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Instructions for Parents/Trainers/ Teachers

Enterprise Concepts

 

Enterprise Skills

 

  • There is entrepreneurial spark in each student
    The trainer should respect the fact that there is entrepreneurial spark in each student as a part of his natural capabilities. He should be careful not to talk down to students.
  • Trainer/Teacher is more of a facilitator
    The trainer should act more as a facilitator and lead the students through a series of questions ,and also discussions among the students ,to clarify the concepts in each module.
  • It may be remembered that the definitions are not to be learnt word to word.
  • It is not expected that all CONCEPTS explained in the module have to be taken up in that order.
  • Some CONCEPTS could be given initially to kick off discussions or activities and others could be dealt with as the discussions and activities progress.
    The trainer may determine by experience or by judging the background of students as to which CONCEPTS should be taken up initially and which could be dealt with as the module unfolds.
  • In fact the students could arrive at an interpretation of the CONCEPTS in their own words , based on their socio-economic backgrounds and the vocabulary they are familiar with. The trainer need not force his own words on the
    students as long as the words the students use largely represent the
    CONCEPT under discussion.
  • The trainer/teacher could ask a series of leading and thought provoking questions to elicit answers from the students . All answers of the students may be treated as useful in the context of their background .The trainer may piece up the answers suitably.
  • The trainer should continually refresh his own background for Enterprise
    Education by:
    - Reading any reference books at hand for e.g.. Business magazines,
    financial newspapers, etc.
    - Discussions with any entrepreneur friends including the commonly known entrepreneurs like vendors, shop owners etc.
    Fresh insights gained should be used to fine-tune the effectiveness of
    delivery of the module.
  • The trainer should appreciate the knowledge of the students and thank them for participating in the discussions each time.
  • Each trainer’s style is good as long as :
    - it leads to kindling the dormant entrepreneurial spirit of the students,
    - it brings the students’ (individual, as well as group) enterprise knowledge & capability into a coherent form.
    - it is for practical enterprise purposes.
    - it values the inherent strengths and environment of the students.
  • The explanations/definitions of CONCEPTS given in the module are only a guideline.
  • Over a period of time when the trainer has trained one or more batches of students in Enterprise Development (ED) Education, he may evolve a different but unique style of conducting the lessons.
  • The trainer should remember that the lessons are designed to give only a foundation. What is more important is generating a spirit of enquiry among the students so that later in life when they are in need of more information on particular Enterprise Concept or Enterprise Skill, they can approach other experts, entrepreneurs, consultants, teachers or their own employers with the right questions of enquiry to get the further knowledge they want.
  • Group Work
    - It is recommended that the students should be put together in groups of four to six students each. Where feasible, mixed group of ladies and
    gentlemen students should be formed.
    - Each Group may sit around a writing table or else on the floor, if it is
    comfortable .
    - Each Group should be asked to nominate a Student Group Leader (SGL).
    This is an informal nomination. For more details on group working , please
    see the basic instructions regarding Enterprise SKILLS to trainers.
  • Monitoring
    - It is recommended that the trainer and / or the institution maintains a record of names and addresses of students who undergo Enterprise
    Education course under them. A followup could be then kept for these students as to their progress in starting their own enterprises.
    A feedback could also be taken from successful students about improving the Enterprise Education lessons.
  • In essence, the Trainer should lead the students to the entrepreneur who is inside themselves

  • The trainer needs to be conscious about the types of E.Skills that may be developed through practical activities in a module. The E.Skills included in a module may not be exhaustive but are only indicative. E.Skills stated in
    lessons elsewhere may also get addressed through the activities of a
    module.:
  • It is not expected that the definitions of the E.SKILLS have to be learnt by the students.
  • Imbibe the Enterprise Skills through activity
    It is more important that the students imbibe the E.SKILL through
    performing the activity.
  • Group Work
    - Especially for the Activity it is recommended that the students should be put together in groups of four to six students each.Where feasible, mixed group of ladies and gentlemen students should be formed.
    - Each Group may sit around a writing table or else on the floor, if it is
    comfortable .
    - Each Group should be asked to nominate a Student Group Leader (SGL).
    This is an informal nomination. For more details on group working , please
    see the basic instructions regarding Enterprise SKILLS to trainers.

    - The trainer may ask the Group to change the Leader from one set of
    activities to another , so that every student gets the opportunity of acting as a Group leader.
    - The trainer should explain the role of the Group Leader
    - The Student Group Leader job would be to see that all members of the Group participate in the Activity.
    - The Group Leaders should also see that the results of the Activity are
    presented by one or more of the Groups members, turn by turn ,as the Activities of the various lessons progress. This way the presentation skills of each member will be developed.

  • Trainer is a catalyst
    The trainer’s role should be more that of catalyst, a counsellor, a source of moral support, a reorienter and occasionally, a troubleshooter.
  • The nature of the group activities may require the trainer to move around from group to group.
  • The trainer should encourage the students in a group to take the responsibility for seeing the activity through to its completion.
  • The trainer should remember that real learning of the students will take place when they make their own decisions and take responsibility for their actions.
  • While working in groups there could be lively conversation and interaction in the class. Encourage this However, the trainer may like to see that these interactions do not disturb other class es.
  • The trainer may need a computer and LCD projector to use the CD provided with the training materials. The trainer may need to take local training in use and care of such equipment.
  • Trainer should physically verify that specific activity material, mentioned as required in the respective lessons, is available.
  • Typical Teaching Period
    A trainer may arrive at duration of different elements in a teaching period depending on type of module. But in order to appreciate the fact that
    Students’ Activity is an important element, a typical teaching period duration is given below:
    Trainer’s Presentation- 10 Minutes

    Students Group Activity- 20 Minutes

    Group Presentation - 10 Minutes

    Trainer’s Recapitulation- 05 Minutes

    Total - 45 Minutes


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