1.

Ability to make use of

enterprising teaching approaches
Many differences exist between the
conventional /conformist /methods of teaching
and enterprising teaching approaches. In the
former, the learners adopt a passive role, leaving
the active part completely to the facilitator.
Enterprising teaching approaches, however,
involve a participative style and an orientation
towards learner action and learning by doing. The
following provides a summary of the main
differences between the two approaches.
 Teaching approaches
Aspect Conventional Enterprising
Approach approach

Actions Content-driven Process-driven

Focus Trainer-led Pupil-centred
Trainer role Expert Fellow learner/facilitator
Emphasis Knowing that Knowing how and who
Trainee activity Working alone Working in small groups
Ethos Competitive Collaborative
Trainee role Passive/receptive Active/generative
Trainee expectation Dependence Independence
Sessions Programmed Flexible, opportunist
 Teaching approaches (cont…)
Aspect Conventional Enterprising
Approach approach
Topic Imposed Negotiated
Mistakes Should not be Are to be learned
made from
Trainee discretion Limited Wide
Assessment Exams/Tests Profiles and results
View of the world Right/wrong Uncertainty, shades
of grey
Determined by... Exam boards Local needs
Staffed by... Subject expert Cross-curricular team
Aim Practice into theory Theory into practice
The following aspects about enterprising approaches
to teaching should be particularly highlighted

a) Learner-centered
The emphasis is on creating a learning
environment where learners are assisted in:
• identifying their interests
• learning by doing and interacting with
others
• sharing experiences with other people
The following aspects about enterprising approaches
to teaching should be particularly highlighted (cont…)

(b) Outcomes
In other words, learners should be actively
involved throughout the learning process and
encouraged to take responsibility for their own
learning. In terms of outcomes, this means that
learners are expected to:
• learn how to learn
• identify learning strategies based on their needs
The following aspects about enterprising approaches
to teaching should be particularly highlighted (cont…)

• express feelings
• gain self-confidence
• listen carefully and ask meaningful questions
• determine their own training goals
• face their problems
• make decisions
• develop plans and take responsibility for them
• develop standards for themselves
• be in control of their own learning
 The following aspects about enterprising approaches
to teaching should be particularly highlighted (cont…)
(c) Application
As with other areas of enterprise development, to be
effective entrepreneurship education calls for the
application of knowledge in illustrating and cementing
concepts. The facilitator needs to be able to relate
activities to the needs, circumstances and profile of the
learners. The more practical, the better. This explains
the emphasis on learner exercises throughout the
Entrepreneurship package, as well as our earlier
recommendation for extracurricular activity such as
the setting up of business clubs, micro and small
enterprises within schools/colleges.
 The following aspects about enterprising approaches
to teaching should be particularly highlighted (cont…)

(d) Variety
Multi-disciplinary teaching in a highly participative
fashion requires stimulation to hold interest. The
facilitator 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 computers where available), different kinds of
Group exercises, as well as encouraging individuals to
think creatively and work on their own initiative.
2. Ability to encourage and inspire learners

Entrepreneurship education is about

developing entrepreneurial attitudes among
learners, as much as anything else.
This calls for a certain style or behaviour on
the part of the facilitator in encouraging and
inspiring learners towards success and
achievement.
 Style or behaviour on the part of the
facilitator
• Be enthusiastic! Entrepreneurship is fun as well as
being useful.
• Believe in yourself. With good preparation, you can do
it.
• Be a role model – and a good one for that matter!
• Look neat, if not good – appearances and impressions
do count.
• Get to know your learners by name. Use their names
and get the spelling right too.
• Be lavish with praise and be positive.
 Style or behaviour on the part of the
facilitator (cont …)
• Provide and obtain timely feedback.
• Reward appropriate behaviour in class.
• Sanction or correct in private, whenever possible.
• Identify learners who may need special help.
• Treat your learners as adults – respect their views and
interests.
• Make time for learners; do your best to help them;
both in and out of the class.
• Be cheerful, joyful and smile – these are catching
traits!
 Style or behaviour on the part of the
facilitator (cont …)
In addition to the above, if you want to improve your
performance, the following tips
• will help you:
• (i) Assess your own performance after each presentation
• (ii) Ask yourself what went well and how it can be
repeated
• (iii) Examine difficulties that cropped up and how to
resolve or avoid them
• (iv) Note important questions or issues raised and adjust
the session accordingly
 TRAINING METHODOLOGY FOR
Entrepreneurship Training
Effective facilitators vary their training technique
often, even during a session.
1. Presentation
A facilitator presentation, or lecture, is the most
commonly used method of teaching. It can be very
useful to arouse interest among learners. It
involves a transfer of information from one person
to a group.
 TRAINING METHODOLOGY FOR
Entrepreneurship Training (cont…)
2. Group discussions
group discussions offer opportunities to:
• exchange ideas and opinions
• reviewing key points
• determine their knowledge about a topic
• develop listening skills
• encourage them to take the responsibility for their beliefs
• express their attitudes, beliefs and behaviours in front of
others
• help them to work cooperatively through a learning process
 TRAINING METHODOLOGY FOR
Entrepreneurship Training (cont…)
3. Small group work
Small groups may be composed of about three
to five Members who work together for a short
time to complete a task or to solve a problem.
Reasons for using small group work:
• learners can express their opinions freely
• learners’ interest is maintained
• learners are encouraged to take responsibilities for
their own learning
• learners are actively involved.
 TRAINING METHODOLOGY FOR
Entrepreneurship Training (cont…)
4. Case studies
Case studies are descriptions of actual or fictitious
Experiences used in teaching to illustrate or highlight a
point. The use of case studies allows maximum learner
participation in the educational process.
Learners are expected to:
• Discuss the elements of the case
• Assess the facts
• Make an analysis
• Weigh considerations and
• Make a decision.
The case study method is particularly useful for the
development Of the learner’s problem-solving ability.
 TRAINING METHODOLOGY FOR Entrepreneurship
Training (cont…)
5. Individual assignments
Individual assignments are accomplished when each learner is given
specific activities. These assignments should have clear objectives which
can be evaluated. Individual assignments provide opportunities for
learners to learn by discovery.
Facilitators who use this method should select tasks that give
learners a sense of responsibility for their own actions.
6. Projects and mini-enterprises
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
the specific problem.
Recommendations might also include a clear strategy for implementing
the solution. Projects may be used to give learners practice in a number
 TRAINING METHODOLOGY FOR Entrepreneurship Training (cont…)

7. Brainstorming
Brainstorming is a technique used for creative 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.
When using this method, you need to follow these four
rules:
• Don’t criticize or judge the ideas of others
• 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 ideas of others
 TRAINING METHODOLOGY FOR
Entrepreneurship Training (cont…)
8. Role play
Role playing may be used to illustrate by drama
the various aspects of an interpersonal problem.
It is particularly useful for promoting understanding
between different viewpoints, as well as
demonstrating how people might react under
certain conditions.
 TRAINING METHODOLOGY FOR Entrepreneurship
Training (cont…)
9. Guest speakers
Guest speakers provide variety to a class setting. They can also
serve as role models for learners. They could be subject matter
experts, entrepreneurs or other figures in the community whose
work pertains to the subject under discussion. These might include
• small business development/promotion agencies • banks
• accountants • lawyers
• community/local/regional development organizations
• non-governmental organizations
• churches
• local entrepreneurs
• government ministries
• employers' organizations
• trade unions
 TRAINING METHODOLOGY FOR
Entrepreneurship Training (cont…)
10. Business games
Business simulation games provide the
opportunity for learners to practice running an
enterprise and experience the effects as though
it were a real situation.

11. CD-ROM