developing and integrating entrepreneurialentrepreneuriat.inforoutefpt.org/documents/file/ps...

Design of Educational Entrepreneurial Activities

ELEMENTARY ANDSECONDARY EDUCATION

DEVELOPING AND INTEGRATINGENTREPRENEURIAL

CULTURE IN

17-3

790-

1A

www.mels.gouv.qc.ca/entrepreneuriat

COORDINNATIONPierre DuchaineDirection de la formation continue et du soutienMinistre de Lducation, du Loisir et du Sport

RESEARCH AND DESIGNRoger DelisleCoordinator - Elementary educationCommission scolaire de la Capitale

Marie-Jose FrenetteGuidance counsellorGuidance-oriented approach and career planningCommission scolaire de la Capitale

Line HoudeEducation consultantGuidance-oriented approach and career planningCommission scolaire de la Capitale

Alain St-PierreCoordinator - Secondary educationCommission scolaire de la Capitale

Nathalie TessierSecretaryCommission scolaire de la Capitale

ENGLISH VERSIONDirection de la production en langue anglaiseSecteur des services la communaut anglophoneMinistre de lducation, du Loisir et du Sport

GRAPHIC DESIGNOse Design

Gouvernement du QubecMinistre de lducation, du Loisir et du Sport, 2008Legal deposit Bibliothque et Archives nationales du Qubec, 2008ISBN 978-2-550-51782-5 (Print version)ISBN 978-2-550-51783-2 (PDF)

ACKNOWLEDGEMENTS

This collection of instructional activities in entrepreneurship was madepossible by financial support received under the Youth EntrepreneurshipChallenge, coordinated by the Secrtariat la jeunesse of the Ministredu Conseil excutif (www.defi.gouv.qc.ca).

The aim of these instructional activities is to help teachers explainentrepreneurial competencies and provide them with the necessarytools. It is a valuable tool for teachers who want to help studentsdevelop entrepreneurial skills in order to prepare them to meet the manychallenges ahead.

We would first like to thank Commission scolaire de la Capitale. Moreparticularly, we would like to express our thanks and congratulations forthe exceptional work done by Line Houde and Marie-Jose Frenette, whostudied the existing literature, selected elements of content and, finally,produced the instructional materials.

We would also like to thank the members of the advisory committeewhose names appear on the following pages, who, through their workand their comments, contributed significantly to the quality andusefulness of this publication.

Finally, we would like to thank all those who participated in theproduction of these materials, which we hope you will find useful.

Jean-Nol VigneaultDirector, Formation continue et du soutienSecteur de la formation professionnelleet technique et de la formation continueMinistre de lducation, du Loisir et du Sport

Jean-Paul RiverinEntrepreneurship department headSecrtariat la jeunesseMinistre du Conseil excutif

ADVISORY COMMITTEEric AllardCoordinator Youth entrepreneurshipRseau des carrefours jeunesse-emploi du Qubec

Claire BoissonneaultTeachercole secondaire de NeufchtelCommission scolaire de la Capitale

Lorraine CarrierCoordinator Youth and cooperative educationConseil de la Coopration du Qubec

Lyse ClermontEducation consultant Commission scolaire Au Cur-des-Valles

Donatilla CyimpayeAnalyst-consultantSecrtariat la jeunesse, Ministre du Conseil excutif

Yvon GagnonCoordinator Adult education and vocational training servicesCommission scolaire de la Jonquire

Normand GigureGuidance counsellor and Coordinator Implementation of the guidance-oriented approachCommission scolaire de la Beauce-Etchemin

Marcelle GingrasGuidance counsellor and professorDpartement dorientation professionnelleFacult dducationUniversit de SherbrookeGroupe provincial de soutien pour une approche orientante lcole (GPSAO)

Micheline MaillouxTeachercole primaire Notre-Dame-des-NeigesCommission scolaire de la Capitale

Denis MorinSchool principalCommission scolaire de lnergieDirector Pedagogical projectsFondation de lentrepreneurship and Rseau qubcois des coles micro-entreprises environnementales

Sandra SalesasProvincial coordinator Guidance-oriented approachSecteur des services la communaut anglophoneMinistre de lducation, du Loisir et du Sport

COLLEGE COMMITTEEBrigitte BourdagesCoordinatorContinuig education and trainingCgep de Saint-Hyacinthe

Lise LecoursEducation consultantCoordinator Entrepreneurship implementationCgep de Saint-Hyacinthe

AD HOC COMMITTEE FOR THE VOCATIONAL TRAINING SECTORYvan CyrTeachercole des mtiers et occupations de lindustrie de la construction de QubecCommission scolaire de la Capitale

Daniel LelivreTeacherCentre de formation professionnelle de NeufchtelCommission scolaire de la Capitale

Olivier NeauTeachercole htelireCommission scolaire de la Capitale

ric TherrienTeacherPavillon techniqueCommission scolaire de la Capitale

CONTRIBUTORSAnn-Marie BoucherEducation consultantCommission scolaire de la Capitale

Luc BrassardEducation consultantRCIT facilitatorCommission scolaire de la Capitale

lizabeth CtPedagogical development consultantlico enr.

Sonia DesbiensSecretaryCommission scolaire de la Capitale

Yves DoucetGuidance counsellor

Nicole GagnonProgram coordinatorDirection gnrale de la formation des jeunes Ministre de lducation, du Loisir et du Sport

France JolyEducation consultantCommission scolaire de la Capitale

Alain HouleEducation consultantRCIT facilitatorCommission scolaire de la Capitale

Isabelle LeblancCycle One student, Guidance

Marie-Franoise LegendreAssociate professorFacult des sciences de lducationUniversit Laval

Denis PelletierGuidance counsellorPublisher and authorSeptembre diteur

Annie PicardOperations coordinatorQubec Entrepeneurship Contest

Patrice PrudhommeEducation consultantRCIT facilitatorCommission scolaire de la Capitale

Marie-Anne RisdonEducation science specialistMinistre de lducation, du Loisir et du Sport

Luc SavardCoordinator Adult education and vocational training servicesCommission scolaire de la Capitale

Guidance-oriented approach teamCommission scolaire de la Capitale

PUBLISHING HOUSEditions du Phare inc.ditions Grand Duc HRWLes ditions CEC inc.Les ditions la Pense inc.Lidec inc.Modulo diteur inc.NovalisSeptembre diteur

OUR THANKS ALSO TO THE YOUTH ENTREPRENEURSHIPPROMOTION AND AWARENESS OFFICERS OF CARREFOURSJEUNESSE-EMPLOI DU QUBEC AND THE COMMUNITY YOUTHENTREPRENEURSHIP

PROMOTION OFFICERS OF THE REGIONAL DEVELOPMENTCOOPERATIVES WHO IMPLEMENTED THE MATERIALS WEDEVELOPED.

The positions and workplaces of the individuals mentioned were correctat the time of writing.

CONTENTSTA

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GUIDE FOR TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS

I. FOREWORD

1. Youth entrepreneurship challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

2. Design of Educational Entrepreneurial Activities (DEEA) initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3. How the DEEA Initiative ties into vocational training programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

4. Methodology of the DEEA Initiative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

5. How to use this guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

II. ENTREPRENEURIAL CULTURE

1. Entrepreneurial culture in the schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

1.1. General description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

1.1.1. Educational value of entrepreneurial culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

1.1.2. Description of an entrepreneurial project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

1.1.3. Entrepreneurial values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

1.1.4. Entrepreneurial instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

1.2. Developing entrepreneurial culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

1.2.1. Modelling, development and integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

1.2.2. Continuum of development and integration of entrepreneurial culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

1.2.3. Types of support for teachers and students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

1.2.4. Approach based on three axes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

2. Success factors for an entrepreneurial project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

2.1. Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

2.2. Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

2.3. Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

3. Inventory of entrepreneurial indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

3.1. Description of the entrepreneurial indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

3.2. Situating entrepreneurial indicators in the process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

III. ENTREPRENEURIAL LEARNING AND EVALUATION SITUATIONS (LES)

1. Suggested approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

2. Teacher's role in the approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

3. General description of learning and evaluation situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

3.1. Projects developed (products, services or events) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

3.2. Productions related to areas of learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

4. Detailed description of learning and evaluation situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

4.1. LES: creation of a PRODUCT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

4.1.1. Artistic creation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

4.1.2. Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

4.1.3. Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

4.1.4. Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

4.1.5. Instructional material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

4.1.6. Technical or scientific object . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

4.1.7. Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

4.2. LES: creation of a SERVICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

4.2.1. Training workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

4.2.2. Investigation and survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

4.2.3. Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202

4.2.4. Peer helpers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

4.3. LES: creation of an EVENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

4.3.1. Awareness campaign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

4.3.2. Advertising campaign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

4.3.3. Thematic event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272

4.3.4. Exhibition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289

4.3.5. Dramatization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306

4.3.6. Show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323

4.4. Adding scope to LES using information and communications technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341

4.4.1. Audio CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342

4.4.2. Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359

4.5. Adding scope to LES with an economic activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377

4.5.1. Sale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378

5. General pedagogical tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395

5.1. List of entrepreneurial questions for the three points in the project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395

5.2. Avenues to explore to develop entrepreneurial questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405

5.3. Questions for the teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

5.4. Entrepreneurial templates (autonomous development) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410

5.5. Diagrams of success factors (autonomous development) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415

IV. CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421

A. Measures of the Youth Entrepreneurship Challenge for encouraging entrepreneurship in schools . . . . . . . . . . 421

B. Outside resources who can help with projects, recommended by the Ministre de lducation, du Loisir et du Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422

V. BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424

Foreword

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9 ][

1. Youth Entrepreneurship Challenge Three-Year Action Plan 2004-2005-2006, Secrtariat la Jeunesse, Qubec: Gouvernement du Qubec, 2004.2. Secrtariat la Jeunesse, Plan daction triennal 2004-2005-2006 Dfi de lentrepreneuriat jeunesse, Qubec, gouvernement du Qubec, 2004, p. 15.

FOREWORD

GUIDE FOR TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS[ ]]

1. Youth entrepreneurship challengeThis teaching guide was made possible by financial support resulting from implementation of the Youth EntrepreneurshipChallenge Three-Year Action Plan,1 coordinated by the Secrtariat la jeunesse of the Ministre du Conseil excutif.The Challenge is a Quebec government initiative aimed at developing an entrepreneurial culture in Quebec youngpeople and fostering entrepreneurial values.

The Youth Entrepreneurship Challenge Three-Year Action Plan is based on certain considerations and observations andfocuses on three main axes:

AXIS 1. Inviting schools to participate: Recognizing schools as essential in helping to develop an entrepreneurial culture among young people;

AXIS 2. Creating a favourable environment: Creating an environment conducive to the emergence of a true entrepreneurial culture among young people;

AXIS 3. Disseminating effective strategies among young entrepreneurs: Providing effective strategies that are accessible and adapted to the needs of young people and future entrepreneursin order to help them develop a business project.

To foster entrepreneurial culture among young people inschool and provide teachers with pedagogical resources linkedto entrepreneurship, the Youth Entrepreneurship Challenge hasset the following objective: Design and disseminate tools forraising awareness about entrepreneurship in programs inelementary school, secondary school (including vocationaltraining) and college.2

Developing an

entrepreneurial culture:

a social goal for which

educational institutions

share responsibility.

2. Design of educational entrepreneurialactivities (DEEA) initiativeAs part of the Youth Entrepreneurship Challenge, we want schools to get actively involved in developing entrepre-neurial culture. We want to give young people the opportunity to develop entrepreneurial values and gain confidencein their increasing ability to undertake different kinds of projects at all three levels of the education system (elemen-tary, secondary college-level technical training).

Entrepreneurial culture must not be viewed solely as a way of creating new businesses butrather as a general attitude that is a valuable asset in everyones daily and professional lives,given the impact of the values that define this culture.

As outlined in the Action Plan, the aim of this initiative is to use the expertise of the Ministre de lducation, duLoisir et du Sport (MELS) to give teachers at these three levels of education the tools they need. It will help to developpedagogical activities that effectively convey the concepts of individual and social entrepreneurship to the students.The goal is to support teachers own initiatives.

The DEEA initiative is a continuation of the Introduction to Entrepreneurial Culture guide issued by the Ministre de lducation,du Loisir et du Sport in 2005, which can be consulted at www.mels.gouv.qc.ca/entrepreneuriat. The aim of this initiative is toprovide teachers with materials to foster the development of entrepreneurship in their students in their regular class-room activities. It also offers relevant and useful support in devel-oping entrepreneurial values in students. The proposed approach ispart of the MELS-approved orientations regarding complementaryactivities at the elementary , secondary and college traininglevels.3 It is not a new addition to the educational institutionsobjectives or learning activities but is to be integrated into theirregular activities.

The activities are designed to help students develop subject-specific and cross-curricular competencies as well as entrepre-neurial values. The suggested learning and evaluation situations(LES) are part of the education reform based on the QuebecEducation Program (QEP) and are adapted to the realities ofschools. The aim is to encourage teachers to integrate entrepre-neurial culture in their pedagogical practices and in the studentseducational experience.

10][3. Ibid.


The materials are designed to

be used in regular classroom

activities and to develop

subject-specific and

cross-curricular competencies.

11][4. Ministre de lducation, chacun son rve, Qubec, gouvernement du Qubec, 2002, p. 18.

FOREWORD


3. How the deea initiative ties into the quebeceducation program (QEP) The DEEA initiative suggests learning and evaluation situations (LES) and support tools inviting teachers to adopt anentrepreneurial mind-set and approach in their classes and subjects. As Table 1 shows, entrepreneurial culture mustbe an integral part of the LES and involve integrated and timely interventions by teachers. The materials were designedto relate closely to the QEP and the competencies targeted in each area of learning. The aim is to encourage cooper-ation between teachers, those responsible for the guidance-oriented approach and entrepreneurship, and other partnersin the education system.

We believe that the DEEA Initiative fits well into the MELS QEP and thecomplementary educational services policy, as Table 2 shows. It encompassesthe three main aims of the QEP, referencing the construction of identity,empowerment and development of a world-view at the secondary level. Italso encompasses the three development axes of the Career Planning andEntrepreneurship BAL, namely awareness of self, ones potential and actual-ization methods, adoption of project-related strategies, and knowledge of thework world, social roles, trades and professions. The DEEA Initiative is aconcrete example of BAL in application. We believe that developing entrepre-neurial values by undertaking and completing entrepreneurial projects helpsteachers to integrate and apply the paradigm changes underlying the educa-tion reform.

Through the actions generated by entrepreneurial culture, students are encouraged to reflect and analyze and thusconstruct their identity. Because the project they create is really useful and the implementation steps are linked tocertain sectors of the labour market, the students world-view is developed. They also learn more about the work worldby undertaking work-related tasks and responsibilities.

Thus we believe that entrepreneurial culture is one of the principal drivers of the guidance-oriented approach, which iswhy it is integrated into school subjects and can be experienced in class.

A guidance-oriented approach is in fact a cooperative effort between a school team and its partners [...]. It is notsomething to be added to the schools objectives or learning activities, but rather to be integrated into regular activities []with the aim of helping students develop their identity and career path [].4

Since students realize their potential through action, it is important to give them the opportunity to undertake projectsin all areas of learning. We think it will empower them to construct their identity, realize their potential and develop avision of both the school and the work world. The introduction of the guidance-oriented approach in Quebec schoolsin the past few years will likely support school teams in coaching teachers who want to undertake guidance-orientedand entrepreneurial projects with their students.

Entrepreneur-ship is

not an addition to the

QEP, since it is already

part of the concept.

12]

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Tabl

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AP

PR

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USE

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FOR

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FOR

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DEE

AIn

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Con

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orld

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Con

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Kno

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trad

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Awar

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elf,

ones

pot

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and

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met

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Adop

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rela

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pro

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com

pass

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and

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ppro

ach

isde

velo

ped

with

in t

he Q

EP's

thre

e m

ain

aim

s.

This material was designed with a guidance-oriented approach; the importance of students adopting a self-monitoringprocedure is stressed throughout the project. The suggested activities and tools were designed primarily to situateentrepreneurial culture in the pedagogical world and achieve related goals. We are convinced that it will be relativelyeasy for teachers and those responsible for the guidance-oriented approach to integrate and adapt all the LES to makethem more guidance-oriented as well as entrepreneurial.

4. Methodology of the DEEA initiativeThe suggested activities and tools for teachers and students were designed following an in-depth analysis. Specifically,we analyzed existing materials in the field of entrepreneurship, subject-related instructional material for elementaryschools designed by publishers, all of the productions presented in the Qubec Entrepreneurship Contest for the 2004-2005 school year, and materials created by various school boards.

By doing this inventory, which we tried to make as comprehensive as possible, we believe we succeeded in defining theconcepts, choosing a typology based on practices, and appropriately documenting previous efforts involving entrepre-neurial concepts, and thus selecting what seemed best suited to the needs to be met.

Throughout the development of this guide, it was reviewed by an advisory committee of teachers, professionals andmanagement personnel from the elementary, secondary and vocational training sectors, as well as by educationconsultants, individual and social entrepreneurship experts and, finally, by socioeconomic stakeholders. All these playerswere asked to ensure that the orientations and frames of reference used are consistent across all levels of education.

In addition, everyone involved in the initiatives for the elementary, secondary and vocational training and college-leveltechnical training worked together to identify possible links between the suggested activities for teachers and studentsat these different levels. For obvious reasons, it is important that as many partners as possible in the education systemhave the same understanding of entrepreneurial culture. The Conclusion contains a brief description of college-levelorientations in this regard.

Based on the information gathered and analyzed and thediscussions held with partners, twenty entrepreneurialpedagogical activities were developed. They relate to all areasof learning and, we believe, effectively convey a true conceptof entrepreneurship adapted to the school environment. Theyare consistent with the education reform and are presentedwithin a frame of reference that makes it easier to under-stand the implementation context and fosters the gradualand steady emergence of an entrepreneurial culture both inthe classroom and in the school as a whole.

The suggested activities were

selected taking teachers

projects into consideration as

well as materials used and

designed by publishers.

14][ GUIDE FOR TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS[ ]]

15][

FOREWORD


5. How to use this guideThe teachers guide is designed to be flexible, and how it is used depends on the teachers and students entrepre-neurial knowledge and experience. It suggests activities that include a support method and tools that teachers can useif and when desired. Depending on their interests and available opportunities, teachers can follow the suggestedapproach and choose the appropriate type of support when undertaking an entrepreneurial project with their students.These choices will help the students develop the subject-specific and cross-curricular competencies of their programand will foster the development of entrepreneurial values in both the students and the teacher.

The guide lets teachers take a progressive approach to entrepreneurial projects with their students. Like the students,they can use materials adapted to a particular type of support: step-by-step support, general support, support topromote autonomy or autonomous development. These types of support, which are described later in this guide, arebased on the three phases of all pedagogical approaches in the QEP: planning and preparation, implementation, andintegration. For each phase, teachers are informed about all the elements that should be considered when developingan entrepreneurial LES. References to different sections of the guide show teachers where to find specific details abouteach element.

Finally, for teachers and students who already have manyentrepreneurial experiences and would like to develop theirown particular entrepreneurial activity, all the pedagogicaltools needed to carry out the project are described in section5 of Part III.

The guide and the tools it

contains are flexible and were

designed so that teachers and

students can adapt them to

their particular situation.

EntrepreneurialCulture

Entr

epre

neur

ial

Cultu

re

1. Entrepreneurial culture in the schools1.1. General description1.1.1. Educational value of entrepreneurial culture

Entrepreneurial culture is present in the QEPs three main aims. By trying entrepreneurial pedagogical and evaluationactivities, students undertake and complete projects that empower them and help them construct their world-viewand realize their potential.

Entrepreneurial culture is made up of qualities, attitudes and competencies that express a desire to undertake and befully committed to what one wants to do: self-confidence, leadership, team spirit, motivation, sense of responsibility,solidarity, resourcefulness, effort, initiative, organizational ability, creativity, determination and perseverance. Therefore,any individual or collective pedagogical activity that draws upon these aspects can be considered as educational andconducive to entrepreneurial development.

Since the aim of entrepreneurial projects is to meet an actual needand have a social implication, students are encouraged to use theircompetencies, acquire new knowledge and give meaning to whatthey learn. Students are motivated to act by and for themselves byattempting meaningful projects that use their entrepreneurial valuesto achieve a specific goal. Meeting the challenge nurtures the need tosucceed and the desire to try this type of experience again, as itboosts their self-esteem. This link between the challenge and the useof their competencies and entrepreneurial values fosters the develop-ment of the students personal efficiency and motivates them tocomplete other projects, including their academic projects. As statedin Introduction to Entrepreneurial Culture published by the Ministrede lducation, du Loisir et du Sport:

To cultivate the entrepreneurial spirit, schools must develop their students desire to accomplish something forthemselves, make a commitment and take on responsibilities, along with a desire for freedom, an acceptance ofeffort, a will to succeed and the courage to persevere, a sense of teamwork and a spirit of cooperation.5

As teachers increasingly integrate entrepreneurial culture, they give their students more flexibility in carrying out theirprojects. Students are encouraged to personalize their project, the process and the strategies they use as well as thepartners they decide to approach (see Appendix A). Therefore, since entrepreneurial projects give students the oppor-tunity to excel in doing something concrete, we believe such projects help to construct their world-view. That is whythis culture is so valuable in the classroom.

The concept of student-as-actor has become a central element of the education reform. Cognitively active studentsare students who take initiatives and have the desire and opportunity to excel. They solve their own problems, look forsolutions, work as a team, are creative and, as they gain experience, enjoy and are able to undertake projects.

17][5. Introduction to Entrepreneurial Culture, Ministre de lducation, du Loisir et du Sport, Qubec: Gouvernement du Qubec, 2005, p. 9.

ENTREPRENEURIAL CULTURE


Entrepreneurial culture in

the classroom helps

students to excel, realize

their full potential and

develop behaviours

through action

Each student, like any individual, needs to succeed in life and his or her career. They need recognition and appreciation,to experience success and be proud of it. Thus the challenges presented to the students must be feasible so that theydevelop their self-esteem. Identity is constructed when students are given the opportunity to develop their ownapproach so that they take ownership of their successes and believe they can go on to meet bigger challenges. Thesedifferent steps take time. To achieve personal and academic goals, students need to set small challenges for themselvesthat they meet successfully by putting in the necessary time, effort and perseverance. With an entrepreneurial culturein the classroom students can excel, realize their full potential and develop appropriate behaviours through action.Developing their various competencies makes them effective and increases their desire to meet new challenges. Thuseducational success goes hand-in-hand with entrepreneurial culture.

1.1.2. Description of an entrepreneurial project

As presented in this guide, entrepreneurial projects address a primary pedagogical concern since they are aimed atdeveloping subject-specific and cross-curricular competencies (see Table 3). In addition to bringing entrepreneurialculture into their classroom, teachers who undertake these projects develop the pedagogical objectives they wish toattain with their students.

The goal of an entrepreneurial project is to solve a known problem and try to meet a need by creating a product,service or event. Students are encouraged to take action and create a useful project that has social implications andimpact, which enhances their self-esteem.

Next, entrepreneurial projects must be intended for an end user or target audience other than the teacher, whosuggests that the students create a project for someone else. They will have to learn as much as possible about thisend user to increase the likelihood that the user will be satisfied. The more the students know about the end user, thebetter position they will be in to create a product, service or event that is tailored to the users needs and is appreci-ated by that user. In addition, the users reactions can trigger a positive self-image in the students and increase theirfeeling of personal efficiency and self-confidence.

During the project planning phase, teachers and students are encouraged to consider alternative projects to fall backon. The purpose for this is that as the project progresses and more information is gathered about the customer, theproblem and needs that the students are trying to meet may call into question the product, service, or event they havechosen. However, although it may be strategic to consider other possible products, services or events at the beginningof the project, when unforeseen circumstances arise, they should be viewed as an opportunity to experience the realworld and test ones entrepreneurial values.

Innovation, motivation and scope are the success factors that make a projectentrepreneurial and can be used by teachers and students to take their projectone step further. These success factors are described later in this section.Throughout the project, teachers and students can use one or more entrepre-neurial indicators to evaluate certain aspects of their project.

Note: In this guide, entrepreneurial learning and evaluation situation andentrepreneurial project mean the same thing. They both represent a newway of bringing entrepreneurial culture into classroom projects.


Developing an

entrepreneurial

culture: a project that

meets a need and

targets a specific public.

19]

[

Scop

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Mot

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1.1.3. Entrepreneurial values

Entrepreneurial culture consists of values that lead to effec-tive action and help to realize potential. These values are self-confidence, leadership, team spirit, motivation, sense ofresponsibility, solidarity, resourcefulness, effort, initiative,organizational ability, creativity, determination and persever-ance. Students who are empowered in a project tend to relyon these values to undertake and complete the project. Itwould be too optimistic to believe that all students willpossess all of these values by the end of their schooling.However, we must be aware of them in order to understandtheir importance for everyone who wants to meet a challengeand achieve personal, educational and professional goals.

Like their students, teachers are also in a position to become aware of their entrepreneurial values and develop themthrough their experience with projects. As they expand their practices, they evolve within a continuum of developmentand integration of entrepreneurial culture and internalize the different types of support suggested, just as their studentsdo. As they gain experience and have some success, they feel comfortable and use all of their creativity, resourcefulnessand confidence in their own potential to develop new activities. They can then design LES that develop the competenciesof the QEP in their students. Teachers who are committed to professional development adapt their interventions; theycooperate and work with other members of the pedagogical team. They feel quite confident in their coaching role andcan give their students more flexibility in every aspect of the project.

A brief description of the entrepreneurial values as an aid to understanding can be found in Table 4.


Entrepreneurial

values lead to effective

action in everyone who

undertakes a project.

Table 4

Entrepreneurial values

21][Based on Discovering Entrepreneurship at School, Ministre de lducation, Qubec: Gouvernement du Qubec, 2001 and Introduction to Entrepreneurial Culture, Ministre de lducation, du Loisir et du Sport, Qubec: Gouvernement du Qubec, 2005.



Self-confidence Feeling able to undertake and complete a projectbecause of ones knowledge and competencies.

Team spirit Working and cooperating with others in a respectfulmanner.

Leadership Suggesting actions and ideas; having a positiveinfluence on others in executing a task; making thenecessary decisions and taking action.

Motivation Wanting to learn and meet a challenge.

Sense of responsibility Fulfilling ones commitments by doing what must bedone and what was decided by the group.

Solidarity Feeling responsible for the groups choices anddecisions in achieving a common goal.

Resourcefulness Using ones internal resources (competencies, knowl-edge and skills) and outside resources (tools, resourcepersons, organizations, businesses, etc.) whenproblems and obstacles arise.

Effort Willingness to work hard while maintaining apositive attitude.

Initiative Making choices, becoming autonomous and makingdecisions without needing supervision.

Organizational ability Choosing the best methods to be effective incarrying out the work.

Creativity Expressing ideas, suggesting innovative solutions,research avenues, etc.

Determination Concentrating on what needs to be done, onachieving an objective.

Perseverance Finishing what one has started until a satisfactoryresult is obtained; being persistent and tenacious inorder to complete a project and achieve the set goal.

Carrying out a project develops entrepreneurial values. Being successful creates a feeling ofpersonal efficiency through action.

1.1.4. Entrepreneurial instruction

The first aim of entrepreneurial instruction is to put the students in a position to meet a realistic challenge as part ofa team, requiring them to make every effort to achieve the goal, including using their entrepreneurial values. Some ofthese values, such as leadership and team spirit, can only be developed through team work. Thus the group becomesa locus for developing personal and social skills and competencies, including cooperation and the realization of poten-tial or construction of identity.

A student project is an action that results in the creation of a satisfying socializable product that, while it transformsthe environment, also transforms the identity of its creators by producing competencies and new knowledge throughsolving problems that arise.6

The challenges suggested by teachers also aim at getting students to take effective action that generates a feeling ofpersonal success and nurtures their desire to meet other challenges, each a little bigger than the last. Students whodevelop a feeling of personal efficiency believe they can meet challenges and take action. This situation can be summa-rized by turning the saying where theres a will theres a way around to where theres a way theres a will. If peoplebelieve they can succeed (theres a way), they want to meet the challenge (theres a will).

It is likely that students will want to undertake and complete projects if they have experienced meaningful successesin the past, giving them a feeling of personal efficiency and an awareness that success can be enjoyable. Whenplanning projects, teachers must make them challenging enough so that the activity involves the entire class, ifpossible, and develops a feeling of personal efficiency in the greatest number of students. The project

[] must make the students realize they can do difficult things, can move mountains. Being successful in a difficultundertaking is the only way to transform a negative image into a positive one [].7

The second aim of entrepreneurial instruction is to teach students the concept of taking action and the meaning of theproject, as well as to help them develop these aspects. As they are given increasing autonomy their experience with projectswill teach them how to adapt, personalize and even evaluate their approach. It will also give them the opportunity todecide their own implementation steps and the strategies they will try out in the project they are about to undertake. Insuch cases, teachers can play their coaching role by giving their students more flexibility in the project process.

As the students get increasingly better at mastering theproject process, the implementation step becomes thetrue locus of autonomy as well as individual and collectiveresponsibility (in small groups).8

The third aim of entrepreneurial instruction is to carry out aproject that can be introduced in an environment and putsthe principle of cooperation into practice. Teachers andstudents understand that it will be easier to carry out theproject if they make use of the competencies of partners andcollaborators. The students are encouraged to identify individ-

22][

Presenting challenges to

students is an important

concept in entrepreneurial

instruction; it encourages them

to undertake and complete

personal, educational and

professional projects.


6. Definition in Conduire un projet-lves, Michel Huber, Paris: Hachette ducation, 2005, p. 21.7. Ibid., p. 49.8. Ibid., p. 80.

CULTURE ENTREPRENEURIALE

uals or organizations which might complement their teams competencies and knowledge and provide added value. Ifthe teacher also seeks input from partners (entrepreneurial relationships), the students learn how valuable these contri-butions can be in a project. As they acquire more experience, teachers can allow their students more flexibility inchoosing potential partners, thereby establishing a relationship with them and deciding what role they could play inthe project.

Finally, it is important to note that these partners have three roles. First, they help students build their competenciesand knowledge. Second, they give the students an opportunity to expand their knowledge of the work world, socialroles, trades and professions, which is consistent with the guidance-oriented approach. Third, input from partners cangive new impetus to a project that stalls when difficult situations arise.

1.2. Developing entrepreneurial culture

1.2.1. Modelling, development and integration

As with the development of a competency, there are three steps in developing entrepreneurial culture in the classroom:modelling, development and integration (see Table 5). To make teachers and students completely autonomous inpractice, teachers are encouraged to evolve in the use of different support methods that include elements to model,develop and integrate. These elements relate to the three development axes of the QEPs Career planning andentrepreneurship BAL (see Tables 6, 7, 8 and 9).

The aim of modelling is to present a model that gives teachers and students concrete tools they can use when under-taking a project without having to adapt them. In this step, they gradually acquire a range of new knowledge about entre-preneurial culture and apply it in carrying out projects.

Development guides teachers and students to develop their knowledge and attitudes, since they are encouraged tocontinue to acquire new entrepreneurial values and other elements of this culture as they carry out projects. In this step,teachers and students are encouraged to use their entrepreneurial values and skills to increasingly adapt the suggestedmaterials and personalize how they carry out the project.

Integration assumes that all the elements underlying entrepreneurialculture are understood and integrated. Teachers and students undertaking aproject go through this step when they decide to personally invest in thechallenge posed by the project and autonomously apply and transfer whatthey have learned. They use appropriate behaviour to create their owntools to carry out the project.

23][

Three steps are suggested

for teachers and students

undertaking a project:

modelling, development

and integration.



Table 5

Definition of the terms used in the continuum of development and integration of entrepreneurial culture

MODELLING

In this step teachers and students undertaking a project receive concrete responses and are provided with tools theycan use without having to adapt them.

Modelling provides structured support to teachers and students who want to develop an entrepreneurial culture. Sincethis is their first experience with entrepreneurial LES, they can use the information provided to carry out the projectand reproduce the techniques of this culture.

The aims of modelling are to: transmit and teach new knowledge about entrepreneurial culture by using the information provided; explain and reproduce techniques and procedures.

DEVELOPMENT

In this step teachers and students undertaking a project are encouraged to adapt the suggested tools and implemen-tation steps.

Development offers more flexible support to teachers and students who wish to continue developing an entrepre-neurial culture. Since they have experience with a few entrepreneurial LES, they can increasingly develop their expertiseand entrepreneurial values.

The aims of this development are to: acquire new values or skills in order to apply and experience an entrepreneurial culture; develop skills and relationships with others and the environment.

INTEGRATION

In this step teachers and students undertaking a project already have the competencies and entrepreneurial valuesthey need to develop and create their own tools.

Integration assumes that teachers and students have acquired competencies through numerous entrepreneurial LESwhich they can apply to new projects.

The aims of integration are to: autonomously apply and transfer what has been learned (reflection, analysis and critical thinking) by adapting to

the new situation.

Based on the work of the working group on pedagogical differentiation in the Ottawa Valley La diffrenciation pdagogique: thories et applications conference of theAssociation des cadres scolaires du Qubec, 2005.


CULTURE ENTREPRENEURIALE

1.2.2. Continuum of development and integration of entrepreneurial culture

A continuum of development and integration of this culture has been devised to help develop an entrepreneurialculture in the classroom; this continuum is created through three types of support and the autonomous developmentof a project. Each of these types of support gives the teacher and students a realistic but difficult enough challenge.The continuum is based on the three development axes of the Career planning and entrepreneurship BAL andinvolves modelling, development or integration, depending on which type of support is selected.

1.2.3. Types of support for teachers and students

Each of the activities suggested in the guide was designed to give the teacher the most flexible type of supportpossible. Teachers are encouraged to choose the type of support they would like to receive and indirectly adapt thesupport they wish to give their students. This section explains the types of support suggested in the guide and thecorresponding aims.

STEP-BY-STEP SUPPORT (see Table 6)

This type of support aims at developing entrepreneurialvalues by creating and presenting a PRODUCT, SERVICE OREVENT. It is recommended for teachers and studentsembarking on their first entrepreneurial project. In a concreteway, this method gives teachers some flexibility in thecreation of a product, service or event and encourages themto give their students a similar degree of autonomy. Regard-less of the form the project takes, it is important that thetargeted competencies are developed, the project meets adefined need and that it is useful to its end user.

This type of support also models and stresses the develop-ment of certain elements in the development axes of theCareer planning and entrepreneurship BAL. It is through these first entrepreneurial experiences that students developentrepreneurial values that lead to effective action and become more aware of their own potential and self-actualizationmethods. And these first successes reinforce their desire to get involved in similar projects.

This type of support develops axis 1 (awareness of self, ones potential and actualization methods) and models forteachers and students axis 2 (adoption of strategies related to the project) of the BAL: implementation steps andrelated strategies. To do this, we suggest tools that can be used as is and make it clear to everyone involved whataction must be taken.

25][



Teachers can choose the type

of support they need to

undertake the suggested

activities and the type of

support they wish to give their

students.

26]

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n en

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ed o

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trodu

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Tabl

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Cont

inuu

m o

f de

velo

pmen

t an

d in

tegr

atio

n of

ent

repr

eneu

rial c

ultu

re

Alth

ough

all

of t

he s

teps

in d

evel

opin

g en

trep

rene

uria

l cul

ture

can

be

used

in a

pro

ject

, tho

se s

peci

fical

lyta

rget

ed b

y th

is m

etho

d ar

e in

dica

ted

in la

rge

type

.

STE

P-B

Y-ST

EP

SU

PP

OR

TTh

is t

ype

of s

uppo

rt a

ims

at d

evel

opin

g en

trep

rene

uria

lch

arac

teri

stic

s, e

spec

ially

by

crea

ting

and

pre

sent

ing

the

PRO

DU

CTI

ON

of

a pr

oduc

t, se

rvic

e or

eve

nt.

DEV

ELO

PMEN

T st

ep (

D)

Teac

her

and

stud

ent

entr

epre

neur

s

ac

quire

ent

repr

eneu

rial c

hara

cter

istic

s th

at le

ad t

o ef

fect

ive

actio

n an

d he

lp r

ealiz

e th

eir

pote

ntia

l;

are

driv

en b

y a

desi

re t

o m

eet

new

cha

lleng

es a

fter

the

ysu

ccee

d.

MO

DEL

LIN

G s

tep

(M)

Teac

her

and

stud

ent

entr

epre

neur

s

lear

n th

e st

eps

and

stra

tegi

es t

o tr

y in

car

ryin

g ou

t en

trep

rene

uria

l pro

ject

s.

By e

mot

iona

l res

ourc

es, w

e m

ean

the

ener

gy n

eede

d to

mak

e a

com

mitm

ent,

be m

otiv

ated

and

take

act

ion

to a

chie

ve th

e go

als.

CULTURE ENTREPRENEURIALEGENERAL SUPPORT (see Table 7)

General support aims at developing entrepreneurial values by creating and presenting a product, service or event,especially through the project PROCESS and related strategies. It is recommended for teachers and students whoalready have experience with a few projects and are motivated by success. This method gives teachers some autonomyin planning the action and encourages them to give their students a similar degree of flexibility. To allow each team topersonalize its approach (implementation steps and strategies), the teacher may divide up the tasks to be done indifferent ways or work with fewer committees than suggested. Regardless of the strategies used, it is important thattargeted competencies are developed, entrepreneurial values already integrated are applied, the product, service orevent solves a problem and the end users are satisfied.

This type of support also aims at integrating axis 1 (awareness of self, ones potential and ones actualization methods),developing axis 2 (adoption of strategies related to the project) and modelling axis 3 (knowledge of the work world,social roles, trades and professions) of the Career planning and entrepreneurship BAL. Teachers and students areencouraged to seek input from suggested partners and thus be introduced to their first entrepreneurial relationships. Bymodelling these first partnership experiences, they can experience an entrepreneurial relationship and learn more aboutthe work world, social roles, trades and professions. Moreover, this approach encourages the use of entrepreneurialvalues that are in the process of being integrated and is an incentive for teachers and students to get personallyinvolved in new challenges, since they feel they have earned their successes.

SUPPORT TO PROMOTE AUTONOMY (see Table 8)

This type of support aims at developing entrepreneurial values by creating and presenting a product, service or event,through the project process and through the search for entrepreneurial PARTNERS. This type of support is recom-mended for teachers and students who already have experience with numerous projects. It gives teachers the flexibilitythey need to create the product, service or event, plan the action and establish partnerships, and encourages them togive their students a similar degree of autonomy. For example, teachers could let each team choose a different formfor their project, personalize their approach (implementation steps and strategies) and choose partners based on theirneeds.

Regardless of what form the production takes, the strategies used and the partners approached, it is important that thetargeted competencies are developed and the product, service or event meets a need and is useful to the targetaudience.

This type of support tends to integrate axes 1 and 2 (awareness of self, ones potential and actualization methods, andadoption of strategies related to the project) and to develop axis 3 (knowledge of the work world, social roles, tradesand professions) of the Career planning and entrepreneurship BAL. Teachers and students are encouraged to buildentrepreneurial relationships and learn more about the work world, social roles, trades and professions by choosingpartners who have something relevant and valuable to offer. This approach uses entrepreneurial values that arecurrently integrated and motivates teachers and students to personally invest in new challenges, since they feel theyhave earned their successes, are able to evaluate the entrepreneurial situation themselves and can personalize theirapproach.

27][



28]

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g en

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uria

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arac

teris

tic

by c

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and

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ng a

pro

duct

ion,

esp

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roug

h th

e PR

OC

ESS

and

rela

ted

stra

tegi

es.

INTE

GRA

TIO

N s

tep

(I)Te

ache

r an

d st

uden

t en

trep

rene

urs

deci

de t

o pe

rson

ally

rei

nves

t in

new

cha

lleng

es a

fter

the

y ar

esu

cces

sful

;

auto

nom

ously

use

the

ir en

trep

rene

uria

l cha

ract

erist

ics

to t

ake

effe

ctiv

eac

tion

and

real

ize

thei

r po

tent

ial;

lact

ualis

atio

n de

leur

pot

entie

l;

are

mot

ivat

ed b

y su

cces

s si

nce

they

are

incr

easi

ngly

abl

e to

eva

luat

eth

eir

effo

rts

and

wor

k an

d fe

el t

hey

have

ear

ned

the

resu

lts (

abili

ty t

oac

t by

and

for

the

mse

lves

).

DEV

ELO

PMEN

T st

ep (

D)

Teac

her

and

stud

ent

entr

epre

neur

s

de

velo

p th

eir

abili

ty t

o ad

apt,

pers

onal

ize

and

eval

uate

the

ir ap

proa

chan

d de

sign

the

ir ow

n st

eps

and

stra

tegi

es t

o tr

y in

the

ir pr

ojec

t.

MO

DEL

LIN

G s

tep

(M)

Teac

her

and

stud

ent

entr

epre

neur

s

lear

n ab

out

outs

ide

reso

urce

s th

ey c

ould

app

roac

h fo

r he

lp in

carr

ying

out

the

ir pr

ojec

t an

d ar

e in

trod

uced

to

thei

r fir

st

entr

epre

neur

ial r

elat

ions

hips

.

By c

ogni

tive

reso

urce

s, w

e m

ean

all o

f the

pro

cess

es u

sed

to c

larif

y on

es

idea

s of

wha

t act

ion

mea

ns a

nd d

evel

op th

e pr

ojec

ts m

eani

ng.

Bas

ed o

n In

trodu

ctio

n to

Ent

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rial C

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Tabl

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Cont

inuu

m o

f de

velo

pmen

t an

d in

tegr

atio

n of

ent

repr

eneu

rial c

ultu

re

Alth

ough

all

of t

he s

teps

in d

evel

opin

g en

trep

rene

uria

l cul

ture

can

be

used

in a

pro

ject

, tho

se s

peci

fical

lyta

rget

ed b

y th

is m

etho

d ar

e in

dica

ted

in la

rge

type

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rofe

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e st

eps

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MO

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This

typ

e of

sup

port

aim

s at

dev

elop

ing

entr

epre

neur

ial

char

acte

rist

ics

by c

reat

ing

and

pres

enti

ng a

pro

duct

, ser

vice

or

even

t, th

roug

h th

e pr

ojec

t pr

oces

s, a

nd e

spec

ially

thr

ough

the

sear

ch f

or e

ntre

pren

euri

al P

ART

NER

S.

INTE

GRA

TIO

N s

tep

(I)Te

ache

r an

d st

uden

t en

trep

rene

urs

ar

e st

imul

ated

by

chal

leng

es a

nd a

uton

omou

sly

appl

y th

eir

entr

e-pr

eneu

rial v

alue

s an

d w

hat

they

hav

e le

arne

d fr

om t

heir

expe

rienc

e;

feel

the

y ha

ve e

arne

d th

e re

sults

of

the

proj

ects

and

are

in

crea

sing

ly a

ble

to e

valu

ate

the

entr

epre

neur

ial s

ituat

ion;

ar

e ab

le t

o ad

apt

and

pers

onal

ize

thei

r ap

proa

ch f

or e

xper

imen

ting

and

carr

ying

out

a p

roje

ct.

DEV

ELO

PMEN

T st

ep (

DTe

ache

r an

d st

uden

t en

trep

rene

urs

de

velo

p th

eir

abili

ty t

o as

k ou

tsid

e re

sour

ces

for

help

to

ensu

re t

hepr

ojec

t is

a s

ucce

ss (

entr

epre

neur

ial r

elat

ions

hip

with

the

en

viro

nmen

t).

By in

tera

ctio

nal r

esou

rces

, we

mea

n re

sour

ces

in th

e en

viro

nmen

t and

netw

orks

from

whi

ch in

put i

s so

ught

to d

evel

op a

visi

on o

f the

pro

ject

ssu

cces

s.

Tabl

e 8

Cont

inuu

m o

f de

velo

pmen

t an

d in

tegr

atio

n of

ent

repr

eneu

rial c

ultu

re

Alth

ough

all

of t

he s

teps

in d

evel

opin

g en

trep

rene

uria

l cul

ture

can

be

used

in a

pro

ject

, tho

se s

peci

fical

ly t

arge

ted

by t

his

met

hod

are

indi

cate

d in

larg

e ty

pe.

AUTONOMOUS DEVELOPMENT (see Table 9)

Autonomous development aims at integrating entrepreneurial values by creating and presenting a product, service orevent, through the project process and the search for entrepreneurial partners. In concrete terms, this method givesteachers complete autonomy in carrying out the project, which assumes full integration of entrepreneurial culture inthe classroom. Having gained experience with numerous entrepreneurial projects, teachers and students are able to beautonomous in every aspect of the project. This autonomy is reflected in the product, service or event to be created,in how the action is devised and in establishing and maintaining an entrepreneurial relationship with the environment.

Autonomous development assumes integration of the three development axes of the Career planning and entrepre-neurship BAL. Teachers consider all of the tools in the guide when designing their project and undertake it with anawareness of their potential, having internalized the strategies related to the project and viewing the work world andtheir environment as an opportunity to establish entrepreneurial relationships.

1.2.4. Approach based on three axes

The three suggested development axes are those used in the Career Planning and Entrepreneurship BAL, the educa-tional aim of which is to encourage students to undertake and complete projects oriented towards self-actualizationand social integration. The first development axis targets awareness of self, ones potential and ones actualizationmethods. In the development and integration of entrepreneurial culture in the classroom, this increasing awareness ofself and ones potential enhances personal efficiency through the creation of an entrepreneurial project. The seconddevelopment axis targets the adoption of strategies related to the project, through an entrepreneurial culture in theclassroom and carrying out entrepreneurial projects. The third development axis targets the acquisition of knowledgeof the work world, social roles, trades and professions, through an entrepreneurial culture in the classroom and encour-aging students to work together and build networks of entrepreneurial partners, thus establishing an entrepreneurialrelationship with the environment.


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f th

e C

aree

r pl

anni

ng a

nden

trep

rene

ursh

ip

BAL

Axi

s 1:

Aw

aren

ess

of s

elf,

one

s po

tent

ial a

ndac

tual

izat

ion

met

hods

MD

I

MD

I

MD

I

Axi

s 2:

Ado

ptio

n of

the

str

ateg

ies

rela

ted

to

the

proj

ect

Axe

3: A

xis

3: K

now

ledg

e of

the

wor

k w

orld

,so

cial

rol

es t

rade

s an

d pr

ofes

sion

s

Thre

e st

eps

in

deve

lopi

ng a

n en

trep

rene

uria

l cul

ture

AU

TON

OM

OU

S D

EV

ELO

PM

EN

TTh

is d

evel

opm

ent

aim

s at

inte

grat

ing

entr

epre

neur

ial v

alue

s by

crea

ting

and

pre

sent

ing

a pr

oduc

t, se

rvic

e or

eve

nt, t

hrou

gh t

hepr

ojec

t pr

oces

s an

d th

roug

h th

e se

arch

for

ent

repr

eneu

rial

part

ners

.

INTE

GRA

TIO

N s

tep

(I)Te

ache

r an

d st

uden

t en

trep

rene

urs

au

tono

mou

sly

rely

on

thei

r en

trep

rene

uria

l val

ues

to t

ake

effe

ctiv

eac

tion

and

real

ize

thei

r po

tent

ial;

ar

e m

otiv

ated

by

succ

ess

sinc

e th

ey a

re a

ble

to e

valu

ate

thei

ref

fort

s an

d w

ork.

The

y fe

el t

hey

have

ear

ned

the

resu

lts;

ar

e st

imul

ated

by

chal

leng

es a

nd a

uton

omou

sly

appl

y th

eir

entr

epre

neur

ial c

hara

cter

istic

s an

d w

hat

they

lear

ned

from

the

irex

perie

nce;

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