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Principle no.

5: Effective entrepreneurship education links in-school curriculum work with extra-mural activities where learners are able to apply and practice the theory through practical activities.
11 PRINCIPLES OF GOOD PRACTICE IN THE PROVISION OF ENTREPRENEURSHIP EDUCATION (EE) AT SCHOOL LEVEL: 1. Clear definition of entrepreneurship includes: thinking, feeling and doing in practice - amongst all at secondary school. 2. School Entrepreneurship Education use quality classroom content across range of subjects, fit within curriculum statement. 3. Teachers involved follow innovative facilitation approaches to teaching. 4. Continuous teacher development takes place in field of EE." 5. "in-the-classroom entrepreneurship education theory is linked to the practicals there-off within extra-mural activities." 6. A culture of entrepreneurship created at school through engagement of all stakeholders - focus upon learner development. 7. Agreed aims & objectives by school's EE: measure achievement, direct efforts & new strategies. 8. Learner initiated & lead EE projects secure support from the school enhancing self-motivation. 9. Co-ownership of EE in the school illustrated - joint action involve staff, management, Department. 10.Learners of the school receive exposure to career options open to entrepreneurs" 11.School use effective outreach & networking strategies - integral to provision of EE.

How does EWET go about it?


Practicals through YES Clubs as laboratories for youth entrepreneurship development: Each YES (Youth Enterprise Society) club initiated within a school involves 60 members: 15 Grade 8 members called YES Adventurers; 15 grade 9 members called YES Pioneers; 15 grade 10 members - called YES Champions and 15 grade 11 members - called YES Entrepreneurs. Young people who graduated from YES are called AYES Alumni. Each society of 60 members and 4 Advisors (volunteer teachers) meets once a week under the youth elected leadership, to take care of business that affects their society through adherence to parliamentary procedures. YES Adventurer, YES Pioneer, YES Champion and YES Entrepreneur teams with 1 YES Advisor (Teacher) for each team, meet independently once a week during which time they execute projects and activities that relate to 17 business competencies. The challenges faced by the YES members in achieving the 17 competencies creates an awareness of enterprise - the Adventurers & Pioneers, taste of enterprise - YES Champions to mini-enterprise - YES Entrepreneurs. These 17 competencies are: Life Skills; Understanding the market economy;

Business Ideas; Evaluate the Community; Setting Goals; Market Research; Plan the Business; Plan Business Finance; Plan Human Resources; Business Promotion; Selling the Product; Business Accounts; Business Records; Leading and Managing; Business Communications; Entrepreneurship as a Career; and Our Business. EWET supplies 68 competency booklets that contain two activities and a project each, to the YES clubs as part of their Learning and Teaching Support Materials (LTSM), together with other supplies required for club operations. Growth Panels involving at least 2 local business people assess the attainment of each of the 17 business competencies by the YES members through the utilisation of rating sheets supplied by EWET. A case study exist of young people who were overcome by their socio-economic challenges that they had to face at home resulted for them to engage themselves within delinquent behaviour inclusive of drug abuse. Fellow YES members refused to give up on these members and kept on visiting them, attempting to engage them within the constructive activities of their club. They emphasized that they are fellow members and they need them to contribute as they did in the past. Finally, they made the change to disengage from answers that further complicate their life, face the challenges while pursuing constructive solutions through their active engagements within YES clubs. Other examples of a child who rescued their family business from collapse and expanded it for his parents to have employment in Kimberley; YES members who got a feeding scheme in place for pre-school children in Ladysmith; the first YES president Hilda Komako who overcame childhood pregnancy to become a pillar of strength and business leader in QwaQwa; etc. Thus YES developed into a peer support group that served as a caring community, who lives the spirit of Ubuntu. EWETs realization of this role of the clubs opened our eyes to observe and appreciate many similar occurrences. EWETs delivery of YES focuses on sustaining current YES clubs as well as on new establishments: 1 Sustaining YES Societies Evaluations and assessments made it clear that support is required after a YES society had been established and had been operational for a year, to avoid fall out. Such support consist of the issuing of required materials for the new year, refresher training of educators who functions as YES Advisors, orientation on changes made to YES as well as on services and products added, motivational site visit also with the object to monitor and evaluate. EWET has in the region of 300 schools that keeps on expanding, with a national spread that require this kind of support. Please see the third paragraph below of 3.2.6.2 to see wholl actually execute these assignments? 2 Establish new YES clubs Social investors often request EWET to service as particular town or area with the implementation of the full Entrepreneurship Education (EE) approach (syllabi, clubs and Simama Ranta) or one of the 3 components such as YES clubs. The demand for EE implementation from learners, teachers and/or schools is extensive although such requests could most often not be responded to due to a lack of resources. Delivery of: the one (YES) club component; normally leads to

the implementation of the remaining 2 components of (EE) syllabi; and of (EE or YES) Simama Ranta at a later stage. Typically, when approached to service a particular area, EWET would: assess existing social infrastructure within the community to select a local partner to work with; engage with the Department of Education locally and at district level to gain support, approval and collaboration; select the schools to be serviced; engage with the staff of the school to inform them on EE and to solicit volunteer teachers to be trained; train the teachers wholl proceed with informing students and invite learners to apply for membership; proceed to full implementation with EWET providing the Learning and Teaching Support Materials (LTSM) as well as other services and supplies as agreed upon. Dissemination of YES clubs materialise in the following ways, depending on EWETs satisfaction for meeting quality assurance requirements and EWETs management there-off: (a) by EWET itself; (b) through EWET Associates; (c) through selected teachers from amongst the intended association for entrepreneurship education (existing YES Advisors); (d) through the district offices of the Department of Education; (e) through a teacher within a specific locality who had been capacitated to fulfil this role as lead educator; (f) through a local partner with an established relationship with EWET. Compiled by: EWET Education With Enterprise Trust, not-for-profit: PO Box 150, Harrismith, Free State Province, South Africa your partner in youth entrepreneurship development.

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