Description
In such a detailed data around entrepreneurship education curriculum for teacher training colleges.
1
REPUBLIC OF RWANDA
National Curriculum Development Centre (NCDC)
P.O.Box. 608 Kigali
ENTREPRENEURSHIP EDUCATION CURRICULUM
FOR TEACHER TRAINING COLLEGES
(SENIOR 4, 5 & 6)
Kigali, February 2010
2
INTRODUCTION
One of the major goals of education in a country is to prepare her citizens for employment. Indeed, when people complete their education
they expect to get well paying jobs. This poses the question of “who” should provide such jobs; governments, private companies, NGOs, etc
In developing countries so far, governments have been the major providers of jobs. Very few education systems equip the learners with skills
and capacities to underpin their future careers especially in case they decide to start their own business or social or cultural activities and become
self-employed.
The Ministry of Education of the Republic of Rwanda is taking measures to ensure that the learning outcomes are more aligned with the
labour markets’ needs. One of such measures or approaches is the introduction of entrepreneurship curriculum into the secondary school curriculum.
This is intended to enable the learners at any level of the secondary education to acquire knowledge, kills and attitudes necessary for them to thrive in
their future working lives including setting up their own business, social or cultural activities.
The entrepreneurship curriculum for the Ordinary Level of the secondary education is already being implemented. Learners who complete
this level of education will have basic entrepreneurial knowledge, skills and attitudes for starting economic, social or cultural activities for their
benefit as well as that of their communities.
This TTC entrepreneurship curriculum is intended to provide more advanced knowledge, skills and competencies to the learners who will pursue
further studies after the O Level of the secondary education. It builds on the –O- level curriculum but goes deeper into the analysis of the subject.
If the O-levels and TTC curriculum are well implemented, the outcome should be a self reliant citizen who is capable of identifying and
exploiting viable business, social or cultural opportunities and contributing to the socio-economic development of his or her community and country.
.
3
GENERAL ORIENTATION
The entrepreneurship curriculum for TTC is organized into 4 major themes. The following outlines the themes with the corresponding learning
outcomes:
SENIOR 4
Theme 1: Entrepreneurial Culture
By the end of this theme, learners should exhibit desirable qualities of an entrepreneur.
Theme 2: Identification and generation of business ideas and opportunities
By the end of this theme, learners should be able to identify, generate and assess business ideas and opportunities.
SENIOR 5
Theme 3: Business Organization and Management
By the end of this theme, learners should be able to start, operate, and manage simple business activities
SENIOR 6
Theme 4 Entrepreneurship and Socio-economic Development
By the end of this theme, learners should be able to: Grow their business activities and contribute to the socio-economic development of their
communities
4
METHODOLOGICAL APPROACH
The teacher should use the learner cantered teaching methodologies in teaching this subject. The exact mix of what teaching methods to use
will largely depend on the topic being handled, the learners’ learning or comprehension capacities, the learning environment and the resources
available for use in the learning/teaching process. Besides the conventional teaching methods, there is a variety of unconventional teaching or
learning methods that can stimulate the learners’ interest in the learning process. These include case studies, role plays, business simulation games,
success stories, team teaching, resource person presentation and field visits. Some of these approaches (which are highly recommended for this
course) may not be familiar to the teachers. The teachers are therefore advised to study, consult and research about them so that they become
conversant with them and therefore effectively guide their learners in using them as they learn and acquire the expected learning outcomes.
Entrepreneurship teachers need to work in close collaboration with the school administration, other teachers, learners, parents, existing
entrepreneurs, practicing technicians or specialists and school communities in order for them to be able to effectively use the recommended teaching
methods and help their learners learn entrepreneurship more effectively local entrepreneurs and specialists in different learning areas in this
curriculum may be invited to come and share their experiences with the learners. However, it is important that the teachers do not limit themselves to
the teaching methods described in this curriculum or in the accompanying teachers guides but they should go out and experiment with other creative
and innovative methods that they may find appropriate to their environment as well as their learners’ capacities.
5
Participants in the Entrepreneurship Education Curriculum Development Process
for Teacher Training Colleges (TTC).
I. Supervisors - NCDC
1. GAHIMA Charles (General Director)
2. GATERA Augustin (Director of Languages and Humanities)
II. Curriculum developers – NCDC
3. MTATIRO Senseri (Curriculum Developer for Entrepreneurship)
4. Florian RUTIYOMBA (Curriculum Developer for Economics)
5. BIZIMANA Méschac (Curriculum Developer for Economics)
6. BACUMUWENDA Nehemiah (Curriculum Developer in charge of Pedagogical Norms)
III. Lecturers and Teachers
7. MBASSANA Elie Marvin (Adventist University of Central Africa)
8. KATEERA Claudius (Kigali Institute of Education)
9. NYIRISHEMA Mahseni (Kigali Institute of Education)
10. MURAYA Anthony (Umutara University)
11. WALUSIMBI Moses (Umutara University)
12. FURAHA Françoise (G.S Kicukiro)
13. BUTERA Emmanuel ( G.S Nyamiyonga)
14. IRAGUHA Prisca (Marthrys Secondary School)
15. MUVUNYI KIBA (S.O.S)
IV .Resource Persons
16. UWAMAHORO Adnan Saligo (RDB)
17. CATHERINE A. Sikubwabo Honeyman (PhD. Candidate, University of Wisconsin-Madison)
18. MOLLY Norton (Mission Schools International, Rwanda)
19. BILLY Butamanya (UNIDO’s International Entrepreneurship Development Expert)
6
Published by:
National Curriculum Development Centre (NCDC)
© National Curriculum Development Centre
All rights reserved:
No part of this curriculum may be reproduced without the prior permission of the NCDC.
7
ENTREPRENEURSHIP EDUCATION CURRICULUM FOR TTC
SENIOR FOUR
THEME 1: Entrepreneurial Culture (35 Allocated periods)
LEARNING OUTCOME: Exhibit desirable qualities of an entrepreneur
Learning Objectives Content Proposals for the Teaching-Learning Activities
By the end of this unit, the
learner should be able to:
• Describe a range of
different types of work
being carried out in the
locality
• Explain how these different
types of work contribute to
the living standards of the
residents
• Identify some occupations
or ways of earning money
that do not make a positive
contribution.
• Describe other types of
work that people in other
parts of Rwanda or the
1. Introduction to
Entrepreneurship: Work
1.1 Types of work and their
socio-economic contributions
1.1.1. Types of work being
done in the locality and their
socio-economic contributions
1.1.2 Distinguishing between
positive and negative ways of
earning money
1.1.3 Types of work that are
done in other places
• General Introduction to entrepreneurship linking the Ordinary level to Advanced level
content
• Help learners create a special section in their notebooks where they can list the types of
work that will be discussed during this unit, leaving space for adding further details about
each one as they progress through the unit. This can take the form of a table with column
headings: Type of Work, Contribution to Society, Is this Work done in My Locality?, Is it
Needed in My Locality?, Talents and Skills necessary for this Work, How people Prepare
to do this Work, and Work that I would Like to Do? The learners will gradually fill in
this table as they go through the following teaching/learning activities.
• Brainstorm different types of work done in the locality. For each, ask learners to talk
about ways in which the work contributes to the life of the person doing it, and also to
those around him or her. Identify any ways that people in the locality earn money that do
not make a positive contribution to those around them. Have them add these details to
their notebook list as the discussion evolves.
• Ask learners to list other types of work they know of that are not done by anyone in their
own locality. Using images, the Internet, books, periodicals, or other teaching aids,
introduce to learners a range of other types of work that people do in the world, but with
which the learners might not be familiar. Have learners add these to the lists in their
8
world do, and explain the
contributions they make to
society
• Identify types of work that
are needed in their locality
but are not yet provided
there, and justify why they
think those types of work
would be helpful to the
local population
• Present a range of beliefs
about work.
• Explain the importance or
value of working
• Explain the basis for
choosing the work to do.
• Identify work they are
interested in doing and
justify their choices.
• Identify some of their own
and their classmates’
particular talents and
interests and explain how
those characteristics can
1.1.4 Recognizing
opportunities: types of work
that are needed in the locality
1.2 Beliefs and Value of work
1.2.1 Understanding local
beliefs about work
1.2.2 Recognizing the value
of work in the locality
1.3 Career Concept
1.3.1 Choosing work to do
.
notebooks as well.
• Organize learners into groups of two or three and have each group identify a few types of
work that are not being done in the locality, but which could be helpful for people living
there. Each group should present the types of work they have chosen and be able to
explain why they think these types of work would be helpful.
• Help learners in small groups prepare a set of interview questions about people’s beliefs
and values related to work. Assign them the task of talking with three different adults
about what kinds of work they think are important and why. Learners should turn in a
report of their interviews and add a final section that discusses their own perspective and
how it concords or differs with that of the people they interviewed.
• In small groups, learners should present a short theatre piece or a drawing showing what
they think their community would be like if no one wanted to do any of these types of
work. For example if nobody accepted to sweep, to dig pit latrines, to grow food, to teach
etc.
• Ask learners to review the list of types of work they have been making in their notebooks,
and identify a number of types of work that are interesting to them personally, writing in
their notebook why they are interested in that type of work.
• Have learners brainstorm in small groups the types of skills and talents needed for a range
of different types of work. Also have learners mention some of the main skills and talents
they have noticed in their classmates within the small group. Together, the learners
should help each other identify at least three different types of work they will be good at.
9
help them choose among
different career paths.
• Describe the main sources
of information that can help
them choose what kind of
future work to prepare for
and use those sources in
order to get career
guidance.
• Investigate and describe the
preparation and career
trajectory for several
different types of work they
are interested in.
1.3.2 Career trajectory or path
1.3.3 Obtaining a career
guidance
• Discuss in detail as a class or in small groups how people prepare to start doing each type
of work the learners have chosen (the necessary education and practical preparations),
what represents high and low levels of skill and knowledge for each occupation, and how
people progress from being beginners to having a high level of skill in each one. Use these
ideas to introduce the concept of a career trajectory.
• Introduce learners to how they can use the Internet and other sources available (e.g.
newspapers, books, or the radio), to learn more about the types of work they are interested
in.
• Also help learners develop a set of questions that they can ask their parents, teachers,
career guidance counsellors, or skilled workers in order to learn more about certain types
of work.
• Assign learners to investigate what they can learn about the types of work they are
interested in, using at least two of these different sources. They should make a
presentation of the results, including what sources they have used, what they have learned,
and how they have learned it. The presentation should also include a personal evaluation
of the benefits and drawbacks of each type of work.
10
THEME 2: Identification and generation of business ideas and opportunities (25Allocated periods)
LEARNING OUTCOME: - Generate, identify and assess different business ideas
Learning Objectives Content Proposals for Teaching-Learning Activities
By the end of this unit, learners
should be able to:
• Highlight the concepts of a
“business, business idea and
business opportunity”, giving
concrete examples to illustrate
its meaning.
• Identify ways in which one can
learn about existing business
ideas and opportunities both in
the locality and elsewhere, and
explain how to use them for
this purpose
• Describe the qualities of a
good business idea as well as a
good business opportunity.
• Explain a range of different
ways in which people are able
to come up with new business
ideas.
• Develop new business ideas,
technologies, processes,
products, and/or services.
1. Business Ideas and
opportunities
1.1 Meaning of “a business
idea” and “a business
opportunity”
1.2 Sources of and qualities of
good business ideas and
identification of opportunities
1.2.1 Learning from existing
business ideas and opportunities
1.2.2 Inventing/Creating new
business ideas
• With the aid of a case study the teacher helps the learner to understand the concepts
of a “business, business idea and business opportunity”
• Through brainstorming learners will discuss various existing business
ideas/activities they would wish to duplicate in their own locality.
• The learners organized into small groups can also learn about existing business
ideas by talking with others, reading books and periodicals, listening to the radio,
browsing the internet. Then present their findings in class.
• Learners in small groups discuss at least three different interpretations of what it
means to come up with a “new” business idea (apply an existing idea to a new
context, adapt an existing idea into a partially new form, invent a totally new idea,
etc.), and give examples of each type.
• The teacher will guide the learners to use the approaches of observing,
interviewing, reading books or periodicals, and investigating on the Internet in
order to develop their own new business ideas, technologies, processes, products,
and/or services.
11
Learning Objectives Content Proposals for Teaching-Learning Activities
• Identify a number of different
needs and wants in the locality
that are not being met by
existing businesses.
• Judge among identified
business ideas those that are
most likely to be successful,
make a positive contribution
and are appropriate according
to the resources available.
1.2.3 Identifying needs and
wants in the locality (local
demand conditions)
1.2.4 Identifying viable
business ideas. Some criteria:
- Strong local demand
- Resources available
- Personal capacities
- Success with the same
idea elsewhere
- Others...
• The teacher should send the learners in small groups to investigate, interview local
residents (business people and non-business people) about the needs, wants they
would like to have met by the business community. After this activity learners
should report and present their findings.
• Based on the above research teacher should encourage learners to create a list of
business ideas that they are interested in. Through brainstorming, learners should
rank their list of business ideas and opportunities based on what they have
discovered about potential local demand conditions, as well as considering other
factors such as the amount of resources available, the learners’ personal capacities,
etc.
• Working in groups, prepare a short report showing the relative viability of
identified business opportunities in their locality.
12
SENIOR FIVE
THEME 3: Business Organization and Management (60 Allocated periods)
LEARNING OUTCOME: Start, run, and manage a simple business activity
Learning Objectives Content Proposals for Learning/Teaching activities
At the end of this unit the
learner should be able to:
• Explain the meaning of a
business organization
• Describe the
characteristics of different
types of organisation in
terms of purpose, structure
and components (people).
• Identify the skills and
qualities needed to support
the goals of your business
and evaluate potential
employees or partners
based on those criteria
• Describe the four
managerial functions
1. Business Organization
and Management
1.1 Business Organization
1.1.1 Meaning of an
organization
1.1.2 Organizational Structure
(Divisions, Departments,
Sections, and their Roles)
1.1.3 Criteria for selecting
people to work with
1.2 Management
1.2.1 Managerial Functions
• Introduction to
managerial functions
• Through brainstorming in the whole class the learners analyze the example of the family
in order to understand what an organization is, including issues of purpose, structure and
components (people).
• Also discuss two other known types of organizations (such as a local small business and
a local cooperative) in order to understand how they are organized and operate.
Synthesize the discussion into a broader list of different types of organizations and their
characteristics.
• Discuss 2 or 3 case studies about how real businesses have chosen their employees or
partners, based on the skills and qualities needed by the business
• Based on the previous three examples of organizations, have learners in small groups
identify some of the important skills and qualities of people working with them.
• Divide learners into small groups, give each group a different kind of business that they
imagine they are operating, have learners role play deciding on necessary skills and
qualities for the employees in their business and then interview candidates.
• In order to help them understand the managerial functions, ask the class to decide a goal
they would like to achieve together, and then lead them to decide on what is needed to
accomplish the chosen goal. During the discussion the teacher can classify their
suggestions into the four management functions.
13
Learning Objectives Content Proposals for Learning/Teaching activities
• Determine specific
objectives for the business
and make a schedule of
activities, to attaining
them, and the resources to
implement them.
• Arrange and structure the
resources at their disposal
in order to accomplish
organisational goals
• Work with and through
colleague or partners to
reach a stated goal.
• Monitor the plan, evaluate
and take corrective action
• Understand the concept of
team building, appreciate
its role in management and
communicate effectively
with members of different
backgrounds and cultures
• Appreciate the benefit of
maintaining a sound
customer and supplier
relationship and know how
to create and establish
good relations.
• Planning
• Budgeting
• Organizing
• Leading
• Controlling
1.2.2 Team building and
effective communication
1.2.3 Public Relations:
The importance of
maintaining good customer
and supplier relations
• Then, make an in-class game where learners have to form teams and prepare a certain
quantity of some simple item (such as identical drawings of something, etc). They have
to make a plan to reach their production goal, organize their team members into different
functions/activities for achieving their responsibilities, and have a manager who helps to
supervise and control their activities. See which teams are more efficient and effective in
reaching their goals, and analyze with the class after they complete the game what
techniques worked well etc.
• Discuss the same game outcomes in terms of team building including tolerance,
cooperation, patience, sharing ideas, tasks etc. Help students analyze how team-building
and effective communication contributed to the success of their group’s efforts.
• Learners should study 2 case studies relating to customer care services, one emphasizing
a successful experience and the other one failure to care about customers. From the 2
cases the teacher should ask the learners to mention their own experiences in regard to
customer care services.
• Then, the teacher should form two groups in the class. One group will role play what
good customer/supplier relations looks like, and the other group will role play bad
customer/supplier relations.
14
Learning Objectives Content Proposals for Learning/Teaching activities
• Keep, organise and use
effectively the business
files, documents and
equipment
• Effectively manage a
simple business activity
1.3 Office Practice
1.3.1 Organization of
documents
1.3.2 Care of office
equipment
1.4 Managing a business
activity
• Ask the learners to mention business documents that they know and if possible the
teacher should provide specimen documents and explain them in detail.
• Ask the learners to visit business premises and collect as many documents as possible,
then file them.
• Ask learner to identify office equipment they know, and their uses. The teacher
complements their answers and tells them how to maintain the office equipment.
• The teacher leads the learners in a discussion of a few different kinds of businesses the
documents and office equipment that are important for each one. For each case, learners
should describe how they would organize the documents and take care of the office
equipment, and how they would use them.
• Case studies of different management approaches in 2-3 different businesses to see a
more complex application of what has been discussed in this theme.
• Using the business ideas generated in the previous theme, learners should form small
groups and start their own simple business activity.
15
SENIOR SIX
THEME 4: Entrepreneurship and Socio-economic Development (60 Allocated periods)
LEARNING OUTCOME: Grow their business activities and contribute to the socio-economic development of their communities
Learning Objectives Content Proposals for Learning and Teaching Activities
At the end of this unit learners should be able
to:
• Explain the meaning of socio-
economic development and describe
some of its indicators
• Explain how entrepreneurship
contributes to socio-economic
development
• Explain the role of entrepreneurship
in employment creation
• Explain the role of taxes in
development
1.1 The Meaning of socio-economic
development
1.2 Factors and indicators of Socio-
economic development
1.3 Role of entrepreneurship in socio-
economic development
1.3.1 Entrepreneurship and employment
1.3.2 Business taxes: sources and
importance (Why should business pay
Through brainstorming and with the help of the teacher,
• Ask the learners what changes they would like to see in their
locality to make it a better place than it is presently?
• Ask learners to enumerate any changes they have observed in
the locality over the past five years. The learners should then
be able to say if the locality has developed or not over this
period. (At the end of this brainstorming, the teacher should
summarize by saying what development is, its determinants
and indicators).
• Identify local entrepreneurs who have contributed to the
locality’s development and explain how they have done so.
Explain how some ways of conducting entrepreneurship might
hold back development rather than promote it (such as
exploiting employees, corruption, cheating on contracts, etc.)
• Through brainstorming, the learners will discuss the direct and
indirect job opportunities created from various business
activities. For example if you start a dairy you employ
yourself directly and you also indirectly provide employment
for dairy farmers who supply you with the milk.
• Through brainstorming sessions and role play, ask learners to
propose how they would finance provision of roads, water,
schools, health service, security etc in their locality.
16
Learning Objectives Content Proposals for Learning and Teaching Activities
• Develop positive attitude towards
payment of taxes
• Identify a range of other
contributions entrepreneurship makes
to socio-economic development
• Explain the impact of business
activities on various types of
environment and their components
• Develop positive attitude towards
environmental protection and
conservation towards social
responsibility
• Identify the negative effects of
business on different types of
environment and their components
• Manage or prevent the possible
negative effects of their business on
taxes)
1.3.3 Other contributions of business to
socio-economic development
1.4 Entrepreneurship, Social
Responsibility and Environment
1.4.1 Meaning of environment and
society, their types and components
(e.g. natural environment includes air,
water, forests, land, different groups of
people etc., business environment
includes other competing businesses,
suppliers, consumers, etc., society)
1.4.2 Possible negative effects of
business activities on different types of
environment and their components
1.4.3 Managing and preventing the
• The teacher should then present data showing: Rwanda’s
government budget for say the last five years; show total tax
collected for the last five years, show share of the private
sector in total tax collected (the entrepreneurs).
• In small groups, learners will identify other contributions
entrepreneurship makes to development. Each group will
present evidence about one of these factors to the rest of the
class.
• Learners should make a presentation describing the different
ways in which their own business idea will make a
contribution to the development of the locality. Explain how
they will avoid negative consequences from their business.
• Ask the learners to cite examples of environmental pollution
(e.g. garbage; noise and air pollution from industries, soil
erosion from farming etc) and how they can negatively affect
the people around the business. For example put a radio to the
highest volume in a class room. Ask the learner to comment
on the effect of the noise from the radio on their learning.
• Through brainstorming ask learners how their lives would be
affected if they lived next to a factory producing toxic waste, a
bar, a market, a bus park, a disco hall etc. In small groups, do
role plays showing the effects on people and the environment
of these different types of businesses, if conducted
irresponsibly (e.g. if the market stall owners do not keep their
food clean and in that way spread diseases, etc.)
• Organize a visit to nearby business premises for learners to
have an opportunity to obverse various forms of waste
generated from the businesses. Discuss the impact and better
17
Learning Objectives Content Proposals for Learning and Teaching Activities
the environment
• Explain the meaning of social
responsibility and give concrete
examples of how a business can
contribute to the welfare of the
society
• Elaborate a business plan
negative effects of a business on
different types of environment and their
components
1.4.4 Proactive Social Responsibility
1.5 Business plan
1.5.1 Components of a business plan
1.5.2 Users of a business plan and how
they use it.
1.5.3. Elaboration of a business plan
• What Is Included in the Business
Plan?
i) Executive Summary
ii) Mission Statement
iii) Business Environment
iv) Marketing Plan
v) Organisation/Management
ways for these businesses to reduce or manage their waste. At
the end of the discussion, learners should understand that the
pollution generated by businesses is not a problem per se, but
rather that the problem is failure to control or manage the
waste (for example failure to collect and dispose the waste).
• Discuss 3 or more case studies showing different ways
businesses have proactively contributed to the social and
environmental context. Using those examples help the learners
identify more ideas related to how a business can implement
social responsibility.
• The teacher will present an overview of a business plan and
ask learner to discuss its purpose
• Learners will review three complete business plans prepared
for different types of businesses
• The teacher will ask learners to form groups of two , choosing
some one that he/she would like to start a business with
• Each group should review the business ideas they developed
in senior four and chose the idea that they think will be most
effective
• With the help of the teacher, each group will write down a
business plan according to their business idea.
18
Learning Objectives Content Proposals for Learning and Teaching Activities
Team
vi) Financial Plan
vii) Legal considerations
viii) Insurance requirements
ix) Social responsibility
x) Suppliers
xi) Risks
xii) Implementation plan
xiii) Assumptions/Conclusion
19
EVALUATION APPROACH
Evaluation is an essential part of the education process in order to ensure that teaching meets the learners’ learning needs and identify areas
where teaching can be improved. In this subject, both the formative and summative evaluation methods should primarily be concerned with the
knowledge, skills and attitudes you expect successful learners to have acquired as the result of studying each unit. The assessment should connect
clearly the learning outcomes with the learning objectives.
For the formative evaluation, during each unit, practical assignments, exercises, written analyses of case studies, and field reports given by
learners must be organised in order to allow the teacher to analyse the learner’s abilities in critical thinking, and effective communication as well as
the application of knowledge and skills in solving problems. Each of these methods will allow the teacher to evaluate the progress the learners are
making in developing the desired understanding and abilities.
The summative evaluation of learners should consider both the marks learners have obtained for their practical activities, as well as their
marks on a written tests or exams. The written exam should include not only items related to the meaning of concepts and terms, but should also
pause more complex questions and problems to learners that require them to apply some of the ideas they have been studying. In this way, the
teacher can evaluate both the level of their understanding and their grasp of how the concepts apply to real-world circumstances.
20
OTHER FACTORS TO CONSIDER
In order to meet the central goal of this course, it will be important for the teacher to possess basic understanding of a learner cantered
approach to teaching, a positive attitude towards entrepreneurship, some hands on experience in entrepreneurship activities, basic entrepreneurship
reference materials, and sufficient time to discuss and guide the learners on practical application of entrepreneurial knowledge and skills as well as
attitudes in their daily lives.
The school will need to facilitate the efforts of the teacher, including providing extra resources if necessary, inviting resource persons to facilitate
some lessons, giving permission to learners to carry out field study trips and activities, and allowing learners to start and operate small businesses
within the school environment or in their homes. It will be helpful if the learners can visit nearby entrepreneurs’ businesses, or if entrepreneurs can
be invited to make presentations within the classroom. For these activities, the teacher will need to plan ahead and contact the entrepreneurs before
the planned lessons as well as securing necessary school permission. Furthermore, the resource persons should be allowed to share with learners in
the language they are comfortable with.
The teacher should also make an effort to stay up-to-date regarding the subject. This can be done through attending entrepreneurship
workshops, reading books, journals, magazines, conducting research on the internet, interacting with practising entrepreneurs, etc. The teacher of
this course should be enthusiastic about the topics and should be willing to carry out entrepreneurial practical activities alongside the learners e.g. it is
recommended that the teacher should try to create a small business activity for him/herself in order to gain practical experience and provide an
example for the learners.
However, teachers should not use any of these activities irresponsibly e.g. by using them to simply promote their personal interests.
Furthermore, learners should never be required to work for the teacher in his/her business activity.
21
BIBLIOGRAPHY
Entrepreneurship: Starting and Operating a Small Business (with Business Plan Pro),
Mariotti & Glackin
©2010 | Prentice Hall | Published: 01/07/2009
ISBN-10: 0137013280 | ISBN-13: 9780137013289
Entrepreneurship,
Lambing & Kuehl
©2007 | Prentice Hall | Published: 04/10/2006
ISBN-10: 0132281740 | ISBN-13: 9780132281744
Entrepreneurship: Starting and Operating a Small Business w/ BizBuilder CD & Business Plan Pro Pkg.,
Mariotti
©2007 | Prentice Hall | Published: 01/06/2006
ISBN-10: 0132223694 | ISBN-13: 9780132223690
Entrepreneurship: Successfully Launching New Ventures,
Barringer & Ireland
©2010 | Prentice Hall | Published: 07/22/2009
ISBN-10: 0136083536 | ISBN-13: 9780136083535
Entrepreneurial Family Firms,
Hoy & Sharma
©2010 | Prentice Hall | Published: 07/28/2009
ISBN-10: 0131577115 | ISBN-13: 9780131577114
Effective Small Business Management,
Scarborough, Zimmerer & Wilson
©2009 | Prentice Hall | Published: 03/26/2008
ISBN-10: 0136152708 | ISBN-13: 9780136152705
22
Essentials of Entrepreneurship and Small Business Management,
Zimmerer, Scarborough & Wilson
©2008 | Prentice Hall | Published: 02/02/2007
ISBN-10: 0132294389 | ISBN-13: 9780132294386
Entrepreneur's Fieldbook, The,
Vinturella
©1999 | Prentice Hall | Published: 12/01/1998
ISBN-10: 0130812196 | ISBN-13: 9780130812193
Entrepreneurship for Scientists and Engineers,
Allen
©2010 | Prentice Hall | Published: 01/08/2009
ISBN-10: 0132357275 | ISBN-13: 9780132357272
Bootstrapping,
Cornwall
©2010 | Prentice Hall | Published: 01/08/2009
ISBN-10: 0136044255 | ISBN-13: 9780136044253
Preparing Effective Business Plans: An Entrepreneurial Approach,
Barringer
©2009 | Prentice Hall | Published: 01/02/2008
ISBN-10: 0132318326 | ISBN-13: 9780132318327
Social Entrepreneurship: A Modern Approach to Social Value Creation,
Brooks
©2009 | Prentice Hall | Published: 03/18/2008
ISBN-10: 0132330768 | ISBN-13: 9780132330763
Inventing Entrepreneurs: Technology Innovators and their Entrepreneurial Journey,
George & Bock
23
©2009 | Prentice Hall | Published: 12/31/2007
ISBN-10: 0131574701 | ISBN-13: 9780131574700
New Venture Management: The Entrepreneur's Roadmap (Entrepreneurship Series),
Kuratko & Hornsby
©2009 | Prentice Hall | Published: 12/31/2007
ISBN-10: 0136130321 | ISBN-13: 9780136130321
Rethinking Marketing: The Entrepreneurial Imperative,
Schindehutte, Morris & Pitt
©2009 | Prentice Hall | Published: 01/02/2008
ISBN-10: 0132393891 | ISBN-13: 9780132393898
Managing Effectively Through Tough Times,
Carpenter
©2010 | Prentice Hall | Published: 02/03/2009
ISBN-10: 0137025041 | ISBN-13: 9780137025046
Cases in Entrepreneurship and Small Business Management,
Heriot
©2006 | Prentice Hall | Published: 12/13/2004
ISBN-10: 0131542729 | ISBN-13: 9780131542723
Business Plan Pro, Entrepreneurship: Starting and Operating a Small Business,
Palo Alto
©2006 | Prentice Hall | Published: 04/29/2005
ISBN-10: 0131874845 | ISBN-13: 9780131874848
Entrepreneurship in Action,
Coulter
©2003 | Prentice Hall | Published: 11/19/2002
ISBN-10: 0131011014 | ISBN-13: 9780131011014
24
Technology Strategy for Managers and Entrepreneurs,
Shane
©2009 | Prentice Hall | Published: 04/03/2008
ISBN-10: 0131879324 | ISBN-13: 9780131879324
Bringing New Technology to Market,
Allen
©2003 | Prentice Hall | Published: 07/08/2002
ISBN-10: 0130933732 | ISBN-13: 9780130933737
Entrepreneurship and New Venture Formation,
Zimmerer & Scarborough
©1996 | Prentice Hall | Published: 11/09/1995
ISBN-10: 0024317403 | ISBN-13: 9780024317407
Entrepreneurship, Creativity, and Organization: Text, Cases, and Readings,
Kao
©1989 | Prentice Hall | Published: 02/02/1989
ISBN-10: 0132830116 | ISBN-13: 9780132830119
Truth About Starting a Business, The,
Barringer
©2009 | FT Press | Published: 12/16/2008
ISBN-10: 0137144504 | ISBN-13: 9780137144501
So, You Want to Start a Business?: 8 Steps to Take Before Making the Leap,
Hess & Goetz
©2009 | FT Press | Published: 08/20/2008
ISBN-10: 0137126670 | ISBN-13: 9780137126675
25
What's Stopping You?: Shatter the 9 Most Common Myths Keeping You from Starting Your Own Business,
Barringer & Ireland
©2008 | FT Press | Published: 05/16/2008
ISBN-10: 0132444577 | ISBN-13: 9780132444576
Little Platinum Book of Cha-Ching: 32.5 Strategies to Ring Your Own (Cash) Register in Business and Personal Success,
Gitomer
©2008 | FT Press | Published: 10/17/2007
ISBN-10: 0132362740 | ISBN-13: 9780132362740
Make More, Worry Less: Secrets from 18 Extraordinary People Who Created a Bigger Income and a Better Life,
Moss
©2008 | FT Press | Published: 01/18/2008
ISBN-10: 0132346869 | ISBN-13: 9780132346863
Turning Silver into Gold: How to Profit in the New Boomer Marketplace,
Furlong
©2007 | FT Press | Published: 01/31/2007
ISBN-10: 0131856987 | ISBN-13: 9780131856981
The new business road test: What entrepreneurs and executives should do before writing a business plan,
Mullins
©2006 | FT Press | Published: 01/15/2008
ISBN-10: 0273708058 | ISBN-13: 9780273708056
Finding Fertile Ground: Identifying Extraordinary Opportunities for New Ventures,
Shane
©2005 | Wharton School Publishing | Published: 07/19/2004
ISBN-10: 0131423983 | ISBN-13: 9780131423985
26
From Ice Cream to the Internet: Using Franchising to Drive the Growth and Profits of Your Company,
Shane
©2005 | PH Professional Business | Published: 01/11/2005
ISBN-10: 013149421X | ISBN-13: 9780131494213
Design of Things to Come, The: How Ordinary People Create Extraordinary Products,
Vogel, Cagan & Boatwright
©2005 | Wharton School Publishing | Published: 06/08/2005
ISBN-10: 0131860828 | ISBN-13: 9780131860827
Clearing the Hurdles: Women Building High-Growth Businesses,
Brush, Carter, Gatewood, Greene & Hart
©2004 | FT Press | Published: 07/23/2008
ISBN-10: 0137141157 | ISBN-13: 9780137141159
Will It Fly? How to Know if Your New Business Idea Has Wings...Before You Take the Leap,
McKnight
©2004 | FT Press | Published: 09/04/2003
ISBN-10: 0130462217 | ISBN-13: 9780130462213
Getting Bigger by Growing Smaller: A New Growth Model for Corporate America,
Shulman & Stallkamp
©2004 | FT Press | Published: 10/20/2003
ISBN-10: 0130084220 | ISBN-13: 9780130084224
Franchising: Pathway to Wealth Creation,
Spinelli, Jr., Rosenberg & Birley
©2004 | FT Press | Published: 08/28/2003
ISBN-10: 0130097179 | ISBN-13: 9780130097170
27
From Concept to Wall Street: A Complete Guide to Entrepreneurship and Venture Capital,
Fuerst & Geiger
©2003 | FT Press | Published: 08/22/2002
ISBN-10: 0130348031 | ISBN-13: 9780130348036
SOHO Networking: A Guide to Installing a Small-Office/Home-Office Network,
Moulton
©2003 | Prentice Hall | Published: 10/04/2002
ISBN-10: 0130473316 | ISBN-13: 9780130473318
Winning Angels: The 7 Fundamentals of Early Stage Investing,
Amis & Stevenson
©2001 | FT Press | Published: 03/05/2001
ISBN-10: 0273649167 | ISBN-13: 9780273649168
Mastering Entrepreneurship: your single source guide to becoming a master of entrepreneurship,
Birley & Muzyka
©2000 | FT Press | Published: 09/14/2000
ISBN-10: 0273649280 | ISBN-13: 9780273649281
Entrepreneur's Guide To Preparing A Winning Business Plan and Raising Venture Capital, The,
Schilit
©1990 | FT Press | Published: 04/04/1990
ISBN-10: 0132823020 | ISBN-13: 9780132823029
Financial Planning for the Entrepreneur,
Vaughn
©1997 | Prentice Hall | Published: 07/18/1996
ISBN-10: 0133629066 | ISBN-13: 9780133629064
28
Finding Fertile Ground: Identifying Extraordinary Opportunities for New Ventures (paperback),
Shane
©2005 | Wharton School Publishing | Published: 07/19/2004
ISBN-10: 0768682096 | ISBN-13: 9780768682090
Franchising: Pathway to Wealth Creation (paperback),
Spinelli, Jr., Rosenberg & Birley
©2004 | FT Press | Published: 08/28/2003
ISBN-10: 0768682061 | ISBN-13: 9780768682069
Small Business Entrepreneurship: An Ethics and Human Relations Perspective,
Urlacher
©1999 | Prentice Hall | Published: 12/18/1998
ISBN-10: 013636408X | ISBN-13: 9780136364085
New Venture Strategies (Revised Edition),
Vesper
©1990 | Prentice Hall | Published: 09/01/1989
ISBN-10: 0136159079 | ISBN-13: 9780136159070
doc_840386010.pdf
In such a detailed data around entrepreneurship education curriculum for teacher training colleges.
1
REPUBLIC OF RWANDA
National Curriculum Development Centre (NCDC)
P.O.Box. 608 Kigali
ENTREPRENEURSHIP EDUCATION CURRICULUM
FOR TEACHER TRAINING COLLEGES
(SENIOR 4, 5 & 6)
Kigali, February 2010
2
INTRODUCTION
One of the major goals of education in a country is to prepare her citizens for employment. Indeed, when people complete their education
they expect to get well paying jobs. This poses the question of “who” should provide such jobs; governments, private companies, NGOs, etc
In developing countries so far, governments have been the major providers of jobs. Very few education systems equip the learners with skills
and capacities to underpin their future careers especially in case they decide to start their own business or social or cultural activities and become
self-employed.
The Ministry of Education of the Republic of Rwanda is taking measures to ensure that the learning outcomes are more aligned with the
labour markets’ needs. One of such measures or approaches is the introduction of entrepreneurship curriculum into the secondary school curriculum.
This is intended to enable the learners at any level of the secondary education to acquire knowledge, kills and attitudes necessary for them to thrive in
their future working lives including setting up their own business, social or cultural activities.
The entrepreneurship curriculum for the Ordinary Level of the secondary education is already being implemented. Learners who complete
this level of education will have basic entrepreneurial knowledge, skills and attitudes for starting economic, social or cultural activities for their
benefit as well as that of their communities.
This TTC entrepreneurship curriculum is intended to provide more advanced knowledge, skills and competencies to the learners who will pursue
further studies after the O Level of the secondary education. It builds on the –O- level curriculum but goes deeper into the analysis of the subject.
If the O-levels and TTC curriculum are well implemented, the outcome should be a self reliant citizen who is capable of identifying and
exploiting viable business, social or cultural opportunities and contributing to the socio-economic development of his or her community and country.
.
3
GENERAL ORIENTATION
The entrepreneurship curriculum for TTC is organized into 4 major themes. The following outlines the themes with the corresponding learning
outcomes:
SENIOR 4
Theme 1: Entrepreneurial Culture
By the end of this theme, learners should exhibit desirable qualities of an entrepreneur.
Theme 2: Identification and generation of business ideas and opportunities
By the end of this theme, learners should be able to identify, generate and assess business ideas and opportunities.
SENIOR 5
Theme 3: Business Organization and Management
By the end of this theme, learners should be able to start, operate, and manage simple business activities
SENIOR 6
Theme 4 Entrepreneurship and Socio-economic Development
By the end of this theme, learners should be able to: Grow their business activities and contribute to the socio-economic development of their
communities
4
METHODOLOGICAL APPROACH
The teacher should use the learner cantered teaching methodologies in teaching this subject. The exact mix of what teaching methods to use
will largely depend on the topic being handled, the learners’ learning or comprehension capacities, the learning environment and the resources
available for use in the learning/teaching process. Besides the conventional teaching methods, there is a variety of unconventional teaching or
learning methods that can stimulate the learners’ interest in the learning process. These include case studies, role plays, business simulation games,
success stories, team teaching, resource person presentation and field visits. Some of these approaches (which are highly recommended for this
course) may not be familiar to the teachers. The teachers are therefore advised to study, consult and research about them so that they become
conversant with them and therefore effectively guide their learners in using them as they learn and acquire the expected learning outcomes.
Entrepreneurship teachers need to work in close collaboration with the school administration, other teachers, learners, parents, existing
entrepreneurs, practicing technicians or specialists and school communities in order for them to be able to effectively use the recommended teaching
methods and help their learners learn entrepreneurship more effectively local entrepreneurs and specialists in different learning areas in this
curriculum may be invited to come and share their experiences with the learners. However, it is important that the teachers do not limit themselves to
the teaching methods described in this curriculum or in the accompanying teachers guides but they should go out and experiment with other creative
and innovative methods that they may find appropriate to their environment as well as their learners’ capacities.
5
Participants in the Entrepreneurship Education Curriculum Development Process
for Teacher Training Colleges (TTC).
I. Supervisors - NCDC
1. GAHIMA Charles (General Director)
2. GATERA Augustin (Director of Languages and Humanities)
II. Curriculum developers – NCDC
3. MTATIRO Senseri (Curriculum Developer for Entrepreneurship)
4. Florian RUTIYOMBA (Curriculum Developer for Economics)
5. BIZIMANA Méschac (Curriculum Developer for Economics)
6. BACUMUWENDA Nehemiah (Curriculum Developer in charge of Pedagogical Norms)
III. Lecturers and Teachers
7. MBASSANA Elie Marvin (Adventist University of Central Africa)
8. KATEERA Claudius (Kigali Institute of Education)
9. NYIRISHEMA Mahseni (Kigali Institute of Education)
10. MURAYA Anthony (Umutara University)
11. WALUSIMBI Moses (Umutara University)
12. FURAHA Françoise (G.S Kicukiro)
13. BUTERA Emmanuel ( G.S Nyamiyonga)
14. IRAGUHA Prisca (Marthrys Secondary School)
15. MUVUNYI KIBA (S.O.S)
IV .Resource Persons
16. UWAMAHORO Adnan Saligo (RDB)
17. CATHERINE A. Sikubwabo Honeyman (PhD. Candidate, University of Wisconsin-Madison)
18. MOLLY Norton (Mission Schools International, Rwanda)
19. BILLY Butamanya (UNIDO’s International Entrepreneurship Development Expert)
6
Published by:
National Curriculum Development Centre (NCDC)
© National Curriculum Development Centre
All rights reserved:
No part of this curriculum may be reproduced without the prior permission of the NCDC.
7
ENTREPRENEURSHIP EDUCATION CURRICULUM FOR TTC
SENIOR FOUR
THEME 1: Entrepreneurial Culture (35 Allocated periods)
LEARNING OUTCOME: Exhibit desirable qualities of an entrepreneur
Learning Objectives Content Proposals for the Teaching-Learning Activities
By the end of this unit, the
learner should be able to:
• Describe a range of
different types of work
being carried out in the
locality
• Explain how these different
types of work contribute to
the living standards of the
residents
• Identify some occupations
or ways of earning money
that do not make a positive
contribution.
• Describe other types of
work that people in other
parts of Rwanda or the
1. Introduction to
Entrepreneurship: Work
1.1 Types of work and their
socio-economic contributions
1.1.1. Types of work being
done in the locality and their
socio-economic contributions
1.1.2 Distinguishing between
positive and negative ways of
earning money
1.1.3 Types of work that are
done in other places
• General Introduction to entrepreneurship linking the Ordinary level to Advanced level
content
• Help learners create a special section in their notebooks where they can list the types of
work that will be discussed during this unit, leaving space for adding further details about
each one as they progress through the unit. This can take the form of a table with column
headings: Type of Work, Contribution to Society, Is this Work done in My Locality?, Is it
Needed in My Locality?, Talents and Skills necessary for this Work, How people Prepare
to do this Work, and Work that I would Like to Do? The learners will gradually fill in
this table as they go through the following teaching/learning activities.
• Brainstorm different types of work done in the locality. For each, ask learners to talk
about ways in which the work contributes to the life of the person doing it, and also to
those around him or her. Identify any ways that people in the locality earn money that do
not make a positive contribution to those around them. Have them add these details to
their notebook list as the discussion evolves.
• Ask learners to list other types of work they know of that are not done by anyone in their
own locality. Using images, the Internet, books, periodicals, or other teaching aids,
introduce to learners a range of other types of work that people do in the world, but with
which the learners might not be familiar. Have learners add these to the lists in their
8
world do, and explain the
contributions they make to
society
• Identify types of work that
are needed in their locality
but are not yet provided
there, and justify why they
think those types of work
would be helpful to the
local population
• Present a range of beliefs
about work.
• Explain the importance or
value of working
• Explain the basis for
choosing the work to do.
• Identify work they are
interested in doing and
justify their choices.
• Identify some of their own
and their classmates’
particular talents and
interests and explain how
those characteristics can
1.1.4 Recognizing
opportunities: types of work
that are needed in the locality
1.2 Beliefs and Value of work
1.2.1 Understanding local
beliefs about work
1.2.2 Recognizing the value
of work in the locality
1.3 Career Concept
1.3.1 Choosing work to do
.
notebooks as well.
• Organize learners into groups of two or three and have each group identify a few types of
work that are not being done in the locality, but which could be helpful for people living
there. Each group should present the types of work they have chosen and be able to
explain why they think these types of work would be helpful.
• Help learners in small groups prepare a set of interview questions about people’s beliefs
and values related to work. Assign them the task of talking with three different adults
about what kinds of work they think are important and why. Learners should turn in a
report of their interviews and add a final section that discusses their own perspective and
how it concords or differs with that of the people they interviewed.
• In small groups, learners should present a short theatre piece or a drawing showing what
they think their community would be like if no one wanted to do any of these types of
work. For example if nobody accepted to sweep, to dig pit latrines, to grow food, to teach
etc.
• Ask learners to review the list of types of work they have been making in their notebooks,
and identify a number of types of work that are interesting to them personally, writing in
their notebook why they are interested in that type of work.
• Have learners brainstorm in small groups the types of skills and talents needed for a range
of different types of work. Also have learners mention some of the main skills and talents
they have noticed in their classmates within the small group. Together, the learners
should help each other identify at least three different types of work they will be good at.
9
help them choose among
different career paths.
• Describe the main sources
of information that can help
them choose what kind of
future work to prepare for
and use those sources in
order to get career
guidance.
• Investigate and describe the
preparation and career
trajectory for several
different types of work they
are interested in.
1.3.2 Career trajectory or path
1.3.3 Obtaining a career
guidance
• Discuss in detail as a class or in small groups how people prepare to start doing each type
of work the learners have chosen (the necessary education and practical preparations),
what represents high and low levels of skill and knowledge for each occupation, and how
people progress from being beginners to having a high level of skill in each one. Use these
ideas to introduce the concept of a career trajectory.
• Introduce learners to how they can use the Internet and other sources available (e.g.
newspapers, books, or the radio), to learn more about the types of work they are interested
in.
• Also help learners develop a set of questions that they can ask their parents, teachers,
career guidance counsellors, or skilled workers in order to learn more about certain types
of work.
• Assign learners to investigate what they can learn about the types of work they are
interested in, using at least two of these different sources. They should make a
presentation of the results, including what sources they have used, what they have learned,
and how they have learned it. The presentation should also include a personal evaluation
of the benefits and drawbacks of each type of work.
10
THEME 2: Identification and generation of business ideas and opportunities (25Allocated periods)
LEARNING OUTCOME: - Generate, identify and assess different business ideas
Learning Objectives Content Proposals for Teaching-Learning Activities
By the end of this unit, learners
should be able to:
• Highlight the concepts of a
“business, business idea and
business opportunity”, giving
concrete examples to illustrate
its meaning.
• Identify ways in which one can
learn about existing business
ideas and opportunities both in
the locality and elsewhere, and
explain how to use them for
this purpose
• Describe the qualities of a
good business idea as well as a
good business opportunity.
• Explain a range of different
ways in which people are able
to come up with new business
ideas.
• Develop new business ideas,
technologies, processes,
products, and/or services.
1. Business Ideas and
opportunities
1.1 Meaning of “a business
idea” and “a business
opportunity”
1.2 Sources of and qualities of
good business ideas and
identification of opportunities
1.2.1 Learning from existing
business ideas and opportunities
1.2.2 Inventing/Creating new
business ideas
• With the aid of a case study the teacher helps the learner to understand the concepts
of a “business, business idea and business opportunity”
• Through brainstorming learners will discuss various existing business
ideas/activities they would wish to duplicate in their own locality.
• The learners organized into small groups can also learn about existing business
ideas by talking with others, reading books and periodicals, listening to the radio,
browsing the internet. Then present their findings in class.
• Learners in small groups discuss at least three different interpretations of what it
means to come up with a “new” business idea (apply an existing idea to a new
context, adapt an existing idea into a partially new form, invent a totally new idea,
etc.), and give examples of each type.
• The teacher will guide the learners to use the approaches of observing,
interviewing, reading books or periodicals, and investigating on the Internet in
order to develop their own new business ideas, technologies, processes, products,
and/or services.
11
Learning Objectives Content Proposals for Teaching-Learning Activities
• Identify a number of different
needs and wants in the locality
that are not being met by
existing businesses.
• Judge among identified
business ideas those that are
most likely to be successful,
make a positive contribution
and are appropriate according
to the resources available.
1.2.3 Identifying needs and
wants in the locality (local
demand conditions)
1.2.4 Identifying viable
business ideas. Some criteria:
- Strong local demand
- Resources available
- Personal capacities
- Success with the same
idea elsewhere
- Others...
• The teacher should send the learners in small groups to investigate, interview local
residents (business people and non-business people) about the needs, wants they
would like to have met by the business community. After this activity learners
should report and present their findings.
• Based on the above research teacher should encourage learners to create a list of
business ideas that they are interested in. Through brainstorming, learners should
rank their list of business ideas and opportunities based on what they have
discovered about potential local demand conditions, as well as considering other
factors such as the amount of resources available, the learners’ personal capacities,
etc.
• Working in groups, prepare a short report showing the relative viability of
identified business opportunities in their locality.
12
SENIOR FIVE
THEME 3: Business Organization and Management (60 Allocated periods)
LEARNING OUTCOME: Start, run, and manage a simple business activity
Learning Objectives Content Proposals for Learning/Teaching activities
At the end of this unit the
learner should be able to:
• Explain the meaning of a
business organization
• Describe the
characteristics of different
types of organisation in
terms of purpose, structure
and components (people).
• Identify the skills and
qualities needed to support
the goals of your business
and evaluate potential
employees or partners
based on those criteria
• Describe the four
managerial functions
1. Business Organization
and Management
1.1 Business Organization
1.1.1 Meaning of an
organization
1.1.2 Organizational Structure
(Divisions, Departments,
Sections, and their Roles)
1.1.3 Criteria for selecting
people to work with
1.2 Management
1.2.1 Managerial Functions
• Introduction to
managerial functions
• Through brainstorming in the whole class the learners analyze the example of the family
in order to understand what an organization is, including issues of purpose, structure and
components (people).
• Also discuss two other known types of organizations (such as a local small business and
a local cooperative) in order to understand how they are organized and operate.
Synthesize the discussion into a broader list of different types of organizations and their
characteristics.
• Discuss 2 or 3 case studies about how real businesses have chosen their employees or
partners, based on the skills and qualities needed by the business
• Based on the previous three examples of organizations, have learners in small groups
identify some of the important skills and qualities of people working with them.
• Divide learners into small groups, give each group a different kind of business that they
imagine they are operating, have learners role play deciding on necessary skills and
qualities for the employees in their business and then interview candidates.
• In order to help them understand the managerial functions, ask the class to decide a goal
they would like to achieve together, and then lead them to decide on what is needed to
accomplish the chosen goal. During the discussion the teacher can classify their
suggestions into the four management functions.
13
Learning Objectives Content Proposals for Learning/Teaching activities
• Determine specific
objectives for the business
and make a schedule of
activities, to attaining
them, and the resources to
implement them.
• Arrange and structure the
resources at their disposal
in order to accomplish
organisational goals
• Work with and through
colleague or partners to
reach a stated goal.
• Monitor the plan, evaluate
and take corrective action
• Understand the concept of
team building, appreciate
its role in management and
communicate effectively
with members of different
backgrounds and cultures
• Appreciate the benefit of
maintaining a sound
customer and supplier
relationship and know how
to create and establish
good relations.
• Planning
• Budgeting
• Organizing
• Leading
• Controlling
1.2.2 Team building and
effective communication
1.2.3 Public Relations:
The importance of
maintaining good customer
and supplier relations
• Then, make an in-class game where learners have to form teams and prepare a certain
quantity of some simple item (such as identical drawings of something, etc). They have
to make a plan to reach their production goal, organize their team members into different
functions/activities for achieving their responsibilities, and have a manager who helps to
supervise and control their activities. See which teams are more efficient and effective in
reaching their goals, and analyze with the class after they complete the game what
techniques worked well etc.
• Discuss the same game outcomes in terms of team building including tolerance,
cooperation, patience, sharing ideas, tasks etc. Help students analyze how team-building
and effective communication contributed to the success of their group’s efforts.
• Learners should study 2 case studies relating to customer care services, one emphasizing
a successful experience and the other one failure to care about customers. From the 2
cases the teacher should ask the learners to mention their own experiences in regard to
customer care services.
• Then, the teacher should form two groups in the class. One group will role play what
good customer/supplier relations looks like, and the other group will role play bad
customer/supplier relations.
14
Learning Objectives Content Proposals for Learning/Teaching activities
• Keep, organise and use
effectively the business
files, documents and
equipment
• Effectively manage a
simple business activity
1.3 Office Practice
1.3.1 Organization of
documents
1.3.2 Care of office
equipment
1.4 Managing a business
activity
• Ask the learners to mention business documents that they know and if possible the
teacher should provide specimen documents and explain them in detail.
• Ask the learners to visit business premises and collect as many documents as possible,
then file them.
• Ask learner to identify office equipment they know, and their uses. The teacher
complements their answers and tells them how to maintain the office equipment.
• The teacher leads the learners in a discussion of a few different kinds of businesses the
documents and office equipment that are important for each one. For each case, learners
should describe how they would organize the documents and take care of the office
equipment, and how they would use them.
• Case studies of different management approaches in 2-3 different businesses to see a
more complex application of what has been discussed in this theme.
• Using the business ideas generated in the previous theme, learners should form small
groups and start their own simple business activity.
15
SENIOR SIX
THEME 4: Entrepreneurship and Socio-economic Development (60 Allocated periods)
LEARNING OUTCOME: Grow their business activities and contribute to the socio-economic development of their communities
Learning Objectives Content Proposals for Learning and Teaching Activities
At the end of this unit learners should be able
to:
• Explain the meaning of socio-
economic development and describe
some of its indicators
• Explain how entrepreneurship
contributes to socio-economic
development
• Explain the role of entrepreneurship
in employment creation
• Explain the role of taxes in
development
1.1 The Meaning of socio-economic
development
1.2 Factors and indicators of Socio-
economic development
1.3 Role of entrepreneurship in socio-
economic development
1.3.1 Entrepreneurship and employment
1.3.2 Business taxes: sources and
importance (Why should business pay
Through brainstorming and with the help of the teacher,
• Ask the learners what changes they would like to see in their
locality to make it a better place than it is presently?
• Ask learners to enumerate any changes they have observed in
the locality over the past five years. The learners should then
be able to say if the locality has developed or not over this
period. (At the end of this brainstorming, the teacher should
summarize by saying what development is, its determinants
and indicators).
• Identify local entrepreneurs who have contributed to the
locality’s development and explain how they have done so.
Explain how some ways of conducting entrepreneurship might
hold back development rather than promote it (such as
exploiting employees, corruption, cheating on contracts, etc.)
• Through brainstorming, the learners will discuss the direct and
indirect job opportunities created from various business
activities. For example if you start a dairy you employ
yourself directly and you also indirectly provide employment
for dairy farmers who supply you with the milk.
• Through brainstorming sessions and role play, ask learners to
propose how they would finance provision of roads, water,
schools, health service, security etc in their locality.
16
Learning Objectives Content Proposals for Learning and Teaching Activities
• Develop positive attitude towards
payment of taxes
• Identify a range of other
contributions entrepreneurship makes
to socio-economic development
• Explain the impact of business
activities on various types of
environment and their components
• Develop positive attitude towards
environmental protection and
conservation towards social
responsibility
• Identify the negative effects of
business on different types of
environment and their components
• Manage or prevent the possible
negative effects of their business on
taxes)
1.3.3 Other contributions of business to
socio-economic development
1.4 Entrepreneurship, Social
Responsibility and Environment
1.4.1 Meaning of environment and
society, their types and components
(e.g. natural environment includes air,
water, forests, land, different groups of
people etc., business environment
includes other competing businesses,
suppliers, consumers, etc., society)
1.4.2 Possible negative effects of
business activities on different types of
environment and their components
1.4.3 Managing and preventing the
• The teacher should then present data showing: Rwanda’s
government budget for say the last five years; show total tax
collected for the last five years, show share of the private
sector in total tax collected (the entrepreneurs).
• In small groups, learners will identify other contributions
entrepreneurship makes to development. Each group will
present evidence about one of these factors to the rest of the
class.
• Learners should make a presentation describing the different
ways in which their own business idea will make a
contribution to the development of the locality. Explain how
they will avoid negative consequences from their business.
• Ask the learners to cite examples of environmental pollution
(e.g. garbage; noise and air pollution from industries, soil
erosion from farming etc) and how they can negatively affect
the people around the business. For example put a radio to the
highest volume in a class room. Ask the learner to comment
on the effect of the noise from the radio on their learning.
• Through brainstorming ask learners how their lives would be
affected if they lived next to a factory producing toxic waste, a
bar, a market, a bus park, a disco hall etc. In small groups, do
role plays showing the effects on people and the environment
of these different types of businesses, if conducted
irresponsibly (e.g. if the market stall owners do not keep their
food clean and in that way spread diseases, etc.)
• Organize a visit to nearby business premises for learners to
have an opportunity to obverse various forms of waste
generated from the businesses. Discuss the impact and better
17
Learning Objectives Content Proposals for Learning and Teaching Activities
the environment
• Explain the meaning of social
responsibility and give concrete
examples of how a business can
contribute to the welfare of the
society
• Elaborate a business plan
negative effects of a business on
different types of environment and their
components
1.4.4 Proactive Social Responsibility
1.5 Business plan
1.5.1 Components of a business plan
1.5.2 Users of a business plan and how
they use it.
1.5.3. Elaboration of a business plan
• What Is Included in the Business
Plan?
i) Executive Summary
ii) Mission Statement
iii) Business Environment
iv) Marketing Plan
v) Organisation/Management
ways for these businesses to reduce or manage their waste. At
the end of the discussion, learners should understand that the
pollution generated by businesses is not a problem per se, but
rather that the problem is failure to control or manage the
waste (for example failure to collect and dispose the waste).
• Discuss 3 or more case studies showing different ways
businesses have proactively contributed to the social and
environmental context. Using those examples help the learners
identify more ideas related to how a business can implement
social responsibility.
• The teacher will present an overview of a business plan and
ask learner to discuss its purpose
• Learners will review three complete business plans prepared
for different types of businesses
• The teacher will ask learners to form groups of two , choosing
some one that he/she would like to start a business with
• Each group should review the business ideas they developed
in senior four and chose the idea that they think will be most
effective
• With the help of the teacher, each group will write down a
business plan according to their business idea.
18
Learning Objectives Content Proposals for Learning and Teaching Activities
Team
vi) Financial Plan
vii) Legal considerations
viii) Insurance requirements
ix) Social responsibility
x) Suppliers
xi) Risks
xii) Implementation plan
xiii) Assumptions/Conclusion
19
EVALUATION APPROACH
Evaluation is an essential part of the education process in order to ensure that teaching meets the learners’ learning needs and identify areas
where teaching can be improved. In this subject, both the formative and summative evaluation methods should primarily be concerned with the
knowledge, skills and attitudes you expect successful learners to have acquired as the result of studying each unit. The assessment should connect
clearly the learning outcomes with the learning objectives.
For the formative evaluation, during each unit, practical assignments, exercises, written analyses of case studies, and field reports given by
learners must be organised in order to allow the teacher to analyse the learner’s abilities in critical thinking, and effective communication as well as
the application of knowledge and skills in solving problems. Each of these methods will allow the teacher to evaluate the progress the learners are
making in developing the desired understanding and abilities.
The summative evaluation of learners should consider both the marks learners have obtained for their practical activities, as well as their
marks on a written tests or exams. The written exam should include not only items related to the meaning of concepts and terms, but should also
pause more complex questions and problems to learners that require them to apply some of the ideas they have been studying. In this way, the
teacher can evaluate both the level of their understanding and their grasp of how the concepts apply to real-world circumstances.
20
OTHER FACTORS TO CONSIDER
In order to meet the central goal of this course, it will be important for the teacher to possess basic understanding of a learner cantered
approach to teaching, a positive attitude towards entrepreneurship, some hands on experience in entrepreneurship activities, basic entrepreneurship
reference materials, and sufficient time to discuss and guide the learners on practical application of entrepreneurial knowledge and skills as well as
attitudes in their daily lives.
The school will need to facilitate the efforts of the teacher, including providing extra resources if necessary, inviting resource persons to facilitate
some lessons, giving permission to learners to carry out field study trips and activities, and allowing learners to start and operate small businesses
within the school environment or in their homes. It will be helpful if the learners can visit nearby entrepreneurs’ businesses, or if entrepreneurs can
be invited to make presentations within the classroom. For these activities, the teacher will need to plan ahead and contact the entrepreneurs before
the planned lessons as well as securing necessary school permission. Furthermore, the resource persons should be allowed to share with learners in
the language they are comfortable with.
The teacher should also make an effort to stay up-to-date regarding the subject. This can be done through attending entrepreneurship
workshops, reading books, journals, magazines, conducting research on the internet, interacting with practising entrepreneurs, etc. The teacher of
this course should be enthusiastic about the topics and should be willing to carry out entrepreneurial practical activities alongside the learners e.g. it is
recommended that the teacher should try to create a small business activity for him/herself in order to gain practical experience and provide an
example for the learners.
However, teachers should not use any of these activities irresponsibly e.g. by using them to simply promote their personal interests.
Furthermore, learners should never be required to work for the teacher in his/her business activity.
21
BIBLIOGRAPHY
Entrepreneurship: Starting and Operating a Small Business (with Business Plan Pro),
Mariotti & Glackin
©2010 | Prentice Hall | Published: 01/07/2009
ISBN-10: 0137013280 | ISBN-13: 9780137013289
Entrepreneurship,
Lambing & Kuehl
©2007 | Prentice Hall | Published: 04/10/2006
ISBN-10: 0132281740 | ISBN-13: 9780132281744
Entrepreneurship: Starting and Operating a Small Business w/ BizBuilder CD & Business Plan Pro Pkg.,
Mariotti
©2007 | Prentice Hall | Published: 01/06/2006
ISBN-10: 0132223694 | ISBN-13: 9780132223690
Entrepreneurship: Successfully Launching New Ventures,
Barringer & Ireland
©2010 | Prentice Hall | Published: 07/22/2009
ISBN-10: 0136083536 | ISBN-13: 9780136083535
Entrepreneurial Family Firms,
Hoy & Sharma
©2010 | Prentice Hall | Published: 07/28/2009
ISBN-10: 0131577115 | ISBN-13: 9780131577114
Effective Small Business Management,
Scarborough, Zimmerer & Wilson
©2009 | Prentice Hall | Published: 03/26/2008
ISBN-10: 0136152708 | ISBN-13: 9780136152705
22
Essentials of Entrepreneurship and Small Business Management,
Zimmerer, Scarborough & Wilson
©2008 | Prentice Hall | Published: 02/02/2007
ISBN-10: 0132294389 | ISBN-13: 9780132294386
Entrepreneur's Fieldbook, The,
Vinturella
©1999 | Prentice Hall | Published: 12/01/1998
ISBN-10: 0130812196 | ISBN-13: 9780130812193
Entrepreneurship for Scientists and Engineers,
Allen
©2010 | Prentice Hall | Published: 01/08/2009
ISBN-10: 0132357275 | ISBN-13: 9780132357272
Bootstrapping,
Cornwall
©2010 | Prentice Hall | Published: 01/08/2009
ISBN-10: 0136044255 | ISBN-13: 9780136044253
Preparing Effective Business Plans: An Entrepreneurial Approach,
Barringer
©2009 | Prentice Hall | Published: 01/02/2008
ISBN-10: 0132318326 | ISBN-13: 9780132318327
Social Entrepreneurship: A Modern Approach to Social Value Creation,
Brooks
©2009 | Prentice Hall | Published: 03/18/2008
ISBN-10: 0132330768 | ISBN-13: 9780132330763
Inventing Entrepreneurs: Technology Innovators and their Entrepreneurial Journey,
George & Bock
23
©2009 | Prentice Hall | Published: 12/31/2007
ISBN-10: 0131574701 | ISBN-13: 9780131574700
New Venture Management: The Entrepreneur's Roadmap (Entrepreneurship Series),
Kuratko & Hornsby
©2009 | Prentice Hall | Published: 12/31/2007
ISBN-10: 0136130321 | ISBN-13: 9780136130321
Rethinking Marketing: The Entrepreneurial Imperative,
Schindehutte, Morris & Pitt
©2009 | Prentice Hall | Published: 01/02/2008
ISBN-10: 0132393891 | ISBN-13: 9780132393898
Managing Effectively Through Tough Times,
Carpenter
©2010 | Prentice Hall | Published: 02/03/2009
ISBN-10: 0137025041 | ISBN-13: 9780137025046
Cases in Entrepreneurship and Small Business Management,
Heriot
©2006 | Prentice Hall | Published: 12/13/2004
ISBN-10: 0131542729 | ISBN-13: 9780131542723
Business Plan Pro, Entrepreneurship: Starting and Operating a Small Business,
Palo Alto
©2006 | Prentice Hall | Published: 04/29/2005
ISBN-10: 0131874845 | ISBN-13: 9780131874848
Entrepreneurship in Action,
Coulter
©2003 | Prentice Hall | Published: 11/19/2002
ISBN-10: 0131011014 | ISBN-13: 9780131011014
24
Technology Strategy for Managers and Entrepreneurs,
Shane
©2009 | Prentice Hall | Published: 04/03/2008
ISBN-10: 0131879324 | ISBN-13: 9780131879324
Bringing New Technology to Market,
Allen
©2003 | Prentice Hall | Published: 07/08/2002
ISBN-10: 0130933732 | ISBN-13: 9780130933737
Entrepreneurship and New Venture Formation,
Zimmerer & Scarborough
©1996 | Prentice Hall | Published: 11/09/1995
ISBN-10: 0024317403 | ISBN-13: 9780024317407
Entrepreneurship, Creativity, and Organization: Text, Cases, and Readings,
Kao
©1989 | Prentice Hall | Published: 02/02/1989
ISBN-10: 0132830116 | ISBN-13: 9780132830119
Truth About Starting a Business, The,
Barringer
©2009 | FT Press | Published: 12/16/2008
ISBN-10: 0137144504 | ISBN-13: 9780137144501
So, You Want to Start a Business?: 8 Steps to Take Before Making the Leap,
Hess & Goetz
©2009 | FT Press | Published: 08/20/2008
ISBN-10: 0137126670 | ISBN-13: 9780137126675
25
What's Stopping You?: Shatter the 9 Most Common Myths Keeping You from Starting Your Own Business,
Barringer & Ireland
©2008 | FT Press | Published: 05/16/2008
ISBN-10: 0132444577 | ISBN-13: 9780132444576
Little Platinum Book of Cha-Ching: 32.5 Strategies to Ring Your Own (Cash) Register in Business and Personal Success,
Gitomer
©2008 | FT Press | Published: 10/17/2007
ISBN-10: 0132362740 | ISBN-13: 9780132362740
Make More, Worry Less: Secrets from 18 Extraordinary People Who Created a Bigger Income and a Better Life,
Moss
©2008 | FT Press | Published: 01/18/2008
ISBN-10: 0132346869 | ISBN-13: 9780132346863
Turning Silver into Gold: How to Profit in the New Boomer Marketplace,
Furlong
©2007 | FT Press | Published: 01/31/2007
ISBN-10: 0131856987 | ISBN-13: 9780131856981
The new business road test: What entrepreneurs and executives should do before writing a business plan,
Mullins
©2006 | FT Press | Published: 01/15/2008
ISBN-10: 0273708058 | ISBN-13: 9780273708056
Finding Fertile Ground: Identifying Extraordinary Opportunities for New Ventures,
Shane
©2005 | Wharton School Publishing | Published: 07/19/2004
ISBN-10: 0131423983 | ISBN-13: 9780131423985
26
From Ice Cream to the Internet: Using Franchising to Drive the Growth and Profits of Your Company,
Shane
©2005 | PH Professional Business | Published: 01/11/2005
ISBN-10: 013149421X | ISBN-13: 9780131494213
Design of Things to Come, The: How Ordinary People Create Extraordinary Products,
Vogel, Cagan & Boatwright
©2005 | Wharton School Publishing | Published: 06/08/2005
ISBN-10: 0131860828 | ISBN-13: 9780131860827
Clearing the Hurdles: Women Building High-Growth Businesses,
Brush, Carter, Gatewood, Greene & Hart
©2004 | FT Press | Published: 07/23/2008
ISBN-10: 0137141157 | ISBN-13: 9780137141159
Will It Fly? How to Know if Your New Business Idea Has Wings...Before You Take the Leap,
McKnight
©2004 | FT Press | Published: 09/04/2003
ISBN-10: 0130462217 | ISBN-13: 9780130462213
Getting Bigger by Growing Smaller: A New Growth Model for Corporate America,
Shulman & Stallkamp
©2004 | FT Press | Published: 10/20/2003
ISBN-10: 0130084220 | ISBN-13: 9780130084224
Franchising: Pathway to Wealth Creation,
Spinelli, Jr., Rosenberg & Birley
©2004 | FT Press | Published: 08/28/2003
ISBN-10: 0130097179 | ISBN-13: 9780130097170
27
From Concept to Wall Street: A Complete Guide to Entrepreneurship and Venture Capital,
Fuerst & Geiger
©2003 | FT Press | Published: 08/22/2002
ISBN-10: 0130348031 | ISBN-13: 9780130348036
SOHO Networking: A Guide to Installing a Small-Office/Home-Office Network,
Moulton
©2003 | Prentice Hall | Published: 10/04/2002
ISBN-10: 0130473316 | ISBN-13: 9780130473318
Winning Angels: The 7 Fundamentals of Early Stage Investing,
Amis & Stevenson
©2001 | FT Press | Published: 03/05/2001
ISBN-10: 0273649167 | ISBN-13: 9780273649168
Mastering Entrepreneurship: your single source guide to becoming a master of entrepreneurship,
Birley & Muzyka
©2000 | FT Press | Published: 09/14/2000
ISBN-10: 0273649280 | ISBN-13: 9780273649281
Entrepreneur's Guide To Preparing A Winning Business Plan and Raising Venture Capital, The,
Schilit
©1990 | FT Press | Published: 04/04/1990
ISBN-10: 0132823020 | ISBN-13: 9780132823029
Financial Planning for the Entrepreneur,
Vaughn
©1997 | Prentice Hall | Published: 07/18/1996
ISBN-10: 0133629066 | ISBN-13: 9780133629064
28
Finding Fertile Ground: Identifying Extraordinary Opportunities for New Ventures (paperback),
Shane
©2005 | Wharton School Publishing | Published: 07/19/2004
ISBN-10: 0768682096 | ISBN-13: 9780768682090
Franchising: Pathway to Wealth Creation (paperback),
Spinelli, Jr., Rosenberg & Birley
©2004 | FT Press | Published: 08/28/2003
ISBN-10: 0768682061 | ISBN-13: 9780768682069
Small Business Entrepreneurship: An Ethics and Human Relations Perspective,
Urlacher
©1999 | Prentice Hall | Published: 12/18/1998
ISBN-10: 013636408X | ISBN-13: 9780136364085
New Venture Strategies (Revised Edition),
Vesper
©1990 | Prentice Hall | Published: 09/01/1989
ISBN-10: 0136159079 | ISBN-13: 9780136159070
doc_840386010.pdf