Transcript Document

Entrepreneurship Program
Stephanie Vucko, Career Development Team
May 1, 2009
Welcome
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Introductions from the participants
Objectives of workshop
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Entrepreneurship in Quebéc
A common understanding of the Entrepreneurship Program
A sharing of ideas, expertises, and resources to support the implementation
A needs assessment for what is next
Entrepreneurship in QuebécKatherine Korakakis
Coordinator Youth Entrepreneurship Province of Québec, Réseau des carrefours
jeunesse-emploi du Québec
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During the last conference given by the Fondation de l’entrepreneurship, a study
was released that the majority of business created in Quebec were done so, by
youth under the age of 35.
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The Youth Entrepreneurship Challenge, has noticed a similar trends in youth
business development. More than ever Youth are considering starting a business as
a potential career choice. In fact, we have seen a doubling in intention of starting a
business from 2003-2006:
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in 2003, 8,8 %
in 2004, 12,5 %
in 2005, 13,6 %
in 2006, 16,5 %
Source GEM*
The Global Education Initiative of the World Economic Forum in Geneva, Switzerland,
just released a global study on entrepreneurship Education, entitled “Educating the
Next Wave of Entrepreneurs". Here are some highlights of this study.
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We believe entrepreneurial skills, attitudes and behaviours can be learned, and that exposure to
entrepreneurship education throughout an individual's lifelong learning path, starting from youth
and continuing through adulthood into higher education - as well as reaching out to those
economically or socially excluded - is imperative." (Preface, p 6)
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"Innovation and entrepreneurship provide a way forward for solving the global challenges of the
21st century, building sustainable development, creating jobs, generating renewed economic
growth, and advancing human welfare." (Introduction, p 7)
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"Entrepreneurship education can be a societal change agent, a great enabler in all sectors. Not
everyone needs to become an entrepreneur to benefit from entrepreneurship education, but all
members of society need to be more entrepreneurial." (Introduction, p 7)
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"We use a broad definition of entrepreneurship to include the pursuit of opportunities, whether
they are to create start-ups, spin-outs, or entrepreneurial activities in larger organizations (public
or private) or social ventures." (Purpose, p 8)
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"This is the first time entrepreneurship education has been considered in such a systematic
manner throughout the lifelong learning process of an individual..." (p 8)
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"Entrepreneurship empowers people, in all societies and at all levels, to take their own destiny
into their hands. It creates opportunities which not only contribute to economic development, but
also to personal and professional development." ( p 9)
Entrepreneurship in Québec
Québec Government Entrepreneurship Strategy
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The Youth Entrepreneurship Challenge
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Inviting schools to participate Axis 1
Creating a favourable environment Axis 2
Disseminating effective strategies Axis 3 to young entrepreneurs
Les choix stratégiques 2009-2012 du défi de l’entrepreneuriat
Entrepreneurship in our schools
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In a GOAL context
As an entry in the Québec Entrepreneurship Contest
And now as an elective course – Entrepreneurship – in the Career Development
Subject Area
Entrepreneurship in Career Development Subject Area
Entrepreneurship is an Elective Course
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Entrepreneurship is an elective subject that must be offered in Secondary IV and V
in the Applied General Education Path and that may be offered in the General
Education Path during the three years of Cycle Two.
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Entrepreneurship may be offered as an elective subjective in Secondary III in the
General Education Path (Secondary IV credits).
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2 credit course (50 hours) – 604-402
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Or 4 credit course (100 hours) – 604-404
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Entrepreneurship course can only be taken by the students one time.
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Class set up in a POP classroom or a POP-style classroom with computers (16 to
22) and tables for work areas.
Activity
What qualities do these famous entrepreneurs have?
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Lise Watier, founder of Lise Watier cosmetics
J. Armand Bombardier, developer of the snowmobile and founder of Bombardier
Corporation
Guy Lalibert, co-founder of Cirque du Soleil
John Molson, founder of Molson Breweries
Free the Children, co-founder Marc Kielburger
Tim Horton, co-founder of Tim Horton
Linda Lundström, Canadian fashion designer
Chris Haney, co-founder of game Trivial Pursuit
Christine Magee, founder of Sleep Country Canada
Bill Gates, co-founder of Microsoft
Do you notice any common qualities? We will return to this discussion later.
Entrepreneurship program
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Aimed at developing students’ entrepreneurial spirit and self-knowledge
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Through reflections gained from their own entrepreneurial experiences
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These entrepreneurial experiences within this program address a need in the
community and have students assume social responsibility.
Entrepreneurship Spirit
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Program takes a broad view of entrepreneurship and addresses the:
1) self-employed worker
2) entrepreneur
3) Intrepreneur
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Encourages students to innovate, to translate ideas into action, to expand their
range of actions and to become involved in their community.
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To develop Entrepreneurship Spirit
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It differs from business spirit in that it does not necessarily involve starting up a
business or making a profit.
Entrepreneurship spirit vs Business spirit
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Students with Entrepreneurship spirit
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Entrepreneur with Business spirit
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Entrepreneurial qualities + action through
innovative solutions to community needs
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Entrepreneurial qualities + desire to start a
business + desire to make a profit
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And resources, strategies, etc.
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And resources, strategies, etc.
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= Entrepreneurial Program
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= Business Model
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Famous Entrepreneurs
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Did the qualities of the entrepreneur you described fit into the Entrepreneurial Spirit
model or the Business Spirit model?
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What are the differences or similarities that you noticed?
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How do you think students who demonstrate and use entrepreneurial qualities will
benefit in the world of work? Remember that this program takes a broad view of
entrepreneurship and addresses the:
1) self-employed worker
2) entrepreneur
3) Intrepreneur
Entrepreneurial Competencies
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Try matching key features to the competencies
Relationship between competencies
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The two competencies are closely linked
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Carrying out entrepreneurial projects, helps students determine their suitability for
entrepreneurship
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And knowing about their entrepreneurial qualities helps them carry out projects
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Students’ reflections will impact on themselves and the way their carry out their
project or modify a project that is underway
Characteristics of an Entrepreneurial project
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It meets a real need in the community.
It gives rise to innovative action through the creation of a good or a service
or an event.
It elicits enthusiasm and commitment from the students, since it reflects their
interests.
The project creates value in the community in which it is intended.
Other requirements of the program
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The students take an active role in their learning in a project that is their primary
responsibility
Students must commit freely to this undertaking
Each student contributes in the role they assume based on their interests and
entrepreneurial profile and within each role show automony, responsibility and
solidarity
Students determine how a project will be carried out
Ongoing evaluation by teacher and by classmates and self-evaluation support the
development of the competencies
Project implementation is supported by careful organization and anticipation of
difficulties
Flexibility in resolving any problems is the responsibility of the students and
contributes to success
A success or unsuccessful outcome of the project in and of itself does not determine
if the students have developed the competencies
Students should be able to apply what they have learned from one project (about
their profile and developing a project) to their next project
Additional information
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In a GOAL context, students will familiarized themselves with the world of
entrepreneurship including the work opportunities available to them. This may help
them continue the process of constructing their identity, expand their interests and
impact on their academic and career goals. This is happening at an important stage
of the students’ educational journey where they are being asked to make some
choices.
As students develop the competencies, they will develop an understanding of
whether they see themselves as:
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A self-employed worker
An entrepreneur
An intrapreneur
Role of teacher
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As always be an educator
Keen interest in entrepreneurship
Possess entrepreneur qualities
Have a good knowledge of community
Provide opportunities for learning from entrepreneurs in the community
Support each group of students in meeting their goals by ensuring
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Guide and coach students through their learning experiences through
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Contribution of all team members
Interactions with community partners
Deadlines are realistic, etc.
Discussions
Time for reflection of process
Support in finding innovative solutions
Encouraging students to change roles in order to observe themselves in other situation
Resources and strategies.
Encourage students to understand how the entrepreneurial spirit will benefit them in the world of
work
Encourage students to define their entrepreneurial profile and consider how their experiences will
influence their future career choices and current academic path
Other Human Resources
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Parents
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Complementary educational services staff
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Academic and career information, liaison with community, etc.
Administrative staff
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Discussions with child and support of, guest speakers
Support when reaching out to community and accessing human, financial, technical and
material resources
Community
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Guest speakers, mentors, and examples for students.
Many organizations such as CJE (Carrefours Jeunesse-emploi) to support implementation of
projects and define entrepreneurial profiles.
And do not forget about documentation resources. Remember your students have access to
resources online through your computer and you should be setting up a career resource
centre in your classroom.
Funding?
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No existing measure tied to the Entrepreneurship Program
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Enter the Entrepreneurship Contest in order to get the measure
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Some classes taking advantage of this option
Mesure de sensibilisation a l’entrepreneuriat (available until 2010)
$50 per student up to a maximum of 15 student per project ($750 maximum)
Entrepreneurial projects must be accepted in order to be eligible for grant money
Money is only received the follow year
Entrepreneurship
Prepares students for their future