In vocational
education curricular attentions to entrepreneurship is not new. This focuses on
managerial knowledge and a lesser degree skills are available, explicitly
arming at entrepreneurship diverging from trade and commerce
training to entrepreneurial qualifications and specializations in training systems for bakes, ceramists or hair dresses. Several schools
are identifying entrepreneurship more ideal in specific learning objective
and developing more integrated curricula
. there ear interesting project aimed at the
intensification and enrichment of traditional activities around business
plans as included in many trade training
courses as one teacher said business plan should not be made for the bank
but e an inspiration for business.
INTEGRAL AND DIFFERENTIATED
APPROACH
Although, at all educational levels, initiatives and good
practice were found a differentiated but coherent and interactive approach from primary
education to university and continuing and adult education is skill to be developed.
Some of inspiration are found in the LCEE model. The model as adopted by the prgoramme, starts
with more general promotion of entrepreneurial attitudes in early states to a more specifically elaborated development of entrepreneurial competences in
later stages of education.
The modern
connect to new development in career
and vocational guidance in secondary and
vocational education.
Entrepreneurship should be
promoted as a real and attractive to active employee-ship. It is important
to take into account the different types of entrepreneurial skills distinguished in the research report key skills and personal qualities management competencies and
entrepreneurial competencies. In
enterprise oriented educational on the other hand, the focus of mainly on the last dimension (management skill). This also reflected in business schools that mainly
prepare students for management in big business rather than for
entrepreneurship.
CONCLUSION
However, lessons
drawn from an international search for literature and entrepreneurship
promoting projects. In many respects, the Dutch situation s comparable with
other European countries. The non-acceptance of conational technical education
and training as a means of intervention
in the normal course of development by Nigeria’s has brought a setback in our national development which must be addressed.
However, an attempt was made in this paper to
critically examines all the major concept and emphasized the role of vocational technical educational and training for self –reliance and natural
development. Despite, all these things checked were challenges pointed out
which if not checked properly will not allow the timid population of the Nigeria people
grow and became self reliant as to bring
about natural development.
REFERENCES
Igweh A.U (2008) Vocational Technical Education
Musa J.C.S (1986) Planning Development in Education
Klandt. H (1998) Entrepreneurship Education at the European Business School.
Kuip. I. Vander (1998) Early Development of Entrepreneurial qualities
International Consortium for Entrepreneurship Education CICEE(1998
Musa J.C.S (1986) Planning Development in Education
Klandt. H (1998) Entrepreneurship Education at the European Business School.
Kuip. I. Vander (1998) Early Development of Entrepreneurial qualities
International Consortium for Entrepreneurship Education CICEE(1998