Teacher's Guide

TEACHERS GUIDE
Entrepreneurship Education
HOW AND WHO TO TEACH ENTERPRENEURSHIP EDUCATION
Enterprise education is about doing just as much as it is about learning.
It is in fact learning by doing. Trainees learn about enterprise but also
through enterprise. One way of implementing the latter is by encouraging
and assisting trainees to set up micro and small businesses operated
from their educational or training institution. The enterprise idea could
be as simple as selling sweets on campus or washing cars in the
neighborhood at week-ends to more complex dealings involving
production and marketing of a product/services or commissioning the
production of sportswear or greeting cards, for example.
Ideally, the business idea would come from the trainees themselves, who
would organize themselves, register and operate the business, produce a
set of account at the end of the accounting period, have them audited
and decide on dividend payment, if any. At the end of school year or
accounting period, the enterprise might be dissolved or shares traded
and a new group of directors voted in.
The trainer could play an important role in guiding the whole process. He
or she could also arrange or provide counseling or additional training for
the trainees, when required, as well as facilitate contacts and
negotiations both with the school/college authorities and the outside
world.
An additional extracurricular activity could be the setting up of a
business club, which might involve company visits, inviting speakers to
the school/college to address topics of interest, debates etc. Again,
trainees would organize and operate the club, with the trainer acting as
mentor.
Apart from contributing to the development of an enterprise culture,
such initiatives would likely develop a sense of responsibility among
trainees and also make enterprise education a lot of fun.
Recognition of the importance of the foregoing requires directors or heads
of education and training institutions to reward those involved in such
DOCUMENT OF NBTE, PRODUCED BY HAMITLE CONSULTS
activities, in particular compensating the trainers for their time and

efforts.
Approach
The materials, although intended to be used by trainers, are traineecentered which means that trainees are involved throughout the process
and the responsibility for learning moves from the trainer to the trainees.
This is achieved when the trainer creates a learning environment where
trainees can engage in structured experiences individually in small
groups or as a class, and through process of reflection and review,
develop certain skills. These skills can then be applied to varieties of
situations. To achieve this outcome, a range of trainee-oriented training
methods are used. Techniques such as group discussion, role play,
counseling and brainstorming are employed to ensure the active
participation of trainees in the training process. Trainee-oriented
instruction is not only concerned with the outcome but also in the steps
that each individual takes to achieve outcome. A great deal of emphasis
is therefore placed on trainee motivation.
WHO SHOULD TEACH ENTREPRENEURSHIP?
Trainers who have been self employed or have experience of starting or
running a small business might be expected to be the best persons to
teach Entrepreneurship. Because the material is presented at the
awareness level, however, no special background in small business
ownership, management or instruction is required of the trainer. It is
recommended that the trainer read the entire trainers guide for weeks
before the programme begins. A thorough familiarity with all materials
will greatly facilitate the achievement of the programme objectives. Upon
completion of the materials in the guide, trainees should be reminded
that they can increase their potential for being successfully self-employed
by seeking additional training to gain technical knowledge and to
practice entrepreneurial skills.
Men and women entrepreneurs might serve as guest speakers in the
classroom to provide personal experiences in being entrepreneurs.
Trainer Competencies
As indicated above, a thorough familiarity with course contents will
greatly facilitate the achievement of the programme objectives. It would
also provide the trainer with most of the key competencies required for
teaching entrepreneurship at the awareness level such as understanding
the process of business development and recognizing the characteristics
of successful entrepreneurs.
In addition, the possession of two other competencies would greatly

enhance the effectiveness of the trainer:
Ability to employ enterprising teaching approaches
Ability to encourage and inspire trainees
1. Ability to use enterprising teaching approaches
There exist many differences between the conventional mode of teaching
and entrepreneurship teaching. In the former, the students play a
passive role leaving completely the active part to the trainer. Enterprise
teaching, however, involves a participative style and an orientation
towards action and learning by doing. The following provides a summary
of the main differences between the two approaches.
Aspects
Conventional
Approach
Enterprise Approach
Actions
Focus
Content-driven
Trainer-led
Process driven
Pupil-centered
Trainer role
Expert
Fellow learner/facilitator
Emphasis
Knowing what
Knowing how and who
Trainee activity
Working alone
Working in small group
Ethos
Trainee role
Competitive
Passive/receptive
Collaborating
Active/generative
Trainee
expectations
Sessions
opportunist
Topic
Mistakes
Dependence
Independence
Programmed
Flexible,
Imposed
Should not be made
Negotiated
Are to be learned from
Trainee Discretion
Assessment
Limited
Exams/Tests
Wide
Profiles and results
View of the world
Right/wrong
Uncertainty, shades of grey
Determined by
Staffed by
Exam board
Subject expert
Local needs
Cross-curricular team
Aim
Practice into theory
Theory into practice
(Adapted from Caird, S and Johnson C. Some Reflections on the Meaning

of Enterprise. Durham University Business School, 1987)
The emphasis is on creating a learning environment where trainees are

assisted in identifying their interests.
Outcomes
Trainees should be involved throughout the learning process and
encouraged to take responsibility for their own learning. This means, in
terms of outcomes that trainees are expected to:
learn how to learn

identify learning strategies based on their needs
express feelings
gain self-confidence
listen well and ask meaningful questions
determine their own training
face their problems
make decisions
develop plans and take responsibility for them
develop standard for themselves
be in control of their own learning
The foregoing is not to say that the trainees do whatever they like. If
trainees are not interested in something, they are encouraged to find
something else in which they are interested. The trainer and the trainee
in the entrepreneurship programme are a team that works together to
achieve as much as possible for each team member. A supportive team
atmosphere should be developed based on respect for each member of
the group
Application
As with other areas of enterprise development, effective entrepreneurship
education calls for the application of knowledge in illustrating and
cementing concepts. The trainer needs to be able to relate activities to
the needs, circumstances and profile of the trainees - The more practical
his approach the better. This explains the emphasis on the trainee
exercise throughout the course and as well as extracurricular activity
such as the setting up of business club, micro and small enterprises
within schools/colleges. It is important that the institutions authorities
reward those involved in such activities, notably compensating the

trainers and trainees for their time and effort.
Multi-disciplinary teaching in a highly participative fashion requires
stimulation to hold interest. The trainer should therefore employ
interesting and varied teaching methods to capture and hold attention.
This calls for the use of audio-visual aids, technology (such as computer,
where available), different kinds of group exercises as well as
encouraging individuals to think creatively and work on their own
initiative.
Ability to encourage and inspire trainees
Entrepreneurship education is about developing entrepreneurial
attitudes, as much as anything else, among trainees. This calls for a
certain style or behavior on the part of the trainer in encouraging and
inspiring trainees towards success and achievement. The following may
not exactly be a code of conduct; their adoption, however, will help
trainers achieve just as much as they inspire trainees:
Be enthusiastic! Entrepreneurship is both fun and useful.

Believe yourself. With good preparation, you can do it; and
Be a role model- and a good one for that matter!
GENERAL TEACHING STRATEGIES

Because this curriculum is designed to teach skills, trainers should use
basic principles of behavior training to teach skills. First, the trainer
provides instruction. During instruction, the trainer provides
information, tells how to do something, and provides examples.
Next, the trainer should model the skill. This may be done in a role-play.
A role-play is a dramatization in which a person or persons practice the
behaviors under conditions that are as close to real world situations as
possible. This may require two people to sit and talk while one person
practices listening skills; it may involve a person practicing calling a bus
station to get information about a bus schedule; or, a role-play can
involve a person practicing deep breathing techniques while another
person pretends to be mad at them. Lessons that use role-play as a
training technique will provide guidance for the specific role-play to be
accomplished.
Third, the student has the opportunity to rehearse the skill as the
trainer modeled it. The rehearsal is probably the most difficult step in the
teaching process. However, this is a method that helps develop a

person's confidence in dealing with a variety of social situations. Many
people are uncomfortable speaking out in front of others. It is important
that trainers are enthusiastic and try to make the role-plays fun.
Finally, the trainer provides feedback. The feedback should be positive
and reflect both the good parts about the rehearsal and the things on
which the person needs to improve. If the student needs improvement,
the trainer may need to provide more instruction, model the skill again,
and/or have the person rehearse the skill again. Depending on the
student, the trainer may need to break the skill into smaller steps or
have the student rehearse the skill several times. There is no set amount
of instruction and rehearsal that is needed for everybody. The only
criterion is that the person can complete the skill and apply it following
the training. If it takes some students two attempts at it, that is fine. It is
also fine if it takes a student several times to master a skill.
In addition to teaching skills, trainers will be presenting information.
Most lessons involve the discussion of a topic. When a part of the
instructional format indicates that the trainer should discuss, he should
give the students every opportunity to express their knowledge of the
subject. This keeps the students more involved and aids in the learning
process. After it is apparent that the students cannot provide any more
information, then the trainer can provide the rest of the information.
When students provide incorrect information, thank them for their effort
to understand and go on to explain the correct information.
Finally, motivation is an important part of the learning process. If a
student is not motivated to learn or use the skill, the best teaching
available is useless. A couple of ideas have already been presented such
as involving the students as much as possible in the training, making the
exercises fun, and providing feedback in a positive way. Additionally,
trainers will need to break the information down into steps which the
student can accomplish. Following the success in one step, the trainer
should reinforce with praise and add the next step. This concept is called
shaping. Shaping involves reinforcement of part of the final skill even
though the whole skill has not been completed. The taste of success, no
matter how small, increases the likelihood that the student will continue
to make attempts to learn. Every person is motivated by different things.
Some people enjoy praises, some people enjoy certificates or more
tangible things, and some people will only work for money. Each
individual program will need to decide what they can offer for
reinforcement for participation in the training.
Communication Skills
There is a great deal of training on interacting with supervisors, calling
companies to get information, and practicing other communications in
daily life. The ability to send a clear, assertive message and understand
the response is a critical skill in employment success. It is recommended
that students develop basic communication skills to the best of their
ability.
General Characteristics of an Effective Teacher

An effective teacher will:
Be sensitive to students' needs. He/she will listen to students'
concerns with complete attention; respect students' feelings
and, particularly with young people, err on the side of caution
regarding their emotions.
Consider learners' development needs.
Create a learning process where students feel a sense of
investment, ownership and empowerment. Effective teachers
consider how they can share authority with the students.
Develop a support system of people such as administrators,
colleagues, interested parents or community members.
Be enthusiastic about the learning process, the project the
students are doing and life in general! It's catching.
Teaching Tips for Face-to-Face Instruction
Speak slowly and clearly to ensure that students can follow you this is
especially important if some or all the students do not have English as
their first language.
Do not read your lecture notes verbatim. This is a sure way of losing your
students attention.
Always show an interest in what you are teaching.
The Topics have been carefully planned, with exercises and discussions
as well as lectures. Try to follow the schedule as set out in the Module.
Try to use examples as often as possible to explain concepts. If the
examples are taken from the students own countries or regions, so
much the better.
Try to keep within the daily timetable recommended for the Module if
you get behind in one lesson it may be difficult to make up time in a later
lesson. Avoid extending the class beyond the time period allotted.
Be prepared to use back-up materials if for any reason the computer will
not function during a lesson.
Try to answer all questions from students, but if you do not know the
answer to a question it is better to admit it than to try and bluff.
Make sure that all equipment needed for a lesson are working properly
before the lesson begins things can often go wrong!
Be ready to stay behind for a few minutes after each lesson to answer
questions that students may have but that they did not wish to ask in
class.
1.
SELF-INSTRUCTION TRAINING
Self-instruction training is a teaching methodology that helps even

people with cognitive disabilities maintain the skills acquired during
training after the assistance from the trainer has been removed (Gifford
& Rusch, 1984). Some of the lessons in this curriculum may require the
use of self-instruction training to assist in the learning process. However,
trainers can use this methodology whenever they are teaching students
any skill using the modeling and role-play procedure.
Meichenbaum and Goodman (1971) were the first to illustrate the steps
involved in self-instruction training.
1. A model performs the skill while talking through the steps. "First, I
write the date in the appropriate spot on the cheque. Next, I write the
name of the person or company I am paying. Next, I write the amount..."
2. The student performs the skill while the trainer talks the student
through the steps.
3. The student performs the skill while the student says the steps out
loud.
4. The student performs the skill while whispering the steps.
5. The student performs the skill while the student thinks about the
steps in his/her head.
Meichenbaum and Goodman pointed out four types of verbalizations a
person can use while talking themselves through the skill. First, the
person should ask questions about what needs to be accomplished. "OK,
the boss told me to clean out the closet. What do I need to clean?"
Second, the person answers the question. "I need to take everything out;
clean the floor and walls, throw away any junk, and put the other stuff
back neatly." Third, the person provides the self-instruction while
completing the task. "OK, I need to take the stuff out of the closet. Then I
need to get a bucket with hot water, and put the right amount of soap in
the water. Next, I should wash the walls..." Finally, the person provides
self-reinforcement. "The task is finished. The closet looks good."
As with other parts of the curriculum, this process may need to be
modified to fit the students' abilities. This technique has been
demonstrated to work with people of varying cognitive abilities.
2.
EXPERIENTIAL LEARNING
Characteristics of Experiential Learning

We learn from our experiences. In fact, there is no other way we can
learn. For example, a child might learn to be wary of touching a stove
after burning her fingers on a hot plate that had been used recently. As
we get older, our learning experiences become less 'concrete'. Indeed,
many of the experiences from which we learn can be quite abstract, such
as listening to a lecture or watching a television programme. However, at
the heart of learning is an experience of some kind - and, most
importantly, our reflection on it.
Reflection
Reflection is the key to learning from experience because it consciously
focuses our attention on what we have learnt and thus consolidates it.
Experiential learning is a process that develops knowledge, skills and
attitudes based on consciously thinking about an experience. Thus, it
involves direct and active personal experience combined with reflection
and feedback. Experiential learning is personal and effective in nature,
influencing both feelings and emotions as well as enhancing knowledge
and skills.
Experiential learning is a student-centred approach in which students
are engaged in critical thinking, problem solving and decision making
within contexts that are personally relevant to them. However,
experiential learning involves more than just student-centred activities. It
also involves following-up the learning activity with structured
opportunities for debriefing and consolidation through teacher and peer
feedback, personal and group reflection, and the application of newly
developed ideas and skills.
The teacher, as a facilitator rather than a controller of learning, is an
essential feature of this process. A special responsibility of the teacherfacilitator is to create and maintain an atmosphere where students are
supported and challenged. The section introduces some of the processes
that are critical for facilitating experiential learning.
Thus, the module operates on two levels. The first focuses on the
experiential approach with regard to effective teaching and learning
strategies, student-centred learning, and using reflection and feedback to
focus on what students have learnt. The second is an attempt to model
the experiential process by using interactive experiences to illustrate the
key elements of introducing and monitoring an activity, processing the
learning, and examining the implications.
Analyzing the Experiential Learning Process
Experiential learning is often thought of as a learning cycle with
experience and reflection being the first two phases. The idea of
experiential learning as a cycle was suggested by prominent
educationalists such as Jean Piaget, John Dewey and David Kolb.
The experiential learning cycle involves four phases:
Experience: Engaging in an experience in a particular situation and
then observing its effects.
Processing the experience: Understanding what we did, thought and
felt during the experience.
Generalizing: Understanding the general principle (called a
'generalization') behind the relationship between the action and its
effects.
Applying: Applying the principle or generalization to a new situation.
Fig. The Experiential Learning Cycle
(Experiencing) Concrete Experiences

Sequential Activities Goal Setting
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(Processing) Observations and Reflections

Individuals reflect on what actually happened physically and emotionally
during the experience
(Generalizing) Formation of Abstract Concerns and Generalizations
Individuals think about and describe the implications of what they have
experienced.
(Applying) Testing Concepts in New Situations
Individuals think about any changes they might like to make in terms of
their own behaviour or the actual experience.
Understanding The Importance Of Debriefing
Reflection is part of the debriefing process. Debriefing is the name given
to what teachers do in class to help students process the information
and make generalizations from their experiences.
Debriefing is an important phase of experiential learning because it helps
students to:
Learn through reflecting on what they have done;
Consolidate their concepts and generalizations about the topic being
studied through the process of reflection and with guidance by their
teachers; and
Apply what they have learnt in new situations.
Guidelines for Experiential Learning
Stages
1.
Experiencing
Guidelines for Teachers

Set up the activity and provide clear instructions.
Disclose any risk.
Provide a safe environment on both a physical and emotional
level.
Answer clarification questions before and during the activity.
Move around the class actively directing learners, working
co-operatively with them, and allowing self-directed learning
to take over.
2.
Processing
Make sure you have provided interactions between

learner/learner, learner/content, learner/facilitator and
facilitator/content. Think of questions you can ask.
Observe how students respond and act during the
experience.
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Allow for students reflection time within the activity.
3.
Generalizing
Ask individual students to describe what they have

experienced and to analyse the implications for themselves.
Provide feedback in a positive and open way.
Ask students to identify what their concerns are rather than
tell them what you expect.
4. Applying
Ask students to identify ways they can use what they have
learnt.
Lead students to identify any changes they could make to
their behaviour after considering this experience.
Provide further opportunities to apply or discuss their
learning with others.
Guide on Experiential learning: learning by doing

Adapted from Gibbs, G (1987). Learning by doing: A guide to teaching and
learning methods. Birmingham: FEU Birmingham Polytechnic.
To achieve deep learning, we need to practice new behaviours and skills,
receive feedback, see the consequences of new ways of behaving and in
this way integrate new skills into our way of thinking and behaving.
What experiential learning is, and what it is not:
1. Experience is used to test out ideas and assumptions rather than
to passively obtain practice. It is active exploration.
2. Experiential learning is not the same as discovery learning.
Activities must be carefully designed by teachers, and learners
must reflect on their experience in a critical way.
Planning for experience

1. Action plans
Learners can review notes from a lecture concerned with general
rules about how to undertake a procedure, and write an action
plan about applying these general principles to the job.
2. Setting objectives
Learners can set objectives for themselves before embarking upon
an experience.
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3. Designing problems
Rather than giving learners a list of instructions to follow, allow
them to design their own problems to solve.
4. Observation checklists
Give learners lists of things to look out for during an experiential
activity.
5. Devise criteria
Discuss with learners the criteria that you will use to evaluate the
outcome of their work. This will help the learners to be attentive to
the important aspects of their practical experience.
6. Learning contracts
Combine the setting of objectives, the devising of criteria and the
formulating of action plans into a formal structured learning
contract between the teacher and learners. This can be done
individually or as a group.
Increasing awareness of experience

1. Log books
Keeping a log of events heightens and focuses experience.
2. Listening exercises
Train learners to be aware of effective and ineffective listening
skills which they can use in experiences involving listening, to
improve their attentiveness and recall ability.
3. Questions
Recording questions which arise during an activity can help
afterwards with reflection and with linking the experience to
concepts and generalizations.
4. Increase awareness of feelings
Encourage learners to become aware of and express their
emotional reactions to activities by making I statements and
owning responsibility for their feelings in group work.
5. Silent demonstrations
Increase attention to an activity by demonstrating a procedure in
complete silence rather than providing a commentary. Provide
learners with a list of things to observe and questions to answer in
their heads. Ask for a full description of the procedure at the end.
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Reviewing and reflecting upon experience

1. Diaries
Diaries are written after the experience rather than during it such
as the log books. They can be used to record reactions to
experiences, analysis and conclusions.
2. Using video and audio recordings
These can help learners with detailed recall of what they were
thinking and feeling during an activity.
3. Peer appraisal
Having someone watching a learner undertaking a task provides
feedback to the learner.
4. Structured discussion
Groups of learners can benefit from sharing experiences. Structure
discussions so as to move learners from identifying key incidents,
through to analysis of the experience and drawing general
conclusions.
5. Structured de-briefing
Structure de-briefings so that learners move through the full
experiential learning cycle: description, feelings, evaluation,
analysis, general and specific conclusions and personal action
plans.
6. Self-assessment
Encourage self-assessment during reflection by making it a formal
requirement. Learners can submit self-assessment sheets listing
strong and weak features of their work and a self-assigned grade
together with every piece of work submitted for assessment.
7. Reflection checklists and questionnaires
Help learners to get started on reflecting about their experience by
giving them checklists and questionnaires to elicit attitudes and
emotional responses.
8. Shared time and mutual interviewing
In groups of two or three, allow a specific amount of time for each
learner to reflect and talk while the others listen silently. When
this is done they can then each have a set time to be interviewed
by the others in order to dig deeper into difficult issues. This is
different to a discussion that can follow once all have finished
reflecting.
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9. Modeling reflection
Teach learners how to reflect by giving them an example of how to
take a critical and analytical approach.
Providing substitute experiences

Case studies should be structured to include: understanding of
the situation; diagnosis of the problem; creation of alternative
solutions; prediction of outcomes; choosing among alternatives;
communicating the results of analysis.
Role plays are useful for encouraging empathy with the position
and feelings of others.
Simulations represent a real situation and can be on-going.
Assessment simulations: ask learners to complete assessment
tasks which are simulations of real life settings.
The Value of Debriefing in Experiential Learning
Debriefing assists learners to:

process the experience by reflecting upon their learning;
clarify concepts and form generalisations by
- identifying and consolidating what they have learnt, and
- relating this learning to previously learnt material or to related
learning materials (e.g. the textbook, a video, an experiment, a
field trip, etc.); and
apply what they have learnt to new situations.
Reflective Journal
This journal is your chance to reflect on what you have
experienced and learnt today.
This journal is a personal record of your learning. You do not
have to share your thoughts with anyone else
Reflecting about Experiential Learning
I was surprised to find that ...
I was please to note that ...
I really like ...
I did not like ...
I want to learn more about
3.
ENQUIRY LEARNING
This section focuses on the use of enquiry based teaching as a strategy

to develop students' investigative and thinking skills. The development of
thinking skills within a formal school setting provides a number of
challenges for teachers. An important component of the write-up involves
the discussion and identification of the opportunities and constraints
15
teachers might face when developing enquiry-based learning exercises for

their students.
Learning Process for Enquiry Based Education

1. Learning originates in a challenge
After becoming aware of demands, constraints, pressure and/or
needs, students reach a state of puzzlement, tension, discord and
expectation. At this point students feel challenged to enquire.
2. Preparation for the task
The problem is defined or redefined. Students gather resources
and work out what they need to know and do. They consider the
problem, cast around, imagine, try to predict, work out what they
already know and/or assess their ability to succeed.
3. Searching
They then need to extend their previous knowledge; so they 'have a
go'. They question, select, rehearse, talk over, narrow the field,
sort, discard, share hypothesis and so on.
4. Trying out our solution
Eventually students settle on a possible solution and try it out.
This is where they make errors and/or have success, modify,
consolidate and reassess their plans.
5. Reflection
Then students need to consider how they achieved what they set
out to do. They reflect, confirm, see where to improve, plan new
things, celebrate and evaluate.
Four Enquiry Questions

1. Description
What is the question, issue or problem?
Who does it involve?
Where is it?
Why does it occur here?
2. Evaluation
What is the significance of this issue or problem to my
life, the local community, nation, the world?
How have factors in the past influenced it?
How might it be seen by different people?
What conflicts of interest are there?
Who gains? Who loses? Who decides?
How are the relationships between people affected?
What are the relationships between people and other
phenomena?
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3. Reflection
Are these relationships desirable?
What happens if these relationships are altered?
What are the alternatives?
How can these be evaluated?
Who gains and who loses from different decisions? Why?
Who decides? Why?
4. Action
What change, if change is thought to be desirable, should
be introduced?
How can we bring about change if we, or others think it is
desirable?
Who could we contact to discuss action projects?
What action should we take?
Skills Students Need for Enquiry

1. Decision Making
Students need to be able to make appropriate decisions according
to each situation. This might include choosing appropriate decision
making strategies, such as: consensus, modified consensus,
majority rules, two thirds majority and secret ballot.
2. Facilitation Skills
Students will learn these skills from their teacher as role model.
Students can begin to use and build upon these skills by
facilitating group discussions as part of the enquiry process.
3. Critical Thinking Skills
Students need to engage in higher level thinking skills, considering
both the factual and values components of information. One
example is careful consideration of the source of information and
possible bias.
4. Conflict Resolution
Enquiry learning often involves issues that are controversial.
Students need well developed communication skills to assist them
to deal with conflict.
Characteristics of an Effective Teacher as Enquiry is

Developed...
They have well articulated goals and rationales. They will
encourage parents and others to voice their questions and
concerns.
They will share what they know about the issue but also
acknowledge what they do not know. They solicit a class effort
to look for answers.
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They will teach complexity; don't protect students from it.

Recognize the difficulty of such complexity, even for adults.
They will teach multiple perspectives and explore several views
on issues. They will use disagreement to spur further
clarification and research.
They will be aware of their own feelings and opinions about an
issue. They make it clear to learners what their view is and that
it is okay if other people disagree (especially students).
They will allow disagreement to be constructive rather than
destructive. They let it further the learning process.
4.
COMMUNITY PROBLEM SOLVING
This unit introduces teachers to the use of Community Problem Solving

as a teaching and learning strategy. Community Problem Solving
acknowledges the importance of students developing skills to participate
in the solution of community problems. Learning how to investigate
community problems and evaluate solutions so they can take actions is
an important part of becoming an enterprising citizen. Here we explore
the questions and issues teachers might face when they use Community
Problem Solving technique.
Some Learning Outcomes of Community Problem Solving

Learn that it is possible to take action in the community.
Learn about the local community.
Learn to do research, including collecting, interpreting and
communicating data.
Learn to plan and work independently of the teacher.
Learn to work in groups with peers.
Learn to link school learning with the community.
Community Problem Solving is Different

Community Problem Solving differs from other teaching strategies
because it combines the following:
Active investigation of a community problems, through
various investigation strategies (scientific and social).
The aim is real action aimed at solving a local community
problem.
Ongoing action in phases that allow for redefinition of the
problem.
An emphasis on local problems.
Attempts to involve the community affected by or responsible
for the problem.
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Steps in Community Problem Solving

1.
2.
3.
4.
5.
6.
7.
8.
Exploring Community Problem Solving

Selecting Problem(s)
Developing Student Skills
Investigating their interests or concerns
Developing Visions
Planning Actions
Taking Actions
Evaluating Actions and Changes
As a Teaching and Learning Strategy

Community Problem Solving as a teaching and learning strategy:
1. Involves students in their local community.
2. Develops entrepreneurship education attributes of awareness,
knowledge, attitudes, skills and participation.
3. Develops a range of education objectives, like: investigation skills,
creating and critical thinking, group work skills, literacy and
evaluation skills.
4. Develops 'action competence' through students' first hand
experience of taking actions that they have freely chosen and that
are aimed at solving the community problem they identified
Skills for Community Problem Solving

Group Process Skills
Consideration and respect for others
Listening and comprehending
Clear verbal expression
Taking on a variety of roles within a group
Being a group leader when appropriate
Providing constructive feedback to others
Exploring group decision making processes
Monitoring 'on-task' behaviour of the group
Monitoring the time allocated for tasks
Information Gathering Skills
Using the library including print and electronic resources
Designing data gathering strategies for the problem being
investigated
Using scientific and social science techniques (e.g water quality
testing, social survey) for investigation
Identifying relevant agencies, organisations and members of the
community
Requesting information from sources by writing letters, making
telephone inquiries, or using e-mail
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Analysis and Decision-Making skills

Analyzing data gathered using scientific and social science
techniques
Thinking critically and creatively about possible alternatives
Considering the values of other people and their own
Deciding a course of action
Justifying decisions
Action skills
Deciding on steps in an action plan
Freely choosing to take action
Evaluating whether the changes that were the result of the
actions addressed the problem
Sharing the Experience

Sharing the experience of using Community Problem Solving provides
professional development opportunities for:
The teacher using Community Problem Solving: Writing the
report and/or preparing the presentation engages the teacher in
a process of reflection.
Other teachers who might like to use Community Problem
Solving: Teachers can learn about what Community Problem
Solving is and make plans to use this teaching and learning
strategy based on reports from their colleagues.
Community Problem Solving: A Teacher's Guide

Source: Debbie Heck, Griffith University, Australia.
1. Exploring Community Problem Solving

This first phase involves providing students, teachers and school
administrators with information about the nature and purpose of
Community Problem Solving. Other community and educational groups
who have used Community Problem Solving may be invited to explain the
process and give examples of how it was used in their context. An
important part of this phase involves teachers and administrators
consciously deciding to use Community Problem Solving as a teaching
and learning strategy because it acknowledges the importance of
students working in their local community.
2. Selecting Problem(s)
Problems can be selected in many ways. For example, a tour of the
school grounds or local community may provide the impetus for students
to generate a list of problems they would like to investigate. Students
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could then decide on one problem, as a class, or a number of problems in

small groups. An important consideration when selecting a problem is to
ensure sufficient resources are available and that the problem is
manageable within the time frame for the students involved. Students
and teachers may need to consider questions such as:
Why is this important to us?

What is its significance to us/others? - now/in the future?
Do we have sufficient resources?
Do we have time to undertake the entire community problem
solving process?
Should we choose a smaller problem?
3. Developing Student Skills

Students will need to draw upon a range of problem solving, investigation
and group work skills as they work through the phases of the
Community Problem Solving process. Teachers should continuously
monitor students skill levels and provide opportunities as part of
classroom activities for ongoing skill development. The level of teacher
guidance throughout the Community Problem Solving process will
depend on the students' past experiences with the process and the
specific problem solving, group work and investigation skills of the
students. Teachers may need to consider questions such as:
Do these students have Community Problem Solving experience?

What skills do they need to develop to get started?
What level of guidance will students need?
What skills do students need for the next phase?
4. Investigating
The investigation phase is where students explore the full scope of the
problem. This includes understanding the current situation and the
reasons why the problem developed. Teachers and students might
consider questions such as:
What is the current situation?

How significant is this to me, the local community, nation, world?
What were things like before?
Why have they changed?
What has influenced these changes and why?
Do other communities - nearby or in other countries - experience
the same problem? Why or why not?
How do other people see it?
Are there any conflicts of interest?
Who gains? Who loses?
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What formal decision making processes could be used to solve this

issue?
5. Developing Visions
In this very important phase, teachers encourage students to develop
visions of how they would like the current situation to look in the future.
Students and teachers could consider questions such as:
What are our visions for the future?

What would other groups and cultures think about this vision?
What are the alternative visions imaginable? Which vision do we
prefer and why?
6. Planning Actions
This phase involves students developing an action plan that will seek to
achieve their selected vision for the problem being investigated. An
essential component of this phase is the evaluation of the action and
careful consideration of whether those actions will result in the desired
changes. Teachers and students may need to consider questions such
as:
What changes will bring us closer to the visions? Are they changes
within their own lifestyles and families and/or in the wider
community?
What barriers might prevent these changes for taking place?
How could these barriers be overcome?
What are the steps that need to be taken to make these changes?
What barriers might prevent us from carrying out these steps?
How could these barriers be overcome?
What is the action plan for each change?
How will we choose to evaluate this action plan?
7. Taking Actions
This is the phase where the action plan is implemented by the students
and teachers. In order for the Community Problem Solving Process to be
truly democratic, it is important that students are allowed to freely
choose to take actions that address the community problem identified.
These actions may be within their own lifestyles and families and/or in
the wider community. Teachers and students may need to ask questions
such as:
Do the actions we are taking address the problem?

Are students able to freely choose the actions they take?
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8. Evaluating Actions and Changes

It is important that this evaluation phase follows the action taking phase.
It is at this point that teachers and students review the actions and
identify the changes that have taken place. They then compare these
changes against their vision for the future of the community problem
they have been working on. This evaluation may lead the groups to revise
their vision from Phase 5 or develop a revised action plan from Phase 7.
Students and teachers may need to consider questions such as:
What actions did we take?

What changes resulted?
How does this compare with our vision from Phase 5? Should we
return to Phase 5?
What barriers did we face?
Were we able to overcome them? Why/why not?
What other actions could we have taken? Should we return to
Phase 7?
What did we learn from Community Problem Solving?
Action Planning Matrix

Problem Statement:
Desirable
Changes
1.
Steps
Required
By
Whom
By
Resources Evaluation
When
1.1
1.2
1.3
1.4
2.
2.1
2.2
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2.3
2.4
3.
3.1
3.2
3.3
3.4
Skills for Community Problem Solving

This resource lists some of the skills students might need to use as they
undertake community problem solving. Make any additions to the list as
required. Identify in the column provided the phases from Community
Problem Solving: Teacher's Guide where students might need to use
these skills.
Group Process Skills
Consideration and respect for others
Listen and comprehend
Clear verbal expression
Community
Problem Solving
Phase
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Take on a variety of roles within a group
Be a group leader when appropriate
Provide constructive feedback to others
Explore group decision making processes
Monitor 'on-task' behaviour of the group
Monitor the time allocated for tasks
Information Gathering Skills
Use the library including print and electronic

resources
Design data gathering strategies for the

problem being investigated
Use scientific and social science techniques

(e.g water quality testing, social survey) for
investigation
Identify relevant agencies, organisations and

members of the community
Request information from sources by writing

letters, making telephone inquiries, or using
e-mail
Analysis and Decision Making Skills
Community
Problem Solving
Phase
Community
Problem Solving
Phase
Analyse data gathered using scientific and
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social science techniques
Think critically and creatively about possible

alternatives
Consider the values of other people and their

own
Decide a course of action
Justify decisions
Action skills
Decide on steps in an action plan
Freely choose to take actions
Evaluate whether the changes that were the

result of the actions addressed the problem
Community
Problem Solving
Phase
Report or Presentation Structure

The following headings are given as a suggested format only.
Background
This section should give a brief description of the teaching context,
school location, age of students and the community background. Also
outline the part of the syllabus you are teaching and the objectives you
hope to achieve by using Community Problem Solving with this topic in
the syllabus.
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Community Problem Solving Phases

In this section give an overview of the Community Problem Solving
process. Include details of the teaching and learning activities that were
used. Highlight the various phases of Community Problem Solving.
Teacher Reflection
Discuss your experiences of using this teaching and learning strategy.
What were the constraints you faced and how where they overcome?
What were the learning outcomes for the students? What worked and
what did not work? Why?
Future Plans
Discuss whether you would use this teaching and learning strategy
again? Why or why not? How different would the approach be if you used
this strategy with the same group as opposed to a new group of
students? What would you do differently next time and why?
5.
LEARNING OUTSIDE THE CLASSROOM
This module encourages teaching and learning through the use of

experiences outside the classroom. Providing students with high quality
learning activities in relevant situations beyond the four walls of the
classroom can provide better appreciation, altered perspectives, and first
hand practical experiences that enhance learning. In the context of
enterprise education, the opportunity for such experiences is critical as
students are then more able to use their developing knowledge, skills
and attitudes in their everyday lives.
Objectives of Teaching and Learning outside the Classroom
1. Attitudinal Objectives
To arouse students' curiosity.
To develop favourable attitudes towards learning through
enjoyable and meaningful outdoor activities.
To provoke students to ask questions and identify problems.
To sharpen students' perception and appreciation of real life
situations.
To give students the experience of the pleasure of discovery.
2. Knowledge Objectives
To develop better understandings of the nature of issues
discussed in the classroom and in books.
To enable students to think and acquire knowledge through
personal experience.
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3. Skills Objectives
To develop an understanding of scientific modes of inquiry.
To distinguish between necessary and extraneous information.
To develop skills in data collection, recording and analysis.
To develop skills for working co-operatively in groups.
Approaches to Teaching and Learning outside the Classroom:
A
Field Teaching
Field observations (often teacher directed). Recording of information in
the field. Some field interpretation. Back at school - further
interpretation and explanation in class - writing up field report.
B
Field Research
Identification of a problem as the result of direct observations or from
class work or from special interests of students.
Formulation of an hypothesis as a result of reading, discussion, thinking.
Field activities to collect data to test hypothesis.
Data analysis - processing information.
Hypothesis testing - accept or reject.
C
Guided Field Research
On some occasions (e.g. for younger students) it can sometimes be
beneficial to help students set questions to be answered as the result of
direct observations or from class work or from special interests of
students.
What students think are the answers.
Field activities to collect data to answer the questions.
Do students' conclusions agree with their tentative answers from before
the field activity? Why/Why not?
Hypothesis testing - accept or reject.
Planning Learning Experiences Outside the Classroom:
A
Teacher Preparation
Familiarize yourself with the appropriate school and system
policies for conducting learning experiences beyond the school
grounds.
Pre-visit the site(s).
Develop clear objectives for the study.
Decide how you can build on previous learning experiences.
Plan pre-field study learning experiences and prepare students
to see fieldwork as active learning.
Prepare fieldwork activities and resources.
Decide how much time is required for the tasks and for travel to
and from the site.
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Prepare background information for other staff and

parent/community helpers.
Identify all possible risks and manage them appropriately, i.e.
complete a Risk Management Matrix.
Be aware of any possible distractions to students at the site.
Identify appropriate student/adult ratio. Parents may need to
be invited and briefed to assist teachers with supervision.
Organize the following:
- Consent from for parents
- Permission to visit the site
- Finance
- Transportation
- Toilet facilities
- Clothing and equipment to meet safety requirements
- Departure and arrival times
B
Student Preparation
Consider how you might introduce the experience to students.
Relate students' background knowledge and previous learning
to the field study.
Identify the questions, issues or problems, the students want
answered during the experience.
Develop students' skills for appropriate methods of recording
and reporting their data and conclusions.
Identify individual student and group responsibilities for data
collection and analysis.
Disclose the risks and discuss a study management plan.
Negotiate appropriate behaviour standards.
The Nature and Purposes of Learning outside

the Classroom
Source: Adapted from Laws, K. (1989) Learning geography through
fieldwork, in Fien, J., Gerber, R. and Wilson, P., eds., The Geography
Teacher's Guide to the Classroom, 2nd edition, Macmillan, Melbourne,
pp.105-116.
The Purposes of Learning outside the Classroom

A great range of objectives can be achieved through learning outside the
classroom. Some objectives relate to the formation of attitudes and the
development of an aesthetic awareness. Other objectives are concerned
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with the development of understanding and knowledge. Still other

objectives relate to the development of skills.
Although the teacher holds the ultimate responsibility for what happens
during learning outside the classroom, the experience can be used to
help students develop a greater sense of their own responsibilities
towards each other and the tasks on which they are working. When
planning learning outside the classroom it is necessary to match the
activities selected with the objectives and purposes of the fieldwork. The
selection of objectives will depend to some extent upon the timing of the
fieldwork within the sequence of learning activities. For example,
learning outside the classroom can be used early in the learning
sequence as a means of basic information gathering and increasing the
motivation of students. Sometimes, learning outside the classroom may
be used towards the end of a unit of work as a means of drawing a
number of themes together. At other times field activities may be
integrated throughout a unit of work to develop students'
understandings of concepts, generalizations and principles.
Approaches to Learning outside the Classroom

Two approaches may be identified in outdoor learning activities. The first,
the traditional approach, is often referred to as field teaching. At its
worst, this often involves the teacher taking students to a field location
and delivering a mini-lecture from which students are expected to take
notes. Little opportunity exists for student input and reaction. At its best,
this approach involves students in the careful observation and
description of an environment and in suggesting possible explanations
based on previously acquired information.
The second approach, a field research approach, also involves
observation, description and explanation but adopts a problem-solving
focus, using techniques similar to those used in scientific explanation.
This is the inductive approach to fieldwork.
Each of these approaches has relevance for environmental education and
the approach adopted for any particular field study will depend on the
purpose of the field activities. If students are inexperienced in making
their own observations or lack confidence in their ability to solve
problems, field teaching can help, provided that opportunities for them to
find their own examples of features and processes are included as an
integral part of the experience. Field research requires a high level of
planning on the part of the students and the teacher. Students must
know precisely what it is that they are searching for and how they are to
go about their search. Teachers must ensure that students possess the
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necessary data collecting and recording skills and provide assistance to

the students during the analysis phase.
To be meaningful, learning outside the classroom should be integrated
with classroom activities. A sequence of activities for students can be
identified involving pre-fieldwork, fieldwork and post-fieldwork activities.
Problems and Constraints in Learning outside the Classroom

Despite the advantages of fieldwork as a learning experience, the
problems and constraints have to be acknowledged. Many of the
constraints are associated with organisational factors such as the
difficulty of adequately supervising a large group of students and
providing them with the assistance they may need, the lessons missed by
the teachers conducting the fieldwork, the lessons missed by students,
and alterations which have to be made to the school timetable. The time
needed to plan a worthwhile field trip and the cost of transport and
accommodation, if required, also have to be considered. The argument
that a teacher may lack the detailed knowledge of the locality can be
overcome by a reconnaissance, preferably with a colleague, and through
reading. However, it must be acknowledged that the time factor is
important. The safety of the students is also something which must be
kept in mind when planning activities. The problems and constraints
emphasise the need to ensure that only meaningful field activities are
undertaken. One way this can be achieved is through the specification of
the anticipated outcomes of any field experiences. In this way it is
possible to alert principals and parents about the importance of learning
outside the classroom.
Some problems in learning outside the classroom relate to the learning
processes to be used by students. Observation, descriptive analysis and
inferring are some of the skills required. However, there are many skills
associated with data collection and the analysis of data which students
must develop to get the most out of their learning outside the classroom.
Despite concluding this reading with a warning about the problems and
constraints associated with learning outside the classroom it should
never be forgotten that perhaps the most meaningful and lasting learning
takes place when students are actively participating in exploring the
great variety of environments around them. In addition, the learning
outside the classroom experience provides opportunities for teachers and
students to get to know each other and interact outside the structures of
the classroom and the school environment.
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6.
THE USE OF CASE STUDIES
A casebook is like a jigsaw puzzle. There are a large number of oddshaped pieces that may be difficult to see how each relates to the whole.
A deep analysis and discussion of each case will help the class put all
pieces together and have a deeper understanding of what it takes to start
up, sustain and successfully manage the growth of an entrepreneurial
venture. A casebook that carefully selects various scenarios and
challenges can give young entrepreneurs a fertile ground that provides
suitable training for the practice of skills and trainings learnt in
entrepreneurship education.
It is therefore important to select diverse cases aimed at what identified
entrepreneurs went through while defining and implementing their
growth strategies. Aspiring and emerging entrepreneurs may find the
situations presented in the cases very useful in developing their
managerial skills for their ventures. The emphasis is not on the
peculiarity of the selected cases but on the ability of entrepreneurs to use
feedbacks from these cases to tackle future challenges in a more costeffective manner.
If one takes a critical look at the Nigerian businesses, most start small
and tend to either stay small (with little or no formal structures outside
the control of the owner-manager) or die from the stress of growth. Most
entrepreneurs fail to see the danger posed by globalization and
liberalization of trade and the need for continuous innovation and
competitiveness. It is only those entrepreneurs who have succeeded in
managing the increasing complexities of their venture operations and
establish more formal structures (with delegated powers to carefully
selected employees) to enable the enterprise attend to the changing needs
of its patrons as well as the market dynamics that are sustained, grow
and add considerable value to the national economy. An active use of
case studies in the training of entrepreneurs is critical for dynamic
growth, reinvigoration of the national economy, and strengthening the
entrepreneurs coping strategy.
The approach to studying entrepreneurs and their enterprises should
use experiential learning technique. During the encounter with the
entrepreneurs, students must identify their motivation, growth
strategies, operational drives, managerial skills and their ability to
discover opportunities that are eventually turned into viable ventures.
There is also a need to study their staying power in face of challenges
posed by the market environment.
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Our suggestion is that the teacher and his students must carefully study
enterprises in their neighbourhood; and discover how the entrepreneurs
were able to turn a business idea into a viable reality. This method
should empower and embolden students to venture out and do
something for themselves. There are many available case studies on
entrepreneurship out of which the teacher can choose from to illustrate
any traits or skills of entrepreneurship.
7.
GAMES AND LEARNING
Games are the most ancient and time-honored vehicle for education.
They are the original educational technology, the natural one, having
received the seal of approval of natural selection. We dont see mother
lions lecturing cubs at the chalkboard; we dont see senior lions writing
their memoirs for posterity. In light of this, the question, Can games
have educational value? becomes absurd. It is not games but schools
that are the newfangled notion, the untested fad, the violator of tradition.
Game-playing is a vital educational function for any creature capable of
learning. (Crawford 1982)
Computer games are fast becoming a growing part of our culture; the
global market is worth billions of dollars. In 2002, the world market for
games and edutainment/reference software realized 16.9 billion US
dollars, with 3.3 million games consoles being sold in the UK alone
(ELSPA 2003). People of all ages, but most visibly children, play these
games, often dedicating long periods of time in total concentration.
Today, researchers, teachers and designers of learning resources are
beginning to ask how this powerful games medium might be used to
support learning. Rather than shutting the door of the school against the
computer game, there is now increasing interest in asking whether
computer games might be offering a powerful new resource to support
learning in this information age. There is a considerable current thinking
about the role of computer games in supporting learning inside and out
of school.
Researchers and commentators have attempted to understand the lure of
computer games. This has been characterized as a combination of
fantasy, challenge and curiosity, and a level of engagement described as
flow where players become oblivious to distractions. Concern has been
expressed that this leads to a neglect of other activities, often assumed to
be automatically more worthy. Other authors see games play as
inherently valuable, leading to a development of a range of skills and
competences that may transfer to other social and work-related uses of
digital technologies.
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Nonetheless, teachers and parents have come to recognize that games

play can support valuable skill development, such as:
strategic thinking
planning
communication
application of numbers
negotiating skills
group decision-making
data-handling.
There are two key themes common to the development of games for
education:- namely:
1. The desire to harness the motivational power of games in
order to making learning fun.
2. A belief that learning through doing in games such as
simulations offers a powerful learning tool.
Software designed to support learning often borrows from game design in
an attempt to replicate the levels of engagement and harness this to
facilitate more traditional learning. Rather than aiming for an experience
that superficially resembles leisure-based fun activities, or one which
attempts to conceal the educational purpose, it might be argued that we
should understand the deep structures of the games play experience that
contribute to flow and build these into environments designed to
support learning. Researchers, reflecting on how to design engaging
learning experiences, draw on above definitions to propose eight
characteristics as essential in games aimed at teaching skills. These
engagements are:
1. task that we can complete
2. ability to concentrate on task
3. task has clear goals
4. task provides immediate feedback
5. deep but effortless involvement (losing awareness of worry and
frustration of everyday activity)
6. exercising a sense of control over our actions
7. concern for self disappears during flow, but sense of self is
stronger after flow activity; and
8. sense of duration of time is altered.
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CATEGORISING GAMES
As games have become more complex in terms of graphics, complexity,
interaction and narrative, so a variety of genres have increasingly come
to dominate the market. There is, however, no standard categorization of
such games; different stakeholders in the games industry, e.g. game
outlets, developers, academics, web review sites, use a taxonomy
appropriate to their own audience. The system employed by Herz (1997)
which closely resembles that used by many in the contemporary games
industry presents these major categories as:
action games - these can be sub-categorized into shooting games,
platform games (so called because the players characters move
between onscreen platforms) and other types of games that are
reaction-based
adventure games - in most adventure games, the player solves a
number of logic puzzles (with no time constraints) in order to
progress through some described virtual world
fighting games - these involve fighting computer-controlled
characters, or those controlled by other players
puzzle games - such as Tetris
role-playing games - where the human players assume the
characteristics of some person or creature type, eg elf or wizard
simulations - where the player has to succeed within some
simplified recreation of a place or situation e.g. mayor of a city,
controlling financial outlay and building works
sports games
strategy games - such as commanding armies within recreations
of historical battles and wars.
Simulations are one of the most popular types of entrepreneurship
educational games. Cruickshank (1980, p76) defined a simulation game
as one in which participants are provided with a simulated
environment in which to play, while defining simulations in their own
right as (p75) the products that result when one creates the appearance
or effect of something else. Laurel (1991) claims that:
Educational simulations (as opposed to tutorial and drill-andpractice forms) excel in that they represent experience as opposed
to information. Learning through direct experience has, in many
contexts, been demonstrated to be more effective and enjoyable
than learning through information communicated as facts. Direct,
multi-sensory representations have the capacity to engage people
intellectually as well as emotionally, to enhance the contextual
aspects of information, and to encourage integrated, holistic
responses.
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Simulation games possess several attractive properties:

they can be designed so that the player receives instant feedback
regarding the consequences of their actions
the game controller or designer can add, remove or adjust various
factors within the game
compared to real-world training where materials and resources are
used, a simulation is often a much cheaper option
they enable dangerous actions to be undertaken in a safe virtual
environment. For example, many people in the nuclear power
industry train extensively on PC-based simulations
In theory, as more powerful gaming technology and graphics capabilities
become standard, so simulation games can become more realistic in
terms of appearance and plausibility. However, this is not necessarily the
case; real-world situations often involve long periods of inactivity,
punctuated by periods of action, which does not map well onto the
continuous flow and engagement of a game. The value of collaborative
learning, and the role of computers in promoting such activity have been
thoroughly researched. Whilst such collaboration cannot be assumed,
and children have to learn to work together, computer-based activities
can help in this process. How this collaboration translates into a
multiplayer gaming environment and how these environments might be
used to support learning, remain some of the most interesting areas for
potential further research and development
LEARNING WITH GAMES IN/OUTSIDE SCHOOL
In line with developments in learning theory, research that has examined
childrens self-motivated computer games play sees their learning as a
process of participation in practice rather than a process of acquisition of
facts or disconnected pieces of information, ie doing rather than
knowing. This takes a variety of different forms.
1 Learning Competencies
Since games are often characterized by a trial-and-error approach to
overcoming challenges or obstacles, commentators have suggested that
these games can support the development of logical thinking and
problem solving skills (Ink-pen et al1995; Higgins 2000; White-bread
1997).
Much of this research has focused on strategy or adventure games,
which encourage students in exploratory quest-like scenarios with a high
degree of control over their progress (Malone 1983; Russell 1990).
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2 Learning to learn New Approaches to Collaboration

Research into the wider context of games play indicates that, contrary to
populist media opinion, games are often a facilitator to social,
communication and peer activities. This has always been the case; in the
early years of computer gaming, a playground culture of discussing,
swapping, buying and selling games emerged. Interactive communities
often develop around mainstream games with or without developers
encouragement, as enthusiasts create websites, discussion boards and
other communication environments to exchange information, experiences
and even resources related to a game.
3 Learning to Participate in Practice
Central to the argument about what video games offer to learning is
Gees assertion that semiotic domains are shared by groups of people,
described as affinity groups, sharing knowledge, skills, tools and
resources to form complex systems of interrelated parts. Within an
affinity group, learners gain resources from fellow members that equip
them to solve problems within, and perhaps outside of, the specific
domain - and this is evidence of active learning. For Gee, however the
crucial aspect of this practice is critical learning:
The learner needs to learn not only how to understand and
produce meanings in a particular semiotic domain that are
recognizable to those affiliated with the domain, but, in addition,
how to think about the domain at a meta level(and) how to
produce meanings that, while recognizable, are seen as somehow
novel or unpredictable. (p23)
8.
FUTURE PROBLEM SOLVING
Future Problem Solving is an exciting and practical strategy for helping

students develop skills for analysing a problem. It is based on a sequence
of five steps that help them decide - from a futures perspective - what
should be done about a problem.
In developing problem solving skills, this teaching strategy also helps
students to develop an interest in the future and improve their research,
group work and communication skills.
This activity models how the Future Problem Solving strategy can be
applied to the waste management problems in a fictional city called
Apapa.
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Read background information on the problem of waste management in

Apapa (see box on page 40-42).
Statement of the Problem
A very important part of the Future Problem Solving strategy is
developing a clear, but interesting and challenging, statement of a
problem. This helps students learn to focus on solutions that address
underlying causes - rather than just the symptoms of the problem.
In a good problem statement, the problem is set in the near future. It is
established by examining the causes and effects that are interacting to
create a current problem, and then thinking approximately 10 years
ahead. The problem is then either 'out of hand' or getting out of hand,
and the students are asked to plan a series of steps that will rectify the
problem - and that probably should have been set in train 10 or so years
back - in the present time.
Explain why this is a good statement of the problem.
Review a list of reasons why this is a good statement of the problem.
A Six Step Process for Future Problem Solving
Once the teacher has prepared a clear statement of the problem and
presented it to students in an interesting way (eg. newspaper cuttings, a
story, a video, a role play, etc.), students follow a six step process for
Future Problem Solving.
Identifying possible causes and effects
Identifying the underlying problem
Brainstorming potential solutions to the underlying problem
Developing criteria to evaluate solutions
Evaluating all solutions to determine the best one
Developing an action plan for the best solution
Source: Adapted from Crabbe, A. (1985) The Coach's Guide to Future
Problem Solvers Program, Future Problem Solving Program, Ann Arbor.
38
Example:
Future Problem Solving for Apapa
Identifying possible causes and effects

Now that we understand the statement of the problem in Apapa (see page
40-42), it is time to consider the many problems related to it. Start by
brainstorming (on a sheet of paper) as many factors as you can think of
that may have caused the situation or may have resulted from it. Choose
the ten you think most important.
Identifying the underlying problem
Study your list of ten factors (Question 4) and identify the main
underlying problem.
Explain what you want to do about the problem.
Explain why it should be done.
Use the headings in your learning journal to guide your answers.
Brainstorming potential solutions to the underlying problem
Brainstorm - on a sheet of paper, again - as many solutions as you can.
Choose the ten most promising solutions and write each solution so that
it indicates:
Who will undertake what action?
How will it be done?
Why will this solve the problem?
List three criteria that a very good solution to the problem ought to meet.
Evaluating all solutions to determine the best one

Using the ten possible solutions from Question 6, identify what you think
will be the very best solution to the underlying problem. It might link
several ideas from your ten.
Developing an action plan for the best solution
Outline the stages you will need to follow to implement this solution.
Then note the possible consequences of implementing each step. It is
best not to identify more than five stages.
39
Waste Problems in Apapa: Existing Conditions

The current system for the collection of solid waste in Apapa is unreliable
because of a number of local conditions. These include:
Apapa has a population of 3 million people and is growing very
rapidly.
The torrential rains of the raining season cause flooding of the streets
and severe deterioration of the paved roads necessary for refuse
collection trucks.
Inaccessibility to the refuse sources because of the extensive areas
where squatters live and because of the narrow, poorly maintained
streets in many of the communities.
Poor road systems in the landfill disposal sites prevent refuse
collection trucks from delivering their loads the wet season.
Apapa is very large and the collection vehicles are rather small. As a
result the trucks must travel long distances to the landfill sites and
make many trips. Some of these inefficiencies could be overcome by
building transfer stations but funds are not available for this.
All of the existing landfill sites are poorly located for a city as large as
Apapa has become in recent years. For example, groundwater
pollution is increasing and there is insufficient clean soil for the daily
earth cover necessary for a sanitary landfill operation.
The lack of earth cover of each day's refuse allows storm water to
infiltrate the refuse. This causes anaerobic decomposition of the
refuse and results in strong odours from the gas generated. Fires often
ignite as a result. The lack of earth cover also provides ideal breeding
grounds for rodents, flies and other vermin which can then migrate
into nearby communities.
As a result, the best description of the existing landfill sites would be to
classify them as open dumps rather than sanitary landfills.
In a properly operated sanitary landfill, the area would be fenced and the
access gate serviced by either a series of scales for weighing the incoming
tonnage or by a gate house where an estimate could be made of the yards
of refuse to be disposed.
If this were done, then an appropriate charge could be made to the users
of the landfill to recover the capital and operating costs for the landfill site.
Proposed Guidelines for Solid Waste Management in Apapa
40
A new plan calls for two landfills, one to serve the northern portion of the
city, and the other to serve the southern part.
This would require a substantial number of heavy trucks and the
construction of five transfer stations.
It is proposed that the new landfill sites be selected according to the
following criteria:
They should be located in areas where there is no useable
groundwater under the site.
There should be adequate buffer zones between the landfill site and
other commercial and residential areas.
Access roads should be adequate for heavy collection vehicles and the
roads should be wide enough to accommodate the refuse vehicles
without leaving the paved surface.
Fences should be built around the entire disposal site to prevent
access by squatters or scavengers.
The proposed new operational procedures include:
The sanitary landfill should not cause any nuisance to the
community, for example by
- placing soil over the refuse each day to ensure drainage of storm
water;
- controlling dust by water trucks each day;
- alternative wet weather dumping areas constructed for access during
rainy season; and
- covering land fills on completion to support trees and shrubs.
Methane gas which can be produced anaerobically from within the
landfill can be drawn off for use in gas engines or burned in a steam
generating plant for producing electricity, if gas trenches and wells are
constructed in the landfill.
Transfer stations should be designed to provide storage of refuse in a
pit so that the collection vehicles can be promptly moved in and out of
the station. If refuse storage is not provided, there must be adequate
number of transfer vehicles available at all times to accept refuse
directly from the collection vehicles.
Water Quality Management:
The major river systems in the Apapa Region - the Niger and the Ogun flow into Apapa Bay. The rivers are so polluted from the discharge of
41
domestic and industrial wastewater that they can be termed 'biologically

dead' except for the upstream portion of the Niger River. Most of the
pollutants discharged in the region's river systems eventually end up in
Laguna Bay.
The Ogun River flows east to west for 25 kms through Apapa to Laguna
Bay. 70% of the organic pollution in the river is due to domestic waste and
30% to industrial discharges. Out of over 300 industrial firms along the
banks of the river system, about one-half have been found to be polluting
the water in varying degrees. River pollution is further aggravated by oil
spills from over 200 service stations, several oil depots, and barges, tanks
and boats docking in the area.
The Niger River system is the most polluted in the country - 58% domestic
waste (both liquid and solid waste) and 42% from industrial waste. There
are about 1000 industries along the river banks and about 16000 squatter
families living within its watershed.
Both the Niger and the Ogun River systems have been significantly
affected by the vast quantities of silt deposited in the river beds, which
cause regular flooding due to riverbank overflows during intense rains.
Siltation is caused by soil scoured from deforested upper watershed areas
outside Apapa and by bank erosion.
Most of the pollutants eventually end up in Laguna Bay. The Bay is,
therefore, the recipient of domestic and industrial waste discharges,
agricultural runoffs and oil spills. One of the major causes of the pollution
in the bay is the lack of adequate domestic wastewater sewerage facilities.
Only about 15% of the population of Apapa is presently sewered. The
increase in direct discharges of domestic and industrial wastes, and
agricultural runoff, plus pollution carried in by tributary rivers, has
degraded the water quality of Laguna Bay over the years. In the last 20
years, the watershed area of the lake has become one of the most heavily
urbanised and industrialised areas in the region.
Completing the module: Students should be encouraged to look back

through the activities and tasks to check that they have done them all;
and to change any that can be improved now that they have come to the
end of the module.
42
Evaluating Your Problem Solving

The solution you have suggested should be both desirable and
practicable. It is desirable if it eases or removes the problem without
creating other more serious problems. It is practicable if it can possibly
be implemented in the Apapa situation; that is, in terms of social effects,
cost, labour, machinery and technology.
Q1:
Describe your solution in terms of its desirability and
practicability.
Q2:
List the six steps of future problem solving you followed in the
Apapa case study.
Q3:
Describe how you could use the six steps of future problem
solving and the Apapa case study with a class you teach.
Q4:
Identify another problem related to a topic in a syllabus you teach,
and develop a plan for teaching it using the future problem solving
strategy.
10 MORE TEACHING STRATEGIES

Effective trainers vary their training technique often, even during
session. It is important that trainees are actively involved in the learning
process; hence a range of participative training techniques should be
used for teaching entrepreneurship education courses. In addition to the
methodologies discussed above, the following are equally effective:
1.
2.
3.
4.
5.
6.
7.
8.
Presentation (short and proactive)

Group discussion
Small group work
Individual assignments
Projects
Brainstorming
Role play
Guest speakers
The methods are briefly reviewed below.

Presentation
A trainer presentation, or lecture, is the most commonly used method of
teaching. It can be very useful to arouse interest among trainers. It
43
involves a transfer of information from one person to a group. Typically,

interaction is confined to the end of the presentation and it is often
limited to asking questions.
When making a presentation, it is common to make use of visual aid
such as flip charts, overhead projector or slide projectors. Although
various types exist, the most common type involves the presentation of a
body of knowledge. The method may be used by both trainer and
trainees. Key points are made which leads to some conclusions. Ideally,
presentations should be kept short.
Group Discussion
Group discussions are commonly used as instructional strategy for
exploring issues, solving problems and making decisions. A group
discussion is one way to get a class to explore personal attitudes.
Changes in personal attitudes can result from group discussions.
A discussion should have clear objective which should be maintained
throughout the discussion. The atmosphere of the group should be
relaxed yet planned and organized. The group discussion should have a
definite beginning, middle and end.
For the discussion to be both effective, there should be a free flow of
trainee opinions. The group discussion should be brought to a
conclusion by a summary of the major points. A group member might be
asked to do this.
For trainees, group discussions offer opportunities to:
exchange ideas and opinions
review key points
determine trainees knowledge about a topic
develop listening skills
encourage trainees to take responsibility for their beliefs
express attitudes, beliefs and behaviors in front of others
help trainees co-operatively work through a learning process
Small Group Work

Small group may be composed of about three to five members who work
together for short time to complete a task or to solve a problem.
Here, trainees are given a task to perform or subject to discuss. The task
can last as little as five minutes or as long as a day, depending on the
44
nature of the assignment. There are various reasons of using small

groups:
trainees can express their opinions freely
trainees interest is maintained
trainees are encouraged to take responsibilities for their own
learning
trainees are actively involved.
Individual Assignments
Individual assignments are accomplished when each trainee is given
specific activities. This assignments should have clear objectives and
trainees should have clear objective evaluated. Individual assignments
provide opportunities for trainees to learn by discovery. Trainers who use
this method should select tasks that give trainees a sense of
responsibility for their own actions.
Individual assignments are important part of every course. Each
individual assignment should have clear instruction for completion and
have specified time limit to be completed. Assignments should be
assessed as soon as possible and feedback given to the trainee.
Projects
Projects are another form of assignment which might be accomplished
individually or in a group. Generally-speaking, a project should result in
a report which might include an analysis of facts, a discussion of
options and recommendations to solve a specific problem.
Recommendations might also include a clear strategy for implementing
the solution. Projects may be used to have trainees practice a number of
skills or topics already thought in the class.
Brainstorming
Brainstorming is a technique used for creating problem-solving as well as
for generating ideas. The object is to come up with as many ideas as
possible.
It usually starts with a question or problem statement. For example, you
may ask What are the product and services needed in the home today
which are not available? Each idea leads to one or more additional ideas,
resulting in a good number.
When using this method, we need to follow these four rules;
Dont criticize or judge ideas of others
45
Freewheeling is encouraged-ideas that seem to be wild or crazy are

welcome
Quantity is desired-the greater the number of ideas, the better
Combine and improve upon the ideas of others.
Furthermore, all ideas, no matter how seemingly, illogical or crazy, must

be recorded.
Role Play
Role playing may be used to illustrate, by drama, the various aspects of
an interpersonal problem. They are particularly useful for promoting
understanding between different viewpoints as well as demonstrating
how people might react under certain condition.
Guest Speakers
Guest speakers provide variety to a class setting. They can also serve as
role model for trainees. They could be subject matter experts,
entrepreneurs or other figures in the community whose work pertains to
the subject under discussion. To be able to make the best use of this
resource, trainers need to develop their own personal network of
associations and institutions concerned with entrepreneurship and small
business development. These might include:
Banks
Small business development/promotion agencies
Accountants
Lawyers
Community/local/regional development organizations
Non-governmental organizations
Religious organizations
Local entrepreneurs
Government ministries
Employers organizations
Trade unions
Finally, entrepreneurship education is meant to be fun. We suggest all
teachers develop strategies that best address the needs of the class as
well as Ability to encourage and inspire trainees.
Have fun! All the best!!
46
APPROPRIATE ASSESSMENT
Introduction
There have been many changes in how we think about assessment over
recent years. Many of these changes are relevant to entrepreneurship
education. Perhaps the most noticeable change is the focus on relating
learning with the measurement and reporting of what students have
achieved. This relationship helps make assessment an integral part of
students' day-to-day schooling rather than a series of end-of -course
tests. This goal is especially important in entrepreneurship education
because of the wide range of objectives concerned with knowledge, skills,
values/attitudes, and action.
This module develops ways of assessing student learning that are
appropriate to entrepreneurship education.
Objectives
To develop a sense of direction and innovation in the assessment of
learning in entrepreneurship education;
To analyse key assessment issues and make decisions that will
integrate assessment with effective teaching and learning; and
To develop skills for using appropriate ways of assessing the
knowledge, skill and values objectives of entrepreneurship
education.
Defining Assessment
One of the important themes of 'Innovative Approaches to Assessment' is
to establish the difference between (1) assessment and (2) evaluation.
Participants were given the following definitions
Assessment is often equated with tests and examinations. This is
misleading since neither are essential to assessment. Assessment is an
all embracing term. It covers any of the situations in which some aspects
of a students education is in some sense measured, whether this
measurement is by the teacher, an examiner or indeed the student
herself. It is concerned with how well the student has done. Evaluation is
whether it was worth doing in the first place. Evaluation cannot take
place without assessment.
Source: Adapted from Lloyd-Jones, R. and Bray, E. (1986) Assessment: From
Principles to Action, Macmillan, London.
Educational assessment is an omnibus term which includes all the

processes and products which describe the nature and extent of
children's learning, how it meets the aims and objectives of teaching, and
how it relates to the classroom environment which is designed to
facilitate learning.
47
Source: Adapted from Statterly, D. (1989) Assessment in Schools, Basil

Blackwell, Oxford.
Assessment is a process that helps teachers understand degrees of

achievement and performance, and it often forms the core body of data
upon which teachers report on the achievement and performance to
students' parents and the wider community. As such, it must be reliable
and valid. Evaluation serves quite a different purpose. Its purpose is to
improve curriculum and pedagogy. The evaluation process is formative.
Assessment and evaluation are integral parts of the educational process
and all aspects of teaching and learning provide opportunities for both.
Source: Adapted from Hunt, G., Murdoch, K., and Walker, K. (1996) Assessment
and evaluation: Profiling achievement in SOSE, in R. Gilbert (ed) Studying
Society and Environment: A Handbook for Teachers, Macmillan, Melbourne
Participants reviewed above definitions and at the end of discussion, it

was agreed that:
Assessment refers to the process of monitoring student learning
achievements for the purposes of diagnosing learning strengths
and difficulties, reporting to parents, and providing a certificate of
achievement for employers and other educational institutions.
Evaluation is the broader process of monitoring all aspects of the
learning process (including the relevance of objectives,
appropriateness of content, resources and teaching methods, the
quality of the learning environment, etc.) for the purpose of making
judgments about how to improve the learning process.
Reasons for Assessing Student Learning
The teachers at the workshop were then asked to compare two
approaches to assessment to identify the one they believed was most
appropriate to education.
View 1
We teachers say that we test children to find out what they have learned,
so that we can better know how to help them learn more. This is about
95% untrue. There are two main reasons why we test children: the first
is to threaten them into doing what we want done, and the second is to
give us a basis for handing out rewards and penalties on which the
educational system - like all coercive systems - must operate.
Source: Holt, J (1969) How Children Fail, Penguin, Harmondsworth, pp. 51-52.
View 2
Assessment should play a critical part in any educational process.
Wherever learning takes place, or is intended that it should take place,
then it is reasonable for the learner, the teacher and other interested
48
parties to be curious about what has happened both in terms of the

learning process and in terms of any anticipated or un-anticipated
outcomes. We would argue that good education, by definition,
encompasses good assessment. However, we would wish to disassociate
ourselves immediately from much of what has gone under the guise of
'good' educational assessment. Assessment has been viewed for far too
long as a formal process, which normally involves the administration of
formal tests and examinations through procedures that are totally
divorced from the educational process and setting to which they are
supposed to relate.
Source: Murphy and Torrance (1988) The Changing Face of Educational
Assessment, Milton Keynes, Open University
Above views represent two types of assessment:

1. Formative Assessment
Formative assessment refers to the ongoing forms of assessment that are
closely linked to the learning process. It is characteristically informal and
is intended to help students identify strengths and weaknesses in order
to learn from the assessment experience.
2. Summative Assessment
This form of assessment usually occurs towards the end of a period of
learning in order to describe the standard reached by the learner. Often
this takes place in order for appropriate decisions about future learning
or job suitability to be made. Judgments derived from summative
assessment are usually for the benefit of people other than the learner.
Defining Assessment Terms
The teacher/facilitator must understand some of the technical terms
associated with assessment:
Formative and summative assessment
Informal and formal assessment
Continuous and terminal assessment
Methods of Assessment
There are many different methods of assessment, including:
Multiple choice tests
Map or diagram interpretation
Vocabulary tests
Debate performance
True-false tests
Lecturette
Labels-on-a-diagram tests
Structured essay
Comprehension tests
49

Unguided essay
Short answer tests (paragraph answers)
Field trip report
Decision making exercises
Library research essay
The choice of different assessment methods should be related to different

educational objectives.
The following five types of objectives are identified and are relevant to
entrepreneurship education:
Knowledge: What a person knows.
Skills: The ability to do something, especially manual or physical.
Thinking Processes: Advanced ways of thinking, such as applying,
analyzing, synthesizing and evaluating.
Values: Standards and principles that can be used to judge the worth of
an idea or action.
Actions: What people do as a result of the other kinds of learning.
When asked to explain the nature and purposes of assessing student

learning through a decision making exercise, the facilitator explained
that traditional assessment methods are not usually useful for assessing
thinking skills and the process of analyzing attitudes and values.
Decision-making exercises are an excellent way of doing this. Decisionmaking exercises are structured problem solving exercises that are
presented to students as a series of tasks:
Identifying the problem
Understanding the problem
Finding solutions
Summing-up
50
Example of a Student Exercise:
51
Task 4: Summing Up
4.1 Illustrate your understanding of the topic by writing a short essay on:
To what extent is air pollution in Hong Kong today worse than it was 25
years ago?
Explain how the present situation has arisen, and what different groups
in society see as possible actions in response to the problem.
Which action strategy would you recommend? Why?
Grade the essay using the following criteria:
Conceptual knowledge;
Organization/structure;
The illustrations and examples used;
The quality of the arguments that are used to support your
recommendation;
Written communication skills.
52
TEACHING METHODS/STRATEGIES
53
Note
In this work, Lecture/short presentation method is considered applicable in all cases,
therefore it has not been mentioned. For illustrations, only few cases are mentioned
because such cases are seen to require such illustrations. Teachers are required to choose
methods and techniques that best suite their situations keeping in mind the requirements
of active student participation.
REFERENCES:
1.
Know About Business (KAB); ILO Training Kits
2.
Start and Improve your Business (SIYB); ILO Training Kits
3.
Abraham, O. Doing Uncommon Things to Get Uncommon Results,

Olumide Emannuel Ministry. Lagos. 2003, p. 40.
4.
Adewunmi, Wole, Business Management, an Introduction,

McMillan Nig. Ltd, Lagos, 1988.
5.
Akinwumi,Olayemi, Women Entrepreneurs in Nigeria: Notes on

the Yoruba "Alajapa" and "Alarobo" University of Ilorin, Nigeria,
2000.
6.
Aworolomole, A. M. and Oyedokun, T. A., Entrepreneurship

Structure and Practice, 2nd ed., Aseda Publishing, Ibadan, 2006.
7.
Baumback, C. M. Basic Small Business Management, Obafemi

Awolowo Press Ltd., 1992, p. 145.
8.
Energizing the Economy through Small Scale Enterprise, the

Guardian April 5, 2001, pp. 19
9.
Faleye, T. A. B., A Review of the Methods of Financing Small

Scale Industries, contributed paper in Small Scale Industries
and Local Raw Material Financing Adaptation & Consultancy, ,
Susu, A. A. and Olatunji, F. O. Eds, NSChE 1999, p. 136-137.
10. Federal Ministry of Industries, Brief on small and Medium

Industries Development Agency, (SMIDA), pp. 2-3
11. Hirsh, Robert D. and Peters, Michael, Entrepreneurship, 4th Ed.,
Irwin McGraw hill, New York, 1998.
54
12. Ibru, C. A. O., Accessing the SMEIS fund: Issues, Challenges

and Prospects, A presentation at the Seminar on the Baseline
Economic Survey of SMI in Nigeria held at Muson Centre, Lagos,
Sept. 13, 2005.
13. Jamodu, K. Governments Plan to Promote Small and Medium
Enterprises, Keynote Address at the 44th Yearly General Meeting
of Nigerian Employers Consultative Association (N.E.C.A.), Lagos,
reported in the Guardian, May 14, 2001, p. 59.
14. Meredith, Geoffrey G., Nelson, Robert E. and Neck, Phillip A., The
Practice of Entrepreneurship, University of Lagos Press, Lagos,
1996.
15. Ogunmuyiwa, J. A. The Practical Business Guide for the
Entrepreneur in Africa, Pathead Enterprise, Lagos, 1994, p. 92
16. Olatunji, Toyin, Introduction to Small Scale Businesses, Michael
Publishing, Ibadan.
17. Olson, D. D., Entrepreneurship and Management, Journal of
Small Business Management. Vol. 25. No. 3, July 1987. pp. 7-13.
18. Onah, J. O. and Thomas, M. J. Marketing Management, Pacific
Publishers, Uruwulu-Obosi, 1993.
19. Oshagbemi, T. A., Small Business Management in Nigeria,
Longmans Group Limited, London, 1983, p. 102
20. Osoba, A. M., ed., Towards the Development of Small Scale
Industries in Nigeria, NISER, Ibadan, 1987, p. 145.
21. Owualah, S. I. Entrepreneurship in Small Business Firms, G. Mag.
Investments Ltd, (Education Publishers), 1999, p. 6.
22. Park, W. R. and Park, S. C. How to Succeed in Your Own
Business, John Wiley & Sons, Chichester, 1978, p. 3.
23.
Sani, U., 30 Polytechnics Earmarked for Entrepreneurship

Programme, reported in the Guardian, June, 6, 2002, p. 39
24. Stanton, W. J. Fundamentals of Marketing, 6th Ed., McGraw-Hill

Book Company, New York, 1981, p. 93
25. Tijani-Alawe, B. A., Entrepreneurship Process and Small Business
Management, Industrial Science Centre, Sango-Ota, 2004
55
26. Timmons, Jeffry and Spinelli, Stephens, 6th Ed., New Venture
Creation: Entrepreneurship for the 21st Century, McGraw Hill, New
York, 2004.
27. Weston, J. F. and Brigham, E. F., Managerial Finance, 7th ed.,
The Dry Den Press, Hindsdale, Illinois, 1981. p. 2.
Methods of Assessment:
There are many different methods of assessment from which
the lecturer can choose for this course. These include:
Multiple choice tests
Map or diagram interpretation
Vocabulary tests
Debate performance
True-false tests
Lecturette
Labels-on-a-diagram tests
Structured essay
Comprehension tests
Unguided essay
Short answer tests (paragraph answers)
Field trip report
Decision making exercises
Library research essay
The choice of different assessment methods should be related
to different educational objectives (see table below).
56
SCORE:
A scoring ratio of 40:60 is recommended for continuous
assessment to end of course examination.
The continuous assessment score of 40% should include, but
not limited to, the following:
Project;
Project presentation
Attendance
Tests and quizzes;
The examination should include, but not limited to, the following:
Case study
True-false questions
Multiple choice questions
Short answer questions and
Essays
57
EEd 126: INTRODUCTION TO ENTREPRENEURSHIP
Course main Aim/Goal:

This course is designed to create an entrepreneurial mindset and awareness in the student.
General Objectives:
On completion of the course, the student should:
1. Understand the meaning and scope of Enterprise and Entrepreneurship
2. Understand the history of Entrepreneurship in Nigeria;
3. Understand the types, characteristics and rationale of Entrepreneurship;
4. Understand the role of Entrepreneurship in economic development;
5. Understand Entrepreneurial characteristics and attitude;
6. Understand the key competencies and determining factors for success in
Entrepreneurship; and
7. Know the motivational pattern of Entrepreneurs.
58
Objective:
1.0: Understand the meaning and scope of Enterprise and
Entrepreneurship.
Time Available:
6 hrs
Specific Learning
Objectives (SLO)
1.1 Define an
Enterprise in its
narrower and
wider contexts.
1.2 Explain different

forms of
Enterprises.
1.3 Classify the

different forms of
enterprises into
small, medium
and large
enterprises.
1.4 Explain the terms:
Teaching
Methods/Strategies
Enquiry method,
Information sheet.
The teacher provides
a guide to students on
how to search for
information.
-
do -
Community
problem solving,
Field trip and
Enquiry methods.
Information
sheet. Enquiry
and Internet
search methods to
Illustrations
In the enquiry method,
students need to
develop critical
thinking and should be
able to ask searching
questions while trying
to find information.
Skills required are:
- Decision
making skills
- Facilitation
skills
- Critical
thinking skills
- Conflict
resolution skills
Information sheet
provides
information to
students. The sheet
should provide
essential facts,
show differences
and explain certain
principles or
provide
information that
will be helpful to
student.
Learning
Resources
Text books
and journals
Internet
facilities
Relevant
video and
audio clips
Multimedia
projector
Successful
Entrepreneur
as guest
lecturers
Community
problem solving
method help
student develop
skills to investigate
and evaluate
solutions in the
59
Entrepreneur
Entrepreneurship
Wage
Employment
Self Employment
be used.
- do -
1.5 Explain clearly

the business
terrain in Nigeria.
community.
Students can:
- Learn to do
research in the
community.
- Learn to plan
and work
independently.
- Learn to
investigate and
find
information
Searching the
Internet for
information should
be a major habit of
students. Teachers
should encourage
students to use the
Internet extensively
to get information.
60
Objective: 2.0: Understand the History of Entrepreneurship in Nigeria.

Time Available:
Specific Learning
Objectives (SLO)
2.1 Trace the
evolution of
entrepreneurship
development.
2.2 Compare
Entrepreneurship
in Nigeria with
Japan, India,
China, Malaysia,
South Korea etc.
4 hrs
Teaching
Methods/Strategies
Illustrations
Enquiry, search
Internet for historical
development.
Assignment method to
be used.
Students to get
information through
enquiry, Internet
search and use
information to write
an assignment.
Enquiry, Internet
search to get
information on various
countries.
2.3 Explain
Learning outside
Nigerias values classroom.
in relation to
Entrepreneurship
.
Show films/videos on
entrepreneurship
2.4 Describe the role
of
Entrepreneurship
in the
development of
enterprises.
This entails students

working outside the
classroom to get
information.
Learning
Resources
Text Books,
journals and
other
publications
Internet facilities
TV and VCR
Relevant video
and audio clips
Multimedia
projector
Successful
Entrepreneur as
guest lecture
Use films/videos to
show students the
role of
entrepreneurship in
the development of
enterprises.
61
Objective: 3.0: Understand the types, characteristics and rationale of

entrepreneurship.
Time Available:
Specific Learning
Objectives (SLO)
3.1 Explain types
of
Entrepreneurs
and their
characteristics.
4 hrs
Teaching
Methods/Strategies
Experiential enquiry
methods.
Illustrations
Experiential learning
entails learning by
experience. Reflection is
a key element in this
type of learning.
The experiential learning
cycle involves:
- Experiencing
- Processing the
experience
- Generalizing
- Applying
Generalizing Concrete
experiences. Sequential
activities, goal setting.
Learning
Resources
Text Books,
journals and
other
publications
Internet
facilities
TV and VCR
Relevant
video and
audio clips
Multimedia
projector
Successful
Entrepreneur
as guest
lecturers
Processing
Observations and
reflections. Individual
reflect on what actually
happened physically and
emotionally during the
experience.
3.2 Compare and

contrast
Technological
and Social
Entrepreneurshi
p.
do
Generizing Formation
of abstract concerns and
generalizations.
Individuals think about
and describe the
implications of what they
have experienced.
do -
Applying Testing
concepts in new
situations.
62
3.3 Identify the

different types
of
Entrepreneurs:
- Self
employed,
- Opportunistic,
- Inventors,
Pattern,Multipliers
etc.
- do -
Students to search and do

assignment on role of
entrepreneurship.
3.4 Identify the role

of
Entrepreneurshi
p in business,
society and in
selfemployment.
63
Objective: 4.0: Understand the role of Entrepreneurship in economic development.

Time Available:
4 hrs
Specific Learning
Objectives (SLO)
Teaching
Methods/Strategies
4.1 Identify
Community Problem
resources and
Solving and Enquiry
constraints of
methods.
Entrepreneurship Field Trips.
4.2 Explain how

Entrepreneurship
leads to import
substitution and
utilization of
local resources.
4.3 Explain how
Entrepreneurship
leads to socioeconomic
development.
do -
do -
Illustrations
Field Trips may
involve visits to
set-up and
companies that are
entrepreneurial in
nature to study
them.
Learning outside
classroom,
Information sheet,
Community
problem solving
methods.
Learning
Resources
Text Books,
journals and
other
publications
Internet facilities
TV and VCR
Relevant video
and audio clips
Multimedia
projector
Successful
Entrepreneur as
guest lecturers
Electronic
projector and
accessories
4.4 Explain the role

of an
entrepreneur in
grass root/local
economic
development.
64
Objective: 5.0: Understand Entrepreneurial characteristics and Attitudes.

Time Available:
Specific Learning
Objectives (SLO)
5.1 Explain the
philosophy,
values, scope,
need and
characteristics
of
Entrepreneurshi
p.
4hrs
Teaching
Methods/Strategies
Community Problem
Solving, Information
sheet, Enquiry,
Assignment. Methods
Role-plays,
Community Problem
Solving.
5.2 Explain the

profiles of local
entrepreneurs.
Case study,
Community problem
Solving, Enquiry.
5.3 Demonstrate
high sense of
innovation,
creativity and
independence.
5.4 Explain the

process of
acquiring high
sense of
information
seeking and
ability in
operating an
enterprise.
- do -
Illustrations
Students to get as
much information as
possible and do
assignment on the
specific learning
objective.
Role plays involve
the student assuming
the task, duties and
responsibilities of a
particular person,
associated with an
organisation.
The main purpose of
role-playing is to
enrich and develop
the students
understanding in
relation to a
particular role or
position.
Learning
Resources
Text Books,
journals and
other
publications
Internet
facilities
TV and VCR
Relevant video
and audio clips
Multimedia
projector
Successful
Entrepreneur as
guest lecturers
Case study is where

students work at
particular cases
related to their areas
of interest and
analyse the cases and
came up with a good
report on the cases.
65
5.5 Identify various

risks and
remedies
involved in
operating an
enterprise.
Community Problem
Solving, Case study,
Enquiries.
Group students for

survey studies and
interview of
entrepreneurs.
5.6 Evaluate Pilot

projects
considering
resource, time,
personnel,
equipment,
money,
materials etc.
Project Method.
5.7 Demonstrate
leadership and
leadership skills
by mobilising
resources for
establishing an
enterprise.
Role Playing, Case

study, Experiential
Method to be
employed.
In project method,
students should be
able to:
- Make
decisions on
the nature and
extent of
Project.
- Plan the
project.
- Carry out the
execution of
project.
- Explain the
relationships,
developments
and
significance
of project.
- Assess the
project.
5.8 Demonstrate
high level of
problem solving
techniques in
overcoming
internal and
external
constraints.
- do -
66
Objective 6:0: Understand the key competencies and determining factors for
success in Entrepreneurship
Time Available:
Specific Learning
Objectives (SLO)
6.1 Identify the key
competencies
required in
setting up a
successful small
business;
Knowledge, Skill
and Traits.
4hrs
Teaching
Methods/Strategies
Enquiry, Discussion,
Internet search
methods.
6.2 Identify key

- do success factors in
setting up a
small business;
Resources,
Ability,
Motivation and
Enquiry, Community
Determination,
Problem Solving, Case
Idea and Market Study Methods.
etc.
Case study, Enquiry
6.3 Define
Field Trips Methods.
individual life
goal and link it
Business Games
to
Entrepreneurship
.
6.4 Identify the
strengths and
weaknesses in
6.3 above.
6.5 Explain Business
Games.
Illustrations
Students to make
search and list
competencies.
Student to do group
studies of success
factors in setting up
small business.
Learning
Resources
Text Books,
journals and
other
publications
Internet
facilities
TV and VCR
Relevant video
and audio clips
Multimedia
projector
Successful
Entrepreneur as
guest lecturers
Simulation
games
These are role-plays

or simulations. The
Games will depict a
particular situation
or simulate a
particular situation.
They could play role
of a Business
Executive, a banker,
an accountant, a
marketer etc.
- Games
provide a lot
of fun
- Games
provide
learning
through
simulation.
67
6.6 Explain
behavioural
pattern observed
in 6.5 above on:
Moderate risk
taking, Goal
setting, Learning
from feed back,
Taking personal
responsibility,
Confidence and
self reliance.
do -
Games can also

show for example
attack or defence,
victory etc. Develop
thinking faculty. So
many are available
in the market.
68
Objective 7.0: Know the motivational pattern of Entrepreneurs.

Time Available:
4hrs
Specific Learning
Objectives (SLO)
7.1 Define Motivation.
7.2 List objectives of

motivation.
Teaching
Methods/Strategies
Information sheet,
Case study, Enquiry
methods to be
employed.
7.3 Identify barriers to

motivation and
achievement.
7.4 Explain Thematic

Appreciation Test
(TAT).
- do
7.5 Explain how to

analyze motivation
strength from TAT
score.
do -
7.6 Explain the spirit of

Achievement
Motivation Test
(AMT).
do -
Illustrations
Students to make
Internet search on
Thematic Appreciation
Test.
do -
Learning
Resources
Text Books,
journals and other
publications
Internet facilities
TV and VCR
Relevant video
and audio clips
Multimedia
projector
- do -
69
EEd 216: PRACTICE OF ENTREPRENEURSHIP

This course is designed to equip the student with necessary entrepreneurial skills for
self-employment
General Objectives:
On completion of the course, the student should:
1. Know techniques for generating business ideas and the process of identifying
and assessing business opportunities
2. Know how to evaluate a business idea for developing an enterprise
3. Know methods of product/service selection
4. Understand the process and procedure for starting an Enterprise
5. Know the operational techniques in managing an Enterprise
6. Understand the various existing industries and support agencies in Nigeria
7. Appreciate the role of commercial and development banks in small and
medium scale industries development
8. Understand the role of personal savings and portfolio investment in National
Economic Development
70
Objective 1.0: Know techniques for gathering business ideas and the process of
identifying and assessing business opportunities.
Time Available:
4 hours
Specific Learning
Objectives (SLO)
1.1 Define business
opportunities.
1.2 State the process of

exploring
opportunities
Teaching
Methods/Strategies
Information sheet,
Enquiry, Community
Problem Solving,
Case study. Show
films and Video.
Search Internet to
gather information
on business
opportunities.
- do -
1.3 Identify business

opportunities (SWOT
Analysis)

conducting a market
survey in order to
establish
demand/supply gap.
Learning outside
classroom,
Project methods,
Discussion
method.

business idea
generation.
Illustrations
do -
Learning
Resources
Text Books &
journals
Internet facilities
Relevant video and
audio clips
Multimedia
projector and
accessories
Guest speakers
from successful
businesses
Guide student to
conduct market
surveys.
- do -
71
Objective 2.0: Know how to evaluate a business idea for developing an enterprise.
Time Available:
2 hours
Specific Learning
Objectives (SLO)
2.1 Define the concept
of business plan.
Teaching
Methods/Strategies
Information sheet,
Enquiry, Group
discussion, Project
methods.
Illustrations
In the project method,
students should follow
the appropriate steps:
-
2.2 Explain the process

of preparing
preliminary project
proposal.
2.3 Explain the process

of preparing a
detailed business
plan.
2.4 Conduct a model
business plan on a
selected venture.
do
Establish the
need for the
project.
Set goal and
objective.
Agree on
methods to
carry out
project.
Project
implementation.
Project
evaluation.
Learning
Resources
Textbooks &
Journals
Demonstration
board
Electronic
Projector
complete with
accessories and
D base,
Internet facilities
do -
Project Method.
72
Objective 3.0: Know methods of product/service selection.

Time Available: 4 hours
Specific Learning
Objectives (SLO)
3.1 Define Product/Service
Teaching
Methods/Strategies
Enquiry, Discussion,
Case study methods.
3.2 Explain the nature and

characteristics of
product/service.
3.3 Explain product

selection criteria.
Enquiry,
Community
Problem Solving,
Information Sheet
methods.
3.4 Identify key factors

associated with product
selection.
- Infrastructure
- Technology
- Availability of raw
material
- Government
Policy/Regulation
- Legal aspects of
business.
do -
3.5 Explain venture idea

generation.
3.6 Explain the steps

involved in preliminary
screening.
3.8 Evaluate adequacy of

infrastructural facilities
Learning
Resources
Text Books &
Journals
Publications
Projector
- do -
Enquiry,
Community
Problem Solving,
Experiential
Discussion, Field
Trips methods.
3.7 Explain different steps

in preparing prefeasibility study.
Illustrations
do -
Project, Outside
Classroom Trip,
Discussion
methods.
- do -
73
for product selection.

Enquiry, Project
3.9 Identify the relevant
technology available for methods.
the selected product.
3.10Evaluate sources and
adequacy of raw
materials for the
selected product.
3.11Explain different
government policy and
regulations on the
selected product.
3.12Identify legal aspects of
business in product
selection.
Enquiry, Outside
classroom visits,
Discussions.
- do -
- do -
74
Objective 4.0: Understand the process and procedure for starting an enterprise.
Specific Learning
Objectives (SLO)
4.1 Outline the main
features of the
companies and
Allied Matters Act
(CAMA) 1990 and
the subsequent
amendments.
Teaching
Methods/Strategies
Enquiry,
Experiencial and
Case study
methods.
4.2 Explain the functions

of the Corporate
Affairs Commission
(CAC) under the
Companies and
Allied Matters Act
1990.
Information Sheet,
Enquiry, Outside
classroom visit.
4.3 Explain the legal

structure of business.
Enquiry method.
4.4 State factors to

consider in naming a
business.
Enquiry,
Discussions,
Information Sheet.
4.5 Explain the

procedure and
requirements for
registration of a
business name.
Illustrations
Internet search will
provide
information on
writing memos.
Learning Resources
Textbooks & journals

CAMA Articles and
Memo of Association
Certificate of
Incorporation
Internet (CAC
Website)
Enquiry method.
Enquiry, Project
methods.
4.6 Explain the

procedure and
requirements for
incorporating a
business.
- do -
4.7 Explain the reasons

for the existence of
registered business
names and
- do
75
companies.
agencies responsible
for issuance of
licenses and permits.
76
Objective 5.0: Know the various operational techniques in managing an enterprise.

Time Available:
4 hours
Specific Learning Objectives

(SLO)
Teaching
Illustrations
Methods/Strategies
5.1 Define management and a Enquiry, Discussion Discussion method is
manager.
methods.
meant to classify or
enrich understanding
5.2 Explain the functions of
Role-play, Business of a subject matter or
management and a
Games.
topics. The aim is to:
manager.
- Serve as a
potential
5.3 Explain Management
Enquiry,
activity in the
structure for an
Information sheet.
development
enterprise.
of cognitive
understanding
5.4 Explain the
- do .
communication process in
the management of an
- Serve as a
enterprise.
potential
Discussion, Enquiry
activity in the
5.5 Explain the techniques
methods.
influence of
and skills of:
the effective
domain.
- Planning
- Organizing
- Serve as an
- Staffing
activity to
- Leading
develop the
- Controlling
individuals
ability to
5.6 Explain the basic
Enquiry, Case
participate in
techniques of marketing,
study, Discussion
various
production and financial
methods.
activities.
management in an
The leader:
enterprise.
- Leads
discussions
5.7 Explain the principles of
- do - Simulates
record keeping, auditing
discussion
and taxation.
- Regulate the
discussion
- Evaluate the
discussion
- Moderate
discussion.
Learning
Resources
Text Books
Specimen of
financial
records
Cardboard
Marker
Computer
Company
Organogram
77
Advantages:
- applicable to
wide range of
topics
- physical
setting is
minimal
- can be used
with many
different sizes
of groups.
- Effective both
in cogniture
and effective
domains.
78
Objective 6.0: Know the various existing industries and support agencies in
Nigeria.
Time Available:
4 hours
Specific Learning Objectives

(SLO)
6.1 Explain various
industry/support agencies.
6.2 Explain the types and
sources of materials used in
both manufacturing and
service Industries.
6.3 Explain the types and
sources of plants and
machinery used in small
scale Industries.
6.4 Explain the various
information and assistance
for vital areas like finance,
registration, project
selection, training,
marketing, research, quality
control, raw materials,
patent information etc.
Teaching
Methods/Strategies
Discussions, Outside
classroom visits.
-
do -
Enquiry, Outside
classroom visits,
Discussions Methods.
Illustrations
Learning
Resources
Textbooks &
journals
CDs/Film VCR
Electronic
Projector and
accessories
Internet
facilities
do -
- do 6.5 Explain environmental

factors associated with
Industrial and economic
development in Nigeria
79
Objective 7.0: Appreciate the role of commercial and development banks in small
and medium scale industries development.
Time Available:
Specific Learning
Objectives (SLO)
7.1 Identify institutions
involved in
entrepreneurial
development.
4 hours
Teaching
Methods/Strategies
Discussion, Enquiry,
Outside classroom
visits.
7.2 Explain the role of

banks and financial
institutions in the
creation and
development of
enterprises.
- do -
7.3 Explain government

policy on financing
small and medium
enterprises.
do -

microfinance (Formal
and Informal) in
financing enterprise.
do -

capital markets in
Financing enterprise.
Illustrations
Learning
Resources
Textbooks &
journals
Electronic
Projector and
accessories
Internet facilities
- do -
80
Objective 8.0: Understand the role of personal savings and portfolio investment in
National Economic Development.
Time Available:
Specific Learning
Objectives (SLO)
8.1 Define the following:
Income, expenditure
and savings.
4 hours
Teaching
Methods/Strategies
Discussions,
Enquiry methods.
Illustrations

Discussion.
savings in starting and
sustaining businesses.
8.3 List the benefits of
interest.
8.4 Explain Personal

Financial Planning
and Management.
Experiential,
Discussion
methods.
8.5 Explain shopping

habits.
- do -
8.6 Explain portfolio

investment-shares,
bonds, debentures
Discussions,
Enquiry.
Learning Resources
Textbooks & journals

Internet facilities
Demonstration board
Computer with
appropriate software
do -
81
EEd 413: ENTREPRENEURSHIP DEVELOPMENT

This course is directed towards developing in the student skills, competencies,
understandings and attributes that will equip Students to be innovative, and to
identify, create, initiate, and successfully manage personal, community, business
and work opportunities, including working for themselves.
General Objectives:
On completion of the course, the students should:
1. Understand the history of entrepreneurship development in Nigeria
2. Understand the role of personal savings and portfolio investment in National
Economic Development
3. Understand various life skills needed by an entrepreneur
4. Understand the various sources of information for entrepreneurship
development
5. Appreciate the roles of commercial and development banks in small scale
industrial development.
6.
Know the functions of various support agencies in small and medium scale
industrial development.
7. Understand the activities of different industrial associations in relation to

entrepreneurship.
8. Know the functional areas of business
9. Understand the need for business planning.
10. Understand the strategies for consolidation and expansion of a business
enterprise
11. Understand the need for management and business succession plan
82
Objective 1.0: Understand the History of entrepreneurship development in Nigeria.

Time Available:
4 hours
Specific Learning
Objectives (SLO)
Teaching
Methods/Strategies
1.1 Define an Enterprise Enquiry,
and identify
Discussions., Out of
different forms of
classroom visits.
Enterprises.
1.2 Classify the
different forms of
enterprises into:
private vs. public,
Profit vs. non-profit,
Formal vs. Informal,
Individual vs.
Community,
Local vs. Foreign,
Business vs. Social
Small vs. Large,
Manufacturing vs.
Service,
Consumer vs. Industrial.
Seminar, Discussion
methods.
1.3 Narrate the history

of entrepreneurship
development in
Nigeria.
Enquiry, Information
sheet methods.
1.4 Assess the success

of and impact of
entrepreneurship in
Nigeria in comparison
with other Countries of
the world:
Japan, India, China,
Malaysia, South Korea,
etc.
Illustrations
A seminar is a very
essential teaching-learning
method. Group of students
discuss a particular topic
under the guidance of a
teacher or invited speaker.
If properly organised,
students will learn a lot.
Seminar can be used to:
- Introduce new
content to students
- Explore the
application of
theoretical concept
- Challenge or
classify selected
content
- Broaden the
groups
understanding of a
subject matter.
Learning
Resources
Text Books,
Journals
and other
publications
Use of internet
and relevant
video clips
Exhibitions and
trade fairs
Guest speakers
from successful
businesses
-do -
83
Objective 2.0: Understand the role of personal savings and portfolio investment in
National Economic Development.
Time Available:
Specific Learning
Objectives (SLO)
2.1 Define the
following:
-Income,
-Expenditure and
-Savings.
4 hours
Teaching
Methods/Strategies
Information sheet,
Enquiry methods.
2.2 Explain the

role of savings
in starting and
sustaining
businesses.
do -
2.3 List benefits of

interest.
do -
2.4 Explain
personal
financial
planning and
management.
2.5 Explain
shopping
habits.
2.6 Learn about
how taxes are
paid on income
that people
earn and how
income tax is
calculated.
Illustrations
Learning
Resources
Textbooks,
Journals and other
Publications
Internet facilities
Videos, CDs and
films
Computer
Guest speakers
Discussion, Experiential
methods.
- do -
Discussion, Enquiry,
Outside classroom
visits.
84
Objective 3.0: Understand the life skills needed by an entrepreneur.

Time Available:
2 hours
Specific Learning
Objectives (SLO)
3.1 Identify the
characteristics of an
entrepreneur.
Teaching
Methods/Strategies
Enquiry, Role Play
methods.
3.2 Define
communication.
Information sheet.

communication in
an enterprise.
Discussion, Role
Play methods.
3.4 Define team work

and team spirit.
3.5 Identify the
characteristics of
teams.
do -
do -
3.6 List benefits of team

work in an
enterprise.
Group
Discussion.
3.7 Define Leadership.
Discussion, Role
Play methods.
3.8 List the qualities

and characteristics
of good leaders.
3.9 Describe a target.
3.10 Explain how
targets are set.
3.11Explain how a
target is achieved.
3.12Explain discipline
and self-discipline.
Illustrations
Learning
Resources
Textbooks,
Journals and
other
publications
- do -
Enquiry, Group
Discussions.
- do Outside classroom
visits and Surveys.
- do -
Students to make
surveys and
compile indicators
for achievement of
targets.
85
3.13State the benefits of

personal discipline
in the success of an
enterprise.
Students to
interview people in
enterprises to get
information on
discipline and
successes.
86
Objective 4.0: Understand the various sources of information for Entrepreneurship

development.
Time Available:
2hours
Specific Learning
Objectives (SLO)
4.1 Identify nature and
type of information
required by
entrepreneurs.
Teaching
Methods/Strategies
Enquiry,
Discussions
methods.
4.2 Identify sources of

Enquiry, Outside
the information
classroom visits.
required in 4.1 above.
4.3 Identify organisations
and agencies
involved in the
promotion and
development of
entrepreneurship.
Banks and financial
institutions in
enterprise promotion
and development.
- do -
Illustrations
Organise visits to
places where
students can get
appropriate
information. Such
as trade fairs,
exhibitions etc.
Learning
Resources
Text Books &
Journals
Video Film, TV
& VCR,
Internet,
Electronic
projector and
accessories
Workshops
do -
4.5 Describe the

contributions of
government agencies
in sourcing
information.
- do
4.6 Describe methods of

obtaining assistance
from the above
organisations.
- do -
87
Objective 5.0: Appreciate the roles of commercial and development banks in small
scale industrial development.
Time Available:
Specific Learning
Objectives (SLO)
5.1 Identify financial
institutions
involved in
entrepreneurship
development.
5.2 Describe the
assistance
provided by
commercial
banks.
2 hours
Teaching
Methods/Strategies
Seminar,
Community Problem
Solving methods.
Illustrations
Discussions.
Learning Resources
Text Books &

Journals
Video Film, TV &
VCR,
Internet facilities
Sample cheque
book, withdrawal
slips, etc.
Guest
speakers/Resource
persons
5.3 Explain the role of Enquiry,

development
Discussions.
banks in the
promotion and
development of
small and medium
enterprises
(SMEs)
5.4 Assess
Discussions.
government policy
on financing
SMEs.
5.5 Explain the
process of
opening and
operating a
healthy Bank
Account.
- do -
88
Objective 6.0: Know the functions of various support agencies in small and medium
scale industrial development.
Time Available:
4 hours
Specific Learning
Objectives (SLO)
support agencies
involved in the
promotion and
development of
entrepreneurship in
Nigeria.
6.2 Explain the
following and their roles
in the promotion and
development of
entrepreneurship:
- NEPC
- NIPC
- NERFUND
- NDE
- RMRDC
- SMEDAN
- IDC
- TBICs
- Federal and State
Ministry of
Commerce/Indus
try.
6.3 Explain the
assistance rendered by
research and academic
institutions in
entrepreneurship
development.
Teaching
Methods/Strategies
Enquiry, Discussion.
- do
Illustrations
Invite
Agencies to
talk on their
operations.
Learning Resources
Text Books &

Journals
Computer
Electronic/Overhead
Projector
Information
pamphlets/fliers and
posters of relevant
organizations
Guest Speakers
Outside classroom
visits to Research
and Academic
Institutions.
89
Objective 7.0: Understand the activities of different industrial associations in

relation to entrepreneurship.
Specific Learning
Objectives (SLO)
Teaching
Methods/Strategies
7.1 Explain the meaning of Visits to Trade fairs,
the following
Exhibitions, and
acronyms:
Discussions methods.
- NASSI
- NASME
- NACCIMA
- MAN
- NECA
- SMEDAN
7.2 Describe the roles and
functions of each of
the above in the
development and
promotion of
entrepreneurship.
- do
Illustrations
Expose students
to visits to
Trade Fairs,
exhibitions.
Organize
discussions on
various
organisations.
Learning
Resources
Text books &
Journals
Computer
Internet
facilities
Electronic
Projector and
accessories
Posters, fliers,
publications,
etc. of relevant
organizations
Guest speaker
90
Objective 8.0: Know the functional areas of business.

Time Available:
2 hours
Specific Learning
Objectives (SLO)
8.1 Explain basic
management concepts
and functions.
Teaching
Methods/Strategies
Enquiry,
Information sheet.
8.2 Explain the basic

functions of human
capital management
in a small enterprise.
- do -
8.3 Explain the cycle of

business growth and
the need for adequate
manpower
development at each
stage.
-do-
8.4 Explain labour

relations.
-do-
8.5 Describe the finance

functions in a small
enterprise.
-do-
8.6 List the books of

Account necessary for
operation of small
enterprise.
Group discussion.
8.7 Explain financial

regulations and taxes
affecting small
enterprise operation.
8.8 Explain the
significance of
insurance coverage
for small enterprise.
8.9 Explain the
importance of
marketing mix to the
-do-
Illustrations
Learning
Resources
Text Books,
Journals and
other
Publications
Video Film TV
& VCR
Computer and
accessories,
Internet facilities
-do-
-do -
91
growth and expansion

of small enterprise.
8.10Explain the
production function in
a small enterprise:
- product planning
and control
- production forms
and techniques
- factory and
facilities layout
- operational
bottlenecks in the
areas of order
intake,
- procurement,
storage and
inventory control,
distribution, safety
and health etc.
Enquiry and
Discussions.
8.11 Explain the

importance of quality
control and production
standards.
8.12 Explain the need for
maintenance management.
8.13 Explain staff training

and retraining needs of an
enterprise.
do -
- do -
-do -
Students to carry
out SWOT
analysis in some
enterprises.
92
Objective 9.0: Understand the need for business planning.

Time Available:
2 hours
Specific Learning
Objectives (SLO)
9.1 Identify a viable
business opportunity
based on:
- demand
- availability of
resources
- import
substitution
- export oriented
products.
Teaching
Illustrations
Methods/Strategies
Enquiry, Project
Students to use
methods.
knowledge of
project analysis
and
implementation to
carry out
assignments.
9.2 Explain the different

steps in preparing a
preliminary project
report.
do -
9.3 Explain how to

formulate a project
report.
do
9.4 Explain how to

analyse a project
report.
Learning
Resources
Text Books
Journals,
Publications,
Computer and
Internet
facilities
Sample project
reports
-do -
93
Objective 10.0: Understand the strategies for consolidation and expansion of a

business enterprise.
Time Available:
2 hours
Specific Learning
Objectives (SLO)
10.1 Explain
justification for
business
diversification and
expansion.
Teaching
Illustrations
Methods/Strategies
Students to make
Enquiry, Group
discussions, Project project
presentations.
presentation.
10.2 Explain the

process of growth,
diversification and
expansion in an
enterprise.
- do -
10.3 Evaluate the

strategies for
consolidation and
expansion of
business venture.
do -
10.4 Explain the

characteristics of
franchise, license
and patent systems
of enterprise.
do -
10.5 Explain how

multinational
companies
operate.
Enquiry,
Business talks.
Learning
Resources
Text Books,
journals and other
publications;
Internet facilities;
Video/CD and
TV
Electronic
projectors and
accessories
Guest speakers
Invite a
multinational to
talk to students on
their operations.
94
Objective 11.0: understand the need for management and business succession plan.
Time Available:
2 hours
Specific Learning
Objectives (SLO)
11.1 Explain
management
succession plan
and reasons for
corporate
formations.
Teaching
Illustrations
Methods/Strategies
Enquiry,
Students to Role
Discussions and
Play a Boardroom
Role Play.
session.
11.2 Explain the value

of continuity and
perpetuity in
enterprise.
11.3 Explain exit

planning.
- do -
Learning
Resources
Text Books,
journals and other
publications
do -
95
Appendix:
Entrepreneurship Education: An Overview

A Paper by Dr. Sola Aliu, COO/Principal Consultant, Hamitle Consults Abuja, at the
NBTE Sensitization/Curriculum Critique Workshop on Entrepreneurship Education for
Polytechnics and Monotechnics, held at Hamdala Hotel Kaduna from 5th to 6th November
2007.
Protocol
Preamble:
As economic, social and technological change gathers pace, people everywhere need to
develop their knowledge and skills, on a continuous basis, so that they can live and work
meaningfully in a knowledge society. Education and training contribute to an individuals
personal development, increase her/his productivity and incomes at work, and facilitate
participation in economic and social life. It follows that education and training help
individuals to escape poverty by providing them with the skills and knowledge to raise
their output and generate income. This calls for continuous, lifelong learning and training
to enable continuous relevance to the world of works.
Definition of Entrepreneurship Education:

The Organization for Economic Cooperation and Development (OECD) Ministerial
Council on Education, Employment, Training and Youth Affairs has adopted the
following definition of Entrepreneurship Education:
Learning directed towards developing in young people those skills, competencies,
understandings, and attributes which equip them to be innovative, and to identify,
create, initiate, and successfully manage personal, community, business, and work
opportunities, including working for themselves.1
Enterprise education is not a discrete subject or learning area. Being enterprising is a way
of thinking and operating, so it is not restricted to one part of the curriculum.
Involvement with the community is a feature of successful Enterprise education
programmes in schools. The community beyond the school, including business and
1
Towards an Entrepreneurial Culture for the Twenty-first Century: UNESCO & ILO Research Findings,
2006; UNESCO Publishing Paris.
96
industry, is a rich resource for the development and delivery of enterprise activities and
programmes.
Students should be encouraged to think about problems not just in the abstract but how
they might be solved in real life. This includes providing students with mentors and role
models beyond the school profiling career pathways, self-employment opportunities,
and not-for-profit activities. It requires teachers to get to know community organisations,
businesses and individuals in the community, and to develop a sound understanding of
how these organisations and individuals operate locally, nationally and internationally.
Importantly, the involvement of these organisations and individuals as partners in the
learning process is the distinguishing feature of Enterprise education activities.
From the foregoing definitions, it is clear that good practice in entrepreneurial education
should aim at producing better workforce (intrepreneurs) as well as enterprise-creators
(entrepreneurs) through seeking to foster in students:
creativity, self-reliance, a capacity to respond to change, and an ability to

generate, recognize and seize opportunities;
a greater understanding of how the workplace operates;
the ability to demonstrate initiative and look for new opportunities in the work
environment;
a wider appreciation and understanding of the complexity of community, business
and industry enterprises;
the ability to take a greater degree of responsibility for the quality of their work;
and
the ability to apply enquiry, reasoning, critical thinking, problem solving and
analytical skills to different situations.
The 21st Century Work Environment:

The world is moving from a natural resource-based economy to a knowledge-based
economy. National economic and social trends, show frequent changes in demand for
different classes of goods and services, and for different types of skills and knowledge in
such a way that education need to easily adapt to the evolving scientific, technological
and socio-economic changes. We must not only develop the organizational, scientific and
technical knowledge and skills relative to our natural resources; we must also master and
integrate changes, ideas and opportunities that are constantly generated from modern
science and technology by learning to understand, to be creative and committed to
97
universally shared values. The key to transforming our strong comparative natural
resources advantage into a competitive advantage is the creation of an appropriate human
resource space through the three pillars of education as shown in figure 1 below. This
appropriate human resource space is the ideal educational environment for producing
individuals with a mind-set of self-reliance, creativity and high productivity; ready to
cope with the 21st century world of work.
Figure 1: Appropriate Human Resource Space

It is evident that when people are in the logic of self-reliance, creativity and productivity,
they have a strong absorption capacity. They will aggressively:
-
search for and use information, techniques and practices that are available through
self-motivation, and
seek for anything that will help them to maximize their productivity
Nature of Knowledge:
All knowledge is either tacit or rooted in tacit knowledge2. Tacit knowledge is the kind of
knowledge that cannot be articulated because it has become internalized in the
unconscious mind of the people. Some knowledge is also socially constructed and any
attempt to follow a cognitive-representational transition simply tends to make this soft
knowledge hard. A possible solution to the dilemma lies in Communities of Practice
2
Polanyi M: The tacit dimension, Routledge & Kegan Paul, London, 1967.
98
(CoP) which can assist the creation and propagation of such knowledge. Such
knowledge is also referred to as indigenous knowledge (IK)3.
IK is local knowledge which is unique to a particular culture or society and

provides problem-solving strategies for communities
IK is the basis for local-level decision-making in agriculture, healthcare, food
preparation, education and natural resources management
IK is tacit knowledge and is difficult to codify and is embedded in community
practices, institutions, relationships and rituals
The Nonakas Spiral of Knowledge (fig. 2) gives a graphic view of how

internalized/externalized knowledge is propagated and used by communities. It also
suggests that cultural values and characteristics influence entrepreneurship. Local values,
resources and environment affect the entrepreneurs strategic positioning, opportunity
recognition and ability/commitment to change (see fig. 3). His economic and social
actions are a result of his perceived needs, motives and locus of control. His training
needs must, of necessity, recognize this local influence. The effective teaching and
learning of entrepreneurship education must, therefore, become highly innovative and
proactive using a range of in-class and out-of-class approaches.
Figure 2: Nonakas Spiral of Knowledge4
Dr. M. V. Ananthakrishnan & R Tripathi: Towards Handling Intuitive and Nurtured Knowledge, KReSIT,
Indian Institute of Technology, Mumbai (India)
4
Nonaka I: The knowledge creating company, Harvard Business Review, 69 (Nov.-Dec) 1991.
99
Figure 3: Value-Environnent-Resources Synergy5

In its capacity as the specialized agency for education within the United Nations system,
UNESCO has researched various teaching and learning techniques over a period of many
years. UNESCO is therefore well positioned to provide guidelines and professional skills
for using learner-centred teaching strategies, including: enquiry learning, learning outside
the classroom, promoting values and citizenship education, respecting and integrating
indigenous knowledge, and developing outcomes-based assessment. This promotes a
vision of education that empowers teachers and students to live, work and learn for a
sustainable future; supports educational reform by addressing the challenges of planning
for whole-school change, updating curriculum content to focus on issues and values of
sustainable development, and strategies for teaching in an interdisciplinary way.
While there is value and economy in presenting mini-lectures during a training course to
deliver new information and theory, the passive nature of this learning strategy leaves
facilitators with little understanding of the perceptions of the new knowledge that
participants are gaining. It also disadvantages participants as they do not have a chance to
synthesize and assimilate the new knowledge. If the presentation of new information is
Bill Bolton & John Thompson: Entrepreneur, at://www.1000ventures.com.
100
combined with interactive experiences, then it is more likely to be critically assimilated

into the individual cognitive systems of participants. Subsequent parts of this paper will
be devoted to some of these learning techniques.
Enquiry learning6 is a learner-centred approach that emphasizes higher order thinking
skills. It may take several forms, including analysis, problem solving, discovery and
creative activities, both in the classroom and the community. Most importantly, in
enquiry learning students are responsible for processing the data they are working with in
order to reach their own conclusions.
A Challenge: After becoming aware of a significant question, issue or problem, students

may reach a state of puzzlement, curiousity and/or concern and feel challenged to enquire
further. The next step is to clarify, define and redefine the particular question, issue or
problem to investigate.
Active student investigation: Students gather resources and work out what they need to
know and do. They consider the problem, cast around, imagine, try to predict, work out
what they already know, and/or assess their ability to succeed. This is the stage when
students analyse and interpret the data before them.
Making generalizations: Eventually students can synthesize what they have found into
generalizations or principles which can be used to decide on possible solutions.
Reflection: Students need to consider how they achieved what they set out to do. They
reflect, confirm, see where to improve, plan new things, evaluate, and consider possible
action
Community Problem Solving provides students with an opportunity to practice the

skills that are needed to participate in finding solutions to the local issues that concern
them. This helps to develop the important citizenship objectives of learning for a
6
Adapted from Gough, N. (1992) Blueprints for Greening Schools, Gould League, Melbourne, p. 90.
101
sustainable future and integrates skills - for both students and teachers - of using
experiential and enquiry-based strategies. It also integrates skills in the planning of values
clarification and values analysis with the possible solutions so that students can take
action to help achieve a sustainable future.
Skills
Active listening skills
Analysis and problem solving skills
Small group facilitation skills
Team Work
Selecting an issue that is practicable for students to investigate is a key aspect of planning
for Community Problem Solving. The following criteria may help you - and your
students - choose a possible project and location:
The locations are readily accessible to students.

There is no serious risk to the safety of students at these places,
The projects are within the range of ability of students,
There is a genuine need in the community for this problem to be solved, and
Students believe the problem is significant to them.
Objectives:
To develop an understanding of Community Problem Solving, especially as it
may be used in education for sustainable futures;
To identify the skills students need for participating in Community Problem
Solving;
To explore questions and issues that may be encountered when teaching through
Community Problem Solving; and
To identify teaching and learning strategies that may be used as part of a
Community Problem Solving project.
Service learning - through which students volunteer to work on projects in their
communities (not necessarily problem-solving ones) - has a long tradition in education in
some countries. Examples of service learning projects include: volunteering to assist in a
hospital, kindergarten or other community centre; working in a youth conservation
project; and developing a community education and information campaign around a
topical issue. Service learning is a common action that students and schools choose as a
way of acting on and achieving - the visions of a sustainable future that are developed
during a Community Problem Solving project.
102
The largest impact on civic attitudes was on the measure of service leadership; and the
most direct measure of student attitudes towards service itself. Here, the students have
reported that they felt that:
they were aware of the needs in their communities;

they believed that they could make a difference;
they knew how to design and implement a service project; and
they were committed to service now and later in life.
Teaching Skills
It takes a skillful teacher to teach skills to students.
A sequence of procedures for teaching a skill might include:
Analyse the skill to identify its parts;

Motivate the students so that they realize they need to learn the new skill;
Demonstrate the whole skill, with students watching;
Do a second demonstration, step by step, and comment on each step as you work;
At the end of each step, students should carry out the same activity as
demonstrated;
Observe the students at work and offer individual coaching where possible;
Provide the students with opportunities to use the skill so they can perfect it; and
Encourage students to judge their own performances.
Teaching by Progression
This involves teaching particular skills by breaking them down into parts and building
upon each one and then increasing the complexity of the task until an eventual goal is
reached. For example, in teaching map reading skills for a visit to a forest, these steps
might include:
Step 1 - Indoor sessions with simple maps
Step 2 - Practical sessions in the immediate environment
Step 3 - Indoor sessions with topographical maps
Step 4 - Practical exercises in an open environment with clear boundaries
Step 5 - Practical sessions in the forest environment.
This approach will ensure that students learn the skills they need so that they are less
likely, for example, to get lost when participating in field trip experiences.
Experiential learning styles tend to occur on a continuum from concrete involvement,

reflective observation, abstract conceptualization to active experimentation. This
represents constructivist learning in which participants are given opportunities to practice
and enhance their abilities to organize and structure knowledge through reflection on
103
experience and interaction with others. Participants who engage in dialogue with each
other can start to critically analyse their experiences in relation to the educational issue or
curriculum problem under consideration.
Experiential learning is often thought of as a learning cycle. The four phases in the
experiential learning cycle is shown below.
Conclusion and Recommendations:

Current research7 shows that in many instances people are indeed born with ambition,
motivation, and a willingness to take risks, but encounter barriers that erode this spirit of
adventure. Rather than providing something new for young people, entrepreneurship
education needs to remove some of the barriers that have eroded self-confidence and selfesteem and, along with them, the spirit of adventure and the willingness to take initiative
and risk--the spirit of entrepreneurship. These findings should be considered when
planning and developing programs for young people in the area of entrepreneurial
education.
Towards an Entrepreneurial Culture for the Twenty-first Century: UNESCO & ILO Research Findings,
2006; UNESCO Publishing Paris.
104
Prescription is not at the heart of entrepreneurship. The entrepreneur is a searcher, an

explorer, an adventurer. True to this, an education program that guarantees effective
means in inspiring and assisting entrepreneurship is impossible to prescribe. The effective
entrepreneurship education program lies in the ingenuity, innovation, and inspiration of
the effective educator--a program tailored to needs, circumstances, and opportunities.
Never be satisfied with your program: This represents the true spirit of entrepreneurship.
The effective entrepreneurship educator and the effective program will never be partners
of complacency. Even if the efforts to find new and better ways are frustrated, the
ongoing search will keep the entrepreneurial spirit alive. The successful entrepreneurship
educator and the successful program will always ride the crest of the wave of high and
positive expectations. The program should personify the spirit of the "little engine that
could" and the exemplary educator will lead students up that hill--perhaps puffing and
panting--but always with the expectation that it can be done and they can achieve. This
writer is a firm believer that young people will live-up-to or down-to our expectations of
them. Nowhere in education will it be more important to have faith and confidence in
ourselves and our students than in a program of entrepreneurship education.
The problem for many students is that no one has ever expected very much from them,
and as a result they have come to expect little of themselves. In the end, nothing is
expected and, in return, nothing is accomplished. It is unfair to expect youth to readily
alter their expectations of themselves. Such a responsibility must be with another
generation--one that takes the initiative to raise its expectations and, in the process, raises
the sights, hopes, dreams, and self-confidence of our young people. No effort is more
certain of failure than one that is expected to fail. Similarly, we can hope that there is no
better fuel for the inspiration of successful entrepreneurship than expecting students to be
their best.
I believe the following represent important elements in the design of an effective
entrepreneurship education program. They are not prioritized neither are they exhaustive.
105
The entrepreneur does not accept the fact that there is a right answer, but seeks
out new and better answers. A program in entrepreneurship education should
engender this attitude in its students;
Entrepreneurs are action-oriented. They are doers. They are movers and shakers
who stir things up. In keeping with the nature of the entrepreneur, the program
should not place the student in the role of passive learner. The student should be
involved in activities, research, investigation, planning, and the hunt for
opportunities and new ideas. The students should use, exercise, and develop their
entrepreneurial muscles, not let those muscles stay flabby. Learning by doing is
not only a good way to learn about entrepreneurship, it also demonstrates clearly
that entrepreneurship is not for the lazy.
The effective program should allow the student to have frequent and clearly
identifiable experiences with accomplishment. There should be short-term goals
that vary from student to student, focused on accomplishment in the student's area
of strength, where success has a high probability.
No area of educational activity has more of a need--or a more positive potential-for community integration than entrepreneurship education. Entrepreneurs are
hunters in their environments. They learn about their environment: They study it,
examine it, turn it upside down, and look for what is wrong, what is needed, and
what can be done. In short, they are constantly on the hunt for opportunities.
Students in entrepreneurship programs can learn from entrepreneurs in their
community. They can see what has been done well, and can identify community
needs, problems, and solutions.
Creativity and inspiration flow from variety, from something a little different. An
effective program in entrepreneurship education will have to employ a variety of
teaching styles and techniques in order to reach Students who learn differently, to
expose them to variety and change, to lead them by creative example, and to keep
their minds from encountering a rut.
Entrepreneurship is fun and exciting and the program should be as well. Research
has shown the correlation between what they call the aha experience and the
ha ha experience. Fun, excitement, and humor encourage innovative thinking. It
leads the mind down new and often wacky paths, down which frequently lie
insight and new perspective. Fun, humor and excitement are powerful learning
tools and motivators and should be an integral part of any program in
entrepreneurship education.
There is no more important attribute of entrepreneurship than a sense of selfconfidence, the belief in oneself and one's own ideas. Entrepreneurs are agents of
change, and change is usually resisted. Entrepreneurs will continually confront
roadblocks and resistance from individuals who do not support or believe in their
ideas. They will have to convince others of the soundness of their thinking to
muster support. To confront and overcome the resistance they will encounter, it is
imperative that entrepreneurs have a sense of self-confidence. Unfortunately,
activities in our school system today work against the instilling of selfconfidence in youth!
A successful program in entrepreneurship education will enable students to get
their teeth into the subject by enabling students to apply acquired knowledge and
106
skills to a particular endeavor. Each student should have the opportunity to

explore the school, community, and local economy in search of a particular
entrepreneurial opportunity. Once identified, the student should have the
chance to formulate and test ideas that result from the perceived opportunity.
The student should be allowed to establish a plan for the initiative so that
experience can be obtained in learning how to identify needed resources, how to
mobilize resources, and so forth.
There are many common problems that confront entrepreneurs. The causes of
failure tend to be all too similar on many occasions. Students should be alerted to
the common problems and their potential for failure. In addition, students should
be taught how to learn from failure. Most successful entrepreneurs have had
failures along the way. At the same time, you will find that many entrepreneurs do
not talk about these experiences as failures, but rather regard them as learning
experiences, stepping stones to eventual success.
The successful entrepreneurship program should not only enable the teacher to be
entrepreneurial--it should expect the teacher to be entrepreneurial. Students are
encouraged to pursue entrepreneurship via effective role models. There is no more
available and effective role model than the educator. Not only is it important that
information be conveyed to students in an entrepreneurial way, the teacher can
serve as one of the most important role models by providing examples of new and
innovative ideas.
Much of the attention for entrepreneurship education naturally focuses on content
and teaching approach. However, the learning environment must be given its due.
It seems inappropriate to expect the kind of instruction that has been discussed
above to take place while students sit in regimented rows. If the learning outcome
is to be dynamic, fluid, and relatively unstructured, then so should the learning
environment. It will be important to develop a learning environment that is
conducive to the spirit of entrepreneurship--one that is flexible, fluid, adaptable,
changeable, and innovative.
The program should utilize case studies that are varied in terms of the nature of
the entrepreneur, the type of initiative, and the degree of success. One of the
objectives of an entrepreneurship program should be to open the eyes and cars of
youth to the notion that entrepreneurs come in all sizes, shapes, colors, heights,
sexes, and so on. To emphasize this, care must be taken when selecting the case
studies for use in the program.
One of the wonderful aspects of entrepreneurship education is that hopes, dreams,

inspirations, and aspirations are part of the curriculum. No matter how great or how
small, there is the belief that the world--or some small part of the world--can be better.
What a marvelous challenge for an educator--to aim to instill such a spirit in young
people and to attempt to equip them with the knowledge, skills, and judgment to help
them succeed.
Thank you for your attention.
107
Useful websites
The following websites provide information that can be used by teachers
in their development of Enterprise education in schools. They also
contain many links to other useful websites.
www.curriculum.edu.au/enterprise
This site provides information and links to resources on Enterprise
education.
www.ecef.com.au
Enterprise & Career Education Foundation (ECEF) is responsible for the
way in which businesses and communities at a local level work in
partnership with schools to assist young people to prepare for working
life. The site includes a search faculty, ASK, which allows you to explore
the world of enterprise and career education.
www.ecef.com.au/e-communities
e-vocation is an email discussion list for practitioners involved in
vocational education and schoolindustry partnerships. e-vocation is
accessible through e-communities on the ECEF site.
www.gocareer.gov.au
Go Career is a Commonwealth government initiative designed to provide
young people with information on the sorts of skills, training, experience,
and advice required to enable them to make informed choices about their
futures. Information is provided about enterprise and career education
activities suitable for parents, business and the wider community.
www.worldskills.com.au
WorldSkills Australia is an independent, non-profit organization
developed to promote the standards and status of vocational training and
job skills. The mission of WorldSkills is to challenge young people, their
teachers, trainers and employers to achieve world-class standards in all
industries and to promote the status of vocational education and training
across Australia.
www.curriculum.edu.au/vetis
This site provides resources to support the implementation of Training
Packages in Vocational Education and Training in Schools programmes
for secondary school students. It includes general information, including
implementation advice, as well as specific resources to assist with
Training Package delivery in a range of industry areas. The online
resources for separate industry areas include details about: the industry;
implementation, assessment and support materials; and a database of
resources.
108
www.curriculum.edu.au/ozjac
The Australian Courses and Careers Database (OZJAC), a career
information database
specifically modified to incorporate information on business.
www.innovated.gov.au
InnovatED is funded by IP Australia the Commonwealth agency
responsible for patents, trade marks and designs. The project aims to
stimulate innovation in Australia, to explore the creation and
development of intellectual property and to empower young Australians
through their own ideas.
www.sfu.ca/~mvolker/biz/index.htm
For teachers new to Enterprise education and wanting more background
in business concepts, the Business Basics for Engineers website takes a
down-to-earth, commonsense approach that is ideal for beginners.
www.austrade.gov.au
The Student Centre link provides information on exporting including
curriculum support materials on international trade and enterprise for
teachers to use with their students in Economics, Business studies and
Studies of society and the environment.
ADDITIONAL READING
Burnard, P. (1988) Experiential learning: Some theoretical
considerations, Journal of Lifelong Education, 7 (20), pp. 127-133.
Chapman, S. (1992) What is experiential education?, The Journal of
Experiential Education, 15 (2), pp. 16-23.
Cornell J. (1989) Sharing the Joy of Nature, Dawn Publications, Nevada
City.
Cowan, J. (1988) Learning to facilitate experiential learning, Studies in
Continuing Education, 10 (1), pp. 19-29.
Heron, J. (1989) The Facilitator's Handbook, Kogan Page, London.
Knapp, C. (1997) Lasting Lessons: A Teacher's Guide to Reflecting on
Experiences, ERIC Clearinghouse on Rural Education and Small Schools,
Charleston.
Westheimer, J., Kahne, J. and Gerstein, A. (1992) Reforms for the
Nineties: Opportunities and obstacles for experiential educators, The
Journal of Experiential Education, 15 (2), pp. 44-49.
Whitaker, P. (1995) Managing to Learn: Aspects of Reflecting and
Experiential Learning in Schools, Cassell, London.
109

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TEACHERS GUIDE

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activities, in particular compensating the trainers for their time and

In addition, the possession of two other competencies would greatly

Knowing how and who

Working in small group

View of the world

Uncertainty, shades of grey

Practice into theory

Theory into practice

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(Adapted from Caird, S and Johnson C. Some Reflections on the Meaning

The emphasis is on creating a learning environment where trainees are

learn how to learn

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reward those involved in such activities, notably compensating the

Be enthusiastic! Entrepreneurship is both fun and useful.

GENERAL TEACHING STRATEGIES

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teaching process. However, this is a method that helps develop a

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General Characteristics of an Effective Teacher

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Self-instruction training is a teaching methodology that helps even

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Characteristics of Experiential Learning

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Fig. The Experiential Learning Cycle

(Experiencing) Concrete Experiences

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(Processing) Observations and Reflections

Guidelines for Teachers

Make sure you have provided interactions between

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Allow for students reflection time within the activity.

Ask individual students to describe what they have

Guide on Experiential learning: learning by doing

Planning for experience

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Increasing awareness of experience

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Reviewing and reflecting upon experience

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Providing substitute experiences

This section focuses on the use of enquiry based teaching as a strategy

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teachers might face when developing enquiry-based learning exercises for

Learning Process for Enquiry Based Education

Four Enquiry Questions

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Skills Students Need for Enquiry

Characteristics of an Effective Teacher as Enquiry is

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They will teach complexity; don't protect students from it.

COMMUNITY PROBLEM SOLVING

This unit introduces teachers to the use of Community Problem Solving

Some Learning Outcomes of Community Problem Solving

Community Problem Solving is Different

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Steps in Community Problem Solving

Exploring Community Problem Solving

As a Teaching and Learning Strategy

Skills for Community Problem Solving

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Teacher's Guide

Teacher's Guide