THE UNITED REPUBLIC OF TANZANIA National Entrepreneurship Training Framework (NETF) Prepared by: The National Economic Empowerment Council (NEEC) in collaboration with TIE, TCU, NACTE, VETA and ILO March, 2013
THE UNITED REPUBLIC OF TANZANIA National Entrepreneurship Training Framework (NETF) Prepared by: The National Economic Empowerment Council (NEEC) in collaboration with TIE, TCU, NACTE, VETA and ILO
TABLE OF CONTENTS LIST OF ABBREVIATIONS...v 1.0 Introduction...1 1. 1 Background...1 1.2 Rationale...1 1.3 Objectives of the...2 1.4 Scope of the NETF...2 1.5 Methodology...3 1.6 Structure of the NETF...3 1.7 How to use the Framework...3 2.0 Entrepreneurship Concept and Objectives of Entrepreneurship Training...5 2.1 The Concept of Entrepreneurship...5 2.2 Objectives of Entrepreneurship Training...5 2.3 Competencies to be developed...5 2.4 Overall Approach to Entrepreneurship Training...7 3.0 Entrepreneurship Training at the Pre-Primary School...8 3.1 Objectives of Entrepreneurship Education at the Pre-primary Level...8 3.2 Competencies to be developed at the Pre-primary Level...9 3.3 Methods and Strategies...9 3.4 Assessment of Learning...9 3.5 Learning Facilitators...10 4.0 Entrepreneurship Training at the Primary and Secondary School Levels...11 4.1 Objectives of Entrepreneurship Education at the Primary and Secondary School Levels...11 4.2 Competencies to be developed at the Primary and Secondary School Levels...12 4.3 Methods and Strategies...13 4.4 Assessment...13 4.5 Learning Facilitators...14 5.0 Entrepreneurship Training at the Teacher Education Level...15 5.1 Objectives of Entrepreneurship Education at the Teacher Education Level...15 5.2 Competencies to be developed at the Teacher Education Level...16 5.3 Approach, Methods and Strategies...17 5.4 Assessment...18 5.5 Learning Facilitators...18 iii
6.0 Entrepreneurship Training at the Tertiary Education Level...20 6.1 Objectives of Entrepreneurship Education at the Tertiary Education Level...20 6.2 Competencies to be developed at the Tertiary Education Level...20 6.3 Approaches, Methods and Strategies...22 6.4 Assessment...23 6.5 Learning Facilitators...24 7.0 Entrepreneurship Training in Non-Formal Education...25 7.1 Objectives of Non-Formal Entrepreneurship Education...25 7. 2 Competencies to be developed for existing or potential Business Start-ups...26 7.3 Competencies to be developed for Business Consolidation and Growth...26 7.4 Competencies to be developed for Internationalization...27 7.5 Competencies to be developed for Intrapreneurship...28 7.6 Competencies to be developed for Social Entrepreneurship...28 7.7 Approaches, Methods and Strategies...28 7.8 Assessment...29 7.9 Learning Facilitators...30 8.0 Implementation Challenges and Strategies...31 8.1 Expected Challenges...31 8.2 Implementation Strategies...32 REFERENCES...34 iv
List of Abbreviations CBO CEE CEFE DFID DSM EMPRETEC FBO GETs ILO IMED INSET MKUKUTA MoEVT MoU NCGE NCSEE NEEC NETF NGO NQF PEC RGZ SIYB SMEs TCU TIE UDEC UK URT VETA Community Based Organization Consortium for Entrepreneurship Education Creation of Economies through Formation of Entrepreneurs Department for International Development Dar es Salaam Emprendedores y Tecnología (UNCTAD Entrepreneurship Training Program) Faith Based Organization General Enterprising Tendencies International Labour Organization Institute of Management and Entrepreneurship Development In-Service Training Mkakati wa Kukuza Uchumi na Kuondoa Umaskini (National Strategy for Growth and Reduction of Poverty) Ministry of Education and Vocational Training Memorandum of Understanding National Council for Graduate Entrepreneurship National Contents Standards for Entrepreneurship Education National Economic Empowerment Council National Entrepreneurship Training Framework Non-Governmental Organization National Qualifications Framework Personal Entrepreneurial Competencies Revolutionary Government of Zanzibar Start and Improve Your Business Small and Medium Enterprises Tanzania Commission for Universities Tanzania Institute of Education University of Dar es Salaam Entrepreneurship Centre United Kingdom United Republic of Tanzania Vocational Education and Training Authority v
Acknowledgement Development of the was a collaborative effort of many stakeholders. The successful completion was made possible by a joint effort of a number of institutions, organisations, and individuals whose participation we would like to acknowledge with gratitude. We are grateful for the Government through the Ministry of Education and Vocational Development, for supporting and endorsing the idea of developing this Framework without hesitation. We are thankful to the International Labour Organisation (ILO) for their financial support and their consistent support for the idea of mainstreaming entrepreneurship into the education system of Tanzania. The experts from the Institute of Management and Entrepreneurship Development ( IMED); University of Dar Es Salaam Entrepreneurship Center (UDEC), Tanzania Institute of Education (TIE) and The National Economic Empowerment Council (NEEC) for coordinating and developing this assignment. Special thanks in this regard go to Dr. D. Olomi, Dr. Marium Nchimbi, Ms Razia Ramadhani and Mr. Oswald Karadisi. The continued support, involvement and participation from the Council members of the NEEC led by its Chairman Mzee Emmanuel Kamba are greatly appreciated. Finally we commend NEEC staff for their unequivocal involvement and participation in preparing and completing the document. There is no doubt that the spirit of ownership of the Framework which has been created will now be carried forward into its implementation. Dr. Anacleti K. Kashuliza vi
1.0 Introduction 1.1 Background Recognizing the strategic role of entrepreneurship development for the advancement of its people, the National Development Vision 2025 of the United Republic of Tanzania states that: A progressive and development-oriented culture needs to be evolved to link the people s way of life to the attainment of the goals of the development vision with particular regard to cultivating and nurturing a culture of entrepreneurship and self-development through creative and innovative hard work, responsibility, discipline, respect for life, education, saving and investment and fostering selfconfidence and self-esteem among individuals. (URT, 2025 p.7). This is in line with the 1967 Education for Self-Reliance Policy which sought to redress the limitations of colonial and post-colonial education in preparing Tanzanians for life. The 1967 policy states: Education must encourage the development of a proud, independent and free citizenry which relies upon itself for its own development (Nyerere, 1967). Under the Education for Self-Reliance Policy, schools are supposed to double in numberas production centers, enabling learners to develop practical wealth and job creation skills, meet some of their training expenses and appreciate the link between work and comfort. Consistent with the above documents, the National Economic Empowerment Policy (2004), Youth Development Policy (2007), Education and Training Policy (1995), National Employment Policy (2008) as well as Small and Medium Enterprises Development Policy (2003) underline the need to integrate entrepreneurship in the educational system. The aim is to advance an entrepreneurial culture in the society and empower learners to contribute more effectively towards their own and national development, including being more competitive in the labour market and creating jobs and wealth. The Ministry of Education and Vocational Training (MoEVT) has introduced skills related to entrepreneurship in its curricula from primary and secondary school to teacher training colleges. Also, various tertiary training institutions have introduced entrepreneurship as a subject and/or non-formal education to various groups. 1.2 Rationale As expressed in the 1967 Education for Self-Reliance Policy and Vision 2025, the existing education sys- 1
Introduction tem needs to be better aligned to the changing environment. Graduates must acquire employability skills for both self-employment and salaried employment in a range of organizations, both small and large. They must be mentally prepared and possess the necessary skills to: (i) take ownership and leadership of their learning and development, (ii) be able to start with whatever they have, even with very little, (iii) work to learn and (iv) get their hands dirty. Various measures have been undertaken to implement these policies. The effective implementation of the Education for Self-Reliance Policy in the school system required a substantial change in the mindset of the various actors in the education system, a determined leadership to follow through implementation and a detailed framework for all important actors to speak one language. The mindset, in particular, never changed sufficiently to embrace the spirit of the policy and thus contributed to the policy s failure to bear the intended results. Various public and private organizations, both local and international, are engaged in supporting formal and non-formal entrepreneurship education and training in line with Vision 2025. However, these efforts are inadequately coordinated, harmonized and resourced, and hence not effective enough. Recent studies (IMED (2012) and NEEC (2012)) established that there is no common understanding of the concept of entrepreneurship training, its objectives, targeted learning outcomes and appropriate approaches and resources to achieve the desired results. As a consequence, there is a glaring need for stakeholders to have a common framework showing the objectives, scope, methods, assessment tools and facilitators. This document presents the for this purpose. 1.3 Objectives of the The overall objective of the NETF is to provide a minimum of learning outcomes, methods, guidelines for the quality of facilitators and assessment techniques to be used in entrepreneurship training so that the efforts contribute more effectively towards empowering Tanzanians in terms of attitudes, knowledge and skills, as envisioned in the National Vision 2025 as well as in various sector policies. The specific objectives of the NETF are to provide guidance on: (i) (ii) (iii) (iv) key objectives of entrepreneurship training at each level of formal and non-formal education; a minimum of competencies that are to be developed at each level of formal education; competencies to be developed for main types and levels of non-formal education; approaches, methods, teaching strategies, assessment tools and facilitators to be used to generate the desired learning outcomes at various levels. 1.4 Scope of the NETF This framework applies to both formal and non-formal education with a focus on guiding learning forrather than learning aboutentrepreneurship. The main thrust is on promoting entrepreneurship as a life skill through education and training. However, it also extends to promoting entrepreneurship as a business skill, focusing on the competencies required to create and develop new and growing firms. In the formal education, it covers pre-primary, primary, secondary and tertiary education up to first degree level. In non-formal education, it covers business start-up, consolidation and growth, internationalization, Intrapreneurship 2
Introduction (corporate entrepreneurship) and social entrepreneurship. It addresses the objectives, key competencies to be developed, methods, learning facilitators and assessment of entrepreneurship training at every level. 1.5 Methodology The process of developing the framework was led by the National Economic Empowerment Council (NEEC) which is mandated by the National Economic Empowerment Policy (2004) and its enabling Act to oversee entrepreneurship development in the country. However the conceptualization of this idea was done in collaboration with the Tanzania Institute of Education (TIE), which is charged with the responsibility of designing and developing curricula, offering INSET programmes for teachers and tutors as well as outreach training for teachers. The process was consultative and participatory, involving key actors in the public sector, private sector as well as civil society. It started with a stakeholders meeting to agree on broad issues and the process. This was followed by a national survey to establish the status of entrepreneurship education and views of stakeholders on the scope of the Entrepreneurship Training Framework. The survey was complemented by an extensive review of literature, including local and international experience and best practices. Several entrepreneurship and education frameworks were reviewed as part of the literature review. The NETF was prepared by a team of four (4) national experts with extensive experience in entrepreneurship development, curriculum development and empowerment. The Framework was discussed and validated by a wide range of actors, including training institutions, their regulators, non-formal entrepreneurship training providers, policy makers and development partners through a stakeholders workshop in December 2012. 1.6 Structure of the NETF The National Entrepreneurship Training Framework is organized in eight chapters. After the Introduction, Chapter 2 presents the entrepreneurship training concept and its objectives. This is followed by Chapters 3-7that focus on different levels and types of education (pre-primary, primary and secondary as well as tertiary), and on different target groups in non-formal education (start-up, consolidation and growth, internationalization, Intrapreneurship and social entrepreneurship). Each of these chapters specifies the learning objectives, competencies to be developed, teaching-learning methods and strategies, assessment methods and teaching facilitators to be used. Chapter8provides a brief analysis of the challenges expected in implementation of the framework and concludes with proposed implementation strategies. 1.7 How to use the Framework The Framework is to be used as a guide in developing, implementing and reviewing curricula on entrepreneurship training, both in formal and non-formal settings. The NETF has pre-identified the following user groups for the Framework, including their specific points of interest: (i) (ii) (iii) curriculum developers and entrepreneurship experts will use it to mainstream entrepreneurship in pre-primary, primary, secondary and teacher education curricula; curriculum developers and reviewers in tertiary training institutions will use it as a point of reference on entrepreneurship training; regulators will advise training institutions to make use of the framework and will use it in evaluating curricula submitted for accreditation; 3
Introduction (iv) business development services providers will use the framework as a guide in designing and delivering non-formal entrepreneurship training and other initiatives. 4
2.0 Entrepreneurship Concept and Objectives of Entrepreneurship Training 2.1 The Concept of Entrepreneurship While entrepreneurship is critical in the creation and pursuit of business and profit, it has a much wider meaning. We adopt a broad definition of entrepreneurship as: A way of thinking, reasoning, and acting that results in the creation, enhancement, realization, and renewal of value for an individual, group, organization, society. At the heart of this process are the creation and/or recognition of opportunities followed by the will and initiative to (innovatively) seize these opportunities (Gibb, 2005). Entrepreneurship is therefore the initiation and relentless pursuit of ways and means to bring about desired changes at the individual, organizational or society level. It constitutes a pursuit of opportunities (in any sphere) without regard to resources currently controlled. 2.2 Objectives of Entrepreneurship Training This Framework does not treat entrepreneurship as an academic topic, subject or qualification. The focus is on developing competencies that should be reflected in the learner s mindset, actions and habits. Entrepreneurship training aims to produce graduates who have the will, the skills and initiative to seize the job market, business and other opportunities. The specific aim is to produce graduates who are enterprising and hence are: (i) (ii) (iii) able to innovatively create or recognize and seize opportunities in any context; motivated and able to make a difference in any context; and motivated and able to innovatively start and grow successful businesses using limited resources. 2.3 Competencies to be developed In this Framework the term competence has been used to refer to a combination of knowledge, skills and attitude. It comprises integrated capabilities that capture cognitive, interactive, affective, and psychomotor 5
Entrepreneurship Concept and Objectives of Entrepreneurship Training capabilities, attitude and values which are required for effective functioning in a certain profession, organisation, position or role. The framework focuses on two broadareas of competences: 1. Enterprising tendencies; as well as 2. Business creation and development Development of each of these competencies will focus on attitudes, knowledge and skills. Attitudes refer to someone s way of thinking, disposition or values. Attitudes are key determinants of motivation and behavior. Core entrepreneurial attitudes include self-confidence, high need for achievement and innovativeness. They are shaped informally through socialization at home, community and work organization, as well as formally through structured education. Skills refer to the ability to do something. They are acquired through observation, experience and formal training. Domain-general skills are needed to achieve a wide range of results, whereas domain-specific skills are useful mainly for a certain type of activity or job. Entrepreneurial skills, such as assertiveness, persuasiveness and creativity are critical for success in most endeavors and hence are domain-general. They complement attitudes in enabling individuals to behave entrepreneurially in any context. By contrast, business skills are relevant in the context of creating and developing businesses and hence are domain-specific. A combination of entrepreneurial attitudes and skills will enable someone to behave entrepreneurially in any context. Business skills will enable the individual to innovatively and successfully establish and develop a business enterprise. Knowledge means familiarity with something, which can include facts, information and descriptions. Some amount of knowledge in entrepreneurship is useful in developing entrepreneurial attitudes and skills. The main attitudes, knowledge and skills that the entrepreneurship training seeks to develop through education are as follows: 1 Table 2.1: Broad Competencies to be developed through Entrepreneurship Training AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Enterprising tendencies Need for autonomy and independence Need for achievement Creativity and innovativeness Opportunity seeking and taking initiative Calculated risk taking Communicative and networking Integrity Entrepreneurial traits Integrity for personal success Career awareness and opportunity recognition Creativity and problem solving Communication and networking Lifelong learning Personal and social development Planning and organization Effective use of technology Business creation and development Interest in the entrepreneurial career Business start-up process Organizing and managing a business Business management 1 It should be noted that the list is given only as a guide; curriculum developers will use the most appropriate ones according to the context. 6
Entrepreneurship Concept and Objectives of Entrepreneurship Training These attitudes, knowledge and skills are elaborated into more specific competencies under each level and type of training below.it should be noted that this and subsequent lists of competencies do not necessarily suggest subjects or topics.most of them are to be mainstreamed in the delivery of the mainstream curricula and will be developed mainly through teaching-learning methods and strategies that promote several of them simultaneously. In addition, the competences are spiral and therefore the aim is to mainstreamthem according to the level of learners. 2.4 Overall Approach to Entrepreneurship Training Entrepreneurship training in both formal and non-formal education may take a combination of forms, including mainstreaming in the content and teaching-learning activities, extra-curricular activities, school projects, subjects or topics in selected courses, etc. The teaching-learning environment should maximize opportunities for socializing students to behave entrepreneurially. Thus the behavior of school managers and staff, internal institutional processes and relationship with the community should inspire and encourage learners to be more pro-active, innovative, confident, ambitious and able to add value. 7
3.0 Entrepreneurship Training at the Pre-Primary School 3.1 Objectives of Entrepreneurship Education at the Pre-primary Level The objectives of pre-primary education are to mould the character of the child and prepare him/her for primary education. At this young age, the learner s character can rather easily be shaped, presenting an excellent opportunity to develop an entrepreneurial personality. The focus will be on developing entrepreneurial values, attitudes and domain-general skills, and on building a positive disposition towards the entrepreneurial career. 8
Entrepreneurship Training at the Pre-Primary School 3.2 Competencies to be developed at the Pre-primary Level The school system should endeavor to develop the following competencies at the pre-primary level: Table 3.1: Competencies to be developed at the Pre-primary Level AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Enterprising tendencies NEED FOR AUTONOMY AND INDEPENDENCE Pro-activeness Self-confidence Ethics Valuing things, including time Courtesy NEED FOR ACHIEVEMENT (MOTIVATION) Ambition Result-orientation Determination Valuing things, including time Perseverance Competitive spirit MOTIVATION AND OPPORTUNITIES Developing self- awareness Awareness of the environment(people, geography) ENTREPRENEURIAL BEHAVIOUR Awareness of how others have made it Learning from multiple sources CREATIVITY AND PROBLEM SOLVING SKILLS Reasoning Solving problems Creativity COMMUNICATION AND NETWORKING SKILLS Listening Speaking Presentation Learning LIFE-LONG LEARNING SKILLS Creativity Information sharing CREATIVITY AND INNOVATION Creativeness Ability to adapt Curiosity Intuition CALCULATED RISK TAKING Daring PERSONAL DEVELOPMENT AND SOCIAL SKILLS Making friends Self-management PLANNING AND ORGANISING SKILLS Setting goals COMMUNICATION AND NETWORKING Persuasiveness Willingness to share information Emphaticalness Attentiveness Active learning PERSONAL AND SOCIAL VALUES Ethics Business creation and development Interest in the entrepreneurial career EFFECTIVE USE OF TECHNOLOGY IT 3.3 Methods and Strategies Pre-scholars learn mainly through practical activities, such as singing, games, drawing, story telling, role play, study visits, audio visuals (videos, pictures), dancing, observation, etc. In order to build the intended competencies, teachers should maximize the use of learner-centered and problem-based activities and rewards, targeted at developing the intended competencies. 3.4 Assessment of Learning Assessment of entrepreneurial learning atthe pre-school level is mainly through observation, using a portfolio and observationschedule with a checklist of key behavioral aspects (confidence, team spirit, creativity, honesty, perseverance, etc.) to be assessed. 9
Entrepreneurship Training at the Pre-Primary School 3.5 Learning Facilitators Learning facilitators at the pre-primary level should firstly have the minimum requirements needed for teachers at that level. In addition, they should have completed atraining on mainstreaming entrepreneurship in education through a reputable institution. Facilitators should also show a good example of being enterprising. Thus, they must be positive, confident, passionate about their work, and ready to work to learn. 10
4.0 Entrepreneurship Training at the Primary and Secondary School Levels 4.1 Objectives of Entrepreneurship Education at the Primary and Secondary School Levels The main objective of entrepreneurship training at the Primary and Secondary School levels is to build an entrepreneurial character in the student as well as motivation towards the entrepreneurial career. In addition, taking into account that some learners will exit the education system atthe primary or secondary level, the training should enable learners to use resources and opportunities around them to establish and manage an owner-operated business. This does not suggest an intention to limit school leavers to micro or small business activities. Rather, it is a reality that (i) they will not have the experience or resources to establish larger entities, and (ii) those that proceed to higher levels will be able to cover more aspects in due course, such as those related to formalization, growth and internationalization. 11
Entrepreneurship Training at the Primary and Secondary School Levels 4.2 Competencies to be developed at the Primary and Secondary School Levels To achieve the objectives stated above, formal and non-formal ways will be used to develop the following competencies among learners: Table 4.1: Competencies to be developed at the Primary and Secondary School Levels AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Enterprising tendencies NEED FOR AUTONOMY AND INDEPENDENCE Pro-activeness Self-confidence Independence Valuing things, including time Courtesy Ownership Assertiveness Information seeking Accountability NEED FOR ACHIEVEMENT (MOTIVATION) Results orientation Spirit of working hard Valuing things, including time Perseverance Optimism Competitive spirit Belief for rewards as a result of effort CREATIVITY AND INNOVATION Creativeness Curiosity Willingness to face challenges Quality orientation CALCULATED RISK TAKING Risk taking CAREER MOTIVATION AND EMPLOYMENT OPPORTUNITIES Implications of the entrepreneurial career Awareness of how others have made it Career options Personal capabilities, talents, interests and emotional desires Developing self-awareness Identifying business opportunities in the environment ENTREPRENEURIAL BEHAVIOUR Awareness of how others have made it Learning from multiple sources Developing an enterprising behavior INTEGRITY FOR PERSONAL AND BUSINESS SUCCESS Beliefs and values about work and business Ethics Etiquette CREATIVITY AND PROBLEM-SOLVING SKILLS Reasoning Critical thinking Developing practical solutions Creativity COMMUNICATION AND NETWORKING SKILLS Listening Speaking Presentation Information seeking Assertiveness Articulating ideas Learning Networking LIFE-LONG LEARNING SKILLS Managing own learning Mentoring Information sharing Learning from networks Financial literacy PERSONAL DEVELOPMENT AND SOCIAL SKILLS Making friends Networking Inter-personal skills Leadership skills Self-management Persuasiveness Ability for team play COMMUNICATION AND NETWORKING Persuasiveness Assertiveness Attentiveness Active learning PLANNING AND ORGANISING SKILLS Goal setting OPPORTUNITY SEEKING AND TAKING INITIATIVE Action orientation PERSONAL AND SOCIAL VALUES Honesty Courtesy Belief for rewards as a result of effort Team spirit 12
Entrepreneurship Training at the Primary and Secondary School Levels AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Business creation and development Interest in the entrepreneurial career BUSINESS START-UP PROCESSS Basic understanding of the business environment Key success factors for a particular business Sources for assistance and specialist support Identifying an idea Appraising an idea Business forms Business planning BUSINESS SKILLS Identifying and assessing business opportunities Selling Developing a business plan Managing statutory requirements EFFECTIVE USE OF TECHNOLOGY IT ORGANIZING AND MANAGING A BUSINESS Identifying and assessing business opportunities Selling Customer care Financing a business from appropriate sources Developing a business plan Managing statutory requirements 4.3 Methods and Strategies The entrepreneurship training agenda shall be pursued in schools in various ways. Specific courses or topics should be introduced that are designed to develop the entrepreneurial competencies specified above. Each school and learning facilitator shall deliberately guide the mainstream learning in ways that develop the desired competencies. This will be pursued through integrating key messages and lessons in the mainstream content, as well as through using teaching-learning methods and strategies and a range of extra-curricular activities that develop the intended competencies. Teaching-learning should maximize on the use of learner-centered, problem-based activities, feedback and rewards that develop a range of the intended competencies simultaneously. Specific recommended methods include the following: Table 4.2 Methods and Strategies Recommended at the Primary and Secondary School Levels Singing Drawing Story telling Individual activities Oral reports Literature reviews Gallery walks Guest speakers Brainstorming Group discussions Presentations Study visits Audio visuals Jigsaws Simulations Puzzles Role plays Debates Practical projects Peer mentoring Job shadowing Case studies Writing essays Competitions and awards 4.4 Assessment Bearing in mind that entrepreneurship training aims at changing practical abilities and behaviors of learn- 13
Entrepreneurship Training at the Primary and Secondary School Levels ers, assessment should mainly focus on these attributes, rather than just on the acquisition of theoretical knowledge or memorizing facts. At the primary and secondary school levels: Assessments should be done periodically at the school, classroom and individual learner level. Assessments should evaluate changes in the intended attributes and skills as demonstrated by: creative ideas generated, activities and projects initiated, solutions to challenges demonstrated, networks developed, confidence demonstrated, assertiveness demonstrated, risks taken, evidence of pro-active learning, leadership demonstrated, quality of plans, problems solved, quality of presentations made, success in persuasion, keeping time, preference for the entrepreneurial career, honesty, etc. Assessment of changes in attributes and skills should be part of the formal assessment in courses or topics that are designed principally to develop life or business skills.it should mainlybe based on continuous assessment to allow for use of tools that capture competencies, rather than knowledge alone. Individual teachers of mainstream courses, such as Economics, English, Math, Geography, Science, and Agriculture, should allocate a part of the continuous assessment marks on demonstrated change in the above-mentioned abilities and attributes among individual learners in the course of learning the specific subject. Such assessment can be done using observation checklists or assessment grids. This can be done periodically and against specific student activities, such as projects, presentations, debates, etc. Peer assessment should also be done periodically whereby the students, individually or in groups, evaluate and give feedback to their peers, using an assessment grid or observation sheets provided by the learning facilitator. Awareness of opportunities, laws, regulations and basic business principles shall be evaluated through practical projects, case studies or business plans, tests and exams. Tests and exams should carry a very small weight in the overall assessment process. 4.5 Learning Facilitators Learning facilitators at the primary and secondary school levels should: possess the minimum requirements needed for teachers at that level; have completed a training on mainstreaming entrepreneurship in education as part of their teacher training or through a reputable training institution; act as role models for being enterprising - thus they need to be confident, positive, passionate about their work, and ready to work to learn; remain conscious of how the quality and effectiveness of their work contributes to their personal brand and how this eventually affects their fate; only then can they contribute to building a performance culture among learners. In addition to trained teachers, schools should make use of enterprising individuals, including social, business and corporate entrepreneurs, to inspire learners. This can be done by bringing them to classes as guest speakers, asking students to interview such persons using a checklist given by the teacher, etc. 14
5.0 Entrepreneurship Training at the Teacher Education Level 5.1 Objectives of Entrepreneurship Education at the Teacher Education Level Teachers are powerful socialization agents. In addition to formal teaching, some become curriculum developers, education officers, school managers, inspectors, examiners and education policy makers. For the purpose of this framework, teacher education includes training of education managers. In the long run, entrepreneurship training should be mainstreamed in teacher training programs. However, in the interim, other forms of intervention, such as short courses, will be used to train teachers. The objective of entrepreneurship education at the teacher education level is to prepare teachers and education managers to be effective facilitators in entrepreneurship training, through formal and non-formal channels. Since all teachers and education managers should mainstream entrepreneurship in their own subjects as well as in management and administration of education, the training should empower them to be able to: (i) (ii) (iii) (iv) (v) demonstrate entrepreneurial competencies and hence become role models to learners; effectively facilitate and assess development of enterprising tendencies; guide learners to identify and relate with career and business opportunities in their mainstream subjects; develop a variety of tools to facilitate and assess development of enterprising tendencies; and create and sustain a learning context that promotes enterprising behavior in classes, school units and the entire school. In addition, some teachers will be required to facilitate the development of business skills through particular topics or subjects. For this group, the specific objectives of teacher training will be for teachers to be able to: (i) (ii) successfully create and managea business; and effectively facilitate and assess the development of business creation and management skills. 15
Entrepreneurship Training at the Teacher Education Level 5.2 Competencies to be developed at the Teacher Education Level In line with the objectives stated above, the competencies to be developed at the teacher education level are as follows: Table 5.1: Competencies to be developed at the Teacher Education Level AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Enterprising tendencies NEED FOR AUTONOMY AND INDEPENDENCE Pro-activeness Appreciation of ownership Self-confidence Assertiveness Vision Action orientation Learning Information seeking Resistance to stress Accountability NEED FOR ACHIEVEMENT Vision Ambition Results orientation Spirit for hard work Determination Commitment Valuing things, including time Perseverance Interact for monitoring performance Optimism Competitive spirit CREATIVITY AND INNOVATION Creativeness Innovativeness Flexibility Ability to adapt Curiosity Imagination Versatility Critical thinking Willingness to face challenges Ability to improvise CALCULATED RISK TAKING Risk taking Daring Monitoring risks Willingness to start small Realism COMMUNICATION AND NETWORKING Information seeking Persuasiveness Information sharing Assertiveness Emphaticalness Active learning Valuing networks and know-who OPPORTUNITY SEEKING AND TAKING INITIATIVE Interest for monitoring the environment Strategic orientation Willingness to start small Flexibility Action orientation Opportunism PERSONAL AND SOCIAL VALUES Ethics Integrity Customer sensitivity Courtesy Professionalism Accountability Belief for reward as a result of effort Team spirit CAREER MOTIVATION AND EMPLOYMENT OPPORTUNITIES Business and employment opportunities Implications of the entrepreneurial career Awareness of how others have made it Developing self-awareness Entrepreneurial awareness and motivation ENTREPRENEURIAL BEHAVIOUR Awareness of how others have made it Exploring the environment for opportunities(economic, social and cultural) Learning from multiple sources Enterprising behavior/personal entrepreneurial competencies Establishing linkages and win-win collaboration Creating and sustaining an enterprising class, school or organization INTEGRITY FOR PERSONAL AND BUSINESS SUCCESS Beliefs and values about work and business Business ethics FACILITATING ENTREPRENEURSHIP LEARNING Entrepreneurial teaching and learning strategies Planning and preparing to teachentrepreneurship lessons Creating an enterprising organization Assessing entrepreneurship education CREATIVITY AND PROBLEM SOLVING SKILLS Reasoning Assessing problems and finding solutions Critical thinking Lateral thinking Developing practical solutions Creativity COMMUNICATION AND NETWORKING SKILLS Listening Speaking Presentation Financial literacy Pitching Information seeking Assertiveness Articulating ideas Learning Networking Acting as a team player LIFE-LONG LEARNING SKILLS Creativity Managing own learning Contributing to own learning Mentoring Information sharing Learning from networks PERSONAL DEVELOPMENT AND SOCIAL SKILLS Making friends Networking Inter-personal skills Leadership skills Self-management Training others Managing and reading emotions Persuasiveness Pitching PLANNING AND ORGANISING SKILLS Goal setting Managing complexity and unpredictability Managing interdependence Monitoring and evaluation Managing time 16
Entrepreneurship Training at the Teacher Education Level AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Business creation and development Interest in the entrepreneurial career BUSINESS START-UP PROCESSS Understanding the business environment Key success factors for a particular business Sources for assistance and specialist support Identifying an idea Appraising an idea Business forms Business planning Good practice in starting and running a business ORGANIZING AND MANAGING A BUSINESS Assessing business development needs Identifying and assessing business opportunities Finding customers Selling Customer care Pricing a product/service Appraising and learning from competition Monitoring the business environment with limited resources Setting and managing standards of performance Financing a business from appropriate sources Developing a business plan Managing statutory requirements Strategic planning BUSINESS SKILLS Identifying and assessing business opportunities and ideas Marketing for a small business (Finding customers, selling, low cost promotion, customer care, pricing) Appraising and learning from competition Calculating cost Assessment of progress Preparing plans to guide implementation Teaching entrepreneurship using learner-centered approaches Monitoring the business environment with limited resources Setting and managing standards of performance Financing a business from appropriate sources Developing a business plan Managing statutory requirements Strategic planning Research EFFECTIVE USE OF TECHNOLOGY IT E-commerce In teacher education, there are Certificate, Diploma and Degree levels. The competencies above need to be mainstreamed according to the level since they are cross-cutting 5.3 Approach, Methods and Strategies The entrepreneurship training agenda in teacher education shall be pursued in various ways. Courses or topics will be introduced that are designed to develop the entrepreneurial competencies specified above. In addition, each teacher training college and learning facilitator shall deliberately guide the mainstream learning in ways that develop the desired competencies. This will be pursued through integrating key messages and lessons in the mainstream content, as well as through using teaching-learning methods and strategies and a range of extra-curricular activities that develop the intended competencies. Teaching and learning should maximize on the use of learner-centered, problem-based activities, feedback and rewards that develop a range of intended competencies simultaneously. Specific recommended methods and strategies include the following: 17
Entrepreneurship Training at the Teacher Education Level Table 5.2 Methods and Strategies Recommended at the Teacher Education Level Singing Drawing Story telling Individual activities Oral reports Literature reviews Gallery walks Guest speakers Brainstorming Group discussions Presentations Study visits Audio visuals Jigsaws Simulations Puzzles Internships Role plays Debates Practical projects Peer mentoring Job shadowing Case studies Writing essays Competitions and awards 5.4 Assessment Bearing in mind that entrepreneurship training aims at changing practical abilities and behaviors of learners, assessment should focus mainly on these attributes, rather than just on the acquisition of theoretical knowledge or memorizing facts. At the teacher education level: Assessments should be carried out periodically at the college, classroom and individual teacher level. Assessments should evaluate changes in the intended attributes and skills as demonstrated by: facilitation methods used, value added to the classes or schools where teachers undertake practical training, creative ideas generated, activities and projects initiated, solutions to challenges demonstrated, networks developed, confidence demonstrated, assertiveness demonstrated, risks taken, evidence of pro-active learning demonstrated, leadership demonstrated, quality of plans produced, problems solved, quality of presentations made, success in persuasion, keeping time, preference for the entrepreneurial career, honesty, etc. Assessment of changes in attributes and skills should be part of the formal assessment in courses or topics that are designed principally to develop life or business skills. Assessment in such courses or topics should mainly be based on continuous assessment to allow for use of tools that capture competencies, rather than knowledge alone. Individual teachers of mainstream courses such as Educational Psychology, Education Management, Geography, and History, should allocate a part of the continuous assessment marks on demonstrated change in these abilities and attributes among individual learners in the course of learning the specific subject. Such assessment can be done using observation, checklists or assessment grids. This can be done periodically and against specific teachers activities, such as projects, presentations, debates, etc. Peer assessment should also be done periodically whereby student teachers evaluate and give feedback to their peers, individually or in groups, using an assessment grid or observation sheets provided by the learning facilitator. Awareness of opportunities, laws and regulations and basic business principles shall be evaluated through practical projects, case studies or business plans, tests and exams. Tests and exams should carry a very small weight of the overall assessment process. 5.5 Learning Facilitators Learning facilitators at the teacher education level should: possess the minimum requirements needed for teachers at the teacher education level; 18
Entrepreneurship Training at the Teacher Education Level have completed a training on mainstreaming entrepreneurship in education as part of their teacher training or through a reputable training institution; act as role models by being enterprising thus they must be confident, positive, passionate about their work, and ready to work to learn; remain conscious of how the quality and effectiveness of their work contributes to their personal brand and how this eventually affects their fate; only then can they contribute to building a performance culture among learners. In addition to trained teachers, teacher training colleges should make use of enterprising individuals, including successful career teachers, educational managers and business entrepreneurs to inspire learners. This can be done by bringing them to classes as guest speakers, asking teachers to interview such persons using a checklist given by their teachers, etc. 19
6.0 Entrepreneurship Training at the Tertiary Education Level 6.1 Objectives of Entrepreneurship Education at the Tertiary Education Level Tertiary education includes vocational, technical and university levels. A wide range of courses and learning outcomes, including studies at a major subject level in entrepreneurship may be pursued. However, the focus of this Framework is on the minimum entrepreneurship training recommended in all programs, and does not go beyond the first degree level. The objective of entrepreneurship training at the tertiary level is to continue to nurture an entrepreneurial character so that learners can be both competitive and successful in their chosen career. The specific objective at all levels of tertiary education is to enable learners to: (i) (ii) (iii) develop awareness of their own talents, personal assets and abilities; demonstrate enterprising behavior; and identify career and business opportunities in their areas of study. In addition, learners should develop business creation and management skills whose scope and complexity shall depend on the level of education: at the vocational education level, learners should be able to successfully create and manage owner-operated businesses; at the certificate and diploma level, learners should be able to successfully create and manage owner-operated businesses with limited or no formal systems; and at the degree level, learners should be able to successfully create and develop a formalized enterprise with key business systems as well as to handle key issues such as gender and family. 6.2 Competencies to be developed at the Tertiary Education Level In order to achieve the objectives stated above, the recommended learning outcomes at this level are as follows: 20
Entrepreneurship Training at the Tertiary Education Level Table 6.1: Competencies to be developed at the Tertiary Level AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Enterprising tendencies NEED FOR AUTONOMY AND INDEPENDENCE Pro-activeness Appreciation of ownership Self-confidence Assertiveness Vision Action orientation Orientation to learning Future orientation Information seeking Resistance to stress Accountability NEED FOR ACHIEVEMENT (MOTIVATION) Vision Ambition Goal orientation Future orientation Results orientation Spirit for hard work Determination Commitment Valuing things, including time Perseverance Monitoring performance Optimism Competitive spirit CREATIVITY AND INNOVATION Creativeness Innovativeness Flexibility Ability to adapt Curiosity Imagination Critical thinking Willingness to face challenges Improvisation CALCULATED RISK TAKING Risk taking Daring Monitoring performance Willingness to start small Realism COMMUNICATION AND NETWORKING Information seeking Persuasiveness Information sharing Assertiveness Emphaticalness Attentiveness Articulateness Active learning Valuing networks and know-who CAREER MOTIVATION AND EMPLOYMENT OPPORTUNITIES Business and employment opportunities in the area of study Implications of the entrepreneurial career Awareness of how others have made it Developing selfawareness ENTREPRENEURIAL COMPETENCIES Awareness of how others have made it Learning from multiple sources Entrepreneurial traits Establishing linkages and winning collaboration INTEGRITY FOR PERSONAL AND BUSINESS SUCCESS Beliefs and values about work and business Business ethics Etiquette CREATIVITY AND PROBLEM SOLVING SKILLS Reasoning Assessing problems and finding solutions Critical thinking Logical and lateral thinking Developing practical solutions Creativity COMMUNICATION AND NETWORKING SKILLS Listening Speaking Presentation Financial literacy Pitching Information seeking Assertiveness Articulating ideas Learning Networking LIFE LONG LEARNING SKILLS Creativity Managing own learning Contributing to own learning Mentoring Information sharing Learning from networks PERSONAL DEVELOPMENT AND SOCIAL SKILLS Making friends Networking Inter-personal skills Leadership skills Self-management Training others Managing and reading emotions Persuasiveness PLANNING AND ORGANISING SKILLS Goal setting Managing complexity and unpredictability Managing interdependence Monitoring and evaluation Managing time Managing resources Managing risks OPPORTUNITY SEEKING AND TAKING INITIATIVE Monitoring performance Strategic orientation Willingness to start small Flexibility Action orientation Opportunism Willingness to get one s hands dirty PERSONAL AND SOCIAL VALUES Ethics Integrity Customer sensitivity Quality orientation Courtesy Professionalism Accountability Belief for reward as a result of effort Team spirit 21
Entrepreneurship Training at the Tertiary Education Level AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Business creation and development Interest in the entrepreneurial career BUSINESS START-UP PROCESSS Understanding the business environment Key success factors for a particular business Sources for assistance and specialist support Identifying an idea Appraising an idea Business forms Business planning ORGANIZING AND MANAGING A BUSINESS Assessing business development needs Identifying and assessing business opportunities Finding customers Selling Customer care Pricing a product/service Managing gender relations in the business Designing business systems Managing employees Appraising and learning from competition Monitoring the business environment with limited resources Setting and managing standards of performance Financing a business from appropriate sources Developing a business plan Managing statutory requirements Strategic planning Issues to do with a family business Business growth Consolidation Internationalization BUSINESS SKILLS Identifying and assessing business opportunities Marketing for a small business (Finding customers, selling, low cost promotion, customer care, pricing) Designing business systems Managing employees Appraising and learning from competition Monitoring the business environment with limited resources Setting and managing standards of performance Financing a business from appropriate sources Developing a business plan Managing statutory requirements Strategic planning Research Consolidation Internationalization Social entrepreneurship Managing a family business EFFECTIVE USE OF TECHNOLOGY IT E-commerce 6.3 Approaches, Methods and Strategies The entrepreneurship training agenda in the tertiary education shall be pursued in various ways. Courses or topics may be designed to develop the entrepreneurial competencies and business skills specified above. These courses or topics will be used to the maximum. However, in addition, each teacher training institution and learning facilitator shall deliberately guide the mainstream learning in ways that develop the desired competencies. This will be pursued through integrating key messages and lessons in the mainstream content, and through using teaching-learning methods and strategies as well as a range of extra-curricular activities that develop the intended competencies. Teaching-learning should maximize on the use of learner-centered, problem-based activities, feedback and rewards that develop a range of intended competencies simultaneously. Specific recommended methods include the following: 22
Entrepreneurship Training at the Tertiary Education Level Table 6.2 Methods and Strategies recommended at the Tertiary Education Level Singing Drawing Story telling Individual activities Oral reports Literature reviews Gallery walks Guest speakers Brainstorming Group discussions Presentations Study visits Audio visuals Jigsaws Simulations Puzzles Internships Role plays Debates Practical projects Peer mentoring Job shadowing Case studies Writing essays Competitions and awards Socrates questioning Action research 6.4 Assessment Bearing in mind that entrepreneurship training aims at changing practical abilities and behaviors of learners, assessment should focus mainly on these attributes, rather than just on the acquisition of theoretical knowledge or memorizing facts. At the tertiary education level: Assessments should be done periodically at the institution, classroom and individual student teacher/student level. Assessments should evaluate changes in the intended attributes and skills as demonstrated by: creative ideas generated, activities and projects initiated, solutions to challenges demonstrated, networks developed, confidence demonstrated, assertiveness demonstrated, risks taken, evidence of pro-active learning demonstrated, leadership demonstrated, quality of plans developed, problems solved, quality of presentations made, success in persuasion, keeping time, preference for the entrepreneurial career, honesty, etc. Assessment of changes in attributes and skills should be part of the formal assessment in courses or topics that are designed principally to develop life or business skills. Assessment in such courses or topics should mainly be based on continuous assessment to allow for use of tools that capture competencies, rather than knowledge alone. Individual teachers of mainstream courses (Marketing Research, Development Studies, Aquatic Environment, Engineering Design, History of Architecture, etc.) should allocate a part of the continuous assessment marks on demonstrated change in the above-mentioned entrepreneurial abilities and attributes among individual learners in the course of learning the specific subject. Such an assessment can be done using observation checklists or assessment grids. The assessments can be carried out periodically in relation to specific teachers activities, such as projects, presentations, debates, etc. Peer assessment should also be carried out periodically whereby the students evaluate and give feedback to their peers, individually or in groups, using an assessment grid or observation sheets provided by the learning facilitator. Awareness of opportunities, laws, regulations and basic business principles shall be evaluated through practical projects, case studies or business plans, tests and exams. Tests and exams should carry a very small weight in the overall assessment process. Each institution should endeavor to undertake tracer studies of its graduates. 23
Entrepreneurship Training at the Tertiary Education Level 6.5 Learning Facilitators Learning facilitators at the tertiary education level should: possess the minimum requirements needed for that level; have completed training on mainstreaming entrepreneurship in education as part of their teacher training or through a reputable training institution; act as role models for being enterprising thus they must be confident, positive, passionate about their work, and ready to work to learn; remain conscious of how the quality and effectiveness of their work contributes to their personal brand and how this eventually affects their fate; only then can they contribute to building a performance culture among learners. In addition to tutors and lecturers, tertiary training institutions should make use of enterprising individuals, including successful business, corporate and social entrepreneurs to inspire learners. This can be done by bringing them to classes as guest speakers, asking students to interview such persons using a checklist given by their teachers, etc. 24
7.0 Entrepreneurship Training in Non-Formal Education 7.1 Objectives of Non-Formal Entrepreneurship Education We are using the term non-formal training to refer to what is not structured, standardized or formally accredited and evaluated. Non-formal entrepreneurship training can take many forms, including short courses of a variety of durations, mentoring, coaching, incubation, or a combination of these. Non-formal entrepreneurship training is in demand by a range of actors, including: those engaged in or aspiring to be engaged inbusiness start-ups; those who wish to consolidate and grow existing businesses; those who intend to internationalize or have already internationalized their business operations; employees who want to adopt corporate entrepreneurship; individuals who are or aspire to be social entrepreneurs. The overall objective of non-formal entrepreneurship training is to empower individuals, institutions and communities to take advantage of the resources and opportunities around them for their own development. The specific objectives are distinguished by target group as follows: Table 7. 1 Specific Objectives of Non-Formal Entrepreneurship Training by Target Group Target group Specific objectives (learners should be able to) All Behave more entrepreneurially Start-ups Successfully create and operate a business Consolidation and growth Successfully consolidate and grow a business Internationalization Successfully internationalize business operations Corporate entrepreneurship Successfully initiative and manage change and improvement in existing organizations Social entrepreneurship Successfully initiate, lead and implement initiatives that address social problems 25
Entrepreneurship Training in Non-Formal Education 7. 2 Competencies to be developed for existing or potential Business Start-ups Business creation requires an orientation and skills that enable one to start and build on limited resources; innovation; ability and willingness to explore and learn by doing; as well as ability tosustain the motivation to navigate through a range of potential barriers. The following specific competencies will be developed for business start-ups: Table 7.2 Competencies to be developed for Business Start-ups AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Business creation and development Interest in and commitment to the entrepreneurial career Growth motivation BUSINESS START-UP PROCESSS Understanding the business environment Key success factors for a particular business Sources for assistance and specialist support Identifying an idea Appraising an idea Business forms Business planning Managing statutory requirements ORGANIZING AND MANAGING A BUSINESS Assessing business development needs Identifying and assessing business opportunities Finding customers Selling Customer care Pricing a product/service Designing business systems Managing employees Appraising and learning from competition Monitoring the business environment with limited resources Setting and managing performancestandards Financing a business from appropriate sources Developing a business plan Managing statutory requirements Strategic planning Knowledge of the relevant value chain Learning from the business environment Learning from failure BUSINESS SKILLS Identifying and assessing business opportunities Marketing for a small business (Finding customers, selling, low cost promotion, customer care, pricing) Designing business systems Managing employees Appraising and learning from competition Monitoring the business environment with limited resources Setting and managing performance standards Financing a business from appropriate sources Developing a business plan Managing statutory requirements Strategic planning Research Feasibility assessment EFFECTIVE USE OF TECHNOLOGY IT E-commerce 7.3 Competencies to be developed for Business Consolidation and Growth Those who are already running businesses require awareness, motivation and skills for consolidating the business to be more efficient and competitive, and to grow it. Entrepreneurship training for this group will be designed to build motivation for growth and ability to strategically identify and build competitive capacity, innovatively explore and assess growth opportunities, as well as to finance and manage growth. The specific competencies to be developed are as follows: 26
Entrepreneurship Training in Non-Formal Education Table 7.2: Competencies to be developed for Growth and Consolidation AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Business creation and development Motivationfor Growth Commitment to the entrepreneurial career BUSINESS DEVELOPMENT PROCESSS Business growth process Implications of business growth ORGANIZING AND MANAGING GROWTH Managing the growth process Assessing business growth needs Designing businessgovernance systems Financing growth Strategic planning Managing family issues Managing risks Learning from failure Learning from the business environment BUSINESS Identifying and assessing growth opportunities Designing a governance structure Appraising and learning from competition Monitoring the business environment with limited resources Setting and managing performancestandards Financing growth Developing a business plan Strategic planning Market research Building linkages & collaboration Using specialists and consultants EFFECTIVE USE OF TECHNOLOGY IT E-commerce 7.4 Competencies to be developed for Internationalization The objective of entrepreneurship training for entrepreneurs who intend to internationalize their business or are already operating internationally, is to build the capacity needed to strategically exploit international opportunities, including adjusting to unique opportunities and challenges in the international environment. The specific competencies to be developed include: Table 7.3: Competencies to be developed for Internationalization AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Business creation and development Motivation for growth Interest in internationalization INTERNATIONALISATION Understanding the international business environment Understanding international operations Import/export procedures International collaboration ORGANIZING AND MANAGING A BUSINESS Identifying and assessing international business opportunities Monitoring the international business environment with limited resources BUSINESS MANAGEMENT Managing business information Appraising and learning from international competition Monitoring the business environment with limited resources Setting and managing performance standards Financing an international business Developing a business plan Managing statutory requirements for international trade Quality management Product development Contract management Strategic planning Research Cultural adjustment EFFECTIVE USE OF TECHNOLOGY IT E-commerce 27
Entrepreneurship Training in Non-Formal Education 7.5 Competencies to be developed for Intrapreneurship Intrapreneurship means thinking and acting entrepreneurially in an established organization, whether in a business or in a social or public setting. The purpose of Intrapreneurship training is to develop the inclination and skills for initiating and leading change and improvement in any context. The specific competencies to be developed are as follows: Table 7.4: Competencies to be developed in Intrapreneurship/Corporate Entrepreneurship: AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Initiating and managing change and improvement Valuing contribution to change and improvement Team spirit Readiness to lead change Readiness to share credit Readiness to work with the best Readiness to change jobs and careers Principles of Corporate entrepreneurship Evolution of corporate entrepreneurship Drivers of corporate entrepreneurship Barriers to corporate entrepreneurship Transformative leadership Change management Motivating others 7.6 Competencies to be developed for Social Entrepreneurship The purpose of social entrepreneurship training is to develop the inclination and skills for initiating and leading social change and improvement. The specific competencies to be developed are as follows: Table 7.5: Competencies to be developed for Social Entrepreneurship AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Social enterprise Seeing problems as opportunities Social mission Accountability to the market/ constituency Venture philanthropy Identifying social problems Finding pathways to sustainability Maximizing impact of ideas Community mobilization Social marketing Resource mobilization Project management 7.7 Approaches, Methods and Strategies The entrepreneurship training agenda in non-formal education shall be pursued through the use of different mechanisms. Short courses, mass media sensitization (behavior change) campaigns, incubation programs, youth camps, clubs, competitions and awards, mentoring, coaching, etc. may be introduced. However, in addition, each capacity building intervention, including technical or domain-specific training activities shall mainstream the development of an enterprising behavior. This will be pursued through integrating key messages and lessons in the mainstream content, and using methods, strategies and a range of activities that develop the intended competencies. Teaching-learning should maximize on the use of learner-centered, problem-based activities, feedback and rewards that develop a range of intended competencies simultaneously. Specific recommended methods include the following: 28
Entrepreneurship Training in Non-Formal Education Table 7.6 Methods and Strategies recommended in Non-Formal Education: Singing Drawing Story telling Individual activities Gallery walks Guest speakers Brainstorming Group discussions Presentations Study visits Audio visuals Jigsaws Simulations Study visits or tours Puzzles Internships Role plays Debates Practical projects Peer mentoring Job shadowing Case studies Writing essays Competitions and awards Action research Incubation Mentoring 7.8 Assessment Bearing in mind that entrepreneurship training aims to change practical abilities and behaviors of learners, assessment should focus mainly on these attributes, rather than just on the acquisition of theoretical knowledge or memorizing facts. In non-formal education: Assessments should be done periodically at the group and individual level. Assessments should evaluate changes in the intended attributes and skills as demonstrated by: creative ideas generated, activities and projects initiated, solutions to challenges demonstrated, networks developed, confidence demonstrated, assertiveness demonstrated, risks taken, evidence of pro-active learning demonstrated, leadership demonstrated, quality of plans developed, problems solved, quality of presentations made, success in persuasion, keeping time, preference for the entrepreneurial career, honesty, etc. Individual or domain-specific topics or courses should allocate a part of the assessment marks on demonstrated change in the above-mentioned entrepreneurial abilities and attributes among individual learners in the course of learning. Such an assessment can be done using observation checklists or assessment grids. The assessments can be carried out periodically in relation to specific teachers activities, such as projects, presentations, debates, etc. Peer assessment should also be done periodically, whereby the learners, individually or in groups, evaluate and give feedback to their peers, using an assessment grid or observation sheets provided by the learning facilitator. Each training provider should endeavor to undertake tracer studies of its graduates. 29
Entrepreneurship Training in Non-Formal Education 7.9 Learning Facilitators Learning facilitators at the level of non-formal education should: have completed a training on mainstreaming entrepreneurship in education at a reputable training institution; act as role models for being enterprising thus they must be confident, positive, passionate about their work, and ready to work to learn; preferably have experience of either creating and running an organization or initiating and leading change and improvement in existing ones. Training providers should make use of successful business, corporate and social entrepreneurs to inspire learners. This can be done by bringing them to classes as guest speakers, asking students to interview such persons using a checklist given by their teachers, etc. 30
8.0 Implementation Challenges and Strategies 8.1 Expected Challenges It is important to identify and assess potential challenges to be faced by the National Entrepreneurship Training Framework in order to counter them with appropriate strategies. The implementation of the NETF will potentially face some of the following challenges: (i) Absence of a strategy on entrepreneurship development. Ideally, this Framework should be informed by a national strategy on entrepreneurship education and training. In the absence of the strategy, the proposed Framework is mainly based on international and local best practices and experience. It is important to develop the strategy in the future, in order to ensure a coherent approach. (ii) Inadequate number and quality of learning facilitators in entrepreneurship training. The most significant barrier to the implementation of entrepreneurship training is the insufficient number of welltrained and experienced facilitators. It is only at the vocational training level that the teacher training curricula already prepares teachers to facilitate entrepreneurship training. The business development services sector is under-developed and disorganized, and hence it is not practical to introduce very stringent requirements or standards. (iii) Absence of materials to support student-centered learning. Only a limited number of entrepreneurship training materials (books, cases, games, etc.) appropriate to the local context have been developed. (iv) Awareness and commitment of policy makers and other duty holders. Most of the stakeholders have low or no awareness of the meaning and scope of entrepreneurship training. Parents and the entire community play a big role in the development of values and attitudes. However, they are largely unaware of the importance of their role. (v) Inadequate coordination of efforts. There are many actors and initiatives in promoting entrepreneurship training. However, the efforts remain largely un-coordinated. This creates challenges, including the determination of how such efforts can be resourced, monitored and evaluated. (vi) Limited resources amid rapid expansion in education. The education sector at all levels has witnessed a large increase in enrolment without corresponding provision of resources. As a result, educational institutions main in large class sizes and a high student-teacher ratio. This presents a huge 31
Implementation Challenges and Strategies challenge in adopting the proposed student-centered methods, which are more resource intensive than some more traditional teaching methods. (vii) Overloaded curriculum. The curriculum is already heavily loaded and if specific attention is not paid to this fact in mainstreaming entrepreneurship, it may worsen the situation and perhaps lead to resistance. As much as possible, the entrepreneurship mainstreaming agenda should complement, rather than compound, what is already in the curriculum. 8.2 Implementation Strategies In order to address the identified challenges, a number of strategies are recommended: 8.2.1 Coordination, Monitoring and Evaluation NEEC will lead and coordinate the efforts to develop a Framework on Entrepreneurship Development as well as its implementation guidelines. It will also be responsible for liaison with various stakeholders. For the purposes of overseeing the framework development process, NEEC will set up a stakeholders forum comprised of policy makers, representatives of parents, NECTA, regulators (TCU, NACTE, VETA, and TIE), ADEM, Universities, employer associations (ATE), media, civil society organizations and Business Development Services (BDS) providers. In addition, NEEC will coordinate the establishment of a Steering Committee to monitor and report to the stakeholders forum. NEEC will organize an annual stakeholders meeting to review progress, share lessons and address any emerging issues. 8.2.2 Developing an Implementation Guideline After the adoption of the Framework, detailed guidelines should be prepared, including learning materials (inspirational books, cases, stories, exercises, sample assignments, assessment methods, simulations, facilitator guides or manuals, etc.) that students and teachers can easily use. The guidelines should include further elaboration on the development of attitudes and skills. 8.2.3 Preparation of Learning Facilitators In order to prepare a large number of teachers to become entrepreneurship learning facilitators: a) as many practicing teachers as possibleshould be oriented to enterprising teaching-learning methods; b) the teacher training curriculum should be reviewed to include entrepreneurship competencies and corresponding learning facilitation methods; c) a survey of BDS providers and entrepreneurship teachers should be undertaken and a dynamic database developed; d) learning facilitators should be oriented to methods that they can use under the existing circumstances (limited resources and tools, etc). 8.2.4 Translation In order for the Framework and its guidelines to be accessible to a large number of people, they will be translated into Kiswahili. 32
Implementation Challenges and Strategies 8.2.5 Creating Awareness NEEC will lead a campaign to promote an enterprising behavior among parents/community, and also encourage the adoption of parenting practices that promote an enterprising behavior. The campaign should target education officers, school managers, parents, inspectors, curriculum developers, examiners, etc. The campaign should engage the mass media, and distribute the Framework widely in both English and Kiswahili. 33
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National Economic Empowerment Council P.O. Box 1734 Kivukoni Front, Dar Es Salaam, Tanzania Tel: +255 22 2125596 Fax: +255 22 2125596 Email: neec@uwezeshaji.go.tz Website: www.uwezeshaji.go.tz