DEVELOPING AND INTEGRATION...
Transcript of DEVELOPING AND INTEGRATION...
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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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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)
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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
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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
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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.
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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.
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CONTENTSTA
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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
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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.
-
14]
[
Bec
ause
vo
catio
nal t
rain
ing
prog
ram
s ar
e ba
sed
on d
evel
opin
g an
d ac
quiri
ng g
ener
al a
nd s
peci
fic c
ompe
tenc
ies;
co
mpe
tenc
y is
defin
ed a
s ap
prop
riate
beh
avio
ur r
esul
ting
from
effe
ctiv
e m
otiv
atio
n an
d us
e of
the
stu
dent
sin
tern
al a
nd e
xter
nal r
esou
rces
;
ap
prop
riate
beh
avio
ur is
def
ined
as
the
stud
ents
abi
lity
to m
ake
appr
opria
te u
se o
f al
l of
thei
r kn
owle
dge
and
pote
ntia
l;
te
ache
rs m
ust
culti
vate
in t
heir
stud
ents
the
qua
lites
nee
ded
to r
ealiz
e th
eir
pote
ntia
l: cr
eativ
ity, s
elf-
conf
iden
ce,
initi
ativ
e, t
enac
ity, l
eade
rshi
p, d
arin
g, lo
ve o
r a
chal
leng
e an
d sa
tisfa
ctio
n w
ith w
ork
wel
l don
e;
th
ese
qual
ities
are
also
nee
ded
to d
evel
op t
he s
tude
nts
appr
opria
te b
ehav
iour
s an
d ar
e ve
ry s
imila
r to
en
trep
rene
uria
l cha
ract
erist
ics;
Ent
repr
eneu
rial
cul
ture
m
ust
not
be p
rese
nted
as
a se
ries
of r
eady
-mad
e an
d re
ady-
to-a
pply
act
ions
;
m
ust
be in
tegr
ated
into
the
tra
inin
g pr
ogra
m;
m
ust
be p
rese
nted
as
coac
hing
and
sup
port
too
ls of
fere
d to
the
tea
cher
or
grou
p of
tea
cher
s an
d ot
her
part
ners
in t
heed
ucat
ion
syst
em;
m
ust
enco
urag
e co
oper
atio
n be
twee
n th
e te
ache
r or
gro
up o
f te
ache
rs a
nd c
erta
in p
artn
ers
in t
he e
duca
tion
com
mun
ity;
m
ust
broa
den
one
s w
orld
-vie
w t
hrou
gh s
uppo
rt f
rom
ext
erna
l res
ourc
es.
Entr
epre
neur
ial c
ultu
re in
volv
es in
tegr
ated
and
tir
ely
inte
rven
tion
s by
tea
cher
s in
pro
jecs
rel
ated
to t
he c
ompe
tenc
ies
to b
e ac
quir
ed in
voc
atio
nal t
rain
ing
prog
ram
s.
Tabl
e 1
AP
PR
OA
CH
USE
D A
ND
BE
NC
HM
AR
KS
FOR
EW
ORD
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
[] ]
-
GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] 15][
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.
GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]16][
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.
GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]18][
Developing an
entrepreneurial
culture: a project
that meets a
need and targets a
specific public.
-
19]
[G
UID
E F
OR
TE
AC
HE
RS
IN
TH
E V
OC
AT
ION
AL
TR
AIN
ING
SE
CTO
R[
] ]
Scop
e
Mot
ivat
ion
The
entr
epre
neur
ial p
roje
ct
de
velo
ps c
ompe
tenc
ies;
so
lves
a p
robl
em a
nd m
eets
a n
eed;
ge
nera
tes
an a
ctio
n pr
omot
ed t
o a
targ
et a
udie
nce;
de
velo
ps e
ntre
pren
euria
l val
ues;
ha
s an
soc
ial i
mpl
icat
ions
and
impa
ct;
is
inno
vativ
e;
ha
s sc
ope;
ca
n be
eva
luat
ed u
sing
entr
epre
neur
ial i
ndic
ator
s.
Inno
vati
on
Tabl
e 2
Bas
ed o
n th
e su
cces
s cr
iteria
inIn
trodu
ctio
n to
Ent
repr
eneu
rialC
ultu
re, M
inis
tre
de
ldu
catio
n, d
u lo
isir
et d
u Sp
ort,
Qu
bec:
Gou
vern
emen
t du
Qu
bec,
200
5.
EN
TRE
PR
EN
EU
RIA
L CU
LTU
RE
-
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.
GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]20][
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.
ENTREPRENEURIAL CULTURE
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-
GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]22][
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.
GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] 23][
Three steps are suggested
for teachers and students
undertaking a project:
modelling, development
and integration.
ENTREPRENEURIAL CULTURE
-
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.
GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] 25][
ENTREPRENEURIAL CULTURE
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
TRE
PR
EN
EU
RIA
L CU
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
emen
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.
GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] 27][
ENTREPRENEURIAL CULTURE
-
28]
[
EN
TRE
PR
EN
EU
RIA
L CU
LTU
RE
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.
GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]30][
-
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
ds
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
-
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