Entrepreneurship - Rwanda Education Board Right Textbooks for...
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Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4 FOUNTAIN PUBLISHERS www.fountainpublishers.co.ug Kalungi Rogers Ngobi Dennis Mutegaya Herbert Okoroi David
Transcript of Entrepreneurship - Rwanda Education Board Right Textbooks for...
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Entrepreneurship
for Rwanda Secondary Schools
Teacher’s Guide Book 4
fountain publisherswww.fountainpublishers.co.ug
Kalungi RogersNgobi Dennis
Mutegaya HerbertOkoroi David
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Fountain Publishers Rwanda LtdP.O. Box 6567Kigali, RwandaE-mail: [email protected] [email protected] [email protected] Website: www.fountainpublishers.co.ug
© Fountain Publishers 2016First published 2016
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the publishers.
ISBN: 978-9970-19-358-5
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Contents
Introduction ......................................................................................................... vA Content Map ...................................................................................................xxSample lesson plan .....................................................................................xxxviii
Topic AreA: enTrepreneuriAl culTureSub-Topic Area: Entrepreneurship as a Career
Unit 1: Initiation to Entrepreneurship ................................................. 1
Topic AreA: enTrepreneuriAl culTureSub-Topic Area: Entrepreneurship as a Career
Unit 2: Career Opportunities ............................................................ 24
Topic AreA: Work reAdinessSub-Topic Area: Personal Development
Unit 3: Setting Personal Goals ........................................................ 36
Topic AreA: Business legAl AspecTsSub-Topic Area: Business Laws and Contracts
Unit 4: Laws in Business Operation ................................................. 46
Topic AreA: Business legAl AspecTsSub-Topic Area: Business Laws and Contracts
Unit 5: Role of Standards in Business ............................................. 84
Topic AreA: Business groWTh And susTAinABle developmenTSub-Topic Area: Business Market Research
Unit 6: Market Research ................................................................ 101
Topic AreA: Business operATions mAnAgemenTSub-Topic Area: Business Organisation and Management
Unit 7: Business Organisation and Management .......................... 132
Topic AreA: Business operATions mAnAgemenTSub-Topic Area: Financial Institutions and Markets
Unit 8: Financial management ....................................................... 197
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Topic AreA: Business operATions mAnAgemenTSub-Topic Area: Financial Institutions and Markets
Unit 9: Financial Institutions ........................................................... 228
Topic AreA: Business operATions mAnAgemenTSub-Topic Area: Accounting and Inventory Management
Unit 10: Initiation to Accounting ....................................................... 242
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v
Introduction
Background to curriculum reviewAs Rwanda moves towards Universal Secondary Education and 12 years of basic education, it is imperative that those graduating from secondary schools are equipped with competences to ensure that they can be productive after graduation. Therefore, a careful review of the secondary school Entrepreneurship syllabus was carried out to ensure that the key transferable skills that employers needs are provided to all secondary school graduates. These include academic school skills as well as communication and team work skills.
A competence based syllabus guides the development of competences associated with methodologies and assessment strategies that specify the outcomes which are consistent with the needs of the individual, the community and the labour market. This syllabus offers learners the opportunity to apply what they have learnt to real life situations and make a difference in their own life with the help of their teachers, whose role is central to the success of the curriculum delivery.
The Entrepreneurship competence based curriculum intends to equip learners with a combination of skills, attitudes, and values as well as knowledge that a learner can demonstrate and use during and after each level of the learning process. This should enable them to accomplish employment-related tasks satisfactorily, while personal characteristics such as motivation, self-confidence, and willpower are also developed.
rationale for the teaching and learning of entrepreneurship
entrepreneurship and societyThe developmental process and capital formation cannot in the long run be achieved by the state or by donor funds alone. While both of these must contribute, the backbone
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Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4
of the process should be the middle class of the Rwandan entrepreneurs.
Productive entrepreneurship must be fostered to perform its traditional role of creating wealth, employment and vital innovations through opportunities for profit.
Entrepreneurship education is a vital part of the process to build a prosperous society, and a driving force behind employment, growth and competitiveness. A successful entrepreneur is an asset to the society. He or she can contribute to the wellbeing of a society in several ways, such as the provision of goods and services, creating new markets and new technologies, new institutional forms, new jobs and net increases in productivity which improves the living conditions of people.
Entrepreneurship is a great enabler, which can help level the playing field between developed and developing countries and regions. It is envisaged that with Entrepreneurship education, Rwanda will transform from a subsistence agricultural economy into a knowledge-based society, with a vibrant class of entrepreneurs.
entrepreneurship and learnersThe subject is meant to change the attitudes of learners, encouraging them to focus more on self employment and self-reliance. It should also raise awareness amongst young people and the broader the community for promotion of the potential youth enterprises. The attitude of young people is also a driver of their productivity. Many Rwandan youths lack a culture of entrepreneurship while some youth perceive certain types of jobs as jobs for second class citizens. This further translates into a negative attitude towards learning skills related to those perceived as blue-collar jobs.
Entrepreneurship education will help to ensure that the key transferable soft skills that employers need are being provided to all secondary graduates, including academic skills, communication and teamwork skills. Entrepreneurship education will also help to reduce skills gaps and shortages; improving productivity and business performance; increasing
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Introduction
opportunities to boost the skills and productivity of the sector’s workforce, including action on equal opportunities; and improving quality and relevance of training for employment among learners.
Using this Teacher’s guide, learners will have; progressively more challenging educational activities; experiences that will enable them to develop the insight needed to discover and create entrepreneurial opportunities. Education is entrepreneurship, therefore, help learners to apply business knowledge, skills and attitudes to solve environmental, economic and social problems in their everyday lives.
competencesThe present curriculum places emphasis on learning knowledge for its own sake.The new curriculum places emphasis on the development of competences. A competence is the ability to use knowledge. A competence is a combination of knowledge with skills, attitudes and values that a learner must demonstrate during and after each level of the learning process that enables the learner to accomplish a certain task satisfactorily. Basic competences are addressed in the stated broad subject competences and in objectives highlighted on a yearly basis and in each of the units of learning.
The generic competences are competencies which are important in all fields, both in school and employment. They must be emphasised and reflected throughout the learning process and are briefly described below. Teachers should ensure that learners are regularly exposed to tasks that help them acquire these competences.
generic competencescritical and problem solving skills: The acquisition of such skills will help learners to think imaginatively, innovatively and broadly to evaluate and find the problems encountered in their surroundings.
creativity and innovation: The acquisition of such skills will help learners to take the initiative and use their imaginations
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Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4
beyond the knowledge provided in the classroom to generate new ideas and construct new concepts.
research: This will help learners to find answers to questions based on existing information and concepts and use it to explain phenomena from gathered information.
Communication in official languages: Teachers, irrespective of being language teachers will ensure the proper use of language of instruction by learners. The teachers should communicate clearly and confidently and convey ideas effectively through spoken and written by applying appropriate language and relevant vocabulary.
cooperation, inter personal management and life skills: This will help the learner to cooperate as a team in whatever task is assigned and to practice positive ethical moral values while respecting rights, feelings and views of others. They should be able to perform practical activities related to environmental conservation and protection and to advocate for personal, family and community health, hygiene and nutrition and respond creatively to a variety of challenges encountered in life.
lifelong learning: Knowledge is always changing. Lifelong learning means the acquisition of cognitive skills and the ability to be creative and think for themselves will help learners to update knowledge and skills with minimum external support. The learners will be able to cope with the evolution of knowledge advances for personal fulfillment in areas that are relevant to their improvement and development.
Broad entrepreneurship competencesIn addition to generic competences, there are competences specific to entrepreneurship. The overall goal of entrepreneurship education is to give learners the attitude, knowledge and skills to act in an entrepreneurial way. The intention of this is that learners should be able to:
· Use available resources properly and responsibly to create gainful activities for the present and future generation.
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Introduction
· Use their creative and innovative powers to come up with new products.
· Take manageable risk ventures and create employment opportunities.
· Make rational decisions based on one’s needs. · Create and implement business opportunities from the
environment. · Create smart goals and make viable decisions in life. · Save for future needs and manage finance in daily activities. · Develop and implement a viable business plan. · Apply standards in business operations. · Pay taxes in accordance to Rwanda tax law. · Exercise their rights and responsibilities as an employee
and employer. · Demonstrate appropriate workplace behaviour and attitude. · Perform accounting for a business enterprise. · Apply ethical behaviour in business.
pedagogical Approach
The competence – based curriculum design philosophyA competence-based entrepreneurship education generally builds on active and participatory teaching methods. The change to competence-based curriculum is about transforming learning so that it is deep, enjoyable and habit-forming. It’s main characteristics are the practical, project-based approach, promoting practical experience through workshops, cooperation with different organisations and enterprises, including; learning settings outside school, and last but not least, the hands-on approach of setting up and running learner projects. At the same time, each learner is an individual with his/her own needs, pace of learning, experiences and abilities. Teaching strategies must therefore be varied, but flexible within well-structured sequences of lessons.
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Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4
link to prior learning experiences The objective of entrepreneurial teaching is not only to introduce new content to learners, but to build on the student’s own learning experiences such as personal, family or community experiences in its delivery. Entrepreneurship is a subject that has links with many other subjects such as Mathematics, Economics, History and Citizenship, English, Technology, Science and others; therefore, lessons should be delivered showing the relationship with other subjects.
Teaching and learning methods The methodological approaches used in the textbooks are based on active and participatory teaching and learning. Every part of the book contains activities for the learners which are an integral part of the learning process. The exact type of activity depends on the topic being handled, the learners’ learning or comprehension capacities, and the resources available for use in the learning process. The activities employed are learner centered, where the learner is the main actor and the teacher is expected to apply a series of interactive learning processes.
In order for secondary schools learners to learn this entrepreneurship program focused on developing transferable 21st century skills, the pedagogical structure of a skills lab is provided in the learning activities. Skills lab is a time when learners are required to complete learning activities working in small groups. The skills labs are a no-cost, easy method to change teacher’s pedagogy from theory-based to competency-based instruction. Skills lab ensures teachers are accountable to completing all the learning activities and projects as outlined in the syllabus. Learners should also engage in business clubs to guarantee they practice entrepreneurship.
nB: It is recommended that the teacher must always complete every group activity with learners giving feedback or sharing through class presentations, discussions, questions and answers to come to an agreed content summary or conclusion of the lesson
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Introduction
role of the teacher Since the competency based curriculum is about learners’ active participation in the learning process you must stick to a learner centered approach where you the teacher play the role of the coach/ facilitator in order to value learners’ needs and expectations. Your role as the teacher in using these text books should include among others:
· Organise learners in classroom or study areas. · Designs the tasks to be performed and then works as
facilitator throughout the whole process of learning. · Provide the necessary support to the challenging tasks. · Plan and design appropriate tasks that can provoke
learners to think critically, be creative and innovative and be actively involved during the learning process.
· Organise and develop learning/teaching materials/resources.
· Design appropriate assessment to measure the achievement of set objectives.
The role of the learner A competence-based curriculum on which this text book is based cannot be successful without the learners’ full involvement in the learning process. They should be ready and willing to work with the teacher in the delivery of this syllabus.
The role of the learner, therefore, in the effective use of the text book should include:
· Regular attendance in the classroom. · Active participation in the group work activities. · Seek assistance and feedback from fellow learners and
teachers. · Imitate/apply learnt material in their school or daily life. · Respect school rules and regulations. · Search for more information through continuous research
using various sources like books, internet etc.
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Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4
special education needs (sen) and inclusive approach The new curriculum is based on the idea that all Rwandans have the right to access education regardless of their different needs. This is the focus of Special Education Needs. The critical issue is that we have persons/ learners who are totally different in their ways of living and learning as opposed to the majority. The difference can either be emotionally, physically, sensory and intellectually learning challenged.
These learners equally have the right to benefit from education in all our schools. You must, therefore consider each learner’s needs during teaching and learning process whatever their intellectual or physical abilities. Assessment strategies and conditions should also be adapted to the needs of these learners. Detailed guidance for each category of learners with special education needs is provided for in this teacher’s guide.
Assessment Approach Assessment is mainly about improving learning and, through improving learning, improving teaching. Assessment is not just about ‘testing’ learners to find out if they have learnt particular knowledge, but to find out if they have achieved the objectives and learnt the competences, which include understanding, skills, attitudes and values. It is an important ongoing process in teaching and learning and it should be used continuously, meaning it should not be done only at the end after completing a particular topic.
Assessment should include formative assessment which takes place throughout every teaching topic and every unit of the Learner’s Book. All the activities in the Learner’s Book are types of formative assessment. Formative assessment emphasises continuous assessment as part of the teaching and learning process. The idea of “assessment for learning” focuses on using the assessment information to improve teaching and learning as an ongoing process. This helps teachers to monitor their learners’ progress on a continuous basis. The teacher should constantly observe and evaluate learners’ achievement, collecting data on areas of improvement and new skills that they acquire.
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Introduction
In doing this, teachers should focus on the learning objectives and competences stated in the syllabus in order for learners to be aware of what is being assessed, the assessment techniques being used, and the criteria used. Learners can then judge for themselves whether they are achieving the objectives and gaining the competences.
Summative assessment tells you what learners have learnt or can do after a whole section of teaching e.g. a ‘unit test’. These are also important, but assessment should not be done only by ‘tests’. Tests must include skills, values and attitudes as well as just knowledge. We should test whether learners can read a map, interpret a photograph, have formed an opinion about a topic or even changed their behaviour on the basis of attitudes and values they have learnt. We should not just be testing the factual knowledge they have learnt.
This means we should not just use one type of assessment – the traditional method used in the knowledge-based approach by which we give a written ‘test’ either consisting of answering a series of short questions or writing an essay. We should use a variety of methods of assessment.
variety of assessmentsSome of the assessment techniques that can be used include the following;
verbal assessment · Answering questions verbally · Making a verbal report · Interview with an individual learner or group
Written assessment · Do a written activity (from text books or self prepared) · Do an assignment · Write a report · Sit for a test or an examination
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Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4
practical assessment · Participate in a field trip/excursion and collect information · Do a science experiment and raw conclusions · Demonstrate a particular task · Draw, interpret and use a map · Analyse a photograph · Basic library research and collect information
group work AssessmentParticipate in a group task and discussionParticipate in a role play and drama
other Assessment Techniques includes; · Observation of what individual learners do · Consultation with individual learners by asking them
questions · Focused analyses of learners work such as portfolio, or a
collection of work they have done, to determine how each individual learner is performing in their learning process.
resources The learner centered approach in the Entrepreneurship syllabus delivery emphasises the need to use a variety of teaching learning resources including those improvised or collected by the teacher and the learners from the surrounding environment.
Finally, referring to the syllabus unit shows how it links to other subjects, the assessment criteria and the recommended materials or resources to be used in the teaching and learning process of Entrepreneurship.
Finally, the unit shows how it links to other subjects, the assessment criteria and the recommended materials or resources to be used in the teaching and learning process of Entrepreneurship.
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Introduction
list of materials needed The materials that the teacher will need to aid the learning process include, but are not limited to the following:
· Reference books like textbooks, learners’ textbooks and teachers’ guides, Entrepreneurship journals, magazines, etc.
· Case study materials and scenarios. · Computer and Internet connection. · Projectors. · Audio visual study and video materials. · Entrepreneurship incubation facilities. · Successful business resourceful people. · Business simulations. · Individual and group business projects. · Data analysis software such as Microsoft Excel. · Business incubators. · Accounting software such as QuickBook, Sage, Pastel,
Tally, Peachtree etc. · Raspberry pi software.
human resource requirements for the successful teaching and learning of entrepreneurship A competent teacher of A-Level Entrepreneurship must have at least the following minimum qualifications: a Bachelor’s Degree in Education with Entrepreneurship, Business Studies, Business Administration, Economics, Management, Finance, and professional certificates like ACCA and CPA or other closely related fields.
strategies to address special education needs All learners have the right to access education regardless of their different impairments and this means that all citizens benefit from the same choice of education programmes. This is meant to focus on special needs education since we have learners who are totally different in their ways of living and learning and the difference can either be emotional, physical,
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sensory and mental. Therefore, both teachers’ and schools’ role is to enrol them and also set strategies to provide relevant education to them.
Parents and teachers should communicate on cases relating to learners’ special education needs and difficulties so that they can jointly help. Parents are requested to collaborate with the school administration and teachers towards the academic progress and achievement of their children.
Adaptation of teaching methods and approaches Teachers should have a positive attitude towards all categories of learners and use teaching and assessment approaches appropriate to meet each individual learners special needs; for example learners with hearing and visual impairment depend more on sign language and the using of concrete objects such as models, diagrams and samples. The examination, therefore, should be standardised to meet different categories of learners with special education needs and the interpretation of results and decisions should be fair.
The teacher will aim to use the following strategies if he/she is to cater for learners with special needs.
· Use cooperative learning, for instance, through group works and discussions.
· Mix learners with special needs with other learners. · Tape-record portions of textbooks, trade books, and other
printed materials so learners can listen (with earphones) to an oral presentation of necessary material.
· Providing written or pictorial directions to those with hearing problems.
· Design special programmes and follow up to keep track of their learning.
· Provide special needs learners with frequent progress checks.
· Using of concrete objects such as models, diagrams, samples, and the like to those with hearing problems so
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Introduction
as to demonstrate what you are saying by using touchable items.
· For learners with hearing problems, visual aids, sign languages would be appropriate.
syllabus units
senior Four units
key competences at the end of senior four At the end of Senior Four, the learner should be able to:
· Exhibit the behavioural qualities of an entrepreneur. · Make rational career choices in daily life. · Make plans to reach their personal goals. · Evaluate the need for laws in business operation. · Analyse the role of standards in business. · Examine key components of a market and the role of
market research. · Analyse the importance of management in a business
organisation. · Evaluate short and long term capital for future investment. · Evaluate the services/products offered by financial
institutions.
The roles of the teacher and learners in competence-based assessmenta) The teacher:
Teachers should be clear about what they intend to assess and how to do it.
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Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4
Plan the assessment
Prepare the learners
Conduct the assessment
Provide feedback
When planning an assessment activity, the teacher should: · Be clear about the purpose of the assessment; · Understand, plan and design the process to be applied; · Ensure that assessment always supports learning; · Prepare learners for the assessment; · Carry out assessment as an ongoing part of classroom
learning and teaching and periodically use specific assessments, tests or examinations as appropriate;
· Involve learners fully in assessment and help them to understand what is expected and how to improve;
· Develop learners’ roles in self-assessment; · Evaluate evidence of learning to contribute to profiles and
report on learners’ achievements and progress.
b) Learners: · Actively engage in assessment for learning. · Use clear understanding of assessment expectations
to demonstrate their knowledge and understanding, skills, attitudes and values through a wide range of
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Introduction
evidence including informal and formal assessments including specific assessment tasks, activities, tests and examinations.
· Use assessment feedback to shape and review their learning by reflection, setting learning goals and planning next steps.
· Use self-assessment to improve performance. · Collaborate in peer assessment.
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A Co
nten
t Map
un
iT 1
initi
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trep
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car
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2221
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-
xxi
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mpo
rtanc
e in
the
soci
ety
and
then
mak
e a
conn
ectio
n to
law
s an
d B
usin
ess
law
s in
the
coun
try
skill
s la
b:
• Te
ams
rese
arch
abo
ut
the
diffe
rent
law
s re
late
d to
bus
ines
s in
R
wan
da s
tatin
g th
e im
porta
nce
of s
uch
law
s w
hen
carr
ying
ou
t bus
ines
s ac
tiviti
es
• Le
arne
rs m
eet a
lo
cal e
ntre
pren
eur
or e
ven
a re
sour
ce
pers
on fr
om a
ny le
gal
inst
itutio
n re
late
d to
bu
sine
ss to
sha
re
info
rmat
ion
conc
erni
ng
busi
ness
form
atio
n an
d re
gist
ratio
n
skill
s la
b:
• Te
ams
rese
arch
on
sta
ndar
ds fo
r bu
sine
ss o
n: W
hy
are
stan
dard
s ne
cess
ary?
How
ar
e th
ey e
nfor
ced?
W
hat d
oes
a co
nsum
er d
o if
they
ha
ve a
com
plai
nt?
Wha
t can
the
entre
pren
eur d
o to
en
sure
com
plia
nce
and
min
imis
e co
mpl
aint
s?
• U
sing
aud
io v
isua
l ai
d, le
arne
rs
wat
ch c
lips
on
stan
dard
isat
ion
proc
ess
refle
ctin
g ho
w s
tand
ards
ar
e de
velo
ped
inte
rnat
iona
lly,
regi
onal
ly a
nd
natio
nally
.
-
xxii
un
iT 1
initi
atio
n to
en
trep
rene
ursh
ip
un
iT 2
car
eer o
ppor
tuni
ties
un
iT 3
set
ting
pers
onal
goa
lsu
niT
4la
ws
in b
usin
ess
oper
atio
n
un
iT 5
rol
e of
sta
ndar
ds in
so
ciet
y
• C
lass
fiel
d vi
sits
to
iden
tify
type
s of
en
trepr
eneu
rs
skill
s la
b:
• Te
ams
use
prod
ucts
su
ch a
s bo
ttle
tops
, sp
oon,
etc
to c
ome
up
with
new
pro
duct
s •
Team
s gi
ve e
xam
ples
of
pro
duct
s as
resu
lt of
cre
ativ
ity, i
nnov
atio
n an
d in
vent
ion
skill
s la
b:
• Te
ams
gene
rate
cr
eativ
e/in
nova
te
idea
s to
sol
ve
iden
tified
pro
blem
s in
th
e co
mm
unity
•
Team
s an
alys
e be
nefit
s an
d ch
alle
nges
of c
reat
ivity
an
d in
nova
tion
Dis
cuss
in d
etai
l as
a cl
ass
or in
sm
all g
roup
s ho
w p
eopl
e pr
epar
e to
st
art d
oing
eac
h ty
pe o
f w
ork
the
lear
ners
hav
e ch
osen
(the
nec
essa
ry
educ
atio
n an
d pr
actic
al
prep
arat
ions
), w
hat
repr
esen
ts h
igh
and
low
leve
ls o
f ski
ll an
d kn
owle
dge
for e
ach
occu
patio
n, a
nd h
ow
peop
le p
rogr
ess
from
be
ing
begi
nner
s to
ha
ving
a h
igh
leve
l of
skill
in e
ach
one.
Use
th
ese
idea
s to
intro
duce
th
e co
ncep
t of a
car
eer
traje
ctor
y.sk
ills
lab:
• Le
arne
rs
prep
are
and
pres
ent t
heir
care
er p
lans
. •
Team
s de
velo
p a
set
of q
uest
ions
that
they
ca
n as
k th
eir p
aren
ts,
teac
hers
, car
eer
guid
ance
cou
nsel
lors
, or
ski
lled
wor
kers
in
orde
r to
lear
n m
ore
abou
t cer
tain
type
s of
w
ork.
• Le
arne
rs p
erfo
rm
a se
lf-as
sess
men
t (u
sing
que
stio
ns fr
om
the
teac
her)
of t
heir
valu
es, s
kills
and
qu
aliti
es in
rela
tion
to E
ntre
pren
eurs
hip,
pe
rson
al d
evel
opm
ent,
enga
gem
ent w
it be
yond
; inc
ludi
ng
iden
tifyi
ng a
reas
for
deve
lopm
ent –
how
m
ight
I be
mor
e su
cces
sful
…?
Wha
t m
ight
I do
to b
ecom
e an
ent
repr
eneu
r?•
With
refe
renc
e to
S
ettin
g go
als
in O
’ Le
vel,
brai
nsto
rm o
n th
e ch
arac
teris
tics
of a
wel
l writ
ten
goal
(S
MA
RT)
and
ste
ps
of s
ettin
g re
achi
ng th
e go
als;
then
lear
ners
se
t and
revi
ew o
wn
SM
AR
T go
als
rela
ted
to th
eir c
aree
rs
In s
mal
l gro
ups,
lear
ners
re
sear
ch a
nd d
iscu
ss th
e fu
nctio
ns o
f the
diff
eren
t le
gal i
nstit
utio
ns re
late
d to
bus
ines
s in
Rw
anda
In
sm
all g
roup
s, re
sear
ch
on:
Lega
l for
ms
of
busi
ness
in R
wan
da;
char
acte
ristic
s,
adva
ntag
es a
nd
disa
dvan
tage
s; b
asin
g on
the
resu
lts,
skill
s la
b:
• Te
ams
visi
t the
R
wan
da D
evel
opm
ent
Boa
rd o
r on
web
site
s,
and
find
out;
skill
s la
b:
• Te
ams
visi
t Rw
anda
S
tand
ards
Boa
rds
web
site
to s
ee h
ow
they
wor
k In
sm
all
grou
ps,
• Le
arne
rs a
re g
iven
a
list o
f prin
cipl
es to
fin
d ou
t whe
re th
ey
are
appl
icab
le.
skill
s la
b: •
Team
s di
scus
s w
hat m
ay
mak
e a
prod
uct
subs
tand
ard
givi
ng
exam
ples
Te
ams
role
-pl
ay th
e ef
fect
of
subs
tand
ard
prod
ucts
on
con
sum
ers,
go
vern
men
t, in
dust
ry
and
soci
ety.
-
xxiii
un
iT 1
initi
atio
n to
en
trep
rene
ursh
ip
un
iT 2
car
eer o
ppor
tuni
ties
un
iT 3
set
ting
pers
onal
goa
lsu
niT
4la
ws
in b
usin
ess
oper
atio
n
un
iT 5
rol
e of
sta
ndar
ds in
so
ciet
y
Bra
inst
orm
the
dist
inct
ion
betw
een
crea
tivity
, in
nova
tion
and
inve
ntio
n;
Bra
inst
orm
on
wha
t lim
its p
eopl
e fro
m b
eing
cr
eativ
e
Lear
ners
col
lect
and
as
sess
sou
rces
of
care
er in
form
atio
n us
ing
the
Inte
rnet
and
oth
er
sour
ces
avai
labl
e (e
.g.
new
spap
ers,
boo
ks, o
r th
e ra
dio)
, to
lear
n m
ore
abou
t the
type
s of
wor
k th
ey a
re in
tere
sted
in.
In s
mal
l gro
ups,
lear
ners
in
vest
igat
e w
hat t
hey
can
lear
n ab
out t
he
type
s of
wor
k th
ey a
re
inte
rest
ed in
, usi
ng
at le
ast t
wo
of th
ese
diffe
rent
sou
rces
. The
n th
ey m
ake
a pr
esen
tatio
n of
the
resu
lts, i
nclu
ding
w
hat s
ourc
es th
ey h
ave
used
, wha
t the
y ha
ve
lear
ned,
and
how
they
ha
ve le
arne
d it;
and
al
so in
clud
e a
pers
onal
ev
alua
tion
of th
e be
nefit
s an
d dr
awba
cks
of e
ach
type
of w
ork.
skill
s la
b:
• Te
am m
embe
rs
pres
ent s
hort
and
long
te
rm g
oals
to th
eir
team
for f
eedb
ack
• U
sing
a s
ampl
e of
“a
plan
to re
ach
a go
al”,
lear
ners
mak
e a
plan
of
reac
hing
thei
r ow
n go
als
set a
bove
sk
ills
lab:
•
Teac
her l
eads
diff
eren
t le
arni
ng s
tyle
s ga
me:
-
xxiv
un
iT 1
initi
atio
n to
en
trep
rene
ursh
ip
un
iT 2
car
eer o
ppor
tuni
ties
un
iT 3
set
ting
pers
onal
goa
lsu
niT
4la
ws
in b
usin
ess
oper
atio
n
un
iT 5
rol
e of
sta
ndar
ds in
so
ciet
y
In s
mal
l gro
ups
lear
ners
di
scus
s di
ffere
nt
empl
oym
ent o
ptio
ns
usin
g ex
ampl
es fr
om
the
com
mun
ities
; the
n le
arne
rs d
ebat
e on
the
bene
fits
and
chal
leng
es
of s
elf e
mpl
oym
ent a
nd
bein
g an
em
ploy
ee
skill
s la
b: -T
eam
s de
velo
p a
set o
f int
ervi
ew
ques
tions
, and
mee
t a
pers
on w
ho ru
ns h
is/
her o
wn
busi
ness
. The
y sh
ould
ask
the
busi
ness
pe
rson
abo
ut th
e go
od
and
bad
expe
rienc
es
s/he
has
had
with
the
busi
ness
; why
s/h
e ha
s ch
osen
to ru
n a
busi
ness
, rat
her t
han
othe
r typ
es o
f wor
k.
• Te
ams
shar
e th
eir
inte
rvie
w re
sults
an
d th
en c
reat
e a
list t
oget
her o
f som
e of
the
com
mon
ly-
expe
rienc
ed b
enefi
ts
and
chal
leng
es o
f an
entre
pren
eur.
In g
roup
s of
4, l
earn
ers
lear
n ho
w to
per
form
a
give
n ac
tivity
bas
ed o
n th
e cr
iteria
giv
en s
uch
as: g
roup
1 w
ill le
arn
by
liste
ning
to s
omeo
ne
expl
aini
ng th
e ac
tivity
; gr
oup
2 w
ill n
ot b
e gi
ven
inst
ruct
ions
but
will
figu
re
it on
thei
r ow
n; g
roup
3
will
be
give
n w
ritte
n in
stru
ctio
ns a
nd g
roup
4
will
wat
ch th
e pe
rson
pe
rform
the
activ
ity a
nd
try it
. U
sing
deb
riefin
g qu
estio
ns, l
earn
ers
disc
uss
the
vario
us
lear
ning
sty
les
-Tea
ms
anal
yse
a w
ork
rela
ted
scen
ario
and
id
entif
y st
rate
gies
rela
ted
thei
r diff
eren
t lea
rnin
g st
yles
H
ave
lear
ners
fill
in
the
lear
ning
sty
le
asse
ssm
ent b
y pu
tting
ch
eck
mar
ks n
ext t
o th
e ite
ms
that
app
ly to
them
su
ch a
s:
Req
uire
men
ts fo
r sta
rting
a
busi
ness
W
here
and
how
one
can
re
gist
er a
bus
ines
s In
stitu
tions
invo
lved
with
st
artin
g an
d de
velo
ping
a
busi
ness
•
Team
s de
bate
on
whi
ch fo
rm o
f bus
ines
s is
a b
ette
r cho
ice
skill
s la
b: •
Lear
ners
an
alys
e ca
se s
tudi
es
invo
lvin
g th
e pr
oces
s of
st
artin
g an
d op
erat
ing
vario
us fo
rms
of
busi
ness
es;
• Te
ams
dram
atis
e th
e be
nefit
s of
regi
ster
ing
and
cons
eque
nces
of
not r
egis
terin
g.
-
xxv
un
iT 1
initi
atio
n to
en
trep
rene
ursh
ip
un
iT 2
car
eer o
ppor
tuni
ties
un
iT 3
set
ting
pers
onal
goa
lsu
niT
4la
ws
in b
usin
ess
oper
atio
n
un
iT 5
rol
e of
sta
ndar
ds in
so
ciet
y
In s
mal
l gro
ups,
le
arne
rs a
naly
se c
ase
stud
ies
on s
elf a
nd p
aid
empl
oym
ent;
iden
tify
and
disc
uss
the
bene
fits
and
chal
leng
es in
volv
ed in
ea
ch e
mpl
oym
ent t
ype
List
enin
g (I
like
to p
eopl
e ta
lk a
bout
thin
gs)
Obs
ervi
ng (I
get
pic
ture
s in
my
head
whe
n I
read
)…et
c
Com
pete
nces
pr
actic
ed
ICT/
dig
ital s
kills
Cre
ativ
ity,
Life
ski
lls,
Pre
sent
atio
n of
find
ing.
Com
mun
icat
ion
skill
, Te
am w
ork,
citi
zens
hip
and
iden
tity.
Dig
nity
and
iden
tity,
cr
itica
l thi
nkin
g,Li
tera
cy a
nd n
umer
acy.
List
enin
g sk
ills.
Cre
ativ
ity a
nd in
nova
tion,
Res
earc
h, L
ife s
kills
,
Per
sona
l dev
elop
men
t.C
omm
on v
alue
s.E
ngag
emen
t with
so
ciet
y, li
tera
cy a
nd
num
erac
y.
Citi
zens
hip
and
natio
nal
iden
tity,
dig
nity
and
in
tegr
ity,
Res
earc
h, li
tera
cy a
nd
num
erac
y,O
rgan
isat
ion
of id
eas
for
pres
enta
tion
ICT/
Dig
ital s
kills
.
Res
earc
h , c
ritic
al
thin
king
, num
erac
y,IC
T/D
igita
l ski
lls,
Info
rmat
ion
Pre
sent
atio
n,C
omm
on v
alue
,E
ngag
emen
t with
so
ciet
y.
Lang
uage
pr
actic
eD
iscu
ssio
n I g
roup
sP
rese
ntat
ion
of fi
ndin
gs.
Writ
ing
Dis
cuss
ion
Pre
sent
atio
n of
find
ings
Writ
ing
Dis
cuss
ion
Pre
sent
atio
n of
find
ings
.
Dis
cuss
ion
Writ
ing
Pre
sent
atio
n of
find
ings
.
Rea
ding
D
iscu
ssio
n P
rese
ntat
ions
.
Voca
bula
ry
acqu
isiti
onE
ntre
pren
eurs
hip
term
inol
ogy
Car
eer t
erm
inol
ogy
Job
rela
ted
voca
bula
ry.
Goa
l ter
min
olog
y B
usin
ess
law
te
rmin
olog
y.S
tand
ards
rela
ted
voca
bula
ry.
Num
erac
y S
tatis
tical
ana
lysi
sD
ata
inte
rpre
tatio
n.
-
xxvi
un
iT 1
initi
atio
n to
en
trep
rene
ursh
ip
un
iT 2
car
eer o
ppor
tuni
ties
un
iT 3
set
ting
pers
onal
goa
lsu
niT
4la
ws
in b
usin
ess
oper
atio
n
un
iT 5
rol
e of
sta
ndar
ds in
so
ciet
y
Stu
dy s
kills
Org
anis
ing
info
rmat
ion.
Not
e-ta
king
Cho
osin
g th
e rig
ht
ques
tions
to g
et d
ata
requ
ired.
Dat
a co
llect
ion
Org
anis
ing
idea
s fo
r pr
esen
tatio
n.
Cho
osin
g th
e rig
ht
ques
tions
to g
et th
e da
ta
requ
ired.
Not
e-ta
king
.In
form
atio
n or
gani
satio
n.
Org
anis
ing
of id
eas
for
pres
enta
tion.
Dat
a co
llect
ion.
Cho
osin
g th
e rig
ht
ques
tions
to g
et th
e da
ta
requ
ired.
Org
anis
ing
of id
eas
for
pres
enta
tion.
Dat
a co
llect
ion.
Cho
osin
g th
e rig
ht
ques
tions
to g
et th
e da
ta re
quire
d.
Rev
isio
nR
evis
ion
exer
cise
pr
ovid
edR
evis
ion
exer
cise
pr
ovid
edR
evis
ion
exer
cise
pr
ovid
edR
evis
ion
exer
cise
pr
ovid
edR
evis
ion
exer
cise
pr
ovid
ed
Ass
essm
ent
A fo
rmat
ive
asse
ssm
ent
task
s on
the
conc
ept o
f en
trepr
eneu
rshi
p, ty
pes
of e
ntre
pren
eurs
and
th
eir q
ualit
ies.
A fo
rmat
ive
asse
ssm
ent
task
s on
cho
osin
g ap
prop
riate
futu
re
care
ers.
A fo
rmat
ive
asse
ssm
ent
task
s on
writ
ing
SM
AR
T go
als
and
mak
e pl
ans
to re
ach
thei
r per
sona
l go
als.
A fo
rmat
ive
asse
ssm
ent
task
s on
eva
luat
ing
the
need
for l
aws
in
busi
ness
and
ope
ratio
ns,
iden
tifyi
ng th
e le
gal
form
s of
bus
ines
s ow
ners
hip
in R
wan
da
and
desc
ribe
the
bene
fits
of re
gist
erin
g a
busi
ness
.
A fo
rmat
ive
asse
ssm
ent t
asks
on
the
role
of
stan
dard
s in
bus
ines
s an
d di
ffere
ntia
te
stan
dard
ised
and
sub
-st
anda
rd p
rodu
cts.
Lear
ning
O
utco
mes
Exh
ibit
desi
rabl
e qu
aliti
es
of a
n en
trepr
eneu
r.E
ncou
rage
cre
ativ
e an
d in
nova
tive
prac
tices
the
com
mun
ities
.Th
ink
crea
tivel
y in
ov
erco
min
g ch
alle
nges
I th
e co
mm
unity
.
Cho
ose
care
ers
base
d on
sel
f-ass
essm
ent.
Dev
elop
pla
ns fo
r fut
ure
care
ers.
Rec
ogni
se th
at v
alue
s ar
e im
porta
nt in
fam
ily,
soci
ety
and
empl
oym
ent.
Trea
t oth
ers
with
resp
ect
as o
ne w
ould
do
in th
e w
ork
plac
e.R
ealis
e th
at w
hile
ther
e ar
e si
mila
ritie
s an
d di
ffere
nces
am
ongs
t ev
eryo
ne, w
e ar
e al
l un
ique
.
Rec
ogni
se th
e ne
ed
for l
aws
in b
usin
ess
oper
atio
n.A
ppre
ciat
e th
e ne
ed fo
r re
gist
erin
g a
busi
ness
.A
dvoc
ate
for l
egal
pr
actic
es w
hile
car
ryin
g ou
t bus
ines
s ac
tiviti
es.
Sho
w re
spon
sibi
lity
tow
ards
st
anda
rdis
atio
n pr
oces
s as
a
cons
umer
.E
xerc
ise
thei
r rig
hts
as c
onsu
mer
s to
war
ds
subs
tand
ard
prod
ucts
.
-
xxvii
un
iT 6
m
arke
t res
earc
h u
niT
7
Bus
ines
s or
gani
satio
nu
niT
8 F
inan
cial
m
anag
emen
t u
niT
9Fi
nanc
ial i
nstit
utio
nsu
niT
10
initi
atio
n to
ac
coun
ting
Num
ber o
f pe
riods
22
22
22
2222
Key
uni
t co
mpe
tenc
eB
e ab
le to
iden
tify
key
com
pone
nts
of a
mar
ket,
how
they
inte
r-re
late
and
im
porta
nce
of m
arke
t re
sear
ch.
To b
e ab
le to
des
crib
e th
e im
porta
nce
of
man
agem
ent i
n bu
sine
ss
man
agem
ent.
To b
e ab
le to
eva
luat
e th
e sh
ort t
erm
and
long
te
rm fo
r fut
ure
inve
stm
ent
To b
e in
trodu
ced
to
finan
cial
man
agem
ent i
n bu
sine
ss.
To b
e ab
le to
eva
luat
e se
rvic
es/p
rodu
cts
prov
ided
by
finan
cial
in
stitu
tions
.
To b
e ab
le to
reco
gnis
e th
e va
lues
of k
eepi
ng
acco
untin
g re
cord
s in
bu
sine
ss.
Intro
duct
ion
Exp
lain
the
mea
ning
of
a m
arke
t, m
arke
ting
and
mar
ket r
esea
rch.
Exp
lain
the
mea
ning
of
busi
ness
org
anis
atio
n an
d m
anag
emen
t.
Exp
lain
the
mea
ning
of
fina
nce,
fina
ncia
l sy
stem
s an
d fin
anci
al
man
agem
ent.
Exp
lain
the
mea
ning
of
fina
ncia
l ins
titut
ions
, ba
nks,
che
que,
ban
k lo
ans
and
non-
bank
ing
finan
cial
inst
itutio
ns.
Exp
lain
the
diffe
renc
e be
twee
n bo
ok k
eepi
ng
and
acco
untin
g.
Cla
ssro
om
orga
nisa
tion
Who
le-c
lass
orie
ntat
ion
then
gro
ups
Who
le-c
lass
orie
ntat
ion
then
gro
ups
Who
le-c
lass
orie
ntat
ion
then
gro
ups
Who
le-c
lass
orie
ntat
ion
then
gro
ups
Who
le-c
lass
orie
ntat
ion
then
gro
ups
Equ
ipm
ent
requ
ired
Sur
vey
guid
es,
docu
men
tary
reso
urce
s,
sam
ple
prod
ucts
, Pap
ers
and
pens
, In
tern
et a
cces
s,
refe
renc
e bo
oks.
Pap
ers
and
pens
, sch
ool
or p
ublic
libr
ary
acce
ss,
inte
rnet
acc
ess.
Sim
ulat
ion
gam
es,
refe
renc
e bo
oks.
New
spap
ers,
inte
rnet
ac
cess
, jou
rnal
s,
refe
renc
e bo
oks.
Mem
bers
hip
form
s fro
m v
ario
us fi
nanc
ial
inst
itutio
ns, l
oans
ap
plic
atio
n fo
rms,
ne
wsp
aper
s, jo
urna
ls,
refe
renc
e bo
oks.
Acc
ount
ing
softw
are,
re
ports
, jou
rnal
s,
sour
ce d
ocum
ents
, le
dger
boo
k, re
fere
nce
book
s
-
xxviii
un
iT 6
m
arke
t res
earc
h u
niT
7
Bus
ines
s or
gani
satio
nu
niT
8 F
inan
cial
m
anag
emen
t u
niT
9Fi
nanc
ial i
nstit
utio
nsu
niT
10
initi
atio
n to
ac
coun
ting
Act
iviti
esB
rain
stor
m th
e m
eani
ng
of m
arke
t, m
arke
ting
and
mar
ket r
esea
rch;
th
en b
y re
sear
ch ta
sk,
the
lear
ners
iden
tify
the
4 va
riabl
es o
f mar
ketin
g (“
4 P
s”)
skill
s la
b:
• Te
ams
com
e up
with
so
met
hing
they
wan
t to
sel
l, th
en d
escr
ibe
how
they
will
sel
l it
usin
g th
e 4p
s •
Team
s di
scus
s th
e im
porta
nce
of 4
Ps
in a
co
mm
erci
al a
ctiv
ity
Lear
ners
ana
lyse
and
di
scus
s th
e ex
ampl
e of
the
fam
ily in
ord
er
to u
nder
stan
d w
hat a
n or
gani
satio
n is
, inc
ludi
ng
purp
ose,
stru
ctur
e an
d co
mpo
nent
s (p
eopl
e).
In s
mal
l gro
ups,
lear
ners
vi
sit (
or re
sear
ch if
th
ey c
an’t
visi
t) va
rious
bu
sine
ss e
nter
pris
es
in th
eir c
omm
unity
to
inve
stig
ate
thei
r for
ms
acco
rdin
g to
siz
e,
activ
ities
, life
span
, and
ow
ners
hip
skill
s la
b:
• Te
ams
deve
lop
orga
nisa
tion
stru
ctur
e an
d ch
arts
for t
heir
iden
tified
bus
ines
s en
terp
rises
.
Lear
ners
ana
lyse
and
di
scus
s th
e ex
ampl
e of
the
fam
ily in
ord
er
to u
nder
stan
d w
hat a
n or
gani
satio
n is
, inc
ludi
ng
purp
ose,
stru
ctur
e an
d co
mpo
nent
s (p
eopl
e).
In s
mal
l gro
ups,
lear
ners
vi
sit (
or re
sear
ch if
th
ey c
an’t
visi
t) va
rious
bu
sine
ss e
nter
pris
es
in th
eir c
omm
unity
to
inve
stig
ate
thei
r for
ms
acco
rdin
g to
siz
e,
activ
ities
, life
span
, and
ow
ners
hip
skill
s la
b:
• Te
ams
deve
lop
orga
nisa
tion
stru
ctur
e an
d ch
arts
for t
heir
iden
tified
bus
ines
s en
terp
rises
. •
Lear
ners
ana
lyse
and
di
scus
s ca
se s
tudi
es
on o
rgan
isat
iona
l st
ruct
ure
of d
iffer
ent
ente
rpris
es to
un
ders
tand
how
they
ar
e or
gani
sed
and
oper
ate.
Bra
inst
orm
on
the
mea
ning
and
type
s of
fin
anci
al in
stitu
tions
in
thei
r com
mun
ity, t
hen
give
the
role
of t
he
iden
tified
inst
itutio
ns to
en
trepr
eneu
rshi
p B
ased
on
the
abov
e ac
tivity
, lea
rner
s in
sm
all
grou
ps c
lass
ify id
entifi
ed
finan
cial
inst
itutio
ns
acco
rdin
g to
type
s an
d gi
ve th
eir f
unct
ions
to th
e en
trepr
eneu
r and
soc
iety
In
sm
all g
roup
s, le
arne
rs
shar
e th
eir p
erso
nal
expe
rienc
e ab
out s
ervi
ce
and
prod
ucts
that
they
ha
ve a
cqui
red
from
with
fin
anci
al in
stitu
tions
and
ho
w th
ey h
ave
bene
fited
fro
m e
xist
ence
of s
uch
inst
itutio
ns
skill
s la
b:•
Lear
ners
com
plet
e sa
mpl
e lo
an
appl
icat
ion
form
s fro
m
finan
cial
inst
itutio
ns
Gro
up re
sear
ch o
n:
The
dist
inct
ion
betw
een
book
keep
ing
and
acco
untin
g Th
e ac
coun
ting
proc
ess
skill
s la
b:
• Te
ams
crea
te
situ
atio
ns w
here
one
ha
s to
pay
for g
oods
an
d se
rvic
es e
ither
by
cas
h or
cre
dit
and
the
mod
e of
pa
ymen
t •
Team
s ro
le p
lay
a sc
hool
dep
artm
ent
(acc
ount
s de
partm
ent,
acad
emic
de
partm
ent,
cate
ring
depa
rtmen
t)not
ke
epin
g re
cord
s of
an
y si
ngle
eve
nt/
trans
actio
n; a
nd
the
impo
rtanc
e of
ke
epin
g ac
cura
te
reco
rds
for t
he
busi
ness
.
-
xxix
un
iT 6
m
arke
t res
earc
h u
niT
7
Bus
ines
s or
gani
satio
nu
niT
8 F
inan
cial
m
anag
emen
t u
niT
9Fi
nanc
ial i
nstit
utio
nsu
niT
10
initi
atio
n to
ac
coun
ting
Usi
ng lo
cal b
usin
esse
s as
exa
mpl
es in
dica
te
who
the
mai
n cu
stom
ers
of th
ese
busi
ness
es
are.
For
exa
mpl
e, in
a
shop
, who
are
the
mai
n cu
stom
ers?
For
a p
etro
l st
atio
n, w
ho a
re th
e m
ain
cust
omer
s? T
hen
lear
ners
giv
e ex
ampl
es
of w
hy th
ey m
ight
wan
t to
gath
er in
form
atio
n fro
m
cust
omer
s; w
hat k
inds
of
info
rmat
ion
wou
ld th
ey
wan
t to
get?
And
How
co
uld
they
get
it?
Then
le
arne
rs d
iscu
ss th
eir
findi
ngs
skill
s la
b:
• Te
ams
role
pla
y di
ffere
nt m
arke
ting
stra
tegi
es•
Team
s vi
sit a
noth
er
scho
ol a
nd c
ompa
re
its c
ante
en, l
ibra
ry,
teac
hers
, cur
ricul
um,
scho
ol fe
es, e
tc. w
ith
thos
e in
thei
r ow
n sc
hool
.
• Le
arne
rs a
naly
se a
nd
disc
uss
case
stu
dies
on
org
anis
atio
nal
stru
ctur
e of
diff
eren
t en
terp
rises
to
unde
rsta
nd h
ow
they
org
anis
ed a
nd
oper
ate.
skill
s la
b:
• Te
ams
deci
de a
goa
l th
ey w
ould
like
to
achi
eve
toge
ther
, and
th
en d
ecid
e on
wha
t is
need
ed to
acc
ompl
ish
the
chos
en g
oal.
Dur
ing
the
disc
ussi
on
they
cla
ssify
thei
r su
gges
tions
into
the
four
man
agem
ent
func
tions
. •
Teac
her l
ead
a si
mul
atio
n ga
me
for
team
s to
org
anis
e fu
nctio
ns to
reac
h pr
oduc
tion
goal
or
to a
chie
ve a
cho
sen
goal
.
skill
s la
b:•
Team
s de
cide
a g
oal
they
wou
ld li
ke to
ac
hiev
e to
geth
er, a
nd
then
dec
ide
on w
hat i
s ne
eded
to a
ccom
plis
h th
e ch
osen
goa
l. D
urin
g th
e di
scus
sion
th
ey c
lass
ify th
eir
sugg
estio
ns in
to th
e fo
ur m
anag
emen
t fu
nctio
ns.
• Te
ache
r lea
d a
sim
ulat
ion
gam
e fo
r te
ams
to o
rgan
ise
func
tions
to re
ach
prod
uctio
n go
al o
r to
achi
eve
a ch
osen
goa
l.
-
xxx
un
iT 6
m
arke
t res
earc
h u
niT
7
Bus
ines
s or
gani
satio
nu
niT
8 F
inan
cial
m
anag
emen
t u
niT
9Fi
nanc
ial i
nstit
utio
nsu
niT
10
initi
atio
n to
ac
coun
ting
Bas
ed o
n th
is d
iscu
ssio
n,
lear
ners
mak
e a
set o
f su
gges
tions
for h
ow th
eir
own
scho
ol c
ould
attr
act
mor
e le
arne
rs li
nkin
g w
ith
com
petit
or s
urve
ys
skill
s la
b:
• Te
ams
deve
lop
a m
arke
ting
plan
for a
n id
entifi
ed p
rodu
ct
• Te
ams
anal
yse
seve
ral
exam
ples
of l
ocal
ly-
prod
uced
pro
duct
s (e
.g. c
hapa
ttis,
to
mat
oes,
egg
s,
man
dazi
, etc
) to
see
whe
ther
they
are
goo
d qu
ality
pro
duct
s or
not
, an
d in
wha
t res
pect
. If
they
not
ice
qual
ity
defe
cts,
they
sho
uld
anal
yse
the
step
s th
at h
ave
been
gon
e th
roug
h to
pro
duce
th
e pr
oduc
t and
try
to s
ugge
st h
ow to
gu
aran
tee
bette
r qu
ality
at e
ach
step
.
A si
mul
atio
n ga
me
whe
re
lear
ners
hav
e to
form
te
ams
and
prep
are
a ce
rtain
qua
ntity
of s
ome
sim
ple
item
(suc
h as
id
entic
al d
raw
ings
of
som
ethi
ng, e
tc.).
The
y ha
ve to
mak
e a
plan
to
reac
h th
eir p
rodu
ctio
n go
al, o
rgan
ise
thei
r tea
m
mem
bers
into
diff
eren
t fu
nctio
ns/a
ctiv
ities
fo
r ach
ievi
ng th
eir
resp
onsi
bilit
ies,
and
hav
e a
man
ager
who
hel
ps
to s
uper
vise
and
con
trol
thei
r act
iviti
es. S
ee w
hich
te
ams
are
mor
e ef
ficie
nt
and
effe
ctiv
e in
reac
hing
th
eir g
oals
, and
ana
lyse
w
ith th
e cl
ass
afte
r the
y co
mpl
ete
the
gam
e w
hat
tech
niqu
es w
orke
d w
ell
etc.
B
rain
stor
m o
n th
e fu
nctio
ns o
f man
agem
ent
with
an
exam
ple
of th
eir
scho
ol m
anag
emen
t
A si
mul
atio
n ga
me
whe
re
lear
ners
hav
e to
form
te
ams
and
prep
are
a ce
rtain
qua
ntity
of s
ome
sim
ple
item
(suc
h as
id
entic
al d
raw
ings
of
som
ethi
ng, e
tc.).
The
y ha
ve to
mak
e a
plan
to
reac
h th
eir p
rodu
ctio
n go
al, o
rgan
ise
thei
r tea
m
mem
bers
into
diff
eren
t fu
nctio
ns/a
ctiv
ities
fo
r ach
ievi
ng th
eir
resp
onsi
bilit
ies,
and
hav
e a
man
ager
who
hel
ps
to s
uper
vise
and
con
trol
thei
r act
iviti
es. S
ee w
hich
te
ams
are
mor
e ef
ficie
nt
and
effe
ctiv
e in
reac
hing
th
eir g
oals
, and
ana
lyse
w
ith th
e cl
ass
afte
r the
y co
mpl
ete
the
gam
e w
hat
tech
niqu
es w
orke
d w
ell
etc.
B
rain
stor
m o
n th
e fu
nctio
ns o
f man
agem
ent
with
an
exam
ple
of th
eir
scho
ol m
anag
emen
t
• Te
ams
disc
uss
the
proc
edur
es o
fof
acqu
iring
loan
s fro
m
finan
cial
inst
itutio
ns
or m
eet a
reso
urce
pe
rson
from
a
finan
cial
inst
itutio
n to
sh
are
with
lear
ners
th
e va
rious
pro
duct
s/se
rvic
es p
rovi
ded
by
finan
cial
inst
itutio
ns
and
how
one
can
ac
cess
them
sk
ills
lab:
•
Lear
ners
vis
it va
rious
fin
anci
al in
stitu
tion
web
site
s, lo
ok a
t the
ir m
ater
ials
, or i
nter
view
ba
nk c
usto
mer
s in
th
eir c
omm
unity
to
chec
k w
hich
type
s of
bu
sine
ss p
rom
otio
n ea
ch in
stitu
tion
give
s,
cond
ition
s to
acc
ess
them
•
Team
s sh
are
thei
r fin
ding
s ba
ck to
thei
r co
lleag
ues
and
deba
te
the
best
fina
ncia
l in
stitu
tion
In s
mal
l gro
ups,
le
arne
rs d
iscu
ss w
ho
wou
ld n
eed/
use
the
acco
untin
g in
form
atio
n in
cas
e th
ey o
wne
d a
busi
ness
ent
erpr
ise
and
kept
reco
rds
for
thei
r tra
nsac
tions
le
adin
g to
the
user
s of
ac
coun
ting
info
rmat
ion
skill
s la
b:•
Team
s gr
oup
vario
us
trans
actio
ns a
nd
acco
unts
as
per
case
stu
dy
• Te
ams
disc
uss
the
adva
ntag
es a
nd
disa
dvan
tage
s of
cr
edit
Thro
ugh
a ca
se s
tudy
, le
arne
rs s
houl
d be
ab
le to
exp
ound
on
the
know
ledg
e of
O’ L
evel
ab
out t
he m
eani
ng o
f as
sets
, lia
bilit
ies
and
equi
ty, g
roup
var
ious
tra
nsac
tions
and
ac
coun
ts a
s pe
r the
ac
coun
ting
equa
tion.
-
xxxi
un
iT 6
m
arke
t res
earc
h u
niT
7
Bus
ines
s or
gani
satio
nu
niT
8 F
inan
cial
m
anag
emen
t u
niT
9Fi
nanc
ial i
nstit
utio
nsu
niT
10
initi
atio
n to
ac
coun
ting
In g
roup
s, le
arne
rs g
o to
a
near
by m
arke
t, sh
op,
or c
ante
en a
nd in
terv
iew
th
e ow
ner a
bout
the
crite
ria th
ey u
se to
sel
ect
thei
r sup
plie
rs. B
ased
on
this
info
rmat
ion,
lear
ners
w
rite
a se
t of q
uest
ions
on
whi
ch th
ey w
ould
ev
alua
