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CULTIVATE ENTREPRENEURSHIP WITHIN MARGINALISED COMMUNITIES

ENTREPRENEURSHIP EDUCATION SIMAMA RANTA

South African Schools Competition One of the most effective ways to reduce poverty is to encourage entrepreneurship.
PO Box 150, 49c Stuart Street, Harrismith 9880 South Africa Tel: (058 !"#0104 $!"#0!49$!"#01"# %ax: (058 !"#010& '()ail: e*et+e*et,or-,.a /e-istratio0 0o, 59!1$9", Pu1lic Be0efit Or-a0i.atio0 0o, 9#001#&8!, 2o0(3rofit re-istr, 0o, 000(#8#

EE Simama Ranta
1. Introduction to the National and Provincial E !o" Entre#reneur hi# Education Si"a"a Ranta$ School A%ard Pro&ra"
Entrepreneurship Education Simama Ranta means empowering (Simama) the South African economy (Ranta) through entrepreneurship education (EE). This awards program aims to identify, honour and showcase those South African secondary schools who represent e emplars in entrepreneurship education. These schools are addressing a crucial top priority South African challenge in preparing their learners to consider entrepreneurship as career choice ! to "ecome creators of #o"s rather than #o" see$ers. The goal of this national program is to pro%ide a %ariety of models of comprehensi%e, &uality entrepreneurship education, representing South Africa's di%erse education system.Es$om Entrepreneurship Education Simama Ranta will therefore facilitate for the winning schools to ser%e as leaders in mentoring other schools. '. National a%ard Es$om Entrepreneurship Education Simama Ranta will select ( pro%incial finalist schools ()ro%incial Entrepreneurship Education Schools ! )EES) from amongst applications recei%ed. A panel representing the *epartment of Education, the )ri%ate Sector and e perts in entrepreneurship education, will select a school from amongst these +, pro%incial winners for the national winner (-ational Entrepreneurship Education School ! -EES). Es$om Entrepreneurship Education Simama Ranta competition finalists will "e e hi"iting their pro#ects at the .usiness /pportunities 0 1ranchise E po, "rought to you "y Es$om and The"e E hi"itions 0 )ro#ects, which will "e held from 23 until 45 Septem"er at The 6oca76ola *ome in -orthriding, 8ohannes"urg, 9auteng. Each of these nine winning schools will "e in%ited to send a team to represent their school at the .usiness /pportunities and 1ranchise E po. The team from each school will consist of one educator and three learners. All tra%el and accommodation costs will "e paid for "y Es$om, as part of the pro%incial pri:es. Each of these winning schools will ha%e a free e hi"ition stand at the .usiness /pportunities and 1ranchise E po where thousands of people will %isit their e hi"itions. The winners will, furthermore, recei%e national and local press co%erage and will ha%e the right to use the Es$om Entrepreneurship Education Simama Ranta awards name and logo. All +, teams will attend the prestigious Business Investment Competition Awards function on 2( Septem"er, where the national winner will "e announced. The national winning school, together with the remaining twenty si pro%incial winners will each recei%e a grant at the awards function.

3 (. E)#ectation o* the Entre#reneur hi# Education Si"a"a Ranta$ A%ard +inner The national winning school will recei%e a cash pri:e of R422, 222, )ro%incial winning schools will each recei%e R;2, 222, and first runner7up per pro%ince R+;, 222 and second runner7up from each of the ( pro%inces will recei%e R42, 222 to ena"le them to fulfil their role as am"assadors of entrepreneurship education. Should a clu" within a school win, the pri:e money is to "e utilised for the clu" and not for the school. They present at the .usiness /pportunities 0 1ranchise E po Septem"er +245 at 6oca76ola *ome near 8ohannes"urg) and pro%ide staff de%elopment and mentoring for other educators. ,. Criteria *or National Entre#reneur hi# Education School -NEES. and Provincial Entre#reneur hi# Education School -PEES. The Es$om Entrepreneurship Education Simama Ranta will select distincti%e models that offer demographic %ariety in areas such as geographic location, socio7economic status, and grade le%els co%ered. These schools will "ecome $nown as the top7rated entrepreneurship education schools in the ( pro%inces ()EES) and in South Africa (-EES). /. A##lication Su0"i ion

All applications must "e mailed to Entrepreneurship Education Simama Ranta competition, c<o E=ET ! Education with Enterprise Trust, 5(c Stuart Street, )/ .o 4;2, >arrismith, (332. E=ET's Tel (2;3) ?+@ 2425<24+@<2?5(, 1a (2;3) ?+@ 242,. E7mailA ewetBewet.org.:a AttentionA EE Simama Ranta 6oordinator Cs Tshidi Se$opa. 1. Ti"eline All applicants must mail or fa their application's co%er sheet well in time to reach E=ET offices with a post date stamp "efore or on +, 8une. 1ull entries must "e forwarded "y +, 8uly +245. E=ET's staff will re%iew the applications recei%ed and identify the highest scoring schools from each pro%ince. A site %isit will "e e ecuted to each of the @ highest ran$ing schools from each pro%ince for %erification purposes. The outcome will "e the identification of the ( )ro%incial Entrepreneurship Education Schools. A national panel will re%iew the ( )ro%incial Entrepreneurship Education Schools to select the -ational Entrepreneurship Education School. 2. 3ene*it *or All A##licant 6ompleting the application process is an opportunity to conduct a thorough self7assessment on the status of entrepreneurship education within the applicants own school. All applicants will recei%e detailed feed"ac$ in the form of an Entrepreneurship Education Duality Standards score sheet that includes a &uantitati%e score and written feed"ac$. The Es$om Entrepreneurship Education Simama Ranta competition gi%es those schools not selected for -EES or )EES an additional month to apply for a )romising )ractice award certificate for a specific acti%ity or strategy descri"ed in their application, and E=ET gi%es their applications special consideration.

4. A##lication Proce

4 The Es$om Entrepreneurship Education Simama Ranta competition application consists of the followingA An A##lication Cover Sheet that is within this application pac$ (page 3) send to schools that made en&uiries and indicated their interest in participationE A page that descri"es the De"o&ra#hic of your learners and teaching staff and other A##lication In*or"ationE A ,7page Narrative that e plains how your school's entrepreneurship education initiati%e e emplifies the Ele%en )rinciples of Entrepreneurship EducationE Fp to a 4;7page Port*olio that pro%ides supporting e%idence for the -arrati%e A Sel*5A e "ent Score Sheet using the Entrepreneurship Education Duality Standards reflecting the results of your school's self7assessment.

Mail t%o co#ie of the completed application, assem"led in the order outlined a"o%e, "y '2 6une. That is the postmar$ date, not the arri%al date. Core detailed information a"out each piece of the application follows. 7. A##lication Cover Sheet

The Application 6o%er Sheet is a one pager that applicant schools may de%elop themsel%es (or could re&uest from E=ET) with the heading Es$om's EE Simama Ranta The co%er sheet must contain the following information (see page 3)A The na"e and contact details of the school (postal and physical address, telephone and facsimile num"ers, and e7mail if a%aila"le). 9i%es information of the contact #er on (name, surname, position, telephone and cellular phone, e7mail if a%aila"le. T8#e o* chool (intermediate or secondary or 1ET, go%ernment or pri%ate, and academic or %ocational), grades "eing presented "y the schoolE num"er of learnersE num"er of teaching staffE num"er of support staff. 1rom what year does the school deli%er Entrepreneurship Education (EE). -ame of the di trict and #rovince within which the school falls. De"o&ra#hic 9 (farm school, %ery rural, rural, semi7ur"an, ur"an), cost per pupil, G of learners whose parents pay school fees. :eneral in*or"ationA how did the school got to $now a"out Es$om Entrepreneurship Education Simama Ranta, did the school recei%e any other pre%ious recognition for their entrepreneurship education initiati%es ! if so, gi%e "rief information. The particulars of the #rinci#al of the school must "e stated at the end of the co%er sheet, which must sign it and gi%e the date when signed.

5 ;er8 I"#ortant NoticeA the Application 6o%er Sheet "y itself on page 3 (two pages utmost) must "e fa ed to E=ET 1a . (2;3) ?+@ 242, a oon a the chool tart to #re#are their a##lication (entry) ! this will allow E=ET to gi%e support and to record that your application is in progress. The original will "e used as the co%er for the full application to "e mailed "y +, 8une.

1<. De"o&ra#hic and A##lication In*or"ation Hn a separate one7page document, please pro%ide the followingA Student and staff demographics. Hnclude original mother tongue language, and other pertinent information. An e planation of who contri"uted to completing the Entrepreneurship Education Duality Standards self7assessment. 11. Narrative The "ody of your application should "e a ,7page narrati%e that e plains how your school's entrepreneurship education story e emplifies the Entrepreneurship Education Duality Standards. Iour -arrati%e should clearly answer the following two &uestionsA A. +hat are 8our &oal *or entre#reneur hi# education= /n page 4 of the -arrati%e, define your school's %iew of entrepreneurship education and what difference you intend to achie%e through your efforts. E plain what your entrepreneurship education initiati%es are trying to accomplish. =hy you selected you pro#ect. 3. Ho% are 8ou i"#le"entin& entre#reneur hi# education= /n pages + ! , of the -arrati%e, gi%e e%idence of your accomplishments in each of the Entrepreneurship Education Duality Standards. -ote that each of the Standards has three or four scoring items. =hile you will recei%e a score for each item "ased upon the supporting e%idence you pro%ide, it is "est not to write a separate paragraph for each item. Rather, write a separate paragraph (or more) for each Standard and include specific, illustrati%e e amples that address the scoring items. Jeep in mind that to recei%e a score of 5 on an item, you must show e%idence of all the $ey indicators of e emplary practice descri"ed under each scoring item. Each section must "e clearly num"ered with the num"er of the )rinciple you are descri"ing. To use your limited space effecti%ely, only mention information once e%en if it applies to more than one )rinciple. Ht is not necessary to repeat information. Refer to the pages in your )ortfolio that pro%ide e%idence of the )rinciple, when possi"le. The -arrati%e is your opportunity to supply e amples that illustrate and ma$e a persuasi%e case that your school has thoughtfully implemented entrepreneurship education and that your initiati%e has had positi%e and significant results. .e sure to pro%ide specific &ualitati%e and &uantitati%e e%idence to support your argument. )ro%ide full data and analysis from

6 measurements that you used. Fse num"ers, not percentages, when reporting changes in learners "eha%iour. =hen descri"ing acti%ities, e plain how fre&uently they occur and how many learners they in%ol%e. Iour -arrati%e (and )ortfolio) should clearly demonstrate that your community has gathered data' reflected upon it, and then acted as needed. 1inally, if your school is using a commercial program, programs a%ailed to you "y a non7profit organisation or "y any ser%ice pro%ider, "e sure to include a "rief e planation of the program. 1' Port*olio

Su"mit up to a 4;7page )ortfolio that amplifies and supports your -arrati%e. The )ortfolio should contain e%idence of the effecti%eness of your program "ut should not "e an alternati%e to answering any of the narrati%e &uestions. Htems included should "e actual documents that lend e%idence to what you ha%e said in your narrati%e. Include the *ollo%in& ite" in 8our Port*olio i*>%hen #o i0le9 *ata on positi%e "eha%ioural and academic change E amples of learners wor$ or learners reflections Kesson plans, assignments, or acti%ities that integrate entrepreneurship education into the curriculum Articles from school newsletters or local newspapers *ocumentation of staff de%elopment, department meeting agendas, or entrepreneurship education committee agendas or plans E%idence of whole school in%ol%ement in entrepreneurship e%ents and "usiness related acti%ities E amples of parent<community in%ol%ement :uideline *or a e"0lin& 8our Port*olio9 Hnclude a Ta"le of 6ontents and num"er the pages. *o not e ceed 4; pages, not including the Ta"le of 6ontents. )ut e%idence in order of the Ele%en )rinciples and la"el each page with the )rinciple(s) addressed. Fse one side only of an A5 page. Remem"er that your pages will "e copied and possi"ly scanned. Thin$ of how clearly readers will "e a"le to see your e%idence after it had "een reproduced. *o not reduce items to small that it will not "e possi"le to see it clearly or co%er items with other items. )ut the dates with newspaper articles and other items where the date is important. *o not include photographs unless there is something important to which it gi%es e%idence. *o not include original documents, as )ortfolios will not "e returned. 1( Sel*5A e "ent Score Sheet

Assem"le a group of $nowledgea"le sta$eholders, including officials from your *epartment of Education's district office, educators, and "usiness people from your community, parents and learners to assess your entrepreneurship education initiati%e using the Entrepreneurship

7 Education Duality Standards. Send in a compilation score sheet on which you ha%e a%eraged your sta$eholders' scores. Ca$e the score sheet the last page in your application. Iou could simply copy, use, and su"mit the score sheet page in the Entrepreneurship Education Duality Standards.
Please note that all applications become the property of EWET and may be used for training, promotional, educational purposes and or media interview purposes!

1/

Deadline

Applications must "e postmar$ed "y +, 8une +245. The contact person listed on the application will recei%e confirmation from E=ET. Application 6hec$listA Assem"le all +? pages of your completed application in order (following 44 principles). L Application 6o%er Sheet L *emographics and Application Hnformation page L ,7page -arrati%e L )ortfolio Ta"le of 6ontents L 4;7page )ortfolio L Self7Assessment Score Sheet Ca$e two collated copies and clip each copy together. *o not "ind or co%er the copies as your application may need to "e copied. Send the two copies to E=ET.

E !o"? Entre#reneur hi# Education -EE. Si"a"a Ranta Secondar8 School Co"#etition '< @ @ (A))KH6ATH/- 6/MER S>EET)
Aa) to9 E=ET Aa) no9 (2;3) ?+@ 242, Attention9 Simama Ranta 6oordinator

Date9 (*ay)NNNN(Conth)NNNNNNNNNNNNNN(Iear) +245

4. +. -ame of schoolA 6ontact detailsA )ostalA )hysicalA Tel. 1a . E7mailA @. 6ontact personA -ame 0 SurnameA )ositionA Tel<1a A 6ellA E7mailA 5. ;. ?. ,. 3. (. Type of schoolA Enrolment -o. of teachers -o. /1 6lu" Cem"ers Iear started with (EE)A -ame of *oE districtA CalesAOOOOOOOOOOO1emaleOOOOOTotalOOO. CalesAOOOOOOOOOOO1emaleOOOOOTotalOOO. CalesAOOOOOOOOOOO1emaleOOOOOTotalOOO.

42. -ame of pro%inceA 44. *emographicsA 4+. 9eneral infoA e.g Types of pro#ects<"usinesses 4@. School principalA -ameA SignedA

School stampA

Entre#reneur hi# Education

Bualit8 Standard
A SECA5ASSESSMENT TOOC AOR SCHOOCS

A3OUT THE "#A$IT% &TA'(A)(&

Entrepreneurship Education Quality Standards outlines $ey components of effecti%e entrepreneurship education and allows schools to e%aluate their efforts in relation to these criteria. This instrument pro%ides a means for educators, principals, and community mem"ers to reflect on current practices, identify short7 and long7term o"#ecti%es, and de%elop or impro%e a strategic plan. Entrepreneurship Education Quality Standards is "ased on E=ET's Eleven Principles of Effective Entrepreneurship Education. It is important to clarify a asic definition of what is meant y an entrepreneur within this niche ! ased upon the wor" of #effrey A. $immons% as it will clarify assumptions. &e want for more and more of our learners to ma"e the following statements with confidence ' eing willing and a le ( 4 am able to create and build a business or organization from practically nothing hile others only or! ith hat is a"ailable# 4 ma!e things happen for myself by accepting responsibility hile others ait for go"ernment or someone else and blame left$ right and centre for their sad situation# 4 turn a set%bac! into an opportunity % hile others entertain "ictimhood# 4 see a gap % hile others thin! e"ery possible need or ant are being addressed effecti"ely# 4 sense an opportunity % hile others see confusion$ chaos and contradictions# 4 maintain effort until my ob&ecti"e had been achie"ed % hile others gi"e up# 4 build a founding team of talents and e'pertise around me to complement my abilities in areas here ( am less !no ledgeable or s!illed % hile others )lone ranger* in arrogance as if they can do + and !no e"erything$ all by themsel"es# 4 initiate and do % hile others are atching$ describing and,or analysing# 4 ha"e the !no %ho to find$ marshal and control resources -often o ned by others. and to ma!e sure 4 don/t run out of money hen 4 need it most hile others cannot find loans or in"estments$ no here and they then run out of money if they do# 4 ta!e calculated ris!$ both personal and financial to then do e"erything 4 possibly can to turn the odds in my fa"our % hile others dra bac! in fear ith poor effort#

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A3OUT E !o" Entre#reneur hi# Education Si"a"a Ranta Co"#etition

South Africa had "een rated "y the 9lo"al Entrepreneurship Conitor (9EC) report to ha%e one of the lowest num"ers of entrepreneurs amongst its population compared to other nations within the de%eloping world. The 9EC report ad%ised that entrepreneurship education represents the most le%erage to change this negati%e into a positi%e. Frgent action is re&uired gi%en the finding within the *oor Jnoc$ers Report where +,; million young South Africans "etween the ages of 4; and +5 are unemployed and hopeless. E=ET (Education with Enterprise Trust), a )u"lic .enefit /rganisation, had "een in%ited "y ESJ/C to partner in presenting EE Simama Ranta as part of the -ational Enterprise Summit. This is "ased upon E=ET's wor$ and e perience in the field since 4((+ that resulted in the Iouth Enterprise Society (IES) program, IES Simama Ranta, )artnerships for *e%elopment Codels ()*C) and Entrepreneurship Education amongst others. The Entrepreneurship Education Simama Ranta competition is open to all secondary schools for participation and for the in%ol%ement of all those people and organi:ation who are committed and ha%e a passion towards the creation of a culture of entrepreneurship amongst our youth. The challenge for the creation of such a culture is of such magnitude and will re&uire the colla"orati%e efforts of a "road range of sta$eholders "efore effecti%e change will "e achie%ed. )lease contact E=ET ewetBewet.org.:a or Tel. (2;3) ?+@ 2425 or 6ell. 23@ +,4 @3++ if you are such a sta$eholder, and wish to "ecome in%ol%edP Cay"e, we might "e a"le to create a platform through something li$e an Entrepreneurship Education )artnership through which, if done #ointly, will ena"le us to mo%e to true scalePQ Such an initiati%e has to "e open, transparent and accounta"le "ased upon demonstrated competence.

ACDNO+CED:MENTS.
E=ET would li$e to than$ the ESJ/C 1oundation for their %ision to initiate the Es$om Entrepreneurship Education Simama Ranta competition. South Africa's *epartment of Education (*oE) is and had always "een a core partner to E=ET ! than$ you. The 6haracter Education )artnership (6A)) is ac$nowledged for their model framewor$ on which the inauguration of the Es$om Entrepreneurship Education Simama Ranta is "ased. This model ser%es as a sound "asis from which Es$om Entrepreneurship Education Simama Ranta will further impro%e, de%elop and adapt from lessons to "e learned in the field.

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Entre#reneur hi# Education

BUACITE STANDARDS
In truction *or U e
This assessment instrument is most effecti%e if two or more people participate in the scoring. /ften, entrepreneurship education committees wor$ together to score their school. 6ommittees can colla"orate to create one group score, or committee mem"ers can independently score the school and then compare responses. Each of the Eleven Principles of Effective Entrepreneurship Education has "een delineated in three to four scoring itemsA The evaluation te# are a *ollo% 9 4. Hdentify e%aluators from the school community or outside sources. Ht is important that the e%aluators' opinions are as o"#ecti%e and non"iased as possi"le. +. After carefully re%iewing each of the scoring items in relation to the school's entrepreneurship education practices, score each item on the following scaleA 2 4 + @ 5 -ot e%ident or %isi"leE poor Some implementation 9ood implementation Mery good implementation E emplary implementation

-oteA *o not "e reluctant to gi%e low scores. Hf a scoring item is not e%ident or has a low implementation le%el, it is important to represent it as such "y scoring it as a 2 or 4. Hf low scores are not used where appropriate, the final score will "e inflated and will not accurately reflect a program's strengths and wea$nesses. @. Scores should not "e "ased on a simple count of how many of the e emplary practices listed under the item are in place. The *uality, fre*uency, and intensity of the practice are more important than the *uantity of practices+ 5. A%oid assigning fractional scores for indi%idual scoring items (e.g. scores for each scoring item should "e 2, 4, +, @ or 5, not 4.;, +.;, etc.).

;. Each principle should recei%e an average score. The a%erage score is calculated "y adding all
of the scoring items under each principle and then di%iding that num"er "y the num"er of scoring items in that particular principle. 1or e ample, )rinciple 4, Effecti%e entrepreneurship

education is "ased upon a clear understanding and communication of what the word entrepreneurship (operational definition) means O has three scoring items (4.4, 4.+, and
4.@). The score for each item should "e added together and then di%ided "y three. The a%erage score for each principle need not "e a whole num"er. ?. The total a%erage score for a school is the sum of the a%erage score for each principle di%ided "y 44. -ote that this method of scoring gi%es e&ual weight to each of the ele%en principles, regardless of the num"er of scoring items for each principle.

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Hf com"ining e%aluators' scores, first determine the a%erage for each principle as measured "y each e%aluator and then calculate the total a%erage score "y adding the a%erage score of each principle and di%iding "y 44. 1or e ample, if one e%aluator scored )rinciple 4 an a%erage score of 2.67, and a second e%aluator's a%erage score was 3.0 and a third e%aluator's score was 2.33, add these three num"ers and di%ide the sum "y the num"er of e%aluators (2.67 + 3.0 + 2.33 = .0 di%ided "y 3 e%aluators R 2.67!. *o the same for each principleE then, add the a%erages and di%ide "y 44.

)lease feel free to contact E=ET (2;3) ?+@ 2425 with any &uestions a"out the scoring procedureP ESDOM? EE Si"a"a Ranta '<1(9 Provincial %innin& chool .
N39 PRIFES G National +inner R1<< <<<H Provincial +inner I R/< <<<H 1 t Runner u# I R'/ <<< and 'nd Runner u# I R1< <<<.

Eastern Cape( Pro5i0cial 6i00er 78a1a5u Hi-h School (Alice 1st /u00er 93 7:*ela0e Hi-h School (Butter*orth "0; /u00er 93 7 B<eletts Hi-h School ()ooi Plaas )ree State( Pro5i0cial 6i00er 7Pholoho S3ecial School ()a0-au01st /u00er 93 7S3ri0-fo0tei0 Hi-h School (S3ri0-fo0tei0 "0; /u00er 93 7 Selele=ela Se0ior Seco0;ar< School (Phutha;it>ha1a *auteng +rovince( Pro5i0cial 6i00er 7Seho3otso Hi-h School (Se1o=e01st /u00er 93 78et 2teo Hi-h School (Boi3ato0"0; /u00er 93 7 Be5erl< Hills Hi-h School ('5ato0 ,wa-.ulu /atal( Pro5i0cial 6i00er 7Sa=hel*e Hi-h School ('.a=he0i 1st /u00er 93 7Bhe=i0tuthu=o Hi-h School ()citshe0i /esource %arm "0; /u00er 93 ( '.a=he0i Hi-h School ('.a=he0i 0impopo( Pro5i0cial 6i00er 7)u;imeli Hi-h School ()u;imeli 5illa-e 1st /u00er 93 7)atsa Hi-h School (?.a0a0i "0; /u00er 93 ( @a0-a0a0i Hi-h School ()u;imeli 5illa-e 1pumalanga( Pro5i0cial 6i00er 7Ama;lelo Hi-h School ('tha0;u=u=ha0<a 1st /u00er 93 72;lela Hi-h School ('tha0;u=u=ha0<a "0; /u00er 93 7 Piet /etief Aom1i0e; (Piet /etief /orthern Cape( Pro5i0cial 6i00er 7Boresetse Hi-h School (Barle< 6est 1st /u00er 93 7 St Bo0iface Hi-h School (:aleshe*e "0; /u00er 93 ( 6arre05ale Hi-h School (6arre05ale /orth-&est( Pro5i0cial 6i00er 7 @erotho;i Hi-h School (Betha0ie 1st /u00er 93 7Huhu;i Hi-h School (:a0<esa "0; /u00er 93 ( Ba=*e0a Hi-h School ()o;i=*e &estern-Cape( Pro5i0cial B 2atio0al 6i00er 7:oo;*oo; Aolle-e (/u<ter*acht 1st /u00er 93 7Calhalla Primar< School Hi-h School ('lsies /i5er "0; /u00er 93 7 Bo0teheu*el Hi-h School Hi-h School (Bo0teheu*el

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ENTREPRENEURSHIP EDUCATION BUACITE STANDARDS SCORE SHEET

()lease reproduce one per e%aluatorP) Htem 4
)rinciple 4 )rinciple + )rinciple @ )rinciple 5 )rinciple ; )rinciple ? )rinciple , )rinciple 3 )rinciple ( )rinciple 42 )rinciple 44

Htem +

Htem @

Htem 5

A%erage

T/TAK (Add and di%ide "y 44) Note 9

Princi#le no.19

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E**ective entre#reneur hi# education i 0a ed u#on a clear under tandin& and co""unication o* %hat the %ord entre#reneur hi# -o#erational de*inition. "ean *or the choolJ a it i a##lied to all the related initiative o* the chool. Such an under tandin& i co"#rehen ive to include thin!in&J *eelin&J and 0ehaviour.
1.1 The school community has agreed upon or gi%en appro%al to the core definition of entrepreneurship with performance %alues (or %irtues, entrepreneurial traits, pillars, principles, or thematic words that form an um"rella for content) it promotes in its entrepreneurship education initiati%e. 1.' The school community de%elops descriptions of its core agreement on entrepreneurship education in terms of o"ser%a"le "eha%iours. 1.( The school has made deli"erate and effecti%e efforts to ma$e its understanding and application (with #ustification) of entrepreneurship education with "eha%ioural definitions widely $nown throughout the school and parent community.

2 4 + @ 5

2 4 + @ 5 2 4 + @ 5

&uggestion, "ave a loo# at pa$e % &here &e shared Prof. 'effrey (i))ons*s definition of an entrepreneur &ithin the niche of +youth,- as a startin$ point (also, see .elo&!.

A0 e0tre3re0eur is: able to create and build a business or organization from practically nothing1 ma!e things happen for themsel"es by accepting responsibility1 turn set%bac!s into opportunities1 see gaps1 sense opportunities1 maintain effort until ob&ecti"es had been achie"ed1 build founding teams of talents around them to complement their abilities in areas here they are less !no ledgeable or s!illed1 initiate and do1 ha"e the !no %ho to find$ marshal and control resources -often o ned by others. and ma!e sure they do not run out of money hen they need it most and1 ta!e calculated ris!s$ both personal and financial to then do e"erything they possibly can to turn the odds in their fa"or#

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Princi#le no. '9 E**ective entre#reneur hi# education utiliKe &ood content 8lla0i "aterial %ithin the cla roo"J acro variou u0Lect a it relate to the Cearnin& Outco"e and A e "ent Standard lin!ed to the #articular National Curriculu" State"ent.
'.1 The school utili:es specific entrepreneurship education materials as part of its sylla"i within the classrooms. '.' The entrepreneurship education materials are "eing used within more than one su"#ect (across curricula), such as in Kife /rientation, Economic and Canagement Science, .usiness Studies, Economy, Cathematical Kiteracy, etc. '.( The school's educators and management are a"le to clearly state which Kearning /utcomes and Assessment Standards of %arious su"#ects apply specifically to entrepreneurship education.

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-int, .The aim of the hint is to give you practical information from a EWET perspective, on what could be
covered under this principle+ Please use your own information! )eference to EWET within your information will not give you an unfair advantage nor will you be penalised if there is no reference to EWET/+

Entrepreneurship Education (EE) is anchored within the classrooms Learning Outcomes and Assessment Standards that flows from the National Curriculum Statement (NCS) of the Department of Education (DoE). Su !ects such as Life Orientation" Economic and #anagement Science" $usiness Studies" Accountanc%" Econom%" #athematical Literac%" etc. all spea&s to EE. 'his ena les E(E' to reach each and e)er% child that attends within a particular school. E(E' wor&s in partnership with DoE to assist schools with effecti)e EE implementation through* the pro)ision of Learning and 'eaching Support #aterials (L'S#) that lessens the wor& load of teachers with the use of s%lla i materials com ined with training and technical assistance+ and allows for learners to practicall% appl% the theoretical &nowledge gained in the classroom within ,ES (,outh Enterprise Societ%) clu s.

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Princi#le no. (9 E**ective entre#reneur hi# education i de#ended on the educator? a0ilit8 to *ollo% innovative teachin& a##roache that ali&n it el* to *acilitation rather than in truction.
(.1 Educators follow a facilitation approach to entrepreneurship education as apposed to route learning and instructions. (.' Educators recei%ed training and mentoring in facilitation s$ills, assist each other in the de%elopment of facilitation s$ills and continually wor$ on their impro%ement of these s$ills. (.( Educators in entrepreneurship education gi%e pro#ects and group assignments to learners to allow them to disco%er learning content themsel%es under the guidance of the educator. (., Kearners ga%e feed"ac$ that they found the teaching of entrepreneurship education within the classroom informati%e and stimulating.

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2int( .The aim of the hint is to give you practical information from a EWET perspective, on what could be
covered under this principle+ Please use your own information! )eference to EWET within your information will not give you an unfair advantage nor will you be penalised if there is no reference to EWET/+

#an% educators who )olunteered their in)ol)ement within Entrepreneurship Education (EE) and in ,outh Enterprise Societ% (,ES) clu s" indicated that such in)ol)ement was either their first or their most significant in)ol)ement within enterprise education. As such" it added )alue to their a ilit% to educate learners on entrepreneurship while this in)ol)ement impacted on their a ilit% to facilitate the learning processes - rather than to regress to an .instructor/ mode. 'his finding furthermore reflected upon the )er% limited &nowledge ase on entrepreneurship education that we ha)e amongst South African teachers. E(E' (Education (ith Enterprise 'rust) de)eloped and deli)er the .facilitation wor&shop/ to cater for this need. 'he facilitation wor&shop consisting of* setting the scene for facilitation+ preparing the ground+ the clu hand oo&+ &e% concepts+ facilitating an EE acti)it%+ facilitating %ourself+ facilitating others+ facilitating a group+ practical facilitation e0ercise+ guidelines for a facilitator+ inter)ention training+ wor&ing on different le)els+ practical" and e)aluation of wor&shop. E(E' found that the competence to appl% facilitation amongst teachers re1uired special attention as this approach to teaching is crucial to entrepreneurship education.

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Princi#le no. ,9 E**ective entre#reneur hi# education en ure continuou educator develo#"ent %ithin the *ield o* entre#reneur hi# education and #rovide incentive *or tho e educator %ho are in #ur uit o* uch e)cellence.
,.1 Educators recei%ed specific training in entrepreneurship education and apply this $nowledge and s$ills within the classroom. ,.' The school recogni:es educators who e cel in the pro%ision of entrepreneurship education and reward e tra7ordinary achie%ements. ,.( Educators in%ol%ed within the deli%ery of entrepreneurship education are encouraged "y the school to further de%elop their $nowledge and s$ills in this regard. ,., All of the educators (teachers) of the aforementioned school are gi%en the opportunity to de%elop their a"ility to successfully teach and implement entrepreneurship education.

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2int( .The aim of the hint is to give you practical information from a EWET perspective, on what could be
covered under this principle+ Please use your own information! )eference to EWET within your information will not give you an unfair advantage nor will you be penalised if there is no reference to EWET/+ E(E' pro)ides the following training wor&shops to capacitate teachers for the deli)er% of entrepreneurship education at intermediate 2 secondar% school le)el* 'eacher or .,ES Ad)isor/ training that co)ers* what is EE (entrepreneurship education)+ ,ES (,outh Enterprise Societ%) clu operations+ clu structure+ starting clu s at m% school+ a local partnership" teachers as facilitators ( rief introduction)+ facilitating acti)ities+ running the clu s* acti)ities of whole societ%" acti)ities of teams+ the ,ES 2 EE Simama 3anta competitions" and ends the wor&shop with e)aluation. 'eacher training here ser)es as an induction to entrepreneurship education which ena les educators to immediatel% appl% what the% learned. Entrepreneurship education (EE) ecame a &e% to unloc& the in)ol)ement of teachers within the road conte0t of child and %outh de)elopment. EE touches on academic achie)ement" personalit% de)elopment" li)elihood challenges" leadership" career guidance" economic participation" roles and responsi ilities of a road range of sta&eholders inclusi)e of polic% and decision ma&ers as well as officials. Clu s de)eloped support group characteristics. Central to these comple0 interchanges is the teacher" often with an e0tended wor& load. A group of teachers in)ol)ed within ,ES got together some %ears ac&" to wor& toward the esta lishment of something such as a networ& of entrepreneurship education teachers" similar to .A#ESA/ 4 the Association of #athematics Education of South Africa. 'his initiati)e was a response to the uni1ue challenges that teachers face such as a small &nowledge ase" when the% engage within entrepreneurship education. 'he South African Council for Educators (SACE) encourages the in)ol)ement of teachers within acti)ities such as EE while teachers recei)e recognition within the conte0t of their 5ntegrated 6ualit% #anagement S%stem (56#S) for such in)ol)ement. 5n e0cess of 7888 teachers had een in)ol)ed in EE since 799: with some of them doing e0ceptional wor& demonstrated through the achie)ements of learners from their schools. 'hese teachers ser)e as a ase for mem ership of the networ&. 'he harnessing of these talents" &nowledge and e0perience is an important foundation for the training and mentoring of teachers who newl% enters the field of entrepreneurship education.

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Princi#le no. /9 E**ective entre#reneur hi# education lin! in5 chool curriculu" %or! %ith e)tra5"ural activitie %here learner are a0le to a##l8 and #ractice the theor8 throu&h #ractical activitie .
/.1 The school presents e tra7mural acti%ities that allow learners to further de%elop their entrepreneurial s$ills such as clu"s. /.' E tra7mural entrepreneurship education wor$ e ecuted "y learners are ta$en into consideration, included in the curriculum, so as to influence the academic achie%ement of the learners. /.( The school has a clear plan that illustrate the connection "etween e tra7mural acti%ities and classroom acti%ities within the conte t of entrepreneurship education.

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2int( .The aim of the hint is to give you practical information from a EWET perspective, on what could be
covered under this principle+ Please use your own information! )eference to EWET within your information will not give you an unfair advantage nor will you be penalised if there is no reference to EWET/+ ,ES (,outh Enterprise Societ%) clu initiated within a school in)ol)es ;8 mem ers* 7< =rade > mem ers 4 called ,ES Ad)enturers+ 7< grade 9 mem ers - called ,ES ?ioneers+ 7< grade 78 mem ers - called ,ES Champions and 7< grade 77 mem ers - called ,ES Entrepreneurs. ,oung people who graduated from ,ES are called A,ES Alumni. Each societ% of ;8 mem ers and : Ad)isors ()olunteer teachers) meets once a wee& under the %outh elected leadership" to ta&e care of usiness that affects their societ% through adherence to parliamentar% procedures. ,ES Ad)enturer" ,ES ?ioneer" ,ES Champion and ,ES Entrepreneur teams with 7 ,ES Ad)isor ('eacher) for each team" meet independentl% once a wee& during which time the% e0ecute pro!ects and acti)ities that relate to 7@ usiness competencies. 'he challenges faced % the ,ES mem ers in achie)ing the 7@ competencies creates an awareness of enterprise - the Ad)enturers 2 ?ioneers" taste of enterprise - ,ES Champions to mini-enterprise - ,ES Entrepreneurs. 'hese 7@ competencies are* Life S&ills+ Anderstanding the mar&et econom%+ $usiness 5deas+ E)aluate the Communit%+ Setting =oals+ #ar&et 3esearch+ ?lan the $usiness+ ?lan $usiness Binance+ ?lan Cuman 3esources+ $usiness ?romotion+ Selling the ?roduct+ $usiness Accounts+ $usiness 3ecords+ Leading and #anaging+ $usiness Communications+ Entrepreneurship as a Career+ and Our $usiness. E(E' supplies ;> competenc% oo&lets that contain two acti)ities and a pro!ect each" to the ,ES clu s as part of their Learning and 'eaching Support #aterials (L'S#)" together with other supplies re1uired for clu operations. =rowth ?anels in)ol)ing at least D local usiness people assess the attainment of each of the 7@ usiness competencies % the ,ES mem ers through the utilisation of rating sheets supplied % E(E'. A case stud% e0ist of %oung people who were o)ercome % their socio-economic challenges that the% had to face at home resulted for them to engage themsel)es within delin1uent eha)iour inclusi)e of drug a use. Bellow ,ES mem ers refused to gi)e up on these mem ers and &ept on )isiting them" with an attempt to engage them within the constructi)e acti)ities of their clu . 'he% emphasiEed that the% are fellow mem ers and the% need them to contri ute as the% did in the past. Binall%" the% made the change to disengage from answers that further complicate their life" face the challenges while pursuing constructi)e solutions through their acti)e engagements within ,ES clu s. 'hus ,ES de)eloped into a peer support group that ser)ed as a caring communit%" who li)es the spirit of .A untu./ E(E's realiEation of this role of the clu s opened our e%es to o ser)e and appreciate man% similar occurrences.

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Princi#le no. 19 E**ective entre#reneur hi# education involve #arent J co""unit8 "e"0er J 0u ine #eo#leJ and other relevant ta!eholder a #artner in the develo#"ent o* the learner in #ur uit o* the creation o* a culture o* entre#reneur hi#.
1.1 The school in%ol%es "usiness people and other $nowledgea"le people of rele%ance to entrepreneurship education to engage with learners and educators for mentoring and information sharing on entrepreneurship. 1.' Kearners are afforded the opportunity to %isit "usinesses to gain e posure to actual "usinesses in operation and to learn from the "usiness owners. 1.( All sta$eholders of the school are in%ol%ed "y the school in an effort to create a culture of entrepreneurship within the school's community.

2 4 + @ 5 2 4 + @ 5 2 4 + @ 5

2int( .The aim of the hint is to give you practical information from a EWET perspective, on what could be
covered under this principle+ Please use your own information! )eference to EWET within your information will not give you an unfair advantage nor will you be penalised if there is no reference to EWET/+

Local communit% support and ownership of entrepreneurship education (EE) is crucial to ser)e as the support ase for the %oung people in)ol)ed. Such ownership could e situated within* (a) the schools educators+ ( ) the whole school+ (c) the Schools =o)erning $od% (S=$)+ a group of caring people from within the communit% where the schoolFs to e ser)iced are ased+ (d) the District Offices of the Department of Education+ (e) the local or district go)ernment+ (f) a local usiness who engages for the social enefit of learners in schools in its area of operations+ or" (g) a registered not-for-profit" pu lic enefit organisation who wishes to e0pand its range of products and ser)ices to include the deli)er% of entrepreneurship education to secondar% school attending %outh. An% one of the Local ?artners (L?) ser)es as E(E's entr% point towards deli)er%. (h) Sometimes it happens that indi)iduals from a specific communit% re1uest E(E' to assist them with the initiation and esta lishment of a communit% ased organisation or non-go)ernment organisation in the a sence of the a)aila ilit% of such social infrastructure locall%. E(E' responds to such re1uest with its .?artnership for De)elopment #odels/ (?D#) approach to create a local home for entrepreneurship education (EE). (or&shop* Local ?artnership training co)ers the following content* chec&ing in+ mental models+ team learning+ partnerships+ a first pro!ect+ personal master%+ s%stems thin&ing+ shared )ision+ and wor&shop e)aluation. 'his wor&shop demonstrated its a ilit% to ena le di)erse sta&eholders to wor& together for the common good of their communit%. Critical to the local capacit% re1uirements of a communit% is to ha)e a local educator who has the competence to render core E(E' ser)ices to participating schools within the localit%. Our countr%s )ast distances and increased presence of Entrepreneurship Education amongst schools causes for a sa)ing in the tra)eling" accommodation and human resources costs when a local educator is capacitated to render some of E(E's ser)ices to schools locall%. 'his approach enhances the le)el of autonom% and therefore le)el of ownership within the local communit% while contri uting to sustaina le deli)er%.

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Princi#le no. 29 E**ective entre#reneur hi# education ha clearl8 de*ined ai" and o0Lective that it intend to achieve in a #articular choolJ and "ea ure it el* re&ularl8 a&ain t the e ai" and o0Lective to evaluate #ro&re "ade and to devi e trate&8.
2.1 The school has in place a monitoring and e%aluation system in place to $eep trac$ of its successes and challenges within the deli%ery of entrepreneurship education. 2.' The school $eep trac$ of its graduates, especially of those who ha%e decided to pursue entrepreneurship as a career choice and is a"le to share some case studies of these alumni. 2.( The school has a management and support system in place that is a"le to respond to challenges in the deli%ery of entrepreneurship education as identified through their monitoring and e%aluation system.

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2int( .The aim of the hint is to give you practical information from a EWET perspective, on what could be
covered under this principle+ Please use your own information! )eference to EWET within your information will not give you an unfair advantage nor will you be penalised if there is no reference to EWET/+ E0ample - Esta lishing targets and e)aluation is a part of regular operational procedures instituted % E(E' to manage programs and deli)er ser)ices. 5ntegrated monitoring and e)aluations are captured within* the ele)en principles of school assessments of .EE Simama 3anta/+ learner assessments of .,ES Simama 3anta/+ ongoing assessments of learners in)ol)ed and teacher assessments. 'he o)erall 1ualitati)e and 1uantitati)e target will differ in accordance with the specific assignment that E(E' e0ecutes. 5n general" E(E' structure its assessment in accordance with the following* 6AAN'5'A'5GE 'A3=E'S ,ES Societies* Societies* H of ,ES Societies in operation* Ad)enturers+ ?ioneers+ Champions+ Entrepreneurs. H of new ,ES Societies to e started* Ad)enturers+ ?ioneers+ Champions+ Entrepreneurs. H of schools participating in ,ES programme H of locations of ,ES programme H of ,ES societ% meetingsFper societ% #em ers* H of usiness competencies gained % a ,ES mem er+ H of ,ES programme graduates H of ,ES mem ers starting their own usinesses

,ES ?rogramme Support S%stem* H of L?s in operation+ H of new L?s+ H of ,ES Adult Ad)isors+ H of new Adult Ad)isors 6AAL5'A'5GE 'A3=E'S le)el of satisfaction of ,ES mem ers+ o ser)ed impro)ement in academic performance of ,ES mem ers+ perception of school principalsFteachers of the ,ES programme+ perception of L?s mem ers and other adults in)ol)ed in the ,ES programme.

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Princi#le no. 49 E**ective entre#reneur hi# education u##ort initiative that have 0een initiated 08 learner in a "anner that enhance the el*5"otivation o* uch learner .
4.1 The school has a system in place that allows for learners in%ol%ed in entrepreneurship education to ma$e suggestions for related initiati%es which recei%e the support of the school if appro%ed. 4.' Kearners of the school are afforded opportunities to ta$e on leadership roles in the e ecution of parts of the school's entrepreneurship education program. 4.( Kearners of the school who has %ia"le "usiness ideas, the generation of which the school assist with, are encouraged to pursue such %entures while maintaining "alance to not negati%ely affect the learners education.

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2int( .The aim of the hint is to give you practical information from a EWET perspective, on what could be
covered under this principle+ Please use your own information! )eference to EWET within your information will not give you an unfair advantage nor will you be penalised if there is no reference to EWET/+

(a.) Each mem er of a ,ES (,outh Enterprise Societ%) clu recei)e a clu hand oo& as part of the Learning and 'eaching Support #aterials (L'S#) that co)ers* a draft constitution for the clu + code of conduct+ organiEational structure+ functions and duties of office earers (president" )ice-president" secretar%" treasurer" pu lic relations officer" constitutional ad)isor" team chairpersons)" e0ecuti)e committee functioning" inauguration" temporar% committees" conducting meetings" &eeping minutes" udgeting" planning for %ear" what good leadership is" etc. ( .) 5t is possi le to escalate the e0isting leadership structures to promote .economic citiEenr%/ amongst the South African %outh. 'he leadership structure to uild will e at municipal" district" pro)incial and national le)el. A )oice from this .,ES/ %outh lead .rights- ased mo)ement/ will ena le these %oung people to engage with those in positions of authorit% and power together with dut% earers in order to hold them accounta le for childrens rights. Emphasis is from the perspecti)e of the pro)ision of access to economic opportunit% as a childrens right in order to com at po)ert%. 'he %outh leadership pla%s an important role within the ad)ocac% of %oung people right to access to economic opportunit%. 'he% furthermore ha)e an important role to pla% in support of emerging entrepreneurs amongst the %outh.

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Princi#le no. 79 E**ective entre#reneur hi# education en ure %hole chool involve"ent in a "anner that a##reciate and enhance the role that the #rovincial De#art"ent o* Education -DoE.J DoE di trict o**ice J the School :overnin& 3od8 -*or &overn"ent chool .J the #rinci#alJ chool "ana&e"entJ ad"ini trative ta** and teachin& ta** ha to #la8.
7.1 The school pursue the ad%ancement of entrepreneurship education when the school community engages with officials from the *epartment of Education as well as with mem"ers of the School 9o%erning .ody. 7.' The )rincipal, management, educators and support staff of the school e ploit opportunities within the normal functioning of the school, where entrepreneurship could "e applied insofar that the learners are e posed to an entrepreneurial en%ironment to learn from ! whilst at school. 7.( Entrepreneurship education is "eing ta$en seriously, ensuring that all in%ol%ed with and in the school are e posed to entrepreneurship.

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2int( .The aim of the hint is to give you practical information from a EWET perspective, on what could be
covered under this principle+ Please use your own information! )eference to EWET within your information will not give you an unfair advantage nor will you be penalised if there is no reference to EWET/+

(a.) School premises represent the sites for ,ES clu operations since 799:. E(E' follows a ottom-up approach in reaching learners through trained )olunteering teachers. Colla oration from teachers and school management is e0cellent. Such cooperation as e)ol)ed from 7@ %ears ac& as it ad)anced from local schools to district offices" to the pro)inces to national within the Directorate 3ural Education (phased out). 'his colla oration is uilding upon mutual respect and trust etween D$E and E(E' as it e)ol)ed o)er the %ears. ( .) Stronger engagement from the District Offices saw officials o)erseeing progress with EE implementation as a school go)ernance matter that ga)e teachers freedom to engage within EE while also reporting. Of critical importance is the Education Specialist (ES) from the District as well as the Ceads of Departments (COD) at the schools for actual deli)er% of Entrepreneurship Education S%lla i materials in the classrooms as well as its lin&age with the practical done within the ,ES clu s. 'he conte0t of these de)elopments is the a ilit% of EE to spea& effecti)el% to the National Curriculum Statements (NCS). 'he 77 principles on the asis of which all schools compete to e the* (c.) ?ro)incial+ and (d.) National winning Entrepreneurship Education (EE) School as captured within the annual .EE Simama 3anta/ competition. 'he principles spea& to the principles on the asis of which the Department of $asic Education (D$E) measures indi)idual school effecti)eness in terms of* de)elopmental appraisal+ performance measurement+ and whole school e)aluation. 'he learners gain credits within the conte0t of =eneral Education and 'raining (=E') as the wor& the% do integrate with the National Curriculum Statement of the specific su !ect the% are wor&ing on.

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Princi#le no. 1<9 E**ective entre#reneur hi# education #ro"ote entre#reneur hi# a a career choice a"on& t all the learner o* a chool.
1<.1 All learners from the school are a"le to e plain what an entrepreneur is and what career options are open to them if they decide to pursue it as a career. 1<.' All learners from the school ha%e "enefited from the de%elopment of enterprising s$ills that will suit them well after school, e%en if they decided not to pursue entrepreneurship as a career. 1<.( Kearners has an appreciation for the role that entrepreneurs play and for their contri"ution to society as a whole.

2 4 + @ 5 2 4 + @ 5 2 4 + @ 5

2int( .The aim of the hint is to give you practical information from a EWET perspective, on what could be
covered under this principle+ Please use your own information! )eference to EWET within your information will not give you an unfair advantage nor will you be penalised if there is no reference to EWET/+

E(E' focuses specificall% on career options open to entrepreneurs within the roader conte0t of the Department of Educations general acti)ities on career guidance. 'hree competenc% oo&lets called .Entrepreneurship as a Career/ pitched at the . asic/ (=rades > and 9)" intermediate/ (=rade 78) and .ad)anced/ (=rades 77 and 7D) le)els caters for this priorit%. Each oo&let contains two acti)ities (in-classroom) and a pro!ect (in ,ES clu s) to e facilitated % teachers and e0ecuted % learners. 'his forms part of E(E's Learning and 'eaching Support #aterials (L'S#) supplied to schools. 'he underl%ing principles are that* entrepreneurship represents one career option amongst man% others+ there are man% career options within the field of entrepreneurship+ and some of these options re1uire further stud%" a clear message that academic achie)ement at school is important. E(E' ma&es pro)ision to support schools with entrepreneurship career da%s. 'he schools themsel)es decide on the format of the entrepreneurship career da%. E0amples are* a mar&et da% where students trade with the schools communit% normall% for fund raising purposes+ in)itations to successful entrepreneurs to come and spea& to learners+ )isits % learners to successful usinesses in operation+ a da% at the school allocated to their ,outh Enterprise Societ% (,ES) clu mem ers to ad)ance entrepreneurship+ etc.

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Princi#le no. 119 E**ective entre#reneur hi# education "a!e u e o* e**ective outreach and net%or!in& trate&ie .
44.4 The school utilises its entrepreneurship education approach to "enefit those less fortunate who li%e within the "roader community of the school. 44.+ Entrepreneurship education from within the school is lin$ed within a "roader local, district, pro%incial and < or national networ$ of entrepreneurship education practitioners such that the school could "enefit and contri"ute to the ad%ancement of entrepreneurship education. 44.@ All participants in entrepreneurship education from within the school are a"le to lin$ their acti%ities and programmes to what is transpiring within the South African economy.

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2int( .The aim of the hint is to give you practical information from a EWET perspective, on what could be
covered under this principle+ Please use your own information! )eference to EWET within your information will not give you an unfair advantage nor will you be penalised if there is no reference to EWET/+

(a.) E(E's own e0istence and the support that E(E' gained o)er the %ears for its wor& ear testimon% to the fact that entrepreneurs care a out the communities and people. A realit% that demonstrates the sentiment of entrepreneurs that goes e%ond the mere profit moti)e. 'his .outreach/ is eing inculcated amongst participating learners the effecti)eness of which is illustrated through a num er of ,ES societ% pro!ects o)er the %ears such as* caring for the aged+ cleaning-up campaigns+ etc. 5t is and had alwa%s een core to successful entrepreneurs to care for those less fortunate contrar% to the perception sometimes held" that entrepreneurs are dri)en onl% % greed which represents one of the se)en .deadl% sins./ 'his .outreach/ represents a core element of ,ES societ% operations. ( .) (hile some schools implement a num er of ,ES clu s" others ha)e onl% one such clu at their school. 5nteraction through networ&ing amongst the schools who are in)ol)ed in the deli)er% of entrepreneurship education pro)ides for the opportunit% to* share e0periences+ uild a shared support s%stem for &e% sta&eholders from within their communit% such as usiness people" local go)ernment and people of su stance in ci)ic engagement+ !oint acti)ities and action+ as well as coordination. Networ&ing started spontaneousl% amongst schools located within some geographic areas. 'he resulting impact is such that all schools are encouraged to engage locall% within such acti)ities in order to enhance impact and to contri ute to the creation of a culture of entrepreneurship. (c.) A component of the Entrepreneurship Education (EE) networ& that is e)ol)ing is the .graduates/ of EE that E(E' calls .,ES Alumni./ 'he increase in ,ES societies were followed % a su stantial increase in graduates of the ,ES programme to a num er of around 7D 888 %oung people. 5n Septem er D88@ E(E' rought together some of these alumni and engaged with them to etter understand their needs and to find out where the% are. All demonstrated a commitment to ,ES and some ,ES Alumni engaged themsel)es in a )oluntar% capacit% to initiate and support ,ES societies.

25

6' A/' @OOD42: %O/6A/? TO /'A'4C' EO9/ '2T/E %O/ 'SDO)FS '2T/'P/'2'9/SH4P '?9AAT4O2 S4)A)A /A2TA 42T'/)'?4AT' $ S'AO2?A/E SAHOO@S AO)P'T4T4O2,
2emember this 3uote from our former president 4elson 5andela6 G'5er<thi0- seems u0;oa1le u0til it is ;o0e,H 7e ish you all the best for the preparation of your entry# 2emember e8ll ad"ice and guide you$ if you need our assistance#