Education, Skills and Citizenship: An Emergent Model for Entrepreneurship in Tanzania

Autor/in	DeJaeghere, Joan
Titel	Education, Skills and Citizenship: An Emergent Model for Entrepreneurship in Tanzania
Quelle	In: Comparative Education, 49 (2013) 4, S.503-519 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2013.798514
Schlagwörter	Foreign Countries; Entrepreneurship; Models; Citizenship; Education Work Relationship; Longitudinal Studies; Interviews; Pretests Posttests; Secondary Schools; Partnerships in Education; Experiential Learning; Sustainability; Skill Development; Vocational Education; Program Descriptions; Stakeholders; Nongovernmental Organizations; Grounded Theory; Neoliberalism; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Unternehmungsgeist; Analogiemodell; Staatsbürgerschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Sekundarschule; Hochschulpartnerschaft; Experiental learning; Erfahrungsorientiertes Lernen; Nachhaltigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Ausbildung; Berufsbildung; Neo-liberalism; Neoliberalismus; Tansania
Abstract	Educating for citizenship is most often associated with a discourse of liberalism in which knowledge, skills and values of equality, rights, justice and national identity are taught. A competing neoliberal discourse with values of self-improvement, responsibility and entrepreneurialism is now quite pervasive in educational policies and practices, shifting goals and processes of education for citizenship. In Tanzania, neoliberalism's influence is evident in the private provision of schooling and pedagogy and curriculum oriented toward skills development. Neoliberal policies have created an opening for non-governmental organisations (NGOs) to fill a need by providing secondary education as well as technical and entrepreneurial skills in efforts to make graduates more employable. This paper examines how an NGO entrepreneurship education programme integrated into formal secondary education in Tanzania articulates new goals and values of citizenship. In this model, learning is tied to markets; becoming a successful citizen includes acquiring business skills; and citizenship values include economic sustainability and self-reliance. This model of entrepreneurship education produces a paradox in educational goals for citizenship in that it aims to secure rights to education and provide for material needs while it also subjects young people and schools to economic and social risks tied to flexible and unstable markets. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10