Problems with faculty form the primary block to launching entrepreneurship education. From 27 October to 2 November in 2003, with the participation of 200 teachers from more than 100 universities, the first core teacher training of entrepreneurship education was held by the Minister of Education at the Ruxin Conference Center of Beijing University of Aeronautics and Astronautics, marking the start of entrepreneurship education teaching. In the next 10 years, the Business Management Training School of Beijing University of Aeronautics and Astronautics had held ten successful core teacher training of entrepreneurship education, which, at the beginning, included entrepreneurship education content, the curriculum of entrepreneurship, and how to help students change idea to business. In recent training courses, besides the content of entrepreneurship education, experience sharing through patterns, methods, technology, and innovative experiments in national universities is being more and more important. By the end of 2012, this training project had trained more than 1,300 core teachers for universities’ entrepreneurship education.
Another important measure to promote teacher training is KAB (Know About Business Entrepreneurship Education), which has been pushed through international co-operation by the Communist Youth League and All-China Students Federation from August 2008. This is an attempt to develop Chinese entrepreneurship education, aiming to explore a Chinese entrepreneurship education that takes into account international experience. 1 By the end of March 2012, KAB (China) had trained 4,045 teachers from 1,008 universities, created university student KAB entrepreneurship club in 153 universities, founded university student KAB entrepreneurship education bases in 185 universities, had more than 300,000 university students participate in learning and practicing entrepreneurship 2, offered the course of “University Student KAB Entrepreneurship Foundation” at 850 universities such as Tsinghua University, China Youth University for Political Science, Zhejiang University, etc., published two sets of course textbooks for the preparation of teachers and students, and established four systems, as follows: course construction, teacher training, quality control, and interflow promotion.
In the wake of the run of core teacher training of entrepreneurship education and KAB (China), universities had, period by period, been increasing their reserves of teachers and the serious shortage of teachers has also been fixed, step by step. The shift from teacher-oriented training to student-oriented cultivation has been achieved due to the increase in the number of universities setting entrepreneurship courses and placing increased importance on entrepreneurship education in personnel training. For example, entrepreneurship education in Nankai University covers the entire learning process, and in order to offer diversity courses and entrepreneurship practices the students are divided into several types according to different goals and demand: such as entrepreneurship optional courses and simulation company training camps designed for students interested in learning about the knowledge and experiences of entrepreneurship, with a follow-up service provided for students attempting to apply entrepreneurship practice to apprenticeship, pair work, and so on.
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