The Innovation and Entrepreneurship Education in UK and Enlightenment

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue X, October 2020 | ISSN 2454–6186

 The Innovation and Entrepreneurship Education in UK and Enlightenment

Deng Yifan, Zhu Yongjin, Xiong Zijun, Zhan Ting
College of Foreign Studies, Hubei Normal University

Abstract: The achievement of innovation and entrepreneurship in Britain depends on the well organized innovation and entrepreneurship education. This paper introduced the British entrepreneurship development and summarized the characteristics of innovation and entrepreneurship educational system. Then, this paper showed some enlightenment to China.

Keywords: Innovation; Entrepreneurship; Education; UK; enlightenment

I. DEVELOPMENT

The origins of entrepreneurship education in the UK can be traced back to the early 1970s.In the 1970s, entrepreneurship education was promoted by isolated individuals. Sometimes despite the interest of their institution rather than with its support. This made it easier for people working in the new university businesses schools to develop new areas of activity. The entrepreneurship development generally languished in polytechnics and colleges. However, this began to change in the 1980s.The 1980s saw the development of the courses (supported by the UK government’s Training Agency and related bodies) into a well supported national provision of funded ‘outreach’ courses for business starters and established but growing firms of all kinds. This brought into academia a variety of people with real-world SME experience to work on these courses. It also provided a rich resource which research-oriented academics could use. Entrepreneurship education in UK has become the mainstream curriculum in 1990s.The early 1990s saw the quasi-privatization of the work of the Training Agency, which supported most UK government provision for entrepreneurship and small business work in the universities through the creation of education. the Training and Enterprise Councils (TECs) and their Scottish equivalent, Local Enterprise Companies (LECs).[1] Students – particularly those on the fast growing business studies courses – were interested in learning about SMEs. Since the mid-1980s there has been a much tougher regime for research funding in higher education. Thus, in an increasing number of institutions, England now have for the first time the necessary pre-conditions for entrepreneurship and SME education to be embedded successfully and securely through the simultaneous existence of education, researches and outreach activity.

II. CHARACTERISTRICS

A. Government support and social participation
Today, with the increasingly fierce global competition, the innovation and vitality of a country need young entrepreneurs who have the spirit of innovation and can put it into action. As an important way to shape the attitude, skills and culture of the young generation, education plays an important role in the cultivation of innovative enterprise furniture. The British government is aware that the development and growth of the British economy largely depends on the country’s knowledge and strength of innovation and entrepreneurship. Therefore, the UK government has always stressed the importance of innovation and entrepreneurship education through various policies and joint organizational mechanisms.

QAA, the UK higher education quality assurance agency, issued a standard document on innovation and entrepreneurship education in January 2018, emphasizing the positive impact of innovation and entrepreneurship education on students’ creativity. Since QAA first issued the guidance document on innovation and entrepreneurship education in 2012, national guidance has become a key policy driver for innovation and entrepreneurship education and evaluation. In 2014, a study entitled “education system for entrepreneurs” was carried out under the call of micro and small enterprises; later, David young, British politician and businessman, published “enterprise for all”. The fra1 report further provides constructive guidance for the implementation of innovation and entrepreneurship education in primary and secondary schools and universities.

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