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_aBalita, Carlito E.
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_aLifelong education for micro- entrepreneurs /
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_cCarl E. Balita.
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_c28 cm.
_axvi, 332 pages
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_aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2013.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration.
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_aAbstract: To contribute to the development of knowledge and offer a solution for the lifelong education that is most effective for micro-entrepreneurs, this study was conducted to assess the dynamics of micro-entrepreneurship when grouped according to the stage of business cycle and how these dynamics benchmark with the 4D's of Appreciative Inquiry. The researcher used the mixed method research design specifically the explanatory sequential design. The researcher made use of a researcher-made survey questionnaire based on the Global Entrepreneurship Monitor (GEM) framework, which was validated by a panel of experts and pilot-tested for reliability using Cronbach's Alpha. Qualitatively, the researcher utilized an expert- approved Appreciative Inquiry Interview Protocol for micro-entrepreneurs, and guidepost questions for focus group discussion for specific educational institutions. The respondents composed of one thousand on hundred four (1,104) micro- entrepreneurs in National Capital Region for quantitative research, and for the Appreciative Inquiry, focus group discussion was set in each of the four Provincial Districts of the DT NCR. The Centro Escolar University, being a Center of Development in Business Management by the Commission on Higher Education, the University of the Philippines- Institute for Small Scale Industries and the Technical Education and Skills Development Authority (TESDA) were identified locale for the focus group discussion on the best practices, strengths and areas of improvement in the entrepreneurial program for micro-entrepreneurs. Results show that the micro-entrepreneurs scored highest in opportunity and lowest in capacity, justifying further the need for an educational intervention in these areas of capacity, innovation and social value creation. Intervention is also recommended in the early stage and exit phase of business activity. Enhancement is necessary in the areas of persistence and growth. The qualitative findings through appreciative inquiry supported the quantitative data. The discovery of the peak experiences in increasing sales is attributed to innovations, and continuous improvement, and the value given to quality of the products and helping other are linked to the dream of business growth and sustainability, which in turn is what they need from others, who they want to lead and manage towards the preferred destiny. Their design is anchored on the willingness to give all of strength, time and life for the business. The results revealed that there is significant difference in the Persistence and Social Value Creation when grouped according to the stage of business cycle. Based on the foregoing understanding of the dynamics of entrepreneurship and guided by the best practices and curricula of the educational institutions, a lifelong education curriculum for micro-entrepreneurs was created. It is the entrepreneur-centred competency-based and outcome-oriented curriculum founded on the philosophy of social re-constructivism and is designed to be humanistic in approach. The curriculum recognizes the adult-learner in the micro-entrepreneurs and is consistent with the lifelong learning framework.
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