Enterprise
2 child terms
 A participating establishment that directly engages an apprentice based on an approved Apprenticeship/Learnership Program. Source: TESDA 2010, Philippines
| Organisation: | Technical Education and Skills Development Authority (TESDA) , Philippines |
| Source: | TVET glossaries of terms (2010) |
| Description: | The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines.
The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country. p. iii |
All undertakings engaged in economic activity in the public or private sector whatever their size, legal status or the economic sector in which they operate, including the social economy. Source: EU Commission LLP 2007-2013, Europe
| Organisation: | European Commission Lifelong Learning Programme, Europe |
| Source: | The Lifelong Learning Programme 2007-2013 Glossary (2011) |
| Description: | Online glossary of the LLP(Lifelong learning programme)of the European Union.
"The Lifelong Learning Programme (LLP) was designed to enable people, at any stage of their life, to take part in stimulating learning experiences, as well as developing education and training across Europe.
With a budget of nearly €7 billion, the programme, which ran from 2007-2013, funded a range of exchanges, study visits, and networking activities.
The activities of LLP continue under the new Erasmus+ programme from 2014-2020."EU commission Website |
Child terms
 Entrepreneurial skillsEntrepreneurial skills are defined as two kinds of competency: that of creating value and that of enabling contingency. The ability to create good customer relationships, competency to master the technology and competency to develop products or services, as well as production and logistical competences, belong to value creative competences. The competency to direct and steer business operations, the competency to develop personnel and the competency to master knowledge are all competencies which enable contingency. Source: IECER 2007, Europe
Entrepreneurship education/trainingA training scheme to develop persons for self-employment or for organizing, financing and/or managing an enterprise. Source: TESDA 2010, Philippines
| Organisation: | Technical Education and Skills Development Authority (TESDA), Philippines |
| Source: | TVET glossaries of terms (2010) |
| Description: | The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines.
The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country. p. iii |
Entrepreneurship education has been defined as “a collection of formalized teachings that informs, trains, and educates anyone interested in participating in socioeconomic development through a project to promote entrepreneurship awareness, business creation, or small business development”. [...]
Enterprise education (also called entrepreneurial education on the other hand, is usually conceived more broadly, seeking to foster self-esteem and confidence by drawing on the individual’s talents and creativity, while building the relevant skills and values that will assist students in expanding their perspectives on schooling and opportunities beyond. Methodologies are based on the use of personal, behavioural, motivational, attitudinal and career planning activities. Source: UNESCO/ILO 2006, Global
| Organisation: | United Nations Educational, Scientific and Cultural Organization/International Labour Organisation, Global |
| Source: | Towards an Entrepreneurial culture for the twenty-first Century. (2006) |
| Description: | Definitions on p21-22
"This book is intended for all those interested in youth development as the first step in a long-term strategy for information exchange on innovatory models of education delivery at secondary level. It draws on various experiences around the world and will hopefully generate discussion on questions such as: How can we harness the imagination and entrepreneurial talents of secondary students as assets for development? How should these talents be channelled? What are the contents, subjects, topics that support the entrepreneurial process? What should be the institutional framework for entrepreneurship education? What kind of teachers is needed? How do we systematically measure the performance of entrepreneurship education and training?" p. x (Foreword) |
For the purpose of this guidance, enterprise education is defined as the process of equipping students (or graduates) with an enhanced capacity to generate ideas and the skills to make them happen. Entrepreneurship education equips students with the additional knowledge, attributes and capabilities required to apply these abilities in the context of setting up a new venture or business.
All of this is a prerequisite for entrepreneurial effectiveness, that is, the ability to function effectively as an entrepreneur or in an entrepreneurial capacity, for example within small businesses or as part of 'portfolio careers, where multiple job opportunities, part time work and personal ventures combine'. Enterprise and entrepreneurship are transdisciplinary, with a strong connection to issues of employability, innovation, knowledge transfer, commercialisation, and intellectual property. Source: QAA 2012, UK
The ability to create and build something practically from nothing. It is willingness to take calculated risks and then do everything possible . Source: Ministry of Labour 2005, Jordan
| Organisation: | Ministry of Labour, VTC, Department of statistics, national Centre of Human Resources, Jordan |
| Source: | Glossary of selected Terminology: The labour market And vocational education and training Occupational safety and health The Hashemite Kingdom of Jordan (2005 - Not available online) |
| Description: | Glossary requested by the Ministry of labour of the Hashemite Kingdom of Jordan – as part of its activities to foster capacity building. It was assisted in this task by the International Training Centre (ILO, Turin). The International Training Centre worked in collaboration with the local expert Ahmed Mustafa. The expert was responsible for the coordination of the project, ensuring constant communication and collaboration between the concerned authorities in Jordan, especially the following:
-Ministry of labour.
-VTC (Vocational training centers).
-Department of statistics.
-National Centre for human resources development/Al Manar-information system project development human resources
(Adapted translation of the glossarys introduction) |
| |
Go further
|
