الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The study aimed at identifying the features of entrepreneurship in technical secondary education institutions, including the characteristics of technical secondary education, its relationship with the labor market, and entrepreneurship within these institutions. It examined the most notable entrepreneurship practices in technical secondary education in the countries of comparison (Sweden and Finland) and sought to develop a proposed vision for entrepreneurship in Egyptian technical secondary education, considering the experiences of Sweden and Finland and adapting them to the Egyptian societal context.
To achieve this objective, the study utilized a comparative methodology as a comprehensive methodological approach that encompasses multiple perspectives for comparative educational analysis. This methodology follows the steps of description, interpretation, comparison, generalization, and prediction.
The study yielded several key findings, including:
1. Swedish technical secondary education is closely tied to entrepreneurship, leading to the development of curricula and the preparation of entrepreneurial teachers to align with the nature of entrepreneurship and to achieve its goals in technical secondary education.
2. Swedish technical secondary education features supportive programs for entrepreneurship that allow students to experience real-world applications, gaining knowledge and skills in entrepreneurship and creating their own projects.
3. The flexibility and efficiency of the Finnish technical secondary education system have resulted in positive outcomes at both individual and societal levels.
4. The integration of technical secondary education and entrepreneurship is a key factor in the success of the Finnish system, where this connection has led to the development of innovative educational curricula that encourage creative thinking and problem-solving. Teachers are trained in new skills to support students in entrepreneurship, providing practical opportunities for students to apply their learning through real-world experiences supported by entrepreneurship programs.
5. Entrepreneurship helps prepare a generation of creative and innovative individuals in various fields within society, contributing to comprehensive societal development.
6. Entrepreneurship enhances students’ communication skills, helping them build strong professional relationships and succeed in their work.
7. Entrepreneurship increases the number of small businesses, which have been proven to be effective in sustainable and comprehensive development, forming a significant part of economic activity.
These findings contributed to providing a proposed vision for entrepreneurship in Egyptian technical secondary education, based on the experiences of Sweden and Finland, tailored to the cultural context and capabilities of Egyptian society. This involves curriculum development, enhancing the preparation of technical secondary teachers, incorporating supportive entrepreneurship programs in technical secondary education, and improving the quality of educational outcomes.
Keywords: Entrepreneurship, Entrepreneurship Education, Technical Secondary Education, Sweden, Finland.