The impact of entrepreneurship education on student attitudes in South Punjab (more specifically, Bahawalpur) is inadequately controlled. We are discouraged to learn that the current state of entrepreneurship education in Bahawalpur is not very encouraging or promising.
The startup ecosystem in Pakistan has seen an increasing trend in recent months, as evidenced by the fact that a large number of firms from Pakistan’s major metropolises have been able to receive multi-million dollar financing from overseas investors. The South Punjab region, unfortunately, continues to fall behind in this regard.
PITB and MOITT are functioning as torchbearers, and they have done an excellent job in establishing institutions such as the eRozgar Program, Regional Plan9, e-Earn, and the National Food Technology Program (Federal). These programmes are game changers, and they undoubtedly provide a more positive orientation for our youngsters. While authorities have made significant contributions, the problem has remained unsolved – we have put in place a supportive environment and made the necessary financial provisions, but we have failed to equip the kids with an appropriate educational route.
Recently, I had the privilege of serving on the Regional Plan9 judging panel, which evaluated final startup presentations at The Islamia University of Bahawalpur in Pakistan, where I was one of the judges. My excitement at seeing how hungry and enthusiastic the students are to enter into this field was tempered with disappointment and disappointment at seeing that they lacked the fundamental skills and knowledge of entrepreneurship to begin with.
The fundamentals of financial modelling and forecasting, as well as market research, problem identification, and product validation, among other things, were not shown. Students are not taught how to approach entrepreneurship in the proper manner. These are the most fundamental rules that every learner should be taught.
Regional Plan9, I am confident, has superior infrastructure to assist them and will offer access to top-tier mentors for these students for the next six months, but they will not be able to teach the kids from the ground up again. We must recognise that their engagement begins in phase II. The most difficult task remains in phase I, where educational institutions are responsible for ensuring that students receive a decent education. I’ve spoken with students enrolled in the University’s Entrepreneurship Program who have expressed concern about the quality of the education they are receiving.
This is a really significant problem…
I’d be interested in hearing your thoughts on how to approach and handle this problem.
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