National Entrepreneurship Training Framework (NETF)

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THE UNITED REPUBLIC OF

TANZANIA

The Prime Minister’s Office

National Entrepreneurship

Training Framework (NETF)

Prepared by:

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National Entrepreneurship

Training Framework (NETF)

THE UNITED REPUBLIC OF

TANZANIA

The Prime Minister’s Office

Prepared by:

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...3

2.0 Entrepreneurship Concept and Objectives of Entrepreneurship Training ...5

2.1 The Concept of Entrepreneurship ...5

2.2 Objectives of Entrepreneurship Training ...5

2.3 Competencies to be developed ...5

2.4 Overall Approach to Entrepreneurship Training ...7

3.0 Entrepreneurship Training at the Pre-Primary School ...8

3.1 Objectives of Entrepreneurship Education at the Pre-primary Level ...8

3.2 Competencies to be developed at the Pre-primary Level ...9

3.3 Methods and Strategies ...9

3.4 Assessment of Learning ...9

3.5 Learning Facilitators ...10

4.0 Entrepreneurship Training at the Primary and Secondary School Levels ...11

4.1 Objectives of Entrepreneurship Education at the Primary and Secondary School Levels ...11

4.2 Competencies to be developed at the Primary and Secondary School Levels ...12

4.3 Methods and Strategies ...13

4.4 Assessment ...13

5.0 Entrepreneurship Training at the Teacher Education Level ...15

5.1 Objectives of Entrepreneurship Education at the Teacher Education Level ...15

5.2 Competencies to be developed at the Teacher Education Level ...16

5.3 Approach, Methods and Strategies ...17

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6.0 Entrepreneurship Training at the Tertiary Education Level ...20

6.1 Objectives of Entrepreneurship Education at the Tertiary Education Level ...20

6.2 Competencies to be developed at the Tertiary Education Level ...20

6.3 Approaches, Methods and Strategies ...22

7.0 Entrepreneurship Training in Non-Formal Education ...25

7.1 Objectives of Non-Formal Entrepreneurship Education ...25

7. 2 Competencies to be developed for existing or potential Business Start-ups ...26

7.3 Competencies to be developed for Business Consolidation and Growth ...26

7.4 Competencies to be developed for Internationalization ...27

7.5 Competencies to be developed for Intrapreneurship ...28

7.6 Competencies to be developed for Social Entrepreneurship ...28

7.7 Approaches, Methods and Strategies ...28

8.0 Implementation Challenges and Strategies ...31

8.1 Expected Challenges ...31

8.2 Implementation Strategies ...32

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List of Abbreviations

CBO Community Based Organization

CEE Consortium for Entrepreneurship Education

CEFE Creation of Economies through Formation of Entrepreneurs

DFID Department for International Development

DSM Dar es Salaam

EMPRETEC Emprendedores y Tecnología (UNCTAD Entrepreneurship Training Program)

FBO Faith Based Organization

GETs General Enterprising Tendencies

ILO International Labour Organization

IMED Institute of Management and Entrepreneurship Development

INSET In-Service Training

MKUKUTA Mkakati wa Kukuza Uchumi na Kuondoa Umaskini (National Strategy for Growth and Reduction of Poverty)

MoEVT Ministry of Education and Vocational Training

MoU Memorandum of Understanding

NCGE National Council for Graduate Entrepreneurship

NCSEE National Contents Standards for Entrepreneurship Education

NEEC National Economic Empowerment Council

NETF National Entrepreneurship Training Framework

NGO Non-Governmental Organization

NQF National Qualifications Framework

PEC Personal Entrepreneurial Competencies

RGZ Revolutionary Government of Zanzibar

SIYB Start and Improve Your Business

SMEs Small and Medium Enterprises

TCU Tanzania Commission for Universities

TIE Tanzania Institute of Education

UDEC University of Dar es Salaam Entrepreneurship Centre

UK United Kingdom

URT United Republic of Tanzania

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Development of the National Entrepreneurship Training Framework (NETF) was a collaborative effort of many stakeholders. The successful completion was made possible by a joint effort of a number of insti-tutions, organisations, and individuals whose participation we would like to acknowledge with gratitude. We are grateful for the Government through the Ministry of Education and Vocational Development, for supporting and endorsing the idea of developing this Framework without hesitation.

We are thankful to the International Labour Organisation (ILO) for their financial support and their consis-tent support for the idea of mainstreaming entrepreneurship into the education system of Tanzania. The experts from the Institute of Management and Entrepreneurship Development ( IMED); University of Dar Es Salaam Entrepreneurship Center (UDEC), Tanzania Institute of Education (TIE) and The National Economic Empowerment Council (NEEC) for coordinating and developing this assignment. Special thanks in this regard go to Dr. D. Olomi, Dr. Marium Nchimbi, Ms Razia Ramadhani and Mr. Oswald Karadisi. The continued support, involvement and participation from the Council members of the NEEC led by its Chairman Mzee Emmanuel Kamba are greatly appreciated.

Finally we commend NEEC staff for their unequivocal involvement and participation in preparing and completing the document. There is no doubt that the spirit of ownership of the Framework which has been created will now be carried forward into its implementation.

Dr. Anacleti K. Kashuliza

Acknowledgement

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1.1 Background

Recognizing the strategic role of entrepreneurship development for the advancement of its people, the National Development Vision 2025 of the United Republic of Tanzania states that:

A progressive and development-oriented culture needs to be evolved to link the people’s way of life to the attainment of the goals of the development vision with particular regard to cultivating and nurturing a culture of entrepreneurship and self-development through creative and innovative hard work, responsibility, discipline, respect for life, education, saving and investment and fostering self-confidence and self-esteem among individuals. (URT, 2025 p.7).

This is in line with the 1967 Education for Self-Reliance Policy which sought to redress the limitations of colonial and post-colonial education in preparing Tanzanians for life. The 1967 policy states:

Education must encourage the development of a proud, independent and free citizenry which relies upon itself for its own development… (Nyerere, 1967).

Under the Education for Self-Reliance Policy, schools are supposed to double in numberas production centers, enabling learners to develop practical wealth and job creation skills, meet some of their training expenses and appreciate the link between work and comfort.

Consistent with the above documents, the National Economic Empowerment Policy (2004), Youth Devel-opment Policy (2007), Education and Training Policy (1995), National Employment Policy (2008) as well as Small and Medium Enterprises Development Policy (2003) underline the need to integrate entrepre-neurship in the educational system. The aim is to advance an entrepreneurial culture in the society and empower learners to contribute more effectively towards their own and national development, including being more competitive in the labour market and creating jobs and wealth. The Ministry of Education and Vocational Training (MoEVT) has introduced skills related to entrepreneurship in its curricula from primary and secondary school to teacher training colleges. Also, various tertiary training institutions have intro-duced entrepreneurship as a subject and/or non-formal education to various groups.

1.2 Rationale

As expressed in the 1967 Education for Self-Reliance Policy and Vision 2025, the existing education

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tem needs to be better aligned to the changing environment. Graduates must acquire “employability skills” for both self-employment and salaried employment in a range of organizations, both small and large. They must be mentally prepared and possess the necessary skills to: (i) take ownership and leadership of their learning and development, (ii) be able to start with whatever they have, even with very little, (iii) work to learn and (iv) get their hands dirty.

Various measures have been undertaken to implement these policies. The effective implementation of the Education for Self-Reliance Policy in the school system required a substantial change in the mindset of the various actors in the education system, a determined leadership to follow through implementation and a detailed framework for all important actors to speak one language. The mindset, in particular, never changed sufficiently to embrace the spirit of the policy and thus contributed to the policy’s failure to bear the intended results.

Various public and private organizations, both local and international, are engaged in supporting formal and non-formal entrepreneurship education and training in line with Vision 2025. However, these efforts are inadequately coordinated, harmonized and resourced, and hence not effective enough.

Recent studies (IMED (2012) and NEEC (2012)) established that there is no common understanding of the concept of entrepreneurship training, its objectives, targeted learning outcomes and appropriate approaches and resources to achieve the desired results. As a consequence, there is a glaring need for stakeholders to have a common framework showing the objectives, scope, methods, assessment tools and facilitators. This document presents the National Entrepreneurship Training Framework (NETF) for this purpose.

1.3 Objectives of the National Entrepreneurship Training Framework (NETF)

The overall objective of the NETF is to provide a minimum of learning outcomes, methods, guidelines for the quality of facilitators and assessment techniques to be used in entrepreneurship training so that the efforts contribute more effectively towards empowering Tanzanians in terms of attitudes, knowledge and skills, as envisioned in the National Vision 2025 as well as in various sector policies.

The specific objectives of the NETF are to provide guidance on:

(i) key objectives of entrepreneurship training at each level of formal and non-formal education; (ii) a minimum of competencies that are to be developed at each level of formal education; (iii) competencies to be developed for main types and levels of non-formal education;

(iv) approaches, methods, teaching strategies, assessment tools and facilitators to be used to generate the desired learning outcomes at various levels.

1.4 Scope of the NETF

This framework applies to both formal and non-formal education with a focus on guiding learning forrath-er than learning aboutentrepreneurship. The main thrust is on promoting entrepreneurship as a life skill through education and training. However, it also extends to promoting entrepreneurship as a business skill, focusing on the competencies required to create and develop new and growing firms. In the formal edu-cation, it covers pre-primary, primary, secondary and tertiary education up to first degree level. In non-for-mal education, it covers business start-up, consolidation and growth, internationalization, Intrapreneurship

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(corporate entrepreneurship) and social entrepreneurship. It addresses the objectives, key competencies to be developed, methods, learning facilitators and assessment of entrepreneurship training at every level.

1.5 Methodology

The process of developing the framework was led by the National Economic Empowerment Council (NEEC) which is mandated by the National Economic Empowerment Policy (2004) and its enabling Act to oversee entrepreneurship development in the country. However the conceptualization of this idea was done in collaboration with the Tanzania Institute of Education (TIE), which is charged with the responsibility of designing and developing curricula, offering INSET programmes for teachers and tutors as well as out-reach training for teachers. The process was consultative and participatory, involving key actors in the pub-lic sector, private sector as well as civil society. It started with a stakeholders’ meeting to agree on broad issues and the process. This was followed by a national survey to establish the status of entrepreneurship education and views of stakeholders on the scope of the Entrepreneurship Training Framework. The sur-vey was complemented by an extensive review of literature, including local and international experience and best practices. Several entrepreneurship and education frameworks were reviewed as part of the literature review. The NETF was prepared by a team of four (4) national experts with extensive experience in entrepreneurship development, curriculum development and empowerment. The Framework was dis-cussed and validated by a wide range of actors, including training institutions, their regulators, non-formal entrepreneurship training providers, policy makers and development partners through a stakeholders’ workshop in December 2012.

1.6 Structure of the NETF

The National Entrepreneurship Training Framework is organized in eight chapters. After the Introduction, Chapter 2 presents the entrepreneurship training concept and its objectives. This is followed by Chapters 3-7that focus on different levels and types of education (pre-primary, primary and secondary as well as tertiary), and on different target groups in non-formal education (start-up, consolidation and growth, inter-nationalization, Intrapreneurship and social entrepreneurship). Each of these chapters specifies the learn-ing objectives, competencies to be developed, teachlearn-ing-learnlearn-ing methods and strategies, assessment methods and teaching facilitators to be used. Chapter8provides a brief analysis of the challenges expected in implementation of the framework and concludes with proposed implementation strategies.

1.7 How to use the Framework

The Framework is to be used as a guide in developing, implementing and reviewing curricula on entrepreneurship training, both in formal and non-formal settings. The NETF has pre-identified the following user groups for the Framework, including their specific points of interest:

(i) curriculum developers and entrepreneurship experts will use it to mainstream entrepreneur-ship in pre-primary, primary, secondary and teacher education curricula;

(ii) curriculum developers and reviewers in tertiary training institutions will use it as a point of reference on entrepreneurship training;

(iii) regulators will advise training institutions to make use of the framework and will use it in eval-uating curricula submitted for accreditation;

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(iv) business development services providers will use the framework as a guide in designing and delivering non-formal entrepreneurship training and other initiatives.

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2.1 The Concept of Entrepreneurship

While entrepreneurship is critical in the creation and pursuit of business and profit, it has a much wider meaning. We adopt a broad definition of entrepreneurship as:

A way of thinking, reasoning, and acting that results in the creation, enhancement, realization, and renewal of value for an individual, group, organization, society. At the heart of this process are the creation and/or recognition of opportunities followed by the will and initiative to (innovatively) seize these opportunities (Gibb, 2005).

Entrepreneurship is therefore the initiation and relentless pursuit of ways and means to bring about desired changes at the individual, organizational or society level. It constitutes a pursuit of opportunities (in any sphere) without regard to resources currently controlled.

2.2 Objectives of Entrepreneurship Training

This Framework does not treat entrepreneurship as an academic topic, subject or qualification. The focus is on developing competencies that should be reflected in the learner’s mindset, actions and habits. Entre-preneurship training aims to produce graduates who have “the will, the skills and initiative to seize the job market, business and other opportunities”. The specific aim is to produce graduates who are enterprising and hence are:

(i)

able to innovatively create or recognize and seize opportunities in any context;

(ii)

motivated and able to make a difference in any context; and

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motivated and able to innovatively start and grow successful businesses using limited re-sources.

2.3 Competencies to be developed

In this Framework the term competence has been used to refer to a combination of knowledge, skills and attitude. It comprises integrated capabilities that capture cognitive, interactive, affective, and psychomotor

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capabilities, attitude and values which are required for effective functioning in a certain profession, organ-isation, position or role.

The framework focuses on two broadareas of competences: 1. Enterprising tendencies; as well as

2. Business creation and development

Development of each of these competencies will focus on attitudes, knowledge and skills. Attitudes refer to someone’s way of thinking, disposition or values. Attitudes are key determinants of motivation and behav-ior. Core entrepreneurial attitudes include self-confidence, high need for achievement and innovativeness. They are shaped informally through socialization at home, community and work organization, as well as formally through structured education.

Skills refer to the ability to do something. They are acquired through observation, experience and formal training. Domain-general skills are needed to achieve a wide range of results, whereas domain-specific skills are useful mainly for a certain type of activity or job. Entrepreneurial skills, such as assertiveness, persuasiveness and creativity are critical for success in most endeavors and hence are domain-gen-eral. They complement attitudes in enabling individuals to behave entrepreneurially in any context. By contrast, business skills are relevant in the context of creating and developing businesses and hence are domain-specific. A combination of entrepreneurial attitudes and skills will enable someone to behave entrepreneurially in any context. Business skills will enable the individual to innovatively and successfully establish and develop a business enterprise.

Knowledge means familiarity with something, which can include facts, information and descriptions. Some amount of knowledge in entrepreneurship is useful in developing entrepreneurial attitudes and skills. The main attitudes, knowledge and skills that the entrepreneurship training seeks to develop through education are as follows:1

Table 2.1: Broad Competencies to be developed through Entrepreneurship Training

AREA OF

COMPETENCE ATTITUDES KNOWLEDGE SKILLS

Enterprising

tendencies • Need for autonomy and independence

• Need for achievement

• Creativity and innovativeness

• Opportunity seeking and taking initiative

• Calculated risk taking

• Communicative and networking

• Integrity

• Entrepreneurial traits

• Integrity for personal success

• Career awareness and opportunity recognition

• Creativity and problem solving

• Communication and networking

• Lifelong learning

• Personal and social development

• Planning and organization

• Effective use of technology Business creation

and development • Interest in the entrepreneurial career • Business start-up process

• Organizing and managing a business

• Business management

1 It should be noted that the list is given only as a guide; curriculum developers will use the most appropriate ones according to the context.

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These attitudes, knowledge and skills are elaborated into more specific competencies under each level and type of training below.It should be noted that this and subsequent lists of competencies do not neces-sarily suggest subjects or topics.Most of them are to be mainstreamed in the delivery of the mainstream curricula and will be developed mainly through teaching-learning methods and strategies that promote several of them simultaneously. In addition, the competences are spiral and therefore the aim is to main-streamthem according to the level of learners.

2.4 Overall Approach to Entrepreneurship Training

Entrepreneurship training in both formal and non-formal education may take a combination of forms, in-cluding mainstreaming in the content and teaching-learning activities, extra-curricular activities, school projects, subjects or topics in selected courses, etc. The teaching-learning environment should maximize opportunities for socializing students to behave entrepreneurially. Thus the behavior of school managers and staff, internal institutional processes and relationship with the community should inspire and encour-age learners to be more pro-active, innovative, confident, ambitious and able to add value.

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3.1 Objectives of Entrepreneurship Education at the Pre-primary Level

The objectives of pre-primary education are to mould the character of the child and prepare him/her for primary education. At this young age, the learner’s character can rather easily be shaped, presenting an excellent opportunity to develop an entrepreneurial personality. The focus will be on developing entre-preneurial values, attitudes and domain-general skills, and on building a positive disposition towards the entrepreneurial career.

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3.2 Competencies to be developed at the Pre-primary Level

The school system should endeavor to develop the following competencies at the pre-primary level:

Table 3.1: Competencies to be developed at the Pre-primary Level AREA OF

COMPETENCE ATTITUDES KNOWLEDGE SKILLS

Enterprising tendencies NEED FOR AUTONOMY AND INDEPENDENCE

• Pro-activeness

• Self-confidence

• Ethics

• Valuing things, including time

• Courtesy

NEED FOR ACHIEVEMENT (MOTIVATION)

• Ambition

• Result-orientation

• Determination

• Perseverance

• Competitive spirit

CREATIVITY AND INNOVATION

• Creativeness

• Ability to adapt

• Curiosity

• Intuition

CALCULATED RISK TAKING

• Daring

COMMUNICATION AND NETWORKING

• Persuasiveness

• Willingness to share information

• Emphaticalness

• Attentiveness

• Active learning

PERSONAL AND SOCIAL VALUES

• Ethics

MOTIVATION AND OPPORTUNITIES

• Developing self- awareness

• Awareness of the

environment(people, geography) ENTREPRENEURIAL BEHAVIOUR

• Awareness of how others have made it

• Learning from multiple sources

CREATIVITY AND PROBLEM SOLVING SKILLS • Reasoning • Solving problems • Creativity COMMUNICATION AND NETWORKING SKILLS • Listening • Speaking • Presentation • Learning

LIFE-LONG LEARNING SKILLS

• Creativity

• Information sharing

PERSONAL DEVELOPMENT AND SOCIAL SKILLS

• Making friends

• Self-management

PLANNING AND ORGANISING SKILLS

• Setting goals

Business creation and

development • Interest in the entrepreneurial career EFFECTIVE USE OF TECHNOLOGY• IT

3.3 Methods and Strategies

Pre-scholars learn mainly through practical activities, such as singing, games, drawing, story telling, role play, study visits, audio visuals (videos, pictures), dancing, observation, etc. In order to build the intended competencies, teachers should maximize the use of learner-centered and problem-based activities and rewards, targeted at developing the intended competencies.

3.4 Assessment of Learning

Assessment of entrepreneurial learning atthe pre-school level is mainly through observation, using a port-folio and observationschedule with a checklist of key behavioral aspects (confidence, team spirit, creativity, honesty, perseverance, etc.) to be assessed.

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3.5 Learning Facilitators

Learning facilitators at the pre-primary level should firstly have the minimum requirements needed for teachers at that level. In addition, they should have completed atraining on mainstreaming entrepreneur-ship in education through a reputable institution. Facilitators should also show a good example of being en-terprising. Thus, they must be positive, confident, passionate about their work, and ready to work to learn.

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4.1 Objectives of Entrepreneurship Education at the Primary and Secondary School Levels The main objective of entrepreneurship training at the Primary and Secondary School levels is to build an entrepreneurial character in the student as well as motivation towards the entrepreneurial career. In addition, taking into account that some learners will exit the education system atthe primary or secondary level, the training should enable learners to use resources and opportunities around them to establish and manage an owner-operated business. This does not suggest an intention to limit school leavers to micro or small business activities. Rather, it is a reality that (i) they will not have the experience or resources to establish larger entities, and (ii) those that proceed to higher levels will be able to cover more aspects in due course, such as those related to formalization, growth and internationalization.

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4.2 Competencies to be developed at the Primary and Secondary School Levels

To achieve the objectives stated above, formal and non-formal ways will be used to develop the following competencies among learners:

Table 4.1: Competencies to be developed at the Primary and Secondary School Levels

AREA OF

Enterprising tendencies NEED FOR AUTONOMY AND INDEPENDENCE

• Pro-activeness

• Self-confidence

• Independence

• Valuing things, including time • Courtesy • Ownership • Assertiveness • Information seeking • Accountability

• Results orientation

• Spirit of working hard

• Perseverance

• Optimism

• Belief for rewards as a result of effort

• Creativeness

• Curiosity

• Willingness to face challenges

• Quality orientation

• Risk taking COMMUNICATION AND NETWORKING • Persuasiveness • Assertiveness • Attentiveness • Active learning

OPPORTUNITY SEEKING AND TAKING INITIATIVE

• Action orientation

• Honesty

• Courtesy

• Belief for rewards as a result of effort

• Team spirit

CAREER MOTIVATION AND EMPLOYMENT OPPORTUNITIES

• Implications of the entrepreneurial career

• Career options

• Personal capabilities, talents, interests and emotional desires

• Developing self-awareness

• Identifying business

opportunities in the environment

ENTREPRENEURIAL BEHAVIOUR

• Developing an enterprising behavior

INTEGRITY FOR PERSONAL AND BUSINESS SUCCESS

• Beliefs and values about work and business

• Ethics

• Etiquette

CREATIVITY AND PROBLEM-SOLVING SKILLS

• Reasoning

• Critical thinking

• Developing practical solutions

• Creativity

COMMUNICATION AND NETWORKING SKILLS • Listening • Speaking • Presentation • Information seeking • Assertiveness • Articulating ideas • Learning • Networking

• Managing own learning

• Mentoring

• Learning from networks

• Financial literacy

PERSONAL DEVELOPMENT AND SOCIAL SKILLS • Making friends • Networking • Inter-personal skills • Leadership skills • Self-management • Persuasiveness

• Ability for team play

• Goal setting

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AREA OF

Business creation and

development • Interest in the entrepreneurial career BUSINESS START-UP PROCESSS• Basic understanding of the business environment

• Key success factors for a particular business

• Sources for assistance and specialist support

• Identifying an idea

• Appraising an idea

• Business forms

• Business planning

ORGANIZING AND MANAGING A BUSINESS

• Identifying and assessing business opportunities

• Selling

• Customer care

• Financing a business from appropriate sources

• Developing a business plan

• Managing statutory requirements

BUSINESS SKILLS

• Selling

EFFECTIVE USE OF TECHNOLOGY

• IT

4.3 Methods and Strategies

The entrepreneurship training agenda shall be pursued in schools in various ways. Specific courses or topics should be introduced that are designed to develop the entrepreneurial competencies specified above. Each school and learning facilitator shall deliberately guide the mainstream learning in ways that develop the desired competencies. This will be pursued through integrating key messages and lessons in the mainstream content, as well as through using teaching-learning methods and strategies and a range of extra-curricular activities that

develop the intended competencies. Teaching-learning should maximize on the use of learner-centered, problem-based activities, feedback and rewards that develop a range of the intended competencies simul-taneously. Specific recommended methods include the following:

Table 4.2 Methods and Strategies Recommended at the Primary and Secondary School Levels • Singing • Drawing • Story telling • Individual activities • Oral reports • Literature reviews • Gallery walks • Guest speakers • Brainstorming • Group discussions • Presentations • Study visits • Audio visuals • Jigsaws • Simulations • Puzzles • Role plays • Debates • Practical projects • Peer mentoring • Job shadowing • Case studies • Writing essays

• Competitions and awards

4.4 Assessment

Bearing in mind that entrepreneurship training aims at changing practical abilities and behaviors of learn-Entrepreneurship Training at the Primary and Secondary School Levels ||

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ers, assessment should mainly focus on these attributes, rather than just on the acquisition of theoretical knowledge or memorizing facts. At the primary and secondary school levels:

• _{Assessments should be done periodically at the school, classroom and individual learner level.} • _{Assessments should evaluate changes in the intended attributes and skills as demonstrated by:}

creative ideas generated, activities and projects initiated, solutions to challenges demonstrated, networks developed, confidence demonstrated, assertiveness demonstrated, risks taken, evi-dence of pro-active learning, leadership demonstrated, quality of plans, problems solved, quality of presentations made, success in persuasion, keeping time, preference for the entrepreneurial career, honesty, etc.

• _{Assessment of changes in attributes and skills should be part of the formal assessment in}

cours-es or topics that are dcours-esigned principally to develop life or busincours-ess skills.It should mainlybe based on continuous assessment to allow for use of tools that capture competencies, rather than knowledge alone.

• _{Individual teachers of mainstream courses, such as Economics, English, Math, Geography,}

Sci-ence, and Agriculture, should allocate a part of the continuous assessment marks on demonstrat-ed change in the above-mentiondemonstrat-ed abilities and attributes among individual learners in the course of learning the specific subject. Such assessment can be done using observation checklists or assessment grids. This can be done periodically and against specific student activities, such as projects, presentations, debates, etc.

• _{Peer assessment should also be done periodically whereby the students, individually or in groups,}

evaluate and give feedback to their peers, using an assessment grid or observation sheets pro-vided by the learning facilitator.

• _{Awareness of opportunities, laws, regulations and basic business principles shall be evaluated}

through practical projects, case studies or business plans, tests and exams. Tests and exams should carry a very small weight in the overall assessment process.

Learning facilitators at the primary and secondary school levels should:

• _{possess the minimum requirements needed for teachers at that level;}

• _{have completed a training on mainstreaming entrepreneurship in education as part of their}

teach-er training or through a reputable training institution;

• _{act as role models for being enterprising - thus they need to be confident, positive, passionate}

about their work, and ready to work to learn;

• _{remain conscious of how the quality and effectiveness of their work contributes to their personal}

brand and how this eventually affects their fate; only then can they contribute to building a perfor-mance culture among learners.

In addition to trained teachers, schools should make use of enterprising individuals, including social, busi-ness and corporate entrepreneurs, to inspire learners. This can be done by bringing them to classes as guest speakers, asking students to interview such persons using a checklist given by the teacher, etc.

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5.1 Objectives of Entrepreneurship Education at the Teacher Education Level

Teachers are powerful socialization agents. In addition to formal teaching, some become curriculum de-velopers, education officers, school managers, inspectors, examiners and education policy makers. For the purpose of this framework, teacher education includes training of education managers. In the long run, entrepreneurship training should be mainstreamed in teacher training programs. However, in the interim, other forms of intervention, such as short courses, will be used to train teachers.

The objective of entrepreneurship education at the teacher education level is to prepare teachers and education managers to be effective facilitators in entrepreneurship training, through formal and non-formal channels. Since all teachers and education managers should mainstream entrepreneurship in their own subjects as well as in management and administration of education, the training should empower them to be able to:

(i) demonstrate entrepreneurial competencies and hence become role models to learners;

(ii) effectively facilitate and assess development of enterprising tendencies;

(iii) guide learners to identify and relate with career and business opportunities in their main-stream subjects;

(iv) develop a variety of tools to facilitate and assess development of enterprising tendencies; and

(v) create and sustain a learning context that promotes enterprising behavior in classes, school units and the entire school.

In addition, some teachers will be required to facilitate the development of “business skills” through par-ticular topics or subjects. For this group, the specific objectives of teacher training will be for teachers to be able to:

(i) successfully create and managea business; and

(ii) effectively facilitate and assess the development of business creation and management skills.

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5.2 Competencies to be developed at the Teacher Education Level

In line with the objectives stated above, the competencies to be developed at the teacher education level are as follows:

Table 5.1: Competencies to be developed at the Teacher Education Level

AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Enterprising tendencies NEED FOR AUTONOMY AND INDEPENDENCE

• Pro-activeness • Appreciation of ownership • Self-confidence • Assertiveness • Vision • Action orientation • Learning • Information seeking • Resistance to stress • Accountability

NEED FOR ACHIEVEMENT

• Vision

• Ambition

• Spirit for hard work

• Determination

• Commitment

• Perseverance

• Interact for monitoring performance

• Optimism

• Creativeness • Innovativeness • Flexibility • Ability to adapt • Curiosity • Imagination • Versatility • Critical thinking

• Ability to improvise

• Risk taking

• Daring

• Monitoring risks

• Willingness to start small

• Realism

• Information seeking • Persuasiveness • Information sharing • Assertiveness • Emphaticalness • Active learning

• Valuing networks and know-who

• Interest for monitoring the environment

• Strategic orientation

• Flexibility

• Opportunism

• Ethics • Integrity • Customer sensitivity • Courtesy • Professionalism • Accountability

• Belief for reward as a result of effort

• Team spirit

• Business and employment opportunities

• Developing self-awareness

• Entrepreneurial awareness and motivation

ENTREPRENEURIAL BEHAVIOUR

• Exploring the environment for opportunities(economic, social and cultural)

• Enterprising behavior/personal entrepreneurial competencies

• Establishing linkages and win-win collaboration

• Creating and sustaining an enterprising class, school or organization

• Business ethics

FACILITATING ENTREPRENEURSHIP LEARNING

• Entrepreneurial teaching and learning strategies

• Planning and preparing to teachentrepreneurship lessons

• Creating an enterprising organization

• Assessing entrepreneurship education

CREATIVITY AND PROBLEM SOLVING SKILLS

• Reasoning

• Assessing problems and finding solutions • Critical thinking • Lateral thinking • Developing practical solutions • Creativity COMMUNICATION AND NETWORKING SKILLS • Listening • Speaking • Presentation • Financial literacy • Pitching • Information seeking • Assertiveness • Articulating ideas • Learning • Networking

• Acting as a team player

• Creativity

• Contributing to own learning

• Mentoring

PERSONAL DEVELOPMENT AND SOCIAL SKILLS • Making friends • Networking • Inter-personal skills • Leadership skills • Self-management • Training others

• Managing and reading emotions

• Persuasiveness

• Pitching

• Goal setting

• Managing complexity and unpredictability

• Managing interdependence

• Monitoring and evaluation

• Managing time

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AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Business creation and

development • Interest in the entrepreneurial career BUSINESS START-UP PROCESSS• Understanding the business environment

• Business forms

• Good practice in starting and running a business

• Assessing business development needs

• Finding customers

• Selling

• Customer care

• Pricing a product/service

• Appraising and learning from competition

• Monitoring the business environment with limited resources

• Setting and managing standards of performance

• Strategic planning

BUSINESS SKILLS

• Identifying and assessing business opportunities and ideas

• Marketing for a small business (Finding customers, selling, low cost promotion, customer care, pricing)

• Calculating cost

• Assessment of progress

• Preparing plans to guide implementation

• Teaching entrepreneurship using learner-centered approaches

• Research

• IT

• E-commerce

In teacher education, there are Certificate, Diploma and Degree levels. The competencies above need to be mainstreamed according to the level since they are cross-cutting

5.3 Approach, Methods and Strategies

The entrepreneurship training agenda in teacher education shall be pursued in various ways. Courses or topics will be introduced that are designed to develop the entrepreneurial competencies specified above. In addition, each teacher training college and learning facilitator shall deliberately guide the mainstream learning in ways that develop the desired competencies. This will be pursued through integrating key messages and lessons in the mainstream content, as well as through using teaching-learning methods and strategies and a range of extra-curricular activities that develop the intended competencies. Teaching and learning should maximize on the use of learner-centered, problem-based activities, feedback and rewards that develop a range of intended competencies simultaneously. Specific recommended methods and strategies include the following:

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Table 5.2 Methods and Strategies Recommended at the Teacher Education Level • Singing • Drawing • Story telling • Individual activities • Oral reports • Literature reviews • Gallery walks • Guest speakers • Brainstorming • Group discussions • Presentations • Study visits • Audio visuals • Jigsaws • Simulations • Puzzles • Internships • Role plays • Debates • Practical projects • Peer mentoring • Job shadowing • Case studies • Writing essays

5.4 Assessment

Bearing in mind that entrepreneurship training aims at changing practical abilities and behaviors of learn-ers, assessment should focus mainly on these attributes, rather than just on the acquisition of theoretical knowledge or memorizing facts. At the teacher education level:

• _{Assessments should be carried out periodically at the college, classroom and individual teacher}

level.

• _{Assessments should evaluate changes in the intended attributes and skills as demonstrated}

by: facilitation methods used, value added to the classes or schools where teachers undertake practical training, creative ideas generated, activities and projects initiated, solutions to challeng-es demonstrated, networks developed, confidence demonstrated, assertivenchalleng-ess demonstrated, risks taken, evidence of pro-active learning demonstrated, leadership demonstrated, quality of plans produced, problems solved, quality of presentations made, success in persuasion, keeping time, preference for the entrepreneurial career, honesty, etc.

cours-es or topics that are dcours-esigned principally to develop life or busincours-ess skills. Asscours-essment in such courses or topics should mainly be based on continuous assessment to allow for use of tools that capture competencies, rather than knowledge alone.

• _{Individual teachers of mainstream courses such as Educational Psychology, Education}

Man-agement, Geography, and History, should allocate a part of the continuous assessment marks on demonstrated change in these abilities and attributes among individual learners in the course of learning the specific subject. Such assessment can be done using observation, checklists or assessment grids. This can be done periodically and against specific teachers’ activities, such as projects, presentations, debates, etc.

• _{Peer assessment should also be done periodically whereby student teachers evaluate and give}

feedback to their peers, individually or in groups, using an assessment grid or observation sheets provided by the learning facilitator.

• _{Awareness of opportunities, laws and regulations and basic business principles shall be}

evaluat-ed through practical projects, case studies or business plans, tests and exams. Tests and exams should carry a very small weight of the overall assessment process.

Learning facilitators at the teacher education level should:

• _{possess the minimum requirements needed for teachers at the teacher education level;}

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• _{have completed a training on mainstreaming entrepreneurship in education as part of their}

teach-er training or through a reputable training institution;

• _{act as role models by being enterprising –thus they must be confident, positive, passionate about}

their work, and ready to work to learn;

In addition to trained teachers, teacher training colleges should make use of enterprising individuals, in-cluding successful career teachers, educational managers and business entrepreneurs to inspire learners. This can be done by bringing them to classes as guest speakers, asking teachers to interview such per-sons using a checklist given by their teachers, etc.

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6.1 Objectives of Entrepreneurship Education at the Tertiary Education Level

Tertiary education includes vocational, technical and university levels. A wide range of courses and learn-ing outcomes, includlearn-ing studies at a major subject level in entrepreneurship may be pursued. However, the focus of this Framework is on the minimum entrepreneurship training recommended in all programs, and does not go beyond the first degree level.

The objective of entrepreneurship training at the tertiary level is to continue to nurture an entrepreneurial character so that learners can be both competitive and successful in their chosen career. The specific objective at all levels of tertiary education is to enable learners to:

(i) develop awareness of their own talents, personal assets and abilities; (ii) demonstrate enterprising behavior; and

(iii) identify career and business opportunities in their areas of study.

In addition, learners should develop business creation and management skills whose scope and complexity shall depend on the level of education:

• _{at the vocational education level, learners should be able to successfully create and manage}

owner-operated businesses;

• _{at the certificate and diploma level, learners should be able to successfully create and manage}

owner-operated businesses with limited or no formal systems; and

• _{at the degree level, learners should be able to successfully create and develop a formalized}

en-terprise with key business systems as well as to handle key issues such as gender and family.

6.2 Competencies to be developed at the Tertiary Education Level

In order to achieve the objectives stated above, the recommended learning outcomes at this level are as follows:

6.0

Entrepreneurship Training

at the Tertiary Education

Level

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Table 6.1: Competencies to be developed at the Tertiary Level

AREA OF COMPETENCE ATTITUDES KNOWLEDGE SKILLS Enterprising tendencies NEED FOR AUTONOMY AND INDEPENDENCE

• Pro-activeness • Appreciation of ownership • Self-confidence • Assertiveness • Vision • Action orientation • Orientation to learning • Future orientation • Information seeking • Resistance to stress • Accountability

• Vision

• Ambition

• Goal orientation

• Future orientation

• Spirit for hard work

• Determination

• Commitment

• Perseverance

• Monitoring performance

• Optimism

• Creativeness • Innovativeness • Flexibility • Ability to adapt • Curiosity • Imagination • Critical thinking

• Improvisation

• Risk taking

• Daring

• Realism

• Information seeking • Persuasiveness • Information sharing • Assertiveness • Emphaticalness • Attentiveness • Articulateness • Active learning

• Valuing networks and know-who

• Strategic orientation

• Flexibility

• Opportunism

• Willingness to get one’s hands dirty

• Ethics • Integrity • Customer sensitivity • Quality orientation • Courtesy • Professionalism • Accountability

• Belief for reward as a result of effort

• Team spirit

• Business and employment opportunities in the area of study

• Developing self- awareness

ENTREPRENEURIAL COMPETENCIES

• Entrepreneurial traits

• Establishing linkages and winning collaboration

• Business ethics

• Etiquette

CREATIVITY AND PROBLEM SOLVING SKILLS

• Reasoning

• Assessing problems and finding solutions

• Critical thinking

• Logical and lateral thinking

• Developing practical solutions

• Creativity

COMMUNICATION AND NETWORKING SKILLS • Listening • Speaking • Presentation • Financial literacy • Pitching • Information seeking • Assertiveness • Articulating ideas • Learning • Networking

LIFE LONG LEARNING SKILLS

• Creativity

• Contributing to own learning

• Mentoring

PERSONAL DEVELOPMENT AND SOCIAL SKILLS • Making friends • Networking • Inter-personal skills • Leadership skills • Self-management • Training others

• Managing and reading emotions

• Persuasiveness

• Goal setting

• Managing complexity and unpredictability

• Managing interdependence

• Monitoring and evaluation

• Managing time

• Managing resources

• Managing risks

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development • Interest in the entrepreneurial career BUSINESS START-UP PROCESSS• Understanding the business environment

• Business forms

• Identifying and assessing business opportunities • Finding customers • Selling • Customer care • Pricing a product/service • Managing gender relations in the business

• Designing business systems

• Managing employees

• Issues to do with a family business

• Business growth

• Consolidation Internationalization

BUSINESS SKILLS

• Research

• Consolidation

• Internationalization

• Social entrepreneurship

• Managing a family business

• IT

• E-commerce

6.3 Approaches, Methods and Strategies

The entrepreneurship training agenda in the tertiary education shall be pursued in various ways. Courses or topics may be designed to develop the entrepreneurial competencies and business skills specified above. These courses or topics will be used to the maximum. However, in addition, each teacher training institution and learning facilitator shall deliberately guide the mainstream learning in ways that develop the desired competencies. This will be pursued through integrating key messages and lessons in the mainstream content, and through using teaching-learning methods and strategies as well as a range of ex-tra-curricular activities that develop the intended competencies. Teaching-learning should maximize on the use of learner-centered, problem-based activities, feedback and rewards that develop a range of intended competencies simultaneously. Specific recommended methods include the following:

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Table 6.2 Methods and Strategies recommended at the Tertiary Education Level • Singing • Drawing • Story telling • Individual activities • Oral reports • Literature reviews • Gallery walks • Guest speakers • Brainstorming • Group discussions • Presentations • Study visits • Audio visuals • Jigsaws • Simulations • Puzzles • Internships • Role plays • Debates • Practical projects • Peer mentoring • Job shadowing • Case studies • Writing essays

• Socrates questioning

• Action research

6.4 Assessment

Bearing in mind that entrepreneurship training aims at changing practical abilities and behaviors of learn-ers, assessment should focus mainly on these attributes, rather than just on the acquisition of theoretical knowledge or memorizing facts. At the tertiary education level:

• _{Assessments should be done periodically at the institution, classroom and individual student}

teacher/student level.

• _{Assessments should evaluate changes in the intended attributes and skills as demonstrated by:}

creative ideas generated, activities and projects initiated, solutions to challenges demonstrated, networks developed, confidence demonstrated, assertiveness demonstrated, risks taken, evi-dence of pro-active learning demonstrated, leadership demonstrated, quality of plans developed, problems solved, quality of presentations made, success in persuasion, keeping time, preference for the entrepreneurial career, honesty, etc.

cours-es or topics that are dcours-esigned principally to develop life or busincours-ess skills. Asscours-essment in such courses or topics should mainly be based on continuous assessment to allow for use of tools that capture competencies, rather than knowledge alone.

• _{Individual teachers of mainstream courses (Marketing Research, Development Studies,}

Aquat-ic Environment, Engineering Design, History of Architecture, etc.) should allocate a part of the continuous assessment marks on demonstrated change in the above-mentioned entrepreneurial abilities and attributes among individual learners in the course of learning the specific subject. Such an assessment can be done using observation checklists or assessment grids. The assess-ments can be carried out periodically in relation to specific teachers’ activities, such as projects, presentations, debates, etc.

• _{Peer assessment should also be carried out periodically whereby the students evaluate and give}

feedback to their peers, individually or in groups, using an assessment grid or observation sheets provided by the learning facilitator.

• _{Awareness of opportunities, laws, regulations and basic business principles shall be evaluated}

through practical projects, case studies or business plans, tests and exams. Tests and exams should carry a very small weight in the overall assessment process.

• _{Each institution should endeavor to undertake tracer studies of its graduates.}

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Learning facilitators at the tertiary education level should:

• _{possess the minimum requirements needed for that level;}

• _{have completed training on mainstreaming entrepreneurship in education as part of their teacher}

training or through a reputable training institution;

• _{act as role models for being enterprising –thus they must be confident, positive, passionate about}

their work, and ready to work to learn;

In addition to tutors and lecturers, tertiary training institutions should make use of enterprising individuals, including successful business, corporate and social entrepreneurs to inspire learners. This can be done by bringing them to classes as guest speakers, asking students to interview such persons using a checklist given by their teachers, etc.

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7.1 Objectives of Non-Formal Entrepreneurship Education

We are using the term non-formal training to refer to what is not structured, standardized or formally accredited and evaluated. Non-formal entrepreneurship training can take many forms, including short courses of a variety of durations, mentoring, coaching, incubation, or a combination of these. Non-formal entrepreneurship training is in demand by a range of actors, including:

• _{those engaged in or aspiring to be engaged inbusiness start-ups;} • _{those who wish to consolidate and grow existing businesses;}

• _{those who intend to internationalize or have already internationalized their business operations;}

• _{employees who want to adopt corporate entrepreneurship;}

• _{individuals who are or aspire to be social entrepreneurs.}

The overall objective of non-formal entrepreneurship training is to empower individuals, institutions and communities to take advantage of the resources and opportunities around them for their own develop-ment. The specific objectives are distinguished by target group as follows:

Table 7. 1 Specific Objectives of Non-Formal Entrepreneurship Training by Target Group

Target group Specific objectives (learners should be able to)

All • Behave more entrepreneurially

Start-ups • Successfully create and operate a business

Consolidation and growth • Successfully consolidate and grow a business

Internationalization • Successfully internationalize business operations

Corporate entrepreneurship • Successfully initiative and manage change and improvement in

existing organizations

Social entrepreneurship • Successfully initiate, lead and implement initiatives that address

social problems

7.0

Entrepreneurship Training

in Non-Formal Education

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7. 2 Competencies to be developed for existing or potential Business Start-ups

Business creation requires an orientation and skills that enable one to start and build on limited resources; innovation; ability and willingness to explore and learn by doing; as well as ability tosustain the motivation to navigate through a range of potential barriers. The following specific competencies will be developed for business start-ups:

Table 7.2 Competencies to be developed for Business Start-ups

AREA OF

Business creation

and development • Interest in and commitment to the entrepreneurial career

• Growth motivation

BUSINESS START-UP PROCESSS

• Understanding the business environment

• Business forms

• Finding customers

• Selling

• Customer care

• Pricing a product/service

• Setting and managing performancestandards

• Knowledge of the relevant value chain

• Learning from the business environment

• Learning from failure

BUSINESS SKILLS

• Setting and managing performance standards

• Research

• Feasibility assessment

• IT

• E-commerce

7.3 Competencies to be developed for Business Consolidation and Growth

Those who are already running businesses require awareness, moti-vation and skills for consolidating the business to be more efficient and competitive, and to grow it. Entrepreneurship training for this group will be designed to build motivation for growth and ability to strategically identify and build competitive capacity, innovatively explore and assess growth opportunities, as well as to finance and manage growth. The specific competencies to be developed are as follows:

|| Entrepreneurship Training in Non-Formal Education

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Table 7.2: Competencies to be developed for Growth and Consolidation

development • • Motivationfor Growth Commitment to the entrepreneurial career

BUSINESS DEVELOPMENT PROCESSS

• Business growth process

• Implications of business growth

ORGANIZING AND MANAGING GROWTH

• Managing the growth process

• Assessing business growth needs

• Designing

businessgovernance systems

• Financing growth

• Managing family issues

• Managing risks

• Learning from failure

• Learning from the business environment

BUSINESS

• Identifying and assessing growth opportunities

• Designing a governance structure

• Setting and managing performancestandards

• Financing growth

• Market research

• Building linkages & collaboration

• Using specialists and consultants

• IT

• E-commerce

7.4 Competencies to be developed for Internationalization

The objective of entrepreneurship training for entrepreneurs who intend to internationalize their business or are already operating internationally, is to build the capacity needed to strategically exploit international opportunities, including adjusting to unique opportunities and challenges in the international environment. The specific competencies to be developed include:

Table 7.3: Competencies to be developed for Internationalization

development • Motivation for growth • Interest in internationalization INTERNATIONALISATION

• Understanding the international business environment

• Understanding international operations

• Import/export procedures

• International collaboration

• Identifying and assessing international business opportunities

• Monitoring the international business environment with limited resources

BUSINESS MANAGEMENT

• Managing business information

• Appraising and learning from international competition

• Setting and managing performance standards

• Financing an international business

• Managing statutory requirements for international trade

• Quality management • Product development • Contract management • Strategic planning • Research • Cultural adjustment

• IT

• E-commerce

National Entrepreneurship Training Framework (NETF)

THE UNITED REPUBLIC OF

TANZANIA

The Prime Minister’s Office

National Entrepreneurship

Training Framework (NETF)

National Entrepreneurship

Training Framework (NETF)

THE UNITED REPUBLIC OF

TANZANIA

The Prime Minister’s Office

TABLE OF CONTENTS

...3

List of Abbreviations

Acknowledgement

sys-1.0

(i)

(ii)

(iii)

2.0

Entrepreneurship Concept

and Objectives of

3.0

Entrepreneurship Training

at the Pre-Primary School

4.0

Entrepreneurship Training

at the Primary and

5.0

Entrepreneurship Training

at the Teacher Education

Level

6.0

Entrepreneurship Training

at the Tertiary Education

Level

7.0

Entrepreneurship Training

in Non-Formal Education