Playing it safe is not an option in our bid to achieve SDGs

“The most dangerous thing you can do in life is to play it safe,” argues renowned filmmaker and motivational speaker Casey Neistat. This statement underscores the importance of taking risks and stepping out of one’s comfort zone to achieve a fulfilling life.

This mindset is crucial today, as high youth unemployment and a disconnect between education and labour market demands continue. The Fourth Industrial Revolution also calls for innovative solutions to drive economic growth and social development, further emphasising the need for risk-taking and creativity.

However, in many communities that favour established systems, people often lack the entrepreneurial skills, values and attitudes required to embrace risk.

Universities can bridge these gaps by equipping students with the necessary skills and mindsets to navigate a dynamic job market.

The legacy of Dr Gwang-Jo Kim

Since 2012, UNESCO Bangkok has been organising the annual UNESCO-APEID Meeting on Entrepreneurship Education. APEID, which stands for Asia-Pacific Programme of Educational Innovation for Development, is the former name of the organising section at UNESCO Bangkok, lending a nostalgic touch to the event.

Dr Gwang-Jo Kim (1955-2017), the former director of UNESCO Bangkok, was the visionary behind the initiative. He firmly believed that cultivating entrepreneurial skills and mindsets could transform young people from job seekers to job creators. He was equally convinced that failure is not a setback but a stepping stone to success.

Building on the success of the inaugural UNESCO-APEID meetings held in Hangzhou in 2012 and 2013, Kim proposed the establishment of the UNESCO Entrepreneurship Education Network (EE-Net).

This proposal was formally endorsed at the 3rd UNESCO-APEID Meeting in Kuala Lumpur in December 2013, with UNESCO Bangkok designated as the network’s secretariat.

The network aims to advance entrepreneurship education by engaging diverse stakeholders, including policymakers, educators, researchers, entrepreneurs and students. It achieves this by facilitating dialogues, coordinating research, sharing best practice, recommending policies and promoting collaboration.

The network’s achievements to date are due to the support and contributions of its members, including Zhejiang University in China, Binus University and Universitas Padjadjaran in Indonesia, Miriam College in the Philippines, the Ministry of Education in Malaysia and the National Enterprise Development Authority in Sri Lanka.

An evolving discipline

Entrepreneurship education has its roots in the early 20th century and has gradually evolved over time. Initially, it focused on understanding the characteristics and behaviours of successful entrepreneurs.

In the 1940s and 1950s, entrepreneurship education gained formal recognition, with Harvard Business School offering one of the first courses. The 1960s and 1970s saw expansion, notably with Babson College launching its influential programme in 1967, leading to dedicated programmes and integration into business curricula.

The 1980s and 1990s witnessed rapid growth in entrepreneurship education, with universities worldwide establishing specialised programmes and centres. The focus expanded beyond business schools to include other disciplines. Meanwhile, entrepreneurship research flourished, providing deeper insights into entrepreneurial principles and practices.

From the 2000s to the present, entrepreneurship education has become a global phenomenon, available at all levels of education. Previous UNESCO-APEID meetings have also demonstrated a shift towards experiential learning, with an emphasis on internships, incubators and start-up competitions, particularly across many Asia-Pacific countries.

The rise of digital technologies, including artificial intelligence, and the expansion of start-up culture have significantly accelerated innovation in entrepreneurship education. These advancements are continually shaping the field, ensuring its relevance and responsiveness to the evolving needs of society and the economy.

Beyond business education

Business education providers have traditionally been the main source of entrepreneurship courses and programmes for aspiring entrepreneurs. Since its inception, the UNESCO EE-Net has welcomed members from business schools and colleges throughout the region, each contributing significantly to the network’s initiatives.

Nevertheless, it is important to broaden our perspective on entrepreneurship education beyond business programmes. As showcased in successive UNESCO-APEID meetings, many universities have incorporated entrepreneurship courses and activities into their general education and extracurricular offerings, providing valuable opportunities to students from various disciplines.

Entrepreneurship education should extend beyond students aiming to start their own businesses. It should function as a general education programme designed to cultivate essential entrepreneurial qualities – such as risk-taking, critical thinking, resilience, leadership, resourcefulness, proactivity and adaptability – in all students.

Indeed, entrepreneurial skills are transversal and cannot thrive in isolation. They must be supported by specialised technologies and expertise across diverse fields to drive meaningful entrepreneurial programmes. Without this requisite integration, entrepreneurship would remain an abstract concept with limited practical application.

To support this vision, faculty members from different disciplines should receive targeted training to weave entrepreneurial qualities into their lesson plans and teaching practices. Additionally, providing faculty with opportunities to enhance their own entrepreneurial skills will enable them to serve as effective role models and mentors for their students.

Entrepreneurship for the SDGs

The 17 Sustainable Development Goals (SDGs) for 2015-2030 provide a comprehensive framework for shaping university entrepreneurship programmes. By embedding sustainable development principles into these initiatives, universities can ensure their entrepreneurship activities contribute meaningfully to the broader global goals.

UNESCO supports this vision by promoting digital and green transitions in education, which are crucial for aligning entrepreneurship education with the SDGs. Incorporating digital technologies and green skills into both teaching methods and course content can significantly enhance the impact of university entrepreneurship programmes.

University faculties have the opportunity to align their disciplines with the SDGs, which encompass all aspects of social life. By focusing on entrepreneurial skills that resonate with these global goals, universities can increase the relevance and effectiveness of their programmes.

A business-as-usual mindset will fall short of achieving the 17 SDGs. True success requires innovative thinking, calculated risk-taking and creative problem-solving – skills that are central to entrepreneurship education. Through these programmes, students can be equipped to actively contribute to realising these critical global objectives.

Pathways to commercialisation

Universities, as knowledge institutions, are uniquely positioned to foster entrepreneurship through their research outputs and outreach initiatives. By leveraging cutting-edge solutions developed within their institutions, universities can significantly advance their entrepreneurship activities and drive innovation.

To capitalise effectively on research outputs, students involved in applied research must possess the skills and knowledge needed to explore commercialisation opportunities. Universities should establish patent registration and licensing processes that adhere to national regulations and create efficient pathways for commercialisation.

Several Asian countries have established effective patent systems to promote innovation and commercialisation. For example, in China, the National Intellectual Property Administration (NIPA) offers online services and expedited processing through the Patent Prosecution Highway, which streamlines the patent application process.

Similarly, Malaysia’s Intellectual Property Corporation of Malaysia provides comprehensive online patent services and commercialisation support. These services help protect and develop intellectual property, further supporting innovation and entrepreneurial activities.

Students are central to university-driven innovation and should have access to patents for their entrepreneurial ventures. On-campus entrepreneurship fairs can showcase available patents, allowing students to explore start-ups and drive commercialisation and business growth.

Funding

The saying “once a seed is planted, it is sure to sprout; once there is sunlight, it is sure to thrive” highlights the pivotal role of an ecosystem where funding plays an essential part in growth and success. Just as sunlight is necessary for a seed to grow, appropriate financial support is vital for start-ups to flourish.

Angel capital is particularly important in the early stages of financing for start-ups and small businesses. Angel investors provide crucial capital, often in exchange for equity or convertible debt, along with valuable advice, mentorship and industry connections.

This support is indispensable in helping start-ups accelerate their growth, refine their products and achieve significant milestones.

Venture capital also plays a critical role by offering funding and resources to early-stage start-ups in exchange for equity. Universities can harness the power of venture capital to nurture entrepreneurship by providing seed funding, mentorship networking opportunities, and support for research commercialisation.

This, in turn, enhances the campus entrepreneurial ecosystem and stimulates economic development.

In China, the Republic of Korea, Indonesia, Japan and Malaysia, prominent universities such as Tsinghua, Seoul National, Universitas Indonesia, the University of Tokyo and the University of Malaya have effectively utilised angel and venture capital to drive innovation, support start-ups and facilitate research commercialisation.

By strategically deploying these financial resources, universities can cultivate a dynamic entrepreneurial environment that promotes innovation and progress, enabling start-ups and new ventures to thrive within a supportive ecosystem.

Partnerships

Universities can enhance entrepreneurship education by forging partnerships with industry, government and community stakeholders.

These collaborations not only improve programme development and secure financial support but also create spaces for entrepreneurial activities, thereby increasing the relevance and impact of the programmes.

Engaging successful entrepreneurs in the development and delivery of entrepreneurship education adds valuable real-world insights. Their practical experience complements the theoretical knowledge of university faculty, while external mentors from various fields provide diverse perspectives and practical expertise, enriching the educational experience.

To secure resources, universities can collaborate with government agencies, international organisations, private companies and philanthropic foundations. Key supporters like UNESCO, the Asian Development Bank and multinational corporations offer crucial backing, which can be further supplemented by funding and mentorship from venture capital firms, foundations and alumni networks.

In partnership with local governments, universities can establish joint industrial parks as incubators for entrepreneurship. These collaborations enable joint infrastructure development, resource pooling, specialised programme design, networking and research and development facilitation. In addition, favourable policies can be implemented to attract and retain start-ups, further strengthening the entrepreneurial ecosystem.

Through these strategic collaborations, universities and local governments can leverage their combined expertise and resources to create a dynamic entrepreneurial environment, fostering student-led start-ups and driving regional economic growth and innovation.

One-stop shop

Given the interdisciplinary nature of entrepreneurship education, universities should establish a dedicated task force to oversee, manage and monitor the implementation of these programmes. This centralised team will improve coordination, reduce duplication and increase overall efficiency.

Establishing a comprehensive online portal is also highly recommended. Whether stand-alone or integrated into existing systems, this portal should feature key resources such as entrepreneurship programmes, angel and venture capital opportunities, start-up initiatives and small loan options.

By serving as a one-stop shop, the portal provides students with streamlined access to essential components of the entrepreneurial ecosystem.

Following the recent reconfirmation of the nine UNESCO EE-Net National Chapters in China, Indonesia, Malaysia, Pakistan, the Philippines, Singapore, Sri Lanka, Thailand and Uzbekistan, the opportunity arises to establish a unified portal designed to provide comprehensive information services for faculty, students, entrepreneurs and other stakeholders.

The upcoming 10th UNESCO-APEID Conference on Entrepreneurship Education, to be hosted by Alfraganus University in Tashkent, the Republic of Uzbekistan, from 10-12 October, will further elevate the field.

The conference promises to foster greater exchange and collaboration, deepen shared understanding, and strengthen the collective commitment to bolstering entrepreneurship education in the years to come.

Dr Libing Wang is head of the UNESCO Entrepreneurship Education Network (EE-Net) secretariat and chief of section for education at the UNESCO Regional Office in Bangkok, Thailand.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.