Entrepreneurial Education for Immigrants a Tool for Local Development

Entrepreneurial Education for Immigrants a Tool for Local Development

Selma Mosquera (ISCSP/Lisbon University, Portugal) and Patrícia Jardim da Palma (ISCSP/Lisbon University, Portugal)
Copyright: © 2019 |Pages: 23
DOI: 10.4018/978-1-5225-7675-4.ch002

Abstract

This chapter talks about the possible contribution that the entrepreneurial education for immigrants can give to local growth. So, the readers will be invited to reflect about the challenges that involves the immigrant entrepreneurship action and your relation with the local development. Next, they will think over the entrepreneurial education paper in this setting, and how your didactic-andragogical assumptions can improve their abilities and the local entrepreneurial ecosystem. So last, a project created by Alto Comissariado Para Migrações (ACM), in Portugal, called Promoção do Empreendedorismo Imigrante (PEI), is described that reinforces the crucial contribution that the entrepreneurial educations for immigrants can give to local development
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Introduction

Entrepreneurship has caught the attention of government leaders and scholars, as being a strategic tool for a nation’s economic, social and competitive development.

The European Commission has also implemented polices to disseminate an entrepreneurial culture (Farny, Frederiksen, Hannibal, & Jones, 2016), through educational activities in formal and informal domains of their member countries, to stimulate sustainable growth/development through creativity and innovation in their social, political, economic and environmental spheres. (Bacigalupo, Kampylis, Punie, & Van den Brande, 2016).

Thus, published the Guide Book, Evaluation and Analysis of Good Practices in Promoting and Supporting Migrant Entrepreneurship, where the Entrepreneurship Training - here called Entrepreneurial Education (EE) - appears prominently in Germany, Italy, Netherlands, Poland, Portugal, Sweden and United Kingdom. But Portugal is the most prominent among them. (European Commission, 2016). So was picked as the case study country.

Studies carried out by Aliaga-Isla and Rialp (2013), and Sirelkhatim and Gangi (2015), affirm that there is little research available about Immigrant Entrepreneurship (IE), as well as about EE, in spite of the growth of these subjects on the global entrepreneurial stage.

As such, this chapter relating EE, or IE and/or Local Development (LD), intends to reflect on possible axes of intersection between them that will permit the understanding of how Entrepreneurial Education for Immigrants (EEPI), for adults, in non-formal education context, can contribute to and promote LD, becoming a stimulus so that the EEPI tool may be put into action. Therefore, it is fundamental to outline how the approaches and following aspects were analysed:

  • 1.

    EE and its foundational principles

  • 2.

    IE, classifying the principal challenges faced by the immigrant entrepreneur

  • 3.

    LD and the concepts implicitly linked to it

This chapter was planned, didactically, to be an enjoyable and productive read, and therefore, in the first section, the reader will delve into the significance of IE and how it relates to LD. Afterwards, the educational, didactic and methodological aspects related to EEPI will be covered. Finally, the reader is invited to reflect upon how EEPI can contribute to LD.

However, it is not intended to be a definitive solution for this subject. It aims to call attention to the alternatives that can contribute to LD through the aid of EE and IE. The reader is invited to continue, in the hope they will enjoy their reading.

Key Terms in this Chapter

Diaspora: The scattering of people from their original country to other places.

Andragogy: Methods and principles used in adult education.

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