ensure that potential young entrepreneurs are also given the opportunity to realise their potential an enablingenvironment for youth entrepreneurship must be created in which young people can nurture their entrepreneurial potential from an early age and develop enterprising mind-sets and entrepreneurial skills. Government, educational institutions and theprivate sector must partner to create opportunities for young people to practice entrepreneurship and this must be dove tailed with access to appropriate financial and non-financial business development services.

The report was produced under the umbrella of the South Africa SME Observatory, a public-private-partnership, established to inform evidence-based advocacy and dialogue concerning SME development in the Free State.

The report can be found http://www.bulletinonline.co.za/userfiles/file/state-of-youth-entrepreneurship-in-the-free-state.pdf and shortly on the ILO website.

Business and Education: Powerful Social Innovation Partners

Monday, 13 May 2013 09:24

ILO's KAB team is part of the European Action Group on Entrepreneurship Education.

Here's the most recent blog from one of the members, JA. Enjoy!

By Caroline Jenner

Fostering entrepreneurship education and social innovation skills in schools improves youth employment prospects.

Since the global economic recession began in 2008, countless headlines have warned that the younger generation—those just leaving school and looking for their first real work experience—will be the hardest hit. This is certainly true in the short term, as lack of job options force students to take jobs below their skill levels. But there are also long-term repercussions, as an early period of joblessness can affect a person’s earnings and employability for life.

Some of the challenges this younger generation faces are systemic—lack of teacher training in entrepreneurial learning methods, limited access to education for 21st-century skills in schools, the need to modernize vocational training, etc.—and there are countless debates on how to tackle those issues. But in my career as an entrepreneur and educator, I have noted a number of missed educational opportunities that schools and teachers could implement immediately, with minimal effort or expense, to improve lives and employment options for these students.

 

One of the lowest-cost, highest-return investments we can make to improve youth employment prospects is to instil entrepreneurial skills and corporate citizenship values in students while they are still in school, supplementing the standard curriculum of math, science, history, and literature with practical classes that focus specifically on entrepreneurship and social innovation.

Researchers in Norway and Sweden created control groups of individuals who match the target group in number, background, and age—the only important differentiating factor is participation in entrepreneurship education. In the Norwegian survey, the study showed that there are 50 percent more start-ups among former students than members of the control group. Also, 12 percent of participants established their own businesses by age 25, compared to 8 percent of the control group.

Moreover, the students involved in these kinds of programs are 4-5 times more likely to apply ethics and CSR values (corporate social responsibility) to their business models. They have an easier time securing a job than their peers and typically earn higher salaries. Overall, they show higher levels of self-confidence than their peers.

In times of tight resources, one of the best options for making such improvements in education is to build public-private partnerships, channelling resources from governments, ministries of education, and the private sector to train teachers and engage the expertise of practitioners and local networks. Large numbers of small, medium and large businesses all over Europe are stepping up and engaging their own human capital and financial resources in support of entrepreneurship education and social innovation. There is tremendous good practice out there and it is helping ease young people’s transition from school to career. One of the factors driving the long-term positive impact of entrepreneurship education is this kind of real world engagement from the community.

Through programs like these, governments  (through supportive policies in the school system and teacher training) and business communities (through engaging employees and global networks) have co-invested in entrepreneurship and social innovation education, and supported strong school-to-work schemes—and they are achieving great results in the fight against youth unemployment. The cost per student is modest, yet entrepreneurship education and fostering social innovation go on to generate far greater value in terms of skills development and significant economic returns, as they foster new businesses, increase employability, and reduce state social costs. A recent report from the European Round Table of Industrialists, “Attitudes to Work,” states, “A shift in attitude towards a more entrepreneurial approach to work in which people seize opportunities to demonstrate their talents would benefit public and private sectors and would contribute significantly to continued prosperity.”

Let’s invest more in tried-and-tested public-private partnerships that deliver local impact—the ones that provide educators with what they need to be successful and that increase the number of young people’s success stories. This is what will drive the sea change we need to see in schools. Others will see their achievements and want to be a part of it.

Caroline Jenner is the CEO of JA-YE Europe and Senior Vice President at JA Worldwide. She is a regular speaker, panellist, and contributor on entrepreneurship education.

Updated: 30.04.13 14:17

A new report on Entrepreneurship Education in the Middle East from the UN

Monday, 13 May 2013 09:18
The UNESCO-UNEVOC International Centre and the UNESCO Regional Bureau in Beirut are jointly implementing a project entitled “Entrepreneurship Education in the Arab States”. This four-year activity (2009-2012), which is funded by the StratREAL Foundation, aims to support Arab countries in the development of educational policies and programmes to include the concept of “entrepreneurship” in their formal education systems. Under Component I (2009-2010) of the project, four case studies on entrepreneurship education in Egypt, Jordan, Oman and Tunisia, as well as a regional synthesis report, were published in Arabic and English.

Component II of the project focused on encouraging Member States and relevant Ministries to be involved in the integration of Entrepreneurship Education (EPE) concepts in a wide range of educational and training programmes (i.e. general secondary education, TVET, and higher education). In the context of component II of the project ‘Entrepreneurship Education in the Arab States’ three different countries have initiated efforts to incorporate entrepreneurship education (EPE) in their respective education systems, namely Jordan, Lebanon and Morocco. In all three countries, there is a strong desire, both on the governmental level and in the private sector, to incorporate the EPE concept into the education system and to establish curricula for skills-oriented teaching. Under component II all three countries carried out a review of existing policies and frameworks, as well as a mapping of existing initiatives on EPE in the respective countries.

The pilot projects in Jordan, Lebanon and Morocco have illustrated the existing similarities between the different countries in terms of the objectives for entrepreneurship education and the opportunities for collaborations with stakeholders from the public and private sector, as well as the necessity to develop guidelines for teachers and other implementing stakeholders. The experiences that were gained through these pilot initiatives are of great value for the further development of national policies and frameworks. At the same time, the sharing of these experiences across the entire Arab region can be further facilitated to contribute to further insight into good practices in entrepreneurship education in the Arab context and the exploring of opportunities for collaboration between countries in the region. More detailed information about the activities that were implemented can be found in the synthesis report.

Learn more here

APYouthNet Talk Show #18 – Youth employment and access to finance (April 2013)

Monday, 13 May 2013 09:11

In this edition of the APYouthNet Talk Show, Lyn Kok, President & CEO of Standard Chartered Bank Thailand discusses the role and prospects of corporate banking in the field of microfinance, and its impact on youth employment.


Youth Entrepreneurship Facility’s Youth-to-Youth Replication Fund (Y2Y2)

Monday, 13 May 2013 08:56

The Youth Entrepreneurship Facility’s Youth-to-Youth Replication Fund (Y2Y2) is a competitive grant scheme open to youth-led organizations in Uganda, Tanzania and Kenya to replicate the most innovative entrepreneurship development project ideas from the first two rounds of the Youth to Youth (Y2Y) Fund which has been implemented since 2010 in East Africa as part of the Youth Entrepreneurship Facility.

As part of the newly launched Replication Fund, youth-led organizations in the three program countries are invited to apply to implement one of the 14 most innovative of the Y2Y project ideas, tailoring the original ideas to fit the new context and new target group and introducing new features and innovations to it.

The ideas promoted for replication vary significantly, but they all address challenges for young people to become entrepreneurs and aim to provide opportunities for the youth to start a business or improve their existing businesses.

The best replication proposals will receive grants of USD $5,000 - $10,000 along with technical assistance from the Youth Entrepreneurship Facility. YEF is looking for organizations with demonstrated experience in implementing similar projects with positive results; organizations with strong financial management, project management, monitoring, evaluation, and reporting experience.

Do you think your youth community could benefit from one of these ideas? Show us how you would implement the project, and you could win the training, funding, and support to make it happen.

Learn more here

 

HBR: Skills most entrepreneurs lack

Tuesday, 02 April 2013 15:00

Entrepreneurs are a unique group of people, but they behave in patterns. In fact, as I recently wrote here on HBR, my firm's research shows that most serial entrepreneurs display persuasion, leadership, personal accountability, goal orientation, and interpersonal skills. But in that same study, we also discovered a set of skills they do not possess.

To rehash our methods, we assessed subjects identified as serial entrepreneurs on what personal skills they possessed. Then they were compared to a control group of 17,000. As before, this group was assessed on their mastery of 23 practical, job-related skills. We measured whether skills were well developed, developed, moderately developed, or needed developing.

After analyzing the data, we found four distinct skills lacking in most serial entrepreneurs, three skills statistically significantly and one other also noticeably lacking. The statistical significance is derived by comparing the lowest ranking skills to the entrepreneurs' top skills, as evaluated in the first study.

Key Traits of a Serial Entrepreneur

Empathy is one of the qualities serial entrepreneurs lack most. Entrepreneurs build things and solve problems for people, but according to this study they do this in hopes of a return on investment. Entrepreneurs may have high empathy on an intellectual level, in that they want to produce a product or service that will help someone. This is often, however, also tied to the entrepreneur receiving a return for their time and effort, which people with high empathy do not generally expect.

Entrepreneurial-minded people are not proficient in managing themselves and their time. In many jobs, managing personal day-to-day tasks might take away from accomplishing larger company goals, which are critical to entrepreneurs. Since entrepreneurs typically have many projects underway at one time, they simply do not have time to micromanage each. Often they need assistance managing everyday tasks and should hire or delegate them to someone who has mastered this skill.

This leads to another skill entrepreneurs lack: planning and organizing. Similar to self-management, if entrepreneurs spent time planning and organizing every task or meeting, they would never get anything else done. Once again, hiring someone to keep their calendar, organize meetings and events, keep the office de-cluttered, and help keep them on schedule can put them at an advantage.

Entrepreneurs also do not excel above the control group when it comes to analytical problem solving. They have high utilitarian motivators (potential future gains, monetary returns, new products or ideas), so their focus is often on making a quick decision. They have a sense of urgency in decision-making, and by nature they do not have time to collect and analyze the data. They see numbers as getting in their way, and they should - everyone who has told them an idea wouldn't pan out has used data and logic to illustrate that point. For example, Martin Luther King Jr. stated, "I have a dream." He did not say, "I have a plan and strategy." Entrepreneurs have the vision, but need to employ people to create an executable strategy and carry it through.

Entrepreneurial-minded individuals possess a distinct set of skills that lead to great leadership and ideas. Perhaps the skills they have not mastered are equally important. With an understanding of those weaknesses, they can compensate for them by surrounding themselves with people who excel in these areas. As a leader, realizing other's strengths and dovetailing them into your own weaknesses is key to developing a team that will carry out your grand vision and achieve goals.

More blog posts by Bill J. Bonnstetter
Bill J. Bonnstetter

BILL J. BONNSTETTER

Bill J. Bonnstetter is chairman of Target Training International, Ltd.

Read more on HBR here

 

 

Register now (deadline 15th April): Entrepreneurship education conference in the Region of Southern Denmark (EER 2013)

Monday, 01 April 2013 10:39

Among its multiple activities, launched as European Entrepreneurial Region (EER) of the year 2013, the Region of Southern Denmark will organise an international conference on entrepreneurship education in Odense, Denmark on 29 April 2013.

The conference "Establishing the framework to develop an entrepreneurial mindset for students and pupils - Creating a school for the 21st Century" will be the first large-scale European conference as part of the project Young Entrepreneurship – Developing in Action (YEDAC), a project co-financed by the EU's Competitiveness and Innovation Programme (CIP 2007-2013). The project's objective is to create trans-European models that support teachers' skills and opportunities to teach entrepreneurship. The project consortium is led by the EER 2013 Region of Southern Denmark (University College Lillebalt, UCL), and the EER regions Helsinki-Uusimaa (EER 2012) and Styria (EER 2013) are among the project partners.

Mrs Simone Beissel (LU/ALDE), Chair of the Commission for Economic and Social Policy (ECOS), Municipal Councillor of the City of Luxembourg will speak on behalf of the Committee of the Regions. The CoR strongly supports and promotes efforts by the EER labelled regions to build on existing know-how and to exchange knowledge among themselves.

Registration deadline is 15 April 2013. For further information, please contact Mr Jonas Groes.

Learn more here

Research outcome: France, job placement and displacement

Monday, 01 April 2013 10:12
Career counseling for young, college-educated job seekers in France helped them find work sooner, but this
improvement came at the expense of jobs for those who did not receive counseling, and it did not translate into a
long-term increase in employment rates.
Career counseling for young, college-educated job seekers in France helped them find work sooner, but this improvement came at the expense of jobs for those who did not receive counseling, and it did not translate into a long-term increase in employment rates.

Read the new policy briefcase.

Research by: Bruno Crépon (CREST), Esther Duflo (MIT), Marc Gurgand (PSE), Roland Rathelot (CREST), and Philippe Zamora (CREST).

Research: J-PAL Youth Initiative

Monday, 01 April 2013 10:06

The Abdul Latif Jameel Poverty ACtion Lab (MIT) Youth Initiative

The goal of J-PAL’s Youth Initiative (YI) is to develop and test innovative solutions to the challenges faced by youth in developing and developed countries. YI funds randomized evaluations of policies and interventions to help disadvantaged youth to successfully navigate the transition from adolescence to adulthood. This includes policies to promote integration of youth into the labor force, foster entrepreneurship, enhance life skills, and help youth avoid risky behavior.

Through dissemination of findings to policymakers, and by providing support for the scale-up and replication of successful programs, YI will help translate this evidence into concrete policy change.

Learn more by browsing http://www.povertyactionlab.org/YI

 

Youth Initiative Review Paper

About one fifth of the world’s population is between 15 and 24 years of age. The economic, social, and political consequences of this "youth bulge" will be experienced for decades to come. Adolescence is a time when critical decisions must be made that can dramatically impact an individual’s career and life trajectory. As cultural and gender norms are established during adolescence, it is also a period of habit formation. During this stage, youth may develop behaviors that have potential long-term consequences for the individual as well as for society.

While governments and NGOs are responding to this problem with an expanding set of youth-focused interventions and inclusion of youth-friendly features in standard programs, there is surprisingly little rigorous evidence to guide policymakers.

Read more / download the paper here

The enabling environment for sustainable enterprises in Malawi

Wednesday, 20 March 2013 13:38
The report is designed to stimulate debate and to provide an evidence base for policy reforms for an environment more conducive to the promotion of sustainable enterprises in Malawi. In particular, the report has been used to identify priority areas of policy reform to support the dialogue, advocacy and public policy work of the social partners in the country. A complementary action plan based on the findings of this report will ensure the
implementation of specific measures aimed to improve the enabling environment for sustainable enterprises in Malawi.
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