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Entrepreneurship Education
HOW AND WHO TO TEACH ENTERPRENEURSHIP EDUCATION
Enterprise education is about doing just as much as it is about learning.
It is in fact learning by doing. Trainees learn about enterprise but also
through enterprise. One way of implementing the latter is by encouraging
and assisting trainees to set up micro and small businesses operated
from their educational or training institution. The enterprise idea could
be as simple as selling sweets on campus or washing cars in the
neighborhood at week-ends to more complex dealings involving
production and marketing of a product/services or commissioning the
production of sportswear or greeting cards, for example.
Ideally, the business idea would come from the trainees themselves, who
would organize themselves, register and operate the business, produce a
set of account at the end of the accounting period, have them audited
and decide on dividend payment, if any. At the end of school year or
accounting period, the enterprise might be dissolved or shares traded
and a new group of directors voted in.
The trainer could play an important role in guiding the whole process. He
or she could also arrange or provide counseling or additional training for
the trainees, when required, as well as facilitate contacts and
negotiations both with the school/college authorities and the outside
world.
An additional extracurricular activity could be the setting up of a
business club, which might involve company visits, inviting speakers to
the school/college to address topics of interest, debates etc. Again,
trainees would organize and operate the club, with the trainer acting as
mentor.
Apart from contributing to the development of an enterprise culture,
such initiatives would likely develop a sense of responsibility among
trainees and also make enterprise education a lot of fun.
Recognition of the importance of the foregoing requires directors or heads
of education and training institutions to reward those involved in such
Conventional
Approach
Enterprise Approach
Actions
Focus
Content-driven
Trainer-led
Process driven
Pupil-centered
Trainer role
Expert
Fellow learner/facilitator
Emphasis
Knowing what
Trainee activity
Working alone
Ethos
Trainee role
Competitive
Passive/receptive
Collaborating
Active/generative
Trainee
expectations
Sessions
opportunist
Topic
Mistakes
Dependence
Independence
Programmed
Flexible,
Imposed
Should not be made
Negotiated
Are to be learned from
Trainee Discretion
Assessment
Limited
Exams/Tests
Wide
Profiles and results
Right/wrong
Determined by
Staffed by
Exam board
Subject expert
Local needs
Cross-curricular team
Aim
The foregoing is not to say that the trainees do whatever they like. If
trainees are not interested in something, they are encouraged to find
something else in which they are interested. The trainer and the trainee
in the entrepreneurship programme are a team that works together to
achieve as much as possible for each team member. A supportive team
atmosphere should be developed based on respect for each member of
the group
Application
As with other areas of enterprise development, effective entrepreneurship
education calls for the application of knowledge in illustrating and
cementing concepts. The trainer needs to be able to relate activities to
the needs, circumstances and profile of the trainees - The more practical
his approach the better. This explains the emphasis on the trainee
exercise throughout the course and as well as extracurricular activity
such as the setting up of business club, micro and small enterprises
within schools/colleges. It is important that the institutions authorities
Communication Skills
There is a great deal of training on interacting with supervisors, calling
companies to get information, and practicing other communications in
daily life. The ability to send a clear, assertive message and understand
the response is a critical skill in employment success. It is recommended
that students develop basic communication skills to the best of their
ability.
Be prepared to use back-up materials if for any reason the computer will
not function during a lesson.
Try to answer all questions from students, but if you do not know the
answer to a question it is better to admit it than to try and bluff.
Make sure that all equipment needed for a lesson are working properly
before the lesson begins things can often go wrong!
Be ready to stay behind for a few minutes after each lesson to answer
questions that students may have but that they did not wish to ask in
class.
1.
SELF-INSTRUCTION TRAINING
the water. Next, I should wash the walls..." Finally, the person provides
self-reinforcement. "The task is finished. The closet looks good."
As with other parts of the curriculum, this process may need to be
modified to fit the students' abilities. This technique has been
demonstrated to work with people of varying cognitive abilities.
2.
EXPERIENTIAL LEARNING
Thus, the module operates on two levels. The first focuses on the
experiential approach with regard to effective teaching and learning
strategies, student-centred learning, and using reflection and feedback to
focus on what students have learnt. The second is an attempt to model
the experiential process by using interactive experiences to illustrate the
key elements of introducing and monitoring an activity, processing the
learning, and examining the implications.
Analyzing the Experiential Learning Process
Experiential learning is often thought of as a learning cycle with
experience and reflection being the first two phases. The idea of
experiential learning as a cycle was suggested by prominent
educationalists such as Jean Piaget, John Dewey and David Kolb.
The experiential learning cycle involves four phases:
Experience: Engaging in an experience in a particular situation and
then observing its effects.
Processing the experience: Understanding what we did, thought and
felt during the experience.
Generalizing: Understanding the general principle (called a
'generalization') behind the relationship between the action and its
effects.
Applying: Applying the principle or generalization to a new situation.
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2.
Processing
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3.
Generalizing
4. Applying
Ask students to identify ways they can use what they have
learnt.
Lead students to identify any changes they could make to
their behaviour after considering this experience.
Provide further opportunities to apply or discuss their
learning with others.
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3. Designing problems
Rather than giving learners a list of instructions to follow, allow
them to design their own problems to solve.
4. Observation checklists
Give learners lists of things to look out for during an experiential
activity.
5. Devise criteria
Discuss with learners the criteria that you will use to evaluate the
outcome of their work. This will help the learners to be attentive to
the important aspects of their practical experience.
6. Learning contracts
Combine the setting of objectives, the devising of criteria and the
formulating of action plans into a formal structured learning
contract between the teacher and learners. This can be done
individually or as a group.
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14
9. Modeling reflection
Teach learners how to reflect by giving them an example of how to
take a critical and analytical approach.
3.
ENQUIRY LEARNING
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3. Reflection
Are these relationships desirable?
What happens if these relationships are altered?
What are the alternatives?
How can these be evaluated?
Who gains and who loses from different decisions? Why?
Who decides? Why?
4. Action
What change, if change is thought to be desirable, should
be introduced?
How can we bring about change if we, or others think it is
desirable?
Who could we contact to discuss action projects?
What action should we take?
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4.
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2. Selecting Problem(s)
Problems can be selected in many ways. For example, a tour of the
school grounds or local community may provide the impetus for students
to generate a list of problems they would like to investigate. Students
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4. Investigating
The investigation phase is where students explore the full scope of the
problem. This includes understanding the current situation and the
reasons why the problem developed. Teachers and students might
consider questions such as:
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5. Developing Visions
In this very important phase, teachers encourage students to develop
visions of how they would like the current situation to look in the future.
Students and teachers could consider questions such as:
6. Planning Actions
This phase involves students developing an action plan that will seek to
achieve their selected vision for the problem being investigated. An
essential component of this phase is the evaluation of the action and
careful consideration of whether those actions will result in the desired
changes. Teachers and students may need to consider questions such
as:
What changes will bring us closer to the visions? Are they changes
within their own lifestyles and families and/or in the wider
community?
What barriers might prevent these changes for taking place?
How could these barriers be overcome?
What are the steps that need to be taken to make these changes?
What barriers might prevent us from carrying out these steps?
How could these barriers be overcome?
What is the action plan for each change?
How will we choose to evaluate this action plan?
7. Taking Actions
This is the phase where the action plan is implemented by the students
and teachers. In order for the Community Problem Solving Process to be
truly democratic, it is important that students are allowed to freely
choose to take actions that address the community problem identified.
These actions may be within their own lifestyles and families and/or in
the wider community. Teachers and students may need to ask questions
such as:
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Steps
Required
By
Whom
By
Resources Evaluation
When
1.1
1.2
1.3
1.4
2.
2.1
2.2
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2.3
2.4
3.
3.1
3.2
3.3
3.4
Community
Problem Solving
Phase
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Community
Problem Solving
Phase
Community
Problem Solving
Phase
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Justify decisions
Action skills
Community
Problem Solving
Phase
Background
This section should give a brief description of the teaching context,
school location, age of students and the community background. Also
outline the part of the syllabus you are teaching and the objectives you
hope to achieve by using Community Problem Solving with this topic in
the syllabus.
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Teacher Reflection
Discuss your experiences of using this teaching and learning strategy.
What were the constraints you faced and how where they overcome?
What were the learning outcomes for the students? What worked and
what did not work? Why?
Future Plans
Discuss whether you would use this teaching and learning strategy
again? Why or why not? How different would the approach be if you used
this strategy with the same group as opposed to a new group of
students? What would you do differently next time and why?
5.
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3. Skills Objectives
To develop an understanding of scientific modes of inquiry.
To distinguish between necessary and extraneous information.
To develop skills in data collection, recording and analysis.
To develop skills for working co-operatively in groups.
Approaches to Teaching and Learning outside the Classroom:
A
Field Teaching
Field observations (often teacher directed). Recording of information in
the field. Some field interpretation. Back at school - further
interpretation and explanation in class - writing up field report.
B
Field Research
Identification of a problem as the result of direct observations or from
class work or from special interests of students.
Formulation of an hypothesis as a result of reading, discussion, thinking.
Field activities to collect data to test hypothesis.
Data analysis - processing information.
Hypothesis testing - accept or reject.
C
Guided Field Research
On some occasions (e.g. for younger students) it can sometimes be
beneficial to help students set questions to be answered as the result of
direct observations or from class work or from special interests of
students.
What students think are the answers.
Field activities to collect data to answer the questions.
Do students' conclusions agree with their tentative answers from before
the field activity? Why/Why not?
Hypothesis testing - accept or reject.
Planning Learning Experiences Outside the Classroom:
A
Teacher Preparation
Familiarize yourself with the appropriate school and system
policies for conducting learning experiences beyond the school
grounds.
Pre-visit the site(s).
Develop clear objectives for the study.
Decide how you can build on previous learning experiences.
Plan pre-field study learning experiences and prepare students
to see fieldwork as active learning.
Prepare fieldwork activities and resources.
Decide how much time is required for the tasks and for travel to
and from the site.
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Student Preparation
Consider how you might introduce the experience to students.
Relate students' background knowledge and previous learning
to the field study.
Identify the questions, issues or problems, the students want
answered during the experience.
Develop students' skills for appropriate methods of recording
and reporting their data and conclusions.
Identify individual student and group responsibilities for data
collection and analysis.
Disclose the risks and discuss a study management plan.
Negotiate appropriate behaviour standards.
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6.
A casebook is like a jigsaw puzzle. There are a large number of oddshaped pieces that may be difficult to see how each relates to the whole.
A deep analysis and discussion of each case will help the class put all
pieces together and have a deeper understanding of what it takes to start
up, sustain and successfully manage the growth of an entrepreneurial
venture. A casebook that carefully selects various scenarios and
challenges can give young entrepreneurs a fertile ground that provides
suitable training for the practice of skills and trainings learnt in
entrepreneurship education.
It is therefore important to select diverse cases aimed at what identified
entrepreneurs went through while defining and implementing their
growth strategies. Aspiring and emerging entrepreneurs may find the
situations presented in the cases very useful in developing their
managerial skills for their ventures. The emphasis is not on the
peculiarity of the selected cases but on the ability of entrepreneurs to use
feedbacks from these cases to tackle future challenges in a more costeffective manner.
If one takes a critical look at the Nigerian businesses, most start small
and tend to either stay small (with little or no formal structures outside
the control of the owner-manager) or die from the stress of growth. Most
entrepreneurs fail to see the danger posed by globalization and
liberalization of trade and the need for continuous innovation and
competitiveness. It is only those entrepreneurs who have succeeded in
managing the increasing complexities of their venture operations and
establish more formal structures (with delegated powers to carefully
selected employees) to enable the enterprise attend to the changing needs
of its patrons as well as the market dynamics that are sustained, grow
and add considerable value to the national economy. An active use of
case studies in the training of entrepreneurs is critical for dynamic
growth, reinvigoration of the national economy, and strengthening the
entrepreneurs coping strategy.
The approach to studying entrepreneurs and their enterprises should
use experiential learning technique. During the encounter with the
entrepreneurs, students must identify their motivation, growth
strategies, operational drives, managerial skills and their ability to
discover opportunities that are eventually turned into viable ventures.
There is also a need to study their staying power in face of challenges
posed by the market environment.
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Our suggestion is that the teacher and his students must carefully study
enterprises in their neighbourhood; and discover how the entrepreneurs
were able to turn a business idea into a viable reality. This method
should empower and embolden students to venture out and do
something for themselves. There are many available case studies on
entrepreneurship out of which the teacher can choose from to illustrate
any traits or skills of entrepreneurship.
7.
Games are the most ancient and time-honored vehicle for education.
They are the original educational technology, the natural one, having
received the seal of approval of natural selection. We dont see mother
lions lecturing cubs at the chalkboard; we dont see senior lions writing
their memoirs for posterity. In light of this, the question, Can games
have educational value? becomes absurd. It is not games but schools
that are the newfangled notion, the untested fad, the violator of tradition.
Game-playing is a vital educational function for any creature capable of
learning. (Crawford 1982)
Computer games are fast becoming a growing part of our culture; the
global market is worth billions of dollars. In 2002, the world market for
games and edutainment/reference software realized 16.9 billion US
dollars, with 3.3 million games consoles being sold in the UK alone
(ELSPA 2003). People of all ages, but most visibly children, play these
games, often dedicating long periods of time in total concentration.
Today, researchers, teachers and designers of learning resources are
beginning to ask how this powerful games medium might be used to
support learning. Rather than shutting the door of the school against the
computer game, there is now increasing interest in asking whether
computer games might be offering a powerful new resource to support
learning in this information age. There is a considerable current thinking
about the role of computer games in supporting learning inside and out
of school.
Researchers and commentators have attempted to understand the lure of
computer games. This has been characterized as a combination of
fantasy, challenge and curiosity, and a level of engagement described as
flow where players become oblivious to distractions. Concern has been
expressed that this leads to a neglect of other activities, often assumed to
be automatically more worthy. Other authors see games play as
inherently valuable, leading to a development of a range of skills and
competences that may transfer to other social and work-related uses of
digital technologies.
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CATEGORISING GAMES
As games have become more complex in terms of graphics, complexity,
interaction and narrative, so a variety of genres have increasingly come
to dominate the market. There is, however, no standard categorization of
such games; different stakeholders in the games industry, e.g. game
outlets, developers, academics, web review sites, use a taxonomy
appropriate to their own audience. The system employed by Herz (1997)
which closely resembles that used by many in the contemporary games
industry presents these major categories as:
action games - these can be sub-categorized into shooting games,
platform games (so called because the players characters move
between onscreen platforms) and other types of games that are
reaction-based
adventure games - in most adventure games, the player solves a
number of logic puzzles (with no time constraints) in order to
progress through some described virtual world
fighting games - these involve fighting computer-controlled
characters, or those controlled by other players
puzzle games - such as Tetris
role-playing games - where the human players assume the
characteristics of some person or creature type, eg elf or wizard
simulations - where the player has to succeed within some
simplified recreation of a place or situation e.g. mayor of a city,
controlling financial outlay and building works
sports games
strategy games - such as commanding armies within recreations
of historical battles and wars.
Simulations are one of the most popular types of entrepreneurship
educational games. Cruickshank (1980, p76) defined a simulation game
as one in which participants are provided with a simulated
environment in which to play, while defining simulations in their own
right as (p75) the products that result when one creates the appearance
or effect of something else. Laurel (1991) claims that:
Educational simulations (as opposed to tutorial and drill-andpractice forms) excel in that they represent experience as opposed
to information. Learning through direct experience has, in many
contexts, been demonstrated to be more effective and enjoyable
than learning through information communicated as facts. Direct,
multi-sensory representations have the capacity to engage people
intellectually as well as emotionally, to enhance the contextual
aspects of information, and to encourage integrated, holistic
responses.
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1 Learning Competencies
Since games are often characterized by a trial-and-error approach to
overcoming challenges or obstacles, commentators have suggested that
these games can support the development of logical thinking and
problem solving skills (Ink-pen et al1995; Higgins 2000; White-bread
1997).
Much of this research has focused on strategy or adventure games,
which encourage students in exploratory quest-like scenarios with a high
degree of control over their progress (Malone 1983; Russell 1990).
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8.
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Example:
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A new plan calls for two landfills, one to serve the northern portion of the
city, and the other to serve the southern part.
This would require a substantial number of heavy trucks and the
construction of five transfer stations.
It is proposed that the new landfill sites be selected according to the
following criteria:
They should be located in areas where there is no useable
groundwater under the site.
There should be adequate buffer zones between the landfill site and
other commercial and residential areas.
Access roads should be adequate for heavy collection vehicles and the
roads should be wide enough to accommodate the refuse vehicles
without leaving the paved surface.
Fences should be built around the entire disposal site to prevent
access by squatters or scavengers.
The proposed new operational procedures include:
The sanitary landfill should not cause any nuisance to the
community, for example by
- placing soil over the refuse each day to ensure drainage of storm
water;
- controlling dust by water trucks each day;
- alternative wet weather dumping areas constructed for access during
rainy season; and
- covering land fills on completion to support trees and shrubs.
Methane gas which can be produced anaerobically from within the
landfill can be drawn off for use in gas engines or burned in a steam
generating plant for producing electricity, if gas trenches and wells are
constructed in the landfill.
Transfer stations should be designed to provide storage of refuse in a
pit so that the collection vehicles can be promptly moved in and out of
the station. If refuse storage is not provided, there must be adequate
number of transfer vehicles available at all times to accept refuse
directly from the collection vehicles.
Water Quality Management:
The major river systems in the Apapa Region - the Niger and the Ogun flow into Apapa Bay. The rivers are so polluted from the discharge of
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Q1:
Describe your solution in terms of its desirability and
practicability.
Q2:
List the six steps of future problem solving you followed in the
Apapa case study.
Q3:
Describe how you could use the six steps of future problem
solving and the Apapa case study with a class you teach.
Q4:
Identify another problem related to a topic in a syllabus you teach,
and develop a plan for teaching it using the future problem solving
strategy.
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44
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APPROPRIATE ASSESSMENT
Introduction
There have been many changes in how we think about assessment over
recent years. Many of these changes are relevant to entrepreneurship
education. Perhaps the most noticeable change is the focus on relating
learning with the measurement and reporting of what students have
achieved. This relationship helps make assessment an integral part of
students' day-to-day schooling rather than a series of end-of -course
tests. This goal is especially important in entrepreneurship education
because of the wide range of objectives concerned with knowledge, skills,
values/attitudes, and action.
This module develops ways of assessing student learning that are
appropriate to entrepreneurship education.
Objectives
To develop a sense of direction and innovation in the assessment of
learning in entrepreneurship education;
To analyse key assessment issues and make decisions that will
integrate assessment with effective teaching and learning; and
To develop skills for using appropriate ways of assessing the
knowledge, skill and values objectives of entrepreneurship
education.
Defining Assessment
One of the important themes of 'Innovative Approaches to Assessment' is
to establish the difference between (1) assessment and (2) evaluation.
Participants were given the following definitions
Assessment is often equated with tests and examinations. This is
misleading since neither are essential to assessment. Assessment is an
all embracing term. It covers any of the situations in which some aspects
of a students education is in some sense measured, whether this
measurement is by the teacher, an examiner or indeed the student
herself. It is concerned with how well the student has done. Evaluation is
whether it was worth doing in the first place. Evaluation cannot take
place without assessment.
Source: Adapted from Lloyd-Jones, R. and Bray, E. (1986) Assessment: From
Principles to Action, Macmillan, London.
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View 2
Assessment should play a critical part in any educational process.
Wherever learning takes place, or is intended that it should take place,
then it is reasonable for the learner, the teacher and other interested
DOCUMENT OF NBTE, PRODUCED BY HAMITLE CONSULTS
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49
Unguided essay
Short answer tests (paragraph answers)
Field trip report
Decision making exercises
Library research essay
50
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Task 4: Summing Up
4.1 Illustrate your understanding of the topic by writing a short essay on:
To what extent is air pollution in Hong Kong today worse than it was 25
years ago?
Explain how the present situation has arisen, and what different groups
in society see as possible actions in response to the problem.
Which action strategy would you recommend? Why?
Grade the essay using the following criteria:
Conceptual knowledge;
Organization/structure;
The illustrations and examples used;
The quality of the arguments that are used to support your
recommendation;
Written communication skills.
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TEACHING METHODS/STRATEGIES
53
Note
In this work, Lecture/short presentation method is considered applicable in all cases,
therefore it has not been mentioned. For illustrations, only few cases are mentioned
because such cases are seen to require such illustrations. Teachers are required to choose
methods and techniques that best suite their situations keeping in mind the requirements
of active student participation.
REFERENCES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
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26. Timmons, Jeffry and Spinelli, Stephens, 6th Ed., New Venture
Creation: Entrepreneurship for the 21st Century, McGraw Hill, New
York, 2004.
27. Weston, J. F. and Brigham, E. F., Managerial Finance, 7th ed.,
The Dry Den Press, Hindsdale, Illinois, 1981. p. 2.
Methods of Assessment:
There are many different methods of assessment from which
the lecturer can choose for this course. These include:
Multiple choice tests
Map or diagram interpretation
Vocabulary tests
Debate performance
True-false tests
Lecturette
Labels-on-a-diagram tests
Structured essay
Comprehension tests
Unguided essay
Short answer tests (paragraph answers)
Field trip report
Decision making exercises
Library research essay
The choice of different assessment methods should be related
to different educational objectives (see table below).
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SCORE:
A scoring ratio of 40:60 is recommended for continuous
assessment to end of course examination.
The continuous assessment score of 40% should include, but
not limited to, the following:
Project;
Project presentation
Attendance
Tests and quizzes;
The examination should include, but not limited to, the following:
Case study
True-false questions
Multiple choice questions
Short answer questions and
Essays
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Objective:
1.0: Understand the meaning and scope of Enterprise and
Entrepreneurship.
Time Available:
6 hrs
Specific Learning
Objectives (SLO)
1.1 Define an
Enterprise in its
narrower and
wider contexts.
Teaching
Methods/Strategies
Enquiry method,
Information sheet.
The teacher provides
a guide to students on
how to search for
information.
-
do -
Community
problem solving,
Field trip and
Enquiry methods.
Information
sheet. Enquiry
and Internet
search methods to
Illustrations
In the enquiry method,
students need to
develop critical
thinking and should be
able to ask searching
questions while trying
to find information.
Skills required are:
- Decision
making skills
- Facilitation
skills
- Critical
thinking skills
- Conflict
resolution skills
Information sheet
provides
information to
students. The sheet
should provide
essential facts,
show differences
and explain certain
principles or
provide
information that
will be helpful to
student.
Learning
Resources
Text books
and journals
Internet
facilities
Relevant
video and
audio clips
Multimedia
projector
Successful
Entrepreneur
as guest
lecturers
Community
problem solving
method help
student develop
skills to investigate
and evaluate
solutions in the
59
Entrepreneur
Entrepreneurship
Wage
Employment
Self Employment
be used.
- do -
community.
Students can:
- Learn to do
research in the
community.
- Learn to plan
and work
independently.
- Learn to
investigate and
find
information
Searching the
Internet for
information should
be a major habit of
students. Teachers
should encourage
students to use the
Internet extensively
to get information.
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Specific Learning
Objectives (SLO)
2.1 Trace the
evolution of
entrepreneurship
development.
2.2 Compare
Entrepreneurship
in Nigeria with
Japan, India,
China, Malaysia,
South Korea etc.
4 hrs
Teaching
Methods/Strategies
Illustrations
Enquiry, search
Internet for historical
development.
Assignment method to
be used.
Students to get
information through
enquiry, Internet
search and use
information to write
an assignment.
Enquiry, Internet
search to get
information on various
countries.
2.3 Explain
Learning outside
Nigerias values classroom.
in relation to
Entrepreneurship
.
Show films/videos on
entrepreneurship
2.4 Describe the role
of
Entrepreneurship
in the
development of
enterprises.
Learning
Resources
Text Books,
journals and
other
publications
Internet facilities
TV and VCR
Relevant video
and audio clips
Multimedia
projector
Successful
Entrepreneur as
guest lecture
Use films/videos to
show students the
role of
entrepreneurship in
the development of
enterprises.
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4 hrs
Teaching
Methods/Strategies
Experiential enquiry
methods.
Illustrations
Experiential learning
entails learning by
experience. Reflection is
a key element in this
type of learning.
The experiential learning
cycle involves:
- Experiencing
- Processing the
experience
- Generalizing
- Applying
Generalizing Concrete
experiences. Sequential
activities, goal setting.
Learning
Resources
Text Books,
journals and
other
publications
Internet
facilities
TV and VCR
Relevant
video and
audio clips
Multimedia
projector
Successful
Entrepreneur
as guest
lecturers
Processing
Observations and
reflections. Individual
reflect on what actually
happened physically and
emotionally during the
experience.
do
Generizing Formation
of abstract concerns and
generalizations.
Individuals think about
and describe the
implications of what they
have experienced.
do -
Applying Testing
concepts in new
situations.
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- do -
63
4 hrs
Specific Learning
Objectives (SLO)
Teaching
Methods/Strategies
4.1 Identify
Community Problem
resources and
Solving and Enquiry
constraints of
methods.
Entrepreneurship Field Trips.
do -
do -
Illustrations
Field Trips may
involve visits to
set-up and
companies that are
entrepreneurial in
nature to study
them.
Learning outside
classroom,
Information sheet,
Community
problem solving
methods.
Learning
Resources
Text Books,
journals and
other
publications
Internet facilities
TV and VCR
Relevant video
and audio clips
Multimedia
projector
Successful
Entrepreneur as
guest lecturers
Electronic
projector and
accessories
64
4hrs
Teaching
Methods/Strategies
Community Problem
Solving, Information
sheet, Enquiry,
Assignment. Methods
Role-plays,
Community Problem
Solving.
Case study,
Community problem
Solving, Enquiry.
5.3 Demonstrate
high sense of
innovation,
creativity and
independence.
- do -
Illustrations
Students to get as
much information as
possible and do
assignment on the
specific learning
objective.
Role plays involve
the student assuming
the task, duties and
responsibilities of a
particular person,
associated with an
organisation.
The main purpose of
role-playing is to
enrich and develop
the students
understanding in
relation to a
particular role or
position.
Learning
Resources
Text Books,
journals and
other
publications
Internet
facilities
TV and VCR
Relevant video
and audio clips
Multimedia
projector
Successful
Entrepreneur as
guest lecturers
65
Community Problem
Solving, Case study,
Enquiries.
Project Method.
5.7 Demonstrate
leadership and
leadership skills
by mobilising
resources for
establishing an
enterprise.
In project method,
students should be
able to:
- Make
decisions on
the nature and
extent of
Project.
- Plan the
project.
- Carry out the
execution of
project.
- Explain the
relationships,
developments
and
significance
of project.
- Assess the
project.
5.8 Demonstrate
high level of
problem solving
techniques in
overcoming
internal and
external
constraints.
- do -
66
Objective 6:0: Understand the key competencies and determining factors for
success in Entrepreneurship
Time Available:
Specific Learning
Objectives (SLO)
6.1 Identify the key
competencies
required in
setting up a
successful small
business;
Knowledge, Skill
and Traits.
4hrs
Teaching
Methods/Strategies
Enquiry, Discussion,
Internet search
methods.
Illustrations
Students to make
search and list
competencies.
Student to do group
studies of success
factors in setting up
small business.
Learning
Resources
Text Books,
journals and
other
publications
Internet
facilities
TV and VCR
Relevant video
and audio clips
Multimedia
projector
Successful
Entrepreneur as
guest lecturers
Simulation
games
67
6.6 Explain
behavioural
pattern observed
in 6.5 above on:
Moderate risk
taking, Goal
setting, Learning
from feed back,
Taking personal
responsibility,
Confidence and
self reliance.
do -
68
4hrs
Specific Learning
Objectives (SLO)
7.1 Define Motivation.
Teaching
Methods/Strategies
Information sheet,
Case study, Enquiry
methods to be
employed.
- do
do -
do -
Illustrations
Students to make
Internet search on
Thematic Appreciation
Test.
do -
Learning
Resources
Text Books,
journals and other
publications
Internet facilities
TV and VCR
Relevant video
and audio clips
Multimedia
projector
- do -
69
70
Objective 1.0: Know techniques for gathering business ideas and the process of
identifying and assessing business opportunities.
Time Available:
4 hours
Specific Learning
Objectives (SLO)
1.1 Define business
opportunities.
Teaching
Methods/Strategies
Information sheet,
Enquiry, Community
Problem Solving,
Case study. Show
films and Video.
Search Internet to
gather information
on business
opportunities.
- do -
Learning outside
classroom,
Project methods,
Discussion
method.
Illustrations
do -
Learning
Resources
Text Books &
journals
Internet facilities
Relevant video and
audio clips
Multimedia
projector and
accessories
Guest speakers
from successful
businesses
Guide student to
conduct market
surveys.
- do -
71
Objective 2.0: Know how to evaluate a business idea for developing an enterprise.
Time Available:
2 hours
Specific Learning
Objectives (SLO)
2.1 Define the concept
of business plan.
Teaching
Methods/Strategies
Information sheet,
Enquiry, Group
discussion, Project
methods.
Illustrations
In the project method,
students should follow
the appropriate steps:
-
do
Establish the
need for the
project.
Set goal and
objective.
Agree on
methods to
carry out
project.
Project
implementation.
Project
evaluation.
Learning
Resources
Textbooks &
Journals
Demonstration
board
Electronic
Projector
complete with
accessories and
D base,
Internet facilities
do -
Project Method.
72
Teaching
Methods/Strategies
Enquiry, Discussion,
Case study methods.
Enquiry,
Community
Problem Solving,
Information Sheet
methods.
do -
Learning
Resources
Text Books &
Journals
Publications
Projector
- do -
Enquiry,
Community
Problem Solving,
Experiential
Discussion, Field
Trips methods.
Illustrations
do -
Project, Outside
Classroom Trip,
Discussion
methods.
- do -
73
Enquiry, Outside
classroom visits,
Discussions.
- do -
- do -
74
Objective 4.0: Understand the process and procedure for starting an enterprise.
Time Available: 4 hours
Specific Learning
Objectives (SLO)
4.1 Outline the main
features of the
companies and
Allied Matters Act
(CAMA) 1990 and
the subsequent
amendments.
Teaching
Methods/Strategies
Enquiry,
Experiencial and
Case study
methods.
Information Sheet,
Enquiry, Outside
classroom visit.
Enquiry method.
Enquiry,
Discussions,
Information Sheet.
Illustrations
Internet search will
provide
information on
writing memos.
Learning Resources
Enquiry method.
Enquiry, Project
methods.
- do -
- do
75
companies.
4.8 Identify various
agencies responsible
for issuance of
licenses and permits.
76
4 hours
Teaching
Illustrations
Methods/Strategies
5.1 Define management and a Enquiry, Discussion Discussion method is
manager.
methods.
meant to classify or
enrich understanding
5.2 Explain the functions of
Role-play, Business of a subject matter or
management and a
Games.
topics. The aim is to:
manager.
- Serve as a
potential
5.3 Explain Management
Enquiry,
activity in the
structure for an
Information sheet.
development
enterprise.
of cognitive
understanding
5.4 Explain the
- do .
communication process in
the management of an
- Serve as a
enterprise.
potential
Discussion, Enquiry
activity in the
5.5 Explain the techniques
methods.
influence of
and skills of:
the effective
domain.
- Planning
- Organizing
- Serve as an
- Staffing
activity to
- Leading
develop the
- Controlling
individuals
ability to
5.6 Explain the basic
Enquiry, Case
participate in
techniques of marketing,
study, Discussion
various
production and financial
methods.
activities.
management in an
The leader:
enterprise.
- Leads
discussions
5.7 Explain the principles of
- do - Simulates
record keeping, auditing
discussion
and taxation.
- Regulate the
discussion
- Evaluate the
discussion
- Moderate
discussion.
Learning
Resources
Text Books
Specimen of
financial
records
Cardboard
Marker
Computer
Company
Organogram
77
Advantages:
- applicable to
wide range of
topics
- physical
setting is
minimal
- can be used
with many
different sizes
of groups.
- Effective both
in cogniture
and effective
domains.
78
Objective 6.0: Know the various existing industries and support agencies in
Nigeria.
Time Available:
4 hours
Teaching
Methods/Strategies
Discussions, Outside
classroom visits.
-
do -
Enquiry, Outside
classroom visits,
Discussions Methods.
Illustrations
Learning
Resources
Textbooks &
journals
CDs/Film VCR
Electronic
Projector and
accessories
Internet
facilities
do -
79
Objective 7.0: Appreciate the role of commercial and development banks in small
and medium scale industries development.
Time Available:
Specific Learning
Objectives (SLO)
7.1 Identify institutions
involved in
entrepreneurial
development.
4 hours
Teaching
Methods/Strategies
Discussion, Enquiry,
Outside classroom
visits.
- do -
do -
do -
Illustrations
Learning
Resources
Textbooks &
journals
Electronic
Projector and
accessories
Internet facilities
- do -
80
Objective 8.0: Understand the role of personal savings and portfolio investment in
National Economic Development.
Time Available:
Specific Learning
Objectives (SLO)
8.1 Define the following:
Income, expenditure
and savings.
4 hours
Teaching
Methods/Strategies
Discussions,
Enquiry methods.
Illustrations
Experiential,
Discussion
methods.
- do -
Discussions,
Enquiry.
Learning Resources
do -
81
Know the functions of various support agencies in small and medium scale
industrial development.
82
4 hours
Specific Learning
Objectives (SLO)
Teaching
Methods/Strategies
1.1 Define an Enterprise Enquiry,
and identify
Discussions., Out of
different forms of
classroom visits.
Enterprises.
1.2 Classify the
different forms of
enterprises into:
private vs. public,
Profit vs. non-profit,
Formal vs. Informal,
Individual vs.
Community,
Local vs. Foreign,
Business vs. Social
Small vs. Large,
Manufacturing vs.
Service,
Consumer vs. Industrial.
Seminar, Discussion
methods.
Enquiry, Information
sheet methods.
Illustrations
A seminar is a very
essential teaching-learning
method. Group of students
discuss a particular topic
under the guidance of a
teacher or invited speaker.
If properly organised,
students will learn a lot.
Seminar can be used to:
- Introduce new
content to students
- Explore the
application of
theoretical concept
- Challenge or
classify selected
content
- Broaden the
groups
understanding of a
subject matter.
Learning
Resources
Text Books,
Journals
and other
publications
Use of internet
and relevant
video clips
Exhibitions and
trade fairs
Guest speakers
from successful
businesses
-do -
83
Objective 2.0: Understand the role of personal savings and portfolio investment in
National Economic Development.
Time Available:
Specific Learning
Objectives (SLO)
2.1 Define the
following:
-Income,
-Expenditure and
-Savings.
4 hours
Teaching
Methods/Strategies
Information sheet,
Enquiry methods.
do -
do -
2.4 Explain
personal
financial
planning and
management.
2.5 Explain
shopping
habits.
2.6 Learn about
how taxes are
paid on income
that people
earn and how
income tax is
calculated.
Illustrations
Learning
Resources
Textbooks,
Journals and other
Publications
Internet facilities
Videos, CDs and
films
Computer
Guest speakers
Discussion, Experiential
methods.
- do -
Discussion, Enquiry,
Outside classroom
visits.
84
2 hours
Specific Learning
Objectives (SLO)
3.1 Identify the
characteristics of an
entrepreneur.
Teaching
Methods/Strategies
Enquiry, Role Play
methods.
3.2 Define
communication.
Information sheet.
Discussion, Role
Play methods.
do -
do -
Group
Discussion.
Discussion, Role
Play methods.
3.12Explain discipline
and self-discipline.
Illustrations
Learning
Resources
Textbooks,
Journals and
other
publications
- do -
Enquiry, Group
Discussions.
- do Outside classroom
visits and Surveys.
- do -
Students to make
surveys and
compile indicators
for achievement of
targets.
85
Students to
interview people in
enterprises to get
information on
discipline and
successes.
86
2hours
Specific Learning
Objectives (SLO)
4.1 Identify nature and
type of information
required by
entrepreneurs.
Teaching
Methods/Strategies
Enquiry,
Discussions
methods.
- do -
Illustrations
Organise visits to
places where
students can get
appropriate
information. Such
as trade fairs,
exhibitions etc.
Learning
Resources
Text Books &
Journals
Video Film, TV
& VCR,
Internet,
Electronic
projector and
accessories
Workshops
do -
- do
- do -
87
Objective 5.0: Appreciate the roles of commercial and development banks in small
scale industrial development.
Time Available:
Specific Learning
Objectives (SLO)
5.1 Identify financial
institutions
involved in
entrepreneurship
development.
5.2 Describe the
assistance
provided by
commercial
banks.
2 hours
Teaching
Methods/Strategies
Seminar,
Community Problem
Solving methods.
Illustrations
Discussions.
Learning Resources
- do -
88
Objective 6.0: Know the functions of various support agencies in small and medium
scale industrial development.
Time Available:
4 hours
Specific Learning
Objectives (SLO)
6.1 Identify various
support agencies
involved in the
promotion and
development of
entrepreneurship in
Nigeria.
6.2 Explain the
following and their roles
in the promotion and
development of
entrepreneurship:
- NEPC
- NIPC
- NERFUND
- NDE
- RMRDC
- SMEDAN
- IDC
- TBICs
- Federal and State
Ministry of
Commerce/Indus
try.
6.3 Explain the
assistance rendered by
research and academic
institutions in
entrepreneurship
development.
Teaching
Methods/Strategies
Enquiry, Discussion.
- do
Illustrations
Invite
Agencies to
talk on their
operations.
Learning Resources
Outside classroom
visits to Research
and Academic
Institutions.
89
Teaching
Methods/Strategies
7.1 Explain the meaning of Visits to Trade fairs,
the following
Exhibitions, and
acronyms:
Discussions methods.
- NASSI
- NASME
- NACCIMA
- MAN
- NECA
- SMEDAN
7.2 Describe the roles and
functions of each of
the above in the
development and
promotion of
entrepreneurship.
- do
Illustrations
Expose students
to visits to
Trade Fairs,
exhibitions.
Organize
discussions on
various
organisations.
Learning
Resources
Text books &
Journals
Computer
Internet
facilities
Electronic
Projector and
accessories
Posters, fliers,
publications,
etc. of relevant
organizations
Guest speaker
90
2 hours
Specific Learning
Objectives (SLO)
8.1 Explain basic
management concepts
and functions.
Teaching
Methods/Strategies
Enquiry,
Information sheet.
- do -
-do-
-do-
-do-
Group discussion.
-do-
Illustrations
Learning
Resources
Text Books,
Journals and
other
Publications
Video Film TV
& VCR
Computer and
accessories,
Internet facilities
-do-
-do -
91
Enquiry and
Discussions.
do -
- do -
-do -
Students to carry
out SWOT
analysis in some
enterprises.
92
2 hours
Specific Learning
Objectives (SLO)
9.1 Identify a viable
business opportunity
based on:
- demand
- availability of
resources
- import
substitution
- export oriented
products.
Teaching
Illustrations
Methods/Strategies
Enquiry, Project
Students to use
methods.
knowledge of
project analysis
and
implementation to
carry out
assignments.
do -
do
Learning
Resources
Text Books
Journals,
Publications,
Computer and
Internet
facilities
Sample project
reports
-do -
93
2 hours
Specific Learning
Objectives (SLO)
10.1 Explain
justification for
business
diversification and
expansion.
Teaching
Illustrations
Methods/Strategies
Students to make
Enquiry, Group
discussions, Project project
presentations.
presentation.
- do -
do -
do -
Enquiry,
Business talks.
Learning
Resources
Text Books,
journals and other
publications;
Internet facilities;
Video/CD and
TV
Electronic
projectors and
accessories
Guest speakers
Invite a
multinational to
talk to students on
their operations.
94
Objective 11.0: understand the need for management and business succession plan.
Time Available:
2 hours
Specific Learning
Objectives (SLO)
11.1 Explain
management
succession plan
and reasons for
corporate
formations.
Teaching
Illustrations
Methods/Strategies
Enquiry,
Students to Role
Discussions and
Play a Boardroom
Role Play.
session.
- do -
Learning
Resources
Text Books,
journals and other
publications
do -
95
Appendix:
Towards an Entrepreneurial Culture for the Twenty-first Century: UNESCO & ILO Research Findings,
2006; UNESCO Publishing Paris.
96
industry, is a rich resource for the development and delivery of enterprise activities and
programmes.
Students should be encouraged to think about problems not just in the abstract but how
they might be solved in real life. This includes providing students with mentors and role
models beyond the school profiling career pathways, self-employment opportunities,
and not-for-profit activities. It requires teachers to get to know community organisations,
businesses and individuals in the community, and to develop a sound understanding of
how these organisations and individuals operate locally, nationally and internationally.
Importantly, the involvement of these organisations and individuals as partners in the
learning process is the distinguishing feature of Enterprise education activities.
From the foregoing definitions, it is clear that good practice in entrepreneurial education
should aim at producing better workforce (intrepreneurs) as well as enterprise-creators
(entrepreneurs) through seeking to foster in students:
97
universally shared values. The key to transforming our strong comparative natural
resources advantage into a competitive advantage is the creation of an appropriate human
resource space through the three pillars of education as shown in figure 1 below. This
appropriate human resource space is the ideal educational environment for producing
individuals with a mind-set of self-reliance, creativity and high productivity; ready to
cope with the 21st century world of work.
search for and use information, techniques and practices that are available through
self-motivation, and
seek for anything that will help them to maximize their productivity
Nature of Knowledge:
All knowledge is either tacit or rooted in tacit knowledge2. Tacit knowledge is the kind of
knowledge that cannot be articulated because it has become internalized in the
unconscious mind of the people. Some knowledge is also socially constructed and any
attempt to follow a cognitive-representational transition simply tends to make this soft
knowledge hard. A possible solution to the dilemma lies in Communities of Practice
2
Polanyi M: The tacit dimension, Routledge & Kegan Paul, London, 1967.
98
(CoP) which can assist the creation and propagation of such knowledge. Such
knowledge is also referred to as indigenous knowledge (IK)3.
Dr. M. V. Ananthakrishnan & R Tripathi: Towards Handling Intuitive and Nurtured Knowledge, KReSIT,
Indian Institute of Technology, Mumbai (India)
4
Nonaka I: The knowledge creating company, Harvard Business Review, 69 (Nov.-Dec) 1991.
99
While there is value and economy in presenting mini-lectures during a training course to
deliver new information and theory, the passive nature of this learning strategy leaves
facilitators with little understanding of the perceptions of the new knowledge that
participants are gaining. It also disadvantages participants as they do not have a chance to
synthesize and assimilate the new knowledge. If the presentation of new information is
100
Active student investigation: Students gather resources and work out what they need to
know and do. They consider the problem, cast around, imagine, try to predict, work out
what they already know, and/or assess their ability to succeed. This is the stage when
students analyse and interpret the data before them.
Making generalizations: Eventually students can synthesize what they have found into
generalizations or principles which can be used to decide on possible solutions.
Reflection: Students need to consider how they achieved what they set out to do. They
reflect, confirm, see where to improve, plan new things, evaluate, and consider possible
action
Adapted from Gough, N. (1992) Blueprints for Greening Schools, Gould League, Melbourne, p. 90.
101
sustainable future and integrates skills - for both students and teachers - of using
experiential and enquiry-based strategies. It also integrates skills in the planning of values
clarification and values analysis with the possible solutions so that students can take
action to help achieve a sustainable future.
Skills
Active listening skills
Analysis and problem solving skills
Small group facilitation skills
Team Work
Selecting an issue that is practicable for students to investigate is a key aspect of planning
for Community Problem Solving. The following criteria may help you - and your
students - choose a possible project and location:
Objectives:
To develop an understanding of Community Problem Solving, especially as it
may be used in education for sustainable futures;
To identify the skills students need for participating in Community Problem
Solving;
To explore questions and issues that may be encountered when teaching through
Community Problem Solving; and
To identify teaching and learning strategies that may be used as part of a
Community Problem Solving project.
Service learning - through which students volunteer to work on projects in their
communities (not necessarily problem-solving ones) - has a long tradition in education in
some countries. Examples of service learning projects include: volunteering to assist in a
hospital, kindergarten or other community centre; working in a youth conservation
project; and developing a community education and information campaign around a
topical issue. Service learning is a common action that students and schools choose as a
way of acting on and achieving - the visions of a sustainable future that are developed
during a Community Problem Solving project.
102
The largest impact on civic attitudes was on the measure of service leadership; and the
most direct measure of student attitudes towards service itself. Here, the students have
reported that they felt that:
Teaching Skills
It takes a skillful teacher to teach skills to students.
A sequence of procedures for teaching a skill might include:
Teaching by Progression
This involves teaching particular skills by breaking them down into parts and building
upon each one and then increasing the complexity of the task until an eventual goal is
reached. For example, in teaching map reading skills for a visit to a forest, these steps
might include:
Step 1 - Indoor sessions with simple maps
Step 2 - Practical sessions in the immediate environment
Step 3 - Indoor sessions with topographical maps
Step 4 - Practical exercises in an open environment with clear boundaries
Step 5 - Practical sessions in the forest environment.
This approach will ensure that students learn the skills they need so that they are less
likely, for example, to get lost when participating in field trip experiences.
103
experience and interaction with others. Participants who engage in dialogue with each
other can start to critically analyse their experiences in relation to the educational issue or
curriculum problem under consideration.
Experiential learning is often thought of as a learning cycle. The four phases in the
experiential learning cycle is shown below.
Towards an Entrepreneurial Culture for the Twenty-first Century: UNESCO & ILO Research Findings,
2006; UNESCO Publishing Paris.
104
105
The entrepreneur does not accept the fact that there is a right answer, but seeks
out new and better answers. A program in entrepreneurship education should
engender this attitude in its students;
Entrepreneurs are action-oriented. They are doers. They are movers and shakers
who stir things up. In keeping with the nature of the entrepreneur, the program
should not place the student in the role of passive learner. The student should be
involved in activities, research, investigation, planning, and the hunt for
opportunities and new ideas. The students should use, exercise, and develop their
entrepreneurial muscles, not let those muscles stay flabby. Learning by doing is
not only a good way to learn about entrepreneurship, it also demonstrates clearly
that entrepreneurship is not for the lazy.
The effective program should allow the student to have frequent and clearly
identifiable experiences with accomplishment. There should be short-term goals
that vary from student to student, focused on accomplishment in the student's area
of strength, where success has a high probability.
No area of educational activity has more of a need--or a more positive potential-for community integration than entrepreneurship education. Entrepreneurs are
hunters in their environments. They learn about their environment: They study it,
examine it, turn it upside down, and look for what is wrong, what is needed, and
what can be done. In short, they are constantly on the hunt for opportunities.
Students in entrepreneurship programs can learn from entrepreneurs in their
community. They can see what has been done well, and can identify community
needs, problems, and solutions.
Creativity and inspiration flow from variety, from something a little different. An
effective program in entrepreneurship education will have to employ a variety of
teaching styles and techniques in order to reach Students who learn differently, to
expose them to variety and change, to lead them by creative example, and to keep
their minds from encountering a rut.
Entrepreneurship is fun and exciting and the program should be as well. Research
has shown the correlation between what they call the aha experience and the
ha ha experience. Fun, excitement, and humor encourage innovative thinking. It
leads the mind down new and often wacky paths, down which frequently lie
insight and new perspective. Fun, humor and excitement are powerful learning
tools and motivators and should be an integral part of any program in
entrepreneurship education.
There is no more important attribute of entrepreneurship than a sense of selfconfidence, the belief in oneself and one's own ideas. Entrepreneurs are agents of
change, and change is usually resisted. Entrepreneurs will continually confront
roadblocks and resistance from individuals who do not support or believe in their
ideas. They will have to convince others of the soundness of their thinking to
muster support. To confront and overcome the resistance they will encounter, it is
imperative that entrepreneurs have a sense of self-confidence. Unfortunately,
activities in our school system today work against the instilling of selfconfidence in youth!
A successful program in entrepreneurship education will enable students to get
their teeth into the subject by enabling students to apply acquired knowledge and
106
107
Useful websites
The following websites provide information that can be used by teachers
in their development of Enterprise education in schools. They also
contain many links to other useful websites.
www.curriculum.edu.au/enterprise
This site provides information and links to resources on Enterprise
education.
www.ecef.com.au
Enterprise & Career Education Foundation (ECEF) is responsible for the
way in which businesses and communities at a local level work in
partnership with schools to assist young people to prepare for working
life. The site includes a search faculty, ASK, which allows you to explore
the world of enterprise and career education.
www.ecef.com.au/e-communities
e-vocation is an email discussion list for practitioners involved in
vocational education and schoolindustry partnerships. e-vocation is
accessible through e-communities on the ECEF site.
www.gocareer.gov.au
Go Career is a Commonwealth government initiative designed to provide
young people with information on the sorts of skills, training, experience,
and advice required to enable them to make informed choices about their
futures. Information is provided about enterprise and career education
activities suitable for parents, business and the wider community.
www.worldskills.com.au
WorldSkills Australia is an independent, non-profit organization
developed to promote the standards and status of vocational training and
job skills. The mission of WorldSkills is to challenge young people, their
teachers, trainers and employers to achieve world-class standards in all
industries and to promote the status of vocational education and training
across Australia.
www.curriculum.edu.au/vetis
This site provides resources to support the implementation of Training
Packages in Vocational Education and Training in Schools programmes
for secondary school students. It includes general information, including
implementation advice, as well as specific resources to assist with
Training Package delivery in a range of industry areas. The online
resources for separate industry areas include details about: the industry;
implementation, assessment and support materials; and a database of
resources.
DOCUMENT OF NBTE, PRODUCED BY HAMITLE CONSULTS
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www.curriculum.edu.au/ozjac
The Australian Courses and Careers Database (OZJAC), a career
information database
specifically modified to incorporate information on business.
www.innovated.gov.au
InnovatED is funded by IP Australia the Commonwealth agency
responsible for patents, trade marks and designs. The project aims to
stimulate innovation in Australia, to explore the creation and
development of intellectual property and to empower young Australians
through their own ideas.
www.sfu.ca/~mvolker/biz/index.htm
For teachers new to Enterprise education and wanting more background
in business concepts, the Business Basics for Engineers website takes a
down-to-earth, commonsense approach that is ideal for beginners.
www.austrade.gov.au
The Student Centre link provides information on exporting including
curriculum support materials on international trade and enterprise for
teachers to use with their students in Economics, Business studies and
Studies of society and the environment.
ADDITIONAL READING
Burnard, P. (1988) Experiential learning: Some theoretical
considerations, Journal of Lifelong Education, 7 (20), pp. 127-133.
Chapman, S. (1992) What is experiential education?, The Journal of
Experiential Education, 15 (2), pp. 16-23.
Cornell J. (1989) Sharing the Joy of Nature, Dawn Publications, Nevada
City.
Cowan, J. (1988) Learning to facilitate experiential learning, Studies in
Continuing Education, 10 (1), pp. 19-29.
Heron, J. (1989) The Facilitator's Handbook, Kogan Page, London.
Knapp, C. (1997) Lasting Lessons: A Teacher's Guide to Reflecting on
Experiences, ERIC Clearinghouse on Rural Education and Small Schools,
Charleston.
Westheimer, J., Kahne, J. and Gerstein, A. (1992) Reforms for the
Nineties: Opportunities and obstacles for experiential educators, The
Journal of Experiential Education, 15 (2), pp. 44-49.
Whitaker, P. (1995) Managing to Learn: Aspects of Reflecting and
Experiential Learning in Schools, Cassell, London.
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