DEVELOPING AND INTEGRATION...

Design of Educational Entrepreneurial Activities

VOCATIONAL TRAINING SECTOR

DEVELOPING AND INTEGRATION ENTREPRENEURIAL

CULTURE IN THE

www.mels.gouv.qc.ca/entrepreneuriat

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798-

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COORDINNATIONPierre DuchaineDirection de la formation continue et du soutienMinistre de L'ducation, 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 l'ducation, du Loisir et du Sport

GRAPHIC DESIGNOse Design

Gouvernement du QubecMinistre de l'ducation, du Loisir et du Sport, 2008Legal deposit - Bibliothque et Archives nationales du Qubec, 2008ISBN 978-2-550-51784-9 (Print version)ISBN 978-2-550-51785-6 (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 l'ducation, 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 d'orientation professionnelleFacult d'ducationUniversit de SherbrookeGroupe provincial de soutien pour une approche orientante l'cole (GPSAO)

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

Denis MorinSchool principalCommission scolaire de l'nergieDirector - Pedagogical projectsFondation de l'entrepreneurship and Rseau qubcois des coles micro-entreprises environnementales

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

COLLEGE COMMITTEEBrigitte BourdagesCoordinatorContinuing 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 l'industrie 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 l'ducation, 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 l'ducationUniversit Laval

Denis PelletierGuidance counsellorPublisher and authorSeptembre diteur

Annie PicardOperations coordinatorQubec Entrepeneurship Contest

Patrice Prud'hommeEducation consultantRCIT facilitatorCommission scolaire de la Capitale

Marie-Anne RisdonEducation science specialistMinistre de l'ducation, 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.

Message to teachers

Stakeholders in all levels of education believe in the educational value of entrepreneurship and are committed to thisnew approach, which has now become a necessity due to socioeconomic factors. Students entering vocational trainingprograms in the coming years will be increasingly immersed in entrepreneurial culture and develop a positive attitudeto - or at least an interest in - undertaking meaningful projects in which they are given some freedom of action andthe opportunity to solve real problems. Innovation, scope and projects with social implications and impact will slowlybut surely become important for these students as they learn first-hand the benefits of entrepreneurial projects.

This teaching guide describes entrepreneurial activities and support tools tested by students in the elementary andsecondary school sectors. Specifically, these students are offered sixteen entrepreneurial learning and evaluation situations (LES), which are described in section 5 of Part III, Detailed description of learning and evaluation situations(LES) developed for the elementary and secondary school sectors. You can use them as a starting point for developingyour own projects.

It is likely that introducing entrepreneurial culture at the elementary and secondary school levels will develop in yourfuture students a desire to undertake and complete projects that pose realistic challenges and empower them. Webelieve they will be interested in continuing to develop this culture and their entrepreneurial values with your help.

CONTENTSTA

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of

GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR

I. FOREWORD

1. Youth Entrepreneurship Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

2. Design of Educational Entrepreneurial Activities (DEEA) Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

3. How the DEEA Initiative ties into vocational training programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

4. Methodology of the DEEA Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

5. How to use this guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

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 entrepreneurial indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

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

III. ENTREPRENEURIAL PROJECTS

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

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

3. General description of entrepreneurial projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

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

4. Detailed description of the entrepreneurial projects developed specifically for the vocational training sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

4.1. Entrepreneurial project: creation of a PRODUCT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

4.1.1. Technical or scientific object . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

4.2 Entrepreneurial project: creation of a SERVICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

4.2.1. Training workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

4.3. Entrepreneurial project: creation of an EVENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

4.3.1. Exhibition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

4.4. Entrepreneurial project: creation of an ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

4.4.1. Sale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

5. Detailed description of learning and evaluation situations (LES) developed for the elementary and secondary school sectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

5.1. LES: creation of a PRODUCT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

5.1.1. Artistic creation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

5.1.2. Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

5.1.3. Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

5.1.4. Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

5.1.5. Instructional material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

5.1.6. Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

5.2. Adding scope to LES using information and communications technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

5.2.1. Audio CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

5.2.2. Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

5.3. LES: creation of a SERVICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

5.3.1. Investigation and survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260

5.3.2. Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277

5.3.3. Peer helpers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294

5.4. LES: creation of an EVENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311

5.4.1. Awareness campaign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312

5.4.2. Advertising campaign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

5.4.3. Thematic event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346

5.4.4. Dramatization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363

5.4.5. Show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380

6. General pedagogical tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397

6.1. List of entrepreneurial questions for the three points in the project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397

6.2. Avenues to explore to develop entrepreneurial questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

6.3. Questions for the teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409

6.4. Entrepreneurial templates (autonomous development) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412

6.5. Diagrams of success factors (autonomous development) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418

IV. CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424

A. Measures of the Youth Entrepreneurship Challenge for encouraging entrepreneurship in schools . . . . . . . . . . 424

B. Outside resources who can help with projects, recommended by the Ministre de l'ducation, du Loisir et du Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425

V. BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427

GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] 11][1. Youth Entrepreneurship Challenge Three-Year Action Plan 2004-2005-2006, Secrtariat la Jeunesse, Qubec: Gouvernement du Qubec, 2004.

FOREWORD

1. Youth entrepreneurship challengeThis teaching guide was made possible by financial support resulting from implementation of the Youth EntrepreneurshipChallenge Three-Year Action Plan1, coordinated by the Secrtariat la jeunesse of the Ministre du Conseil excutif. TheChallenge is a Quebec government initiative aimed at developing an entrepreneurial culture in Quebec young peopleand 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 atrue entrepreneurial culture among young people;

AXIS 3. Disseminating effective strategiesamong young entrepreneurs: Providing effective strategies that are accessible and adaptedto the needs of young people and future entrepreneurs inorder to help them develop a business project.

The aim of the Youth Entrepreneurship Challenge is to designand disseminate tools to raise awareness of entrepreneurshipin programs in elementary school, secondary school (includingvocational training) and college, in order to develop an entre-preneurial culture in young people in the schools and provideteachers with the pedagogical resources to foster entrepre-neurship.

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 entrepreneurialculture. We want to give young people the opportunity to develop entrepreneurial values and gain confidence in theirincreasing ability to undertake different kinds of projects at all three levels of the education system (elementary, secondaryand vocational training or 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 everyone's daily and professional lives,given the impact of the values that define this culture.

As outlined in the Youth Entrepreneurship Challenge Three-Year Action Plan, the aim of this initiative is to use theexpertise of the Ministre de l'ducation, du Loisir et du Sport (MELS) to give teachers at these three levels of educa-tion the tools they need. It will help to develop pedagogical activities that effectively convey the concepts of individualand 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 l'ducation,du Loisir et du Sport in 2005, 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 classroomactivities. It also offers relevant and useful support in developing entrepreneurial values in students. The proposed approach isnot a new addition to the educational institutions' objectives or learning activities, but is integrated into their regular activities.For the past few years the Qubec Entrepreneurship Contest has encouraged students and teachers to acquire entrepreneurialvalues in the school. We think that these new tools and pedagogical activities will stimulate teachers to bring a true entre-preneurial culture and experience into the classroom. Therefore, there is good reason to believe that students enteringvocational training programs in the coming years will havealready experienced a variety of entrepreneurial projects thathelped them develop entrepreneurial values.

The activities are designed to help students developgeneral and specific competencies as well as entrepre-neurial values. The proposed projects are integrated intovocational competency-based programs and are adaptedto the school environment. The aim is to encourageteachers to integrate entrepreneurial culture in theirpedagogical practices and in the students' educationalexperience.

GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]12][

The materials are designed to

be used in regular classroom

activities and to develop

general and specific

competencies.

GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] 13][

FOREWORD

3. How the DEEA initiative ties into vocational training programs The DEEA initiative suggests projects and support tools inviting teachers to adopt an entrepreneurial mind-set andapproach in their classes and programs. As Table 1 shows, entrepreneurial culture must be an integral part of theprojects and involve integrated and timely interventions by teachers. The materials were specifically designed to relateto the competencies targeted in each vocational training sector and in the programs. The aim is to encourage cooper-ation between teachers and other partners in the education system.

We believe that the DEEA Initiative promotes the three mainaims of education in Quebec, namely construction of identity,empowerment and construction of world-view. More specifi-cally, it references awareness of self, one's potential andactualization methods, adoption of project-related strategies,and knowledge of the work world, social roles, trades andprofessions. Furthermore, we believe that developing entrepre-neurial values by undertaking and completing entrepreneurialprojects dovetails perfectly with the competency-basedapproach introduced some years ago.

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

Thus, in our view, entrepreneurial culture integrates very well into vocational training programs and is relatively easy toincorporate at every stage of the students' education.

Entrepreneurship is not a

newaddition to the

vocational training programs,

since it is already present

in the main aims of education

in Qubec.

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FOREWORD4. 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, grids of educational goals in certain programs, all of theprojects presented in the Qubec Entrepreneurship Contest for the 2004-2005 school year, and materials created byvarious 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 elementary, secondary, vocational training and college-level trainingworked together to identify possible links between the suggested activities for teachers and students at these differentlevels. For obvious reasons, it is important that as many partners as possible in the education system have the sameunderstanding of entrepreneurial culture.

Based on the information gathered and analyzed and the discussions held with partners, four entrepreneurial pedagogicalactivities were developed specifically for the vocational training sector. They relate to various sectors and, we believe,effectively convey a true concept of entrepreneurshipadapted to the school environment. They 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. In addition, theactivities developed for the elementary and secondary schoollevels can easily be adapted to the needs of the vocationaltraining sector. They are described in Detailed description oflearning and evaluation situations developed for the elemen-tary and secondary school sectors.

The suggested projects

were selected based

on previous creations most

likely to develop vocational

competencies.

5. How to use this guideThe teachers' guide is designed to be flexible, and how it is used depends on the teacher's and students' entrepreneurialknowledge and experience. It suggests activities that include a support method and tools that teachers can use if andwhen desired. Depending on their interests and available opportunities, teachers can follow the suggested approachand choose the appropriate type of support when undertaking an entrepreneurial project with their students. Thesechoices will help the students develop the subject-specific and cross-curricular competencies of their program and willfoster the development of entrepreneurial values in both the students and the teacher.

In addition, the guide enables teachers to take a progressive approach to entrepreneurial projects with their students.Like the students, they can use materials adapted to a particular type of support: two versions of a step-by-stepsupport method (a simplified and a fuller version), general support, support to promote autonomy or independentdevelopment. These types of support, which are described later in this document, are based on the three phases of allpedagogical approaches: planning and preparation, implementation, and integration. For each phase, teachers areinformed about all the elements that should be considered when developing the entrepreneurial project. References todifferent sections of the guide show teachers where to findspecific details about each element.

Finally, for teachers and students who already have a varietyof entrepreneurial experiences and would like to develop theirown particular entrepreneurial activity, all the pedagogicaltools needed to carry out the project are described in section6 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.

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

Undertaking entrepreneurial projects empowers students, helping them construct their world-view and live up to theirpotential.

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, team spirit, leadership, 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 motivational experienceagain, as it boosts their self-esteem. This link between the challengeand the use of their competencies and entrepreneurial values fostersthe development of the students' personal efficiency and motivatesthem to complete other projects, including their academic andprofessional projects. As stated in Introduction to Entrepreneurial Cultureissued by the Ministre de l'ducation, 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.2

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.

Cognitively active students are students who undertake initiatives and have the desire and opportunity to excel. Theysolve their own problems, look for solutions, work as a team, are creative and, as they gain experience, enjoy and areable to undertake projects.

GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] 17][2. Introduction to Entrepreneurial Culture, Ministre de l'ducation, du Loisir et du Sport, Qubec: Gouvernement du Qubec, 2005, p. 9.

ENTREPRENEURIAL CULTURE

Entrepreneurial culture

helps students to excel,

live up to 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 students must be feasible so that theydevelop the students' self-esteem. Identity is constructed when students are given the opportunity to develop theirown approach so that they take ownership of their successes and believe they can go on to meet bigger challenges.These different steps take time. To achieve personal and academic goals, students need to set small challenges forthemselves that they meet successfully by putting in the necessary time, effort and perseverance. With an entrepre-neurial culture in the classroom students can excel, live up to their full potential and develop appropriate behavioursthrough action. Developing their various competencies makes them effective and increases their desire to meet newchallenges. Thus educational success goes hand-in-hand with entrepreneurial culture.

1.1.2. Description of an entrepreneurial project

As presented in this guide, entrepreneurial projects tie in with a primary pedagogical concern since they are aimed atdeveloping subject-specific and cross-curricular competencies (see Table 2). 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 tomeet a need by creating a product, service, event or economic activity.Students are encouraged to take action and create a useful project that hassocial implications and impact, which enhances their self-esteem.

Next, entrepreneurial projects must be intended for an end user or targetaudience other than the teacher, who suggests that the students create aproject for someone else. They will have to learn as much as possible aboutthis end user to increase the likelihood that the user will be satisfied. The morethe students know about the end user, the better position they will be in tocreate a product, service or event that is tailored to the user's needs andappreciated by that user. In addition, the user's reactions can trigger a positiveself-image in the students and increase their feeling of personal efficiency andself-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 students are trying to meet may call into question the product, service, event or economicactivity they have chosen. However, although it may be strategic to consider other possible projects, services or eventsat the beginning of the project, when unforeseen circumstances arise, they should be viewed as an opportunity toexperience the real world and test one's entrepreneurial values.

Innovation, motivation and scope are the success factors that make a project entrepreneurial and can be used byteachers and students to take their project one step further. These success factors are described later in this section.Throughout the project, teachers and students can use one or more entrepreneurial indicators to evaluate certainaspects of their project.

Note: In this guide, entrepreneurial learning and evaluation situation and entrepreneurial project mean the samething. They both represent a new way of bringing entrepreneurial culture into classroom projects.


Developing an

entrepreneurial

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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, team spirit, leadership, 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 developingand integrating entrepreneurial culture and internalize the different types of support suggested, just as the students do.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 entrepreneurial projects thatdevelop the competencies of particular programs in their students. Teachers who are committed to professional devel-opment adapt their interventions; they cooperate and work with other members of the pedagogical team. They feelquite confident in their coaching role and can 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 3.


Entrepreneurial values

lead to effective action

in everyone who

undertakes something.

Table 3

Entrepreneurial values

GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] 21][Based on Discovering Entrepreneurship at School, Ministre de l'ducation, Qubec: Gouvernement du Qubec, 2001 and Introduction to Entrepreneurial Culture, Ministre de l'ducation,du Loisir et du Sport, Qubec: Gouvernement du Qubec, 2005.


Self-confidenceFeeling able to undertake and complete a projectbecause of one's knowledge and competencies.

Team spiritWorking and cooperating with others in a respectfulmanner.

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

MotivationWanting to learn and meet a challenge.

Sense of responsibilityFulfilling one's commitments by doing what must bedone and what was decided by the group.

SolidarityFeeling responsible for the group's choices anddecisions in achieving a common goal.

ResourcefulnessUsing one's internal resources (competencies, knowl-edge and skills) and external resources (tools,resource persons, organizations, businesses, etc.)when problems and obstacles arise.

EffortWillingness to work hard while maintaining apositive attitude.

InitiativeMaking choices, becoming autonomous and makingdecisions without needing supervision.

Organizational abilityChoosing the best methods to be effective incarrying out the work.

CreativityExpressing ideas, suggesting innovative solutions,research avenues, etc.

DeterminationConcentrating on what needs to be done, on achieving an objective.

PerseveranceFinishing 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 potential orconstruction 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.3

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 summarizedby turning the saying where there's a will there's a way around to where there's a way there's a will. If peoplebelieve they can succeed (there's a way), they want to meet the challenge (there's 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 [].4

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).5

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-


Presenting challenges to

students is an important

concept in entrepreneurial

instruction; it encourages them

to undertake and complete

personal, educational and

professional projects.

3. Definition in Conduire un projet-lves, Michel Huber, Paris: Hachette ducation, 2005, p. 21.4. Ibid., op. cit., p. 49.5. Ibid., p. 80.

CULTURE ENTREPRENEURIALE

uals or organizations which might complement their team's 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 competencies andknowledge. Second, they give the students a glimpse of the work world, social roles, trades and professions, which will be asignificant factor for some students. Third, input from partners can give new impetus to a project that stalls when difficultsituations arise.

1.2. Developing entrepreneurial culture

1.2.1. Modelling, development and integration

As with the development of a competency, there are three steps indeveloping entrepreneurial culture in the classroom: modeling, develop-ment and integration (see Table 4). To make teachers and studentscompletely autonomous in practice, teachers are encouraged to evolvein the use of different support methods that include elements tomodel, develop and integrate. These elements relate to the threedevelopment axes (see Table 5, 6, 7 and 8).

The aim of modelling is to present a model that gives teachers andstudents concrete tools they can use when undertaking a project withouthaving to adapt them. In this step, they gradually acquire a range of newknowledge about entrepreneurial culture and apply it in carrying outprojects.

Development guides teachers and students to develop their knowledge and attitudes, since they are encouraged to continueto acquire new entrepreneurial values and other elements of this culture as they carry out projects. In this step, teachers andstudents are encouraged to use their entrepreneurial values and skills to increasingly adapt the suggested tools and imple-mentation steps, as well as personalize how they carry out the project.

Integration assumes that all the elements underlying entrepreneurial culture are understood and integrated. Teachers andstudents undertaking a project go through this step when they decide to personally invest in the challenge posed by theproject and autonomously apply and transfer what they have learned. Teachers and students who reach the integration stepuse their expertise to create their own tools to carry out the project.


Three steps are suggested

for teachers and students

undertaking a project:

modelling, development

and integration.


Table 4

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 projects, they can use the information provided to carry out theproject and 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 imple-mentation 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 projects, they can increasingly develop theirexpertise and entrepreneurial values.

The aims of this development are to: acquire new characteristics 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 entrepreneurialexperiences which 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.

GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]24][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 and involves modeling, development or integration, dependingon 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 5)

Two versions are given of the step-by-step support method: asimplified version and a fuller version. This type of supportaims to develop entrepreneurial values by creating andpresenting a PRODUCT, SERVICE OR EVENT. It is recom-mended for teachers and students embarking on their firstentrepreneurial project. In a concrete way, this method givesteachers some flexibility in the creation of a product, service,event or economic activity and encourages them to give theirstudents a similar degree of autonomy. Regardless of theform the project takes, it is important that the targetedcompetencies are developed, the project meets a definedneed and that it is useful to its end user.

This type of support also models and stresses the development of certain elements in the development axes. It isthrough these first entrepreneurial experiences that students develop entrepreneurial values that lead to effectiveaction and become more aware of their own potential and self-actualization methods. And these first successesreinforce their desire to get involved in similar projects.

This type of support develops axis 1 (awareness of self, one's potential and actualization methods) and models axis 2(adoption of strategies related to the project) for teachers and students. To do this, we suggest tools that can be usedas is and make it clear to everyone involved what action must be taken.



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]

[

EN

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LTU

RE

Thre

e ax

es in

deve

lopi

ng a

nen

trep

rene

uria

l cul

ture

Axi

s 1:

Awar

enes

s of

sel

f, on

es

pote

ntia

lan

d ac

tual

izat

ion

met

hods

MD

I

MD

I

MD

I

Axi

s 2:

Adop

tion

of t

he s

trat

egie

s re

lade

d to

the

proj

ect

Axi

s 3:

Know

ledg

e of

the

wor

k w

orld

, soc

ial

role

s, tr

ades

and

pro

fess

ions

Thre

e st

eps

in d

evel

opin

gan

ent

repr

eneu

rial c

ultu

re

Bas

ed o

n In

trodu

ctio

n to

Ent

repr

eneu

rial C

ultu

re, M

inis

tre

de

ldu

catio

n, d

u lo

isir

et d

u Sp

orts

, Que

bec:

Gou

vern

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t du

Que

bec,

200

5.

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 by

cre

atin

g an

d pr

esen

ting

the

PR

OD

UC

TIO

N o

f a

prod

uct,

serv

ice,

eve

nt o

rec

onom

icac

tivi

ty.

DEV

ELO

PMEN

T st

ep(D

)Te

ache

r an

d st

uden

t en

trep

rene

urs

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

they

succ

eed.

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.

Tabl

e 5

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

a p

roje

ct, t

hose

spe

cific

ally

targ

eted

by

this

met

hod

are

indi

cate

d in

larg

e ty

pe.

GU

IDE

FO

R T

EA

CH

ER

S I

N T

HE

VO

CA

TIO

NA

L T

RA

ININ

G S

EC

TOR

[] ]

CULTURE ENTREPRENEURIALEGENERAL SUPPORT (see Table 6)

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 autonomy inplanning 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, one's potential and one's 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). Teachers and students are encouraged to seek input from suggested partners andthus be introduced to their first entrepreneurial relationships. By modelling these first partnership experiences theycan experience an entrepreneurial relationship and learn more about the work world, social roles, trades and profes-sions. Moreover, this approach encourages the use of entrepreneurial values that are in the process of being integratedand is an incentive for teachers and students to get personally involved in new challenges, since they feel they haveearned their successes.

SUPPORT TO PROMOTE AUTONOMY (see Table 7)

Support to promote autonomy aims at developing entrepreneurial values by creating and presenting a product, serviceor event, through the project process and through the search for entrepreneurial PARTNERS. This type of support isrecommended for teachers and students who already have experience with numerous projects. It gives teachers theflexibility they need to create the product, service, event or economic activity, plan the action and establish partner-ships, and encourages them to give their students a similar degree of autonomy.

For example, teachers could let each team choose a different form for their product, service or event, personalize theirapproach (implementation steps and strategies) and choose partners based on their needs. Regardless of what formthe product, service or event takes, the strategies used and the partners approached, it is important that the targetedcompetencies are developed and the product, service or event meets a need and is useful to the target audience.

This type of support tends to integrate axes 1 and 2 (awareness of self, one's 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). Teachers and students are encouraged to build entrepreneurial relationships and learn more about thework world, social roles, trades and professions by choosing partners who have something relevant and valuable tooffer. This approach uses entrepreneurial values that are currently integrated and motivates teachers and students topersonally invest in new challenges, since they feel they have earned their successes, are able to evaluate the entrepre-neurial situation themselves and can personalize their approach.



28]

[

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EN

EU

RIA

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GU

IDE

FO

R T

EA

CH

ER

S I

N T

HE

VO

CA

TIO

NA

L T

RA

ININ

G S

EC

TOR

[] ]

Thre

e ax

es in

deve

lopi

ng a

nen

trep

rene

uria

l cul

ture

Axi

s 1:

Awar

enes

s of

sel

f, on

es

pote

ntia

l and

actu

aliz

atio

n m

etho

dsM

DI

MD

I

MD

I

Axi

s 2:

Adop

tion

of t

he s

trat

egie

s re

lade

dto

the

pro

ject

Axi

s 3:

Know

ledg

e of

the

wor

k w

orld

, soc

ial

role

s, tr

ades

and

pro

fess

ions

Thre

e st

eps

inde

velo

ping

an

entr

epre

neur

ial c

ultu

re

GE

NE

RA

L SU

PP

OR

TTh

is t

ype

supp

ort

aim

s at

dev

elop

ing

entr

epre

neur

ial

char

acte

rist

ics

by c

reat

ing

and

pres

enti

ng a

PRO

DU

CTI

ON

,es

peci

ally

thr

ough

the

pro

ject

PRO

CES

S an

d re

late

d st

rate

gies

.

INTE

GRA

TIO

N s

tep

(I)Te

ache

r an

d st

uden

t en

trep

rene

urs

de

cide

to

pers

onal

ly r

einv

est

in n

ew c

halle

nges

aft

er t

hey

are

succ

essf

ul;

au

tono

mou

sly

use

thei

r en

trep

rene

uria

l cha

ract

eris

tics

to t

ake

effe

ctiv

e ac

tion

and

real

ize

thei

r po

tent

ial;

ar

e m

otiv

ated

by

succ

ess

sinc

e th

ey a

re in

crea

sing

ly a

ble

toev

alua

te t

heir

effo

rts

and

wor

k an

d fe

el t

hey

have

ear

ned

the

resu

lts (

abili

ty t

o ac

t by

and

for

the

mse

lves

).

DEV

ELO

PMEN

T st

ep(D

)Te

ache

r an

d st

uden

t en

trep

rene

urs

de

velo

p th

eir

abili

ty t

o ad

apt,

pers

onal

ize

and

eval

uate

the

irap

proa

ch a

nd d

esig

n th

eir

own

step

s an

d st

rate

gies

to

try

inth

eir

proj

ect.

MO

DEL

LIN

G s

tep

(M)

Teac

her

and

stud

ent

entr

epre

neur

s

lear

n ab

out

exte

rnal

res

ourc

es t

hey

coul

d ap

proa

ch f

or h

elp

inca

rryi

ng o

ut t

heir

proj

ect

and

are

intr

oduc

ed t

o th

eir

first

en

trep

rene

uria

l rel

atio

nshi

ps.

By c

ogni

tive

reso

urce

s, w

e m

ean

all o

f the

pro

cess

es u

sed

to c

larif

yon

es

idea

s of

wha

t act

ion

mea

ns a

nd d

evel

op th

e pr

ojec

tsm

eani

ng.

Bas

ed o

n In

trodu

ctio

n to

Ent

repr

eneu

rial C

ultu

re, M

inis

tre

de

ldu

catio

n, d

u lo

isir

et d

u Sp

orts

, Que

bec:

Gou

vern

emen

t du

Que

bec,

200

5.

Tabl

e 6

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.

EN

TRE

PR

EN

EU

RIA

L CU

LTU

RE 29]

[G

UID

E F

OR

TE

AC

HE

RS

IN

TH

E V

OC

AT

ION

AL

TR

AIN

ING

SE

CTO

R[

] ]

Thre

e ax

es in

deve

lopi

ng a

nen

trep

rene

uria

l cul

ture

Axi

s 1:

Awar

enes

s of

sel

f, on

es

pote

ntia

l and

actu

aliz

atio

n m

etho

dsM

DI

MD

I

MD

I

Axi

s 2:

Adop

tion

of t

he s

trat

egie

s re

lade

dto

the

pro

ject

Axi

s 3:

Know

ledg

e of

the

wor

k w

orld

, soc

ial

role

s, tr

ades

and

pro

fess

ions

Thre

e st

eps

inde

velo

ping

an

entr

epre

neur

ial c

ultu

re

Bas

ed o

n In

trodu

ctio

n to

Ent

repr

eneu

rial C

ultu

re, M

inis

tre

de

ldu

catio

n, d

u lo

isir

et d

u Sp

orts

, Que

bec:

Gou

vern

emen

t du

Que

bec,

200

5.

SUP

PO

RT

TO P

RO

MO

TE A

UTO

NO

MY

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

epre

neur

ial 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

sult

s of

the

pro

ject

s an

d ar

e 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(D

)Te

ache

r an

d st

uden

t en

trep

rene

urs

de

velo

p th

eir

abili

ty t

o as

k ex

tern

al r

esso

urce

s fo

r he

lp t

o en

sure

the

proj

ect

is a

suc

cess

(en

trep

rene

uria

l rel

atio

nshi

p w

ith t

heen

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 7

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

a p

roje

ct, t

hose

spe

cific

ally

tar

gete

d by

thi

sm

etho

d ar

e in

dica

ted

in la

rge

type

.

AUTONOMOUS DEVELOPMENT (see Table 8))

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. Teachers consider all of the tools in theguide when designing their project and undertake it with an awareness of their potential, having internalized thestrategies related to the project and viewing the work world and their environment as an opportunity to establishentrepreneurial relationships.

1.2.4. Approach based on three axes

The three suggested development axes are those used in the Personal and Career Planning/Career Planning andEntrepreneurship broad area of learning (BAL) of the Quebec Education Program for elementary or secondary school,the educational aim of which is to encourage students to undertake and complete projects oriented towards self-actualization and social integration. The first development axis targets awareness of self, one's potential and one'sactualization methods. In the development and integration of entrepreneurial culture in the classroom, this increasingawareness of self and one's potential enhances personal efficiency through the creation of an entrepreneurial project.The second development axis targets the adoption of strategies related to the project, through an entrepreneurialculture in the classroom and carrying out entrepreneurial projects. The third development axis targets the acquisitionof knowledge of the work world, social roles, trades and professions, through an entrepreneurial culture in the class-room and encouraging students to work together and build networks of entrepreneurial partners related to the trainingprogram, thus establishing an entrepreneurial relationship with the environment.


EN

TRE

PR

EN

EU

RIA

L CU

LTU

RE 31]

[G

UID

E F

OR

TE

AC

HE

RS

IN

TH

E V

OC

AT

ION

AL

TR

AIN

ING

SE

CTO

R[

] ]

MD

I

MD

I

MD

I

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 v

alue

s an

d w

hat

they

lear

ned

from

the

ir ex

perie

nce;

ar

e ab

le t

o ad

apt

and

pers

onal

ize

thei

r ap

proa

ch t

o tr

ying

and

carr

ying

out

a p

roje

ct;

se

ek o

utsi

de r

esou

rces

and

est

ablis

h an

ent

repr

eneu

rial r

elat

ions

hip

with

the

env

ironm

ent

to e

nsur

e th

e pr

ojec

t is

a s

ucce

ss.

Bas

ed o

n In

trodu

ctio

n to

Ent

repr

eneu

rial C

ultu

re, M

inis

tre

de

ldu

catio

n, d

u lo

isir

et d

u Sp

orts

, Que

bec:

Gou

vern

emen

t du

Que

bec,

200

5.

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

a p

roje

ct, t

hose

spe

cific

ally

tar

gete

d by

thi

sm

etho

d ar

e in

dica

ted

in la

rge

type

.Thr

ee a

xes

inde

velo

ping

an

entr

epre

neur

ial c

ultu

re

Axi

s 1:

Awar

enes

s of

sel

f, on

es

pote

ntia

l and

actu

aliz

atio

n m

etho

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2. Success factors for an entrepreneurial project2.1. Innovation (see Table 9)For an entrepreneurial project to be successful, it must generate anoriginal solution to a known problem. To inject this originality into theproject, teachers and students are encouraged to learn more aboutvarious elements they could incorporate in the project in order toachieve this success factor.

Teachers and students who undertake a project may decide to includeone or more innovative elements that will give rise to something new.Innovation does not mean originality per se but rather an originalaction that is designed to meet an actual need.

Teachers and students could innovate by targeting the project at a new clientele or by working with new partners. Theyare encouraged to offer their product, service or event to a previously unknown or overlooked clientele that wouldenjoy or benefit from receiving or having access to it. Innovating by looking for new partners puts students in contactwith others both within and outside the training centre.

It is also possible to innovate in how the product, service or event is marketed. Teachers and students could askthemselves the following questions: How could we promote and market our product, service or event differently? Howcould we be innovative in how we sell our product, service or event? How could we increase the likelihood of publi-cizing and promoting what we have created?

Innovation could also come into how the product, service or event is made, designed or presented. Teachers andstudents are encouraged to do things differently (product, service, event or economic activity), perhaps in the choiceof materials or implementation methods. For example, the teacher could challenge the students to design a lower-costproduct, service or event.

Finally, teachers and students could innovate by looking for a new use for the product, service or event. For example,a presentation could make the end user more aware of a cause, prom

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