Entrepreneurship Development in Agricultural Vocational Schools in Kosovo (Action Plan)

Entrepreneurship Development in Agricultural Vocational Schools in Kosovo (Action Plan) by Besnik Krasniqi Prishtinë, December 2010 1

Contents 1. Background and Rational... 3 2. Assessment of Current Situation... 4 2.1. Curricula... 5 2.2. Quality of teaching... 6 2.3. Materials for teaching entrepreneurship... 6 2.4. Other forms of promoting entrepreneurship and future steps... 6 3. Recommendations for Training of Trainers Workshop... 8 3.1. Entrepreneurial learning... 8 3.2. Goals and Objectives of the Workshop... 8 3.3. Content of Training of Trainers Workshop... 9 3.4 Organization of the workshop... 11 4. Business Idea Competition in Agricultural Schools... 11 4.1. Rational for organizing business plan competition... 11 4.2. Organization of Best Business Idea Competition in Agriculture... 12 Appendix 1: Importance of integrating entrepreneurship education in agriculture... 14 Appendix 2: Sample of Entrepreneurship Test... 15 Appendix 3: Tentative Agenda of Training for Trainers Workshop... 17 Bibliography:... 22 2

Entrepreneurship Development in Agricultural Vocational Schools in Kosovo Action Plan 1. Background and Rational For reaching development and employment goals of transitional countries such as Kosovo, considering entrepreneurship promotion and supporting entrepreneurs are vital. The important role of entrepreneurship education in promoting more entrepreneurial attitudes and behaviours is now widely recognized. The purpose of this report is to identify ways for promotion of entrepreneurship in agricultural schools in Vushtrri, Gjilan, Ferizaj and Peja. The agriculture is among most important sectors for development of Kosovo s economy. About 60 percent of the pre-conflict employment was created by agricultural activities (including forestry and agro-business). In 2005, agriculture is still the most important branch of the Kosovo economy with an employment share of 18.8 %, followed by trade (13.8%), education (10.8%), other (9.7%) and manufacturing (9.6%). 1 More than 55 percent of Kosovo s population is living in rural areas. By regional standards Kosovo is considered relatively poor with a GDP per capita of around 1,500 per annum. Imports account for around 60% of GDP and, until now, the main characteristic which best described the economy of Kosovo was a very high level of inflows from sources other than exports, the main ones being remittances from the Diaspora and donor assistance. Economic growth which has been floating around a moderate 3% over the last two years is mostly driven by the privatisation and liquidation process of socially owned enterprises and by small-scale retail businesses. Foreign investment is still relatively low, partially hindered by regular power cuts. Unemployment - at more than 45% of the population - is a severe problem that encourages outward migration. As high unemployment rates are a pervasive concern in Kosovo, especially among youth, this result signals the redressing of a significant need. The training programs that influence the level of skilled labour force are important to take effect via supply side factors. This is important because current education system is struggling to supply adequately skilled labor to serve the needs for private sector. Evidence suggests that, educational programs are still ill-equipped to increase employability of graduates by providing business practice-orientated education. Young graduates are not well prepared to join the private sector labour market. 2 As can be seen, the importance of education system is considered essential to boost the low level of development of agriculture. In this vein, agricultural vocational education schools will play big role in boosting entrepreneurship culture and as a consequence promote start-ups in 1 PEM (2007) Technical Assistance for Further Modernisation of Kosovo s Vocational Education Training System, Phase III. 2 Linking the world of work and education through TEMPUS 2007, European Commission 3

agricultural businesses. Business Support Centre Kosovo data suggest that the largest share of start-ups supported by this centre come from agriculture. (See Appendix 1). Given that a deficiency of basic business skills has been cited as a prominent barrier to the development of the private sector, this impact is quite crucial. Moreover, as the privatization process is currently dominated by Kosovars, local business development and the creation of domestic Small-Medium Enterprises (SMEs) have the potential to significantly contribute to job creation. It has therefore been emphasized in several strategic recommendation reports that attention be paid to assisting SME creation and entrepreneurship education at all levels. Entrepreneurship education throughout all levels is critical if the culture is to be changed in terms of people willing to consider entrepreneurship as a career option. Therefore, the development of business skills programs is at the crux of this strategy as shown in the box below. Box 1. Major skills deficits and skill mismatches undermine Kosovo s economic growth and potential for competitiveness. These stem inter alia from a. low investment in workforce skills by enterprises, b. difficulties in the offer and take-up of appropriate training for small enterprises, c. a general decline in the value placed on adult learning, and d. large numbers of unskilled job seekers. -Employment and Skills Observatory p. 7 [T]here is no doubt that absence of a comprehensive skills development programme in Kosovo puts the country at a competitive disadvantage and if left unaddressed will retard the growth of the private sector. -Kosovo Private Sector Development Strategy p. 33 The aim of this report is to address main challenges and provide practical recommendation in promoting entrepreneurship education in agricultural schools in four municipalities in Kosovo: Vushtrri, Gjilan, Ferizaj and Peja. 2. Assessment of Current Situation Following section provides an overview of current situation on entrepreneurship education in agricultural schools in Kosovo. Several reports, noted that more education required at all levels on entrepreneurship. The subject of entrepreneurship has been introduced in four years of study in upper secondary education in agricultural schools. However, these schools struggle to successfully delver entrepreneurship education for several reasons. A research conducted with agricultural schools by Rural Development 4

Center (RDA, 2009) shows that lack of materials and lack of practical skills of teachers are the main challenges for these schools. Entrepreneurship as an integral part of curricula is not an exception too. Table 1 provides main strengths and weaknesses regarding entrepreneurship development in agricultural schools. Strengths Weaknesses Module is formally included in the curricula Virtual firms functioning well and mandates available Many of teachers did not have any entrepreneurship education in their university educational background and lack of related training for teachers in entrepreneurship Support of international donors (e.g. Danida supported building of greenhouses and financed equipment for laboratories) Practical knowledge of teachers in agriculture Formal standards curricula framework Lack of teaching materials leading to no unique standards for minimum output Low attraction of new pupils to the agricultural schools o Potential pupils chose to enroll in agricultural schools not as a first option Existing infrastructure (e.g. greenhouses; farms) No other incentives for promotion of entrepreneurship and creativity (e.g. Competition on Best Idea in Agribusiness; internships) 2.1. Curricula Existing curricula offers only one module in entrepreneurship which is entitled Economy and Entrepreneurship. This module is offered in four years and is supposed to have a balance between subjects from economics principles (microeconomics and macroeconomics) and entrepreneurship. Although, considerable amount of teaching and learning load is given to entrepreneurship in formal teaching plan the topics related to entrepreneurship are not well developed. This is due to two main reasons. On the one hand teachers are not trained for entrepreneurship teaching and on the other there is a lack of materials to be used from teachers. 5

2.2. Quality of teaching Institutional frame of education system consists of three elements of a triangle: curricula development, training of teachers, and teaching material. According to interviews with teachers of four schools there are several challenges they face. First of all, none of them did have specific entrepreneurship course in their university educational background. Second, they have not gone through specially designed course on entrepreneurship and related methods in order to compensate for this educational background deficiency. Finally, they do not have a specific material on entrepreneurship and they usually have to do extra individual work in order to compensate for lack of books, manuals, and other teaching materials. 2.3. Materials for teaching entrepreneurship Lack or insufficient teaching material has been one of the most challenging parts of teaching entrepreneurship in upper secondary education. According to interviews with teachers of agricultural schools it has been noted that they rely on teaching in their specific way of collecting materials. Under the circumstances that teachers do not have adequate and specific background necessary for delivering courses related to entrepreneurship one might expect that these schools do not have same standards in teaching entrepreneurship regarding learning outcomes. 2.4. Other forms of promoting entrepreneurship and future steps Beside curricula development, teaching and materials for entrepreneurship cooperation and support within the local community where theses cools operate is a vital part of the long term strategy to increase the entrepreneurial capacities in the local economy. Through the provision of entrepreneurial education a greater awareness of the need for and value of such learning may be accrued. This is the first step in encouraging Kosovo s next generation of potential business owners and employees in agriculture to invest in gaining high level skills and knowledge and further promoting a learning culture (OECD, 2009). In order to promote entrepreneurship agricultural schools should Track students what they achieved in their career. The students that entered into self-employment can be used as a guest lecturers and also (best ones) serve as role models. Promotion of entrepreneurial opportunities for potential schools. These will help enrolment of better pupils which is one of the challenges of agricultural schools 6

Greenhouses can be used as a model to be promoted as successful examples to be included in promotion materials (brochure etc) Internships for pupils. They will have two effects. First to make agricultural schools more attractive for enrolment of good pupils from lower secondary education in upper secondary education. Second, will help to increase employability skills and entrepreneurial skills because pupils will be familiarized with practical work of organization. Study visits to companies. Several memorandums of understanding can be signed with agricultural companies for placement of pupils. If not possible fro all pupils it can be used for best students based on their learning performance which will be an incentive. Integrate entrepreneurship component on virtual schools. Based on interviews with representatives of Swiss Contact and one coordinator of these virtual firms there is a good business infrastructure and also good coverage of most important functions of entrepreneurship although pupils are not taught explicitly about entrepreneurship. As a consequence students do gain important practice and experience in working in a business organization context by performing real business world tasks, but they lack focus on making pupils more creative and entrepreneurial. Entrepreneurship components will make them more creative. Develop an entrepreneurship agenda in the education system as a whole and in agricultural schools in particular in order to have a stronger focus on the importance of entrepreneurship as a career option. Agricultural schools management should make efforts on promotion such as producing brochures in order to promote opportunities for potential pupils of these schools. At the same time the measures taken to improve quality of teaching and other measures noted in this short report itself will act as a promotion for attraction of newcomers. Encourage creativity and innovation at all levels in upper secondary education. From the several workshops with teachers it was noted that teaching is not oriented towards creative work of pupils. Participants should take the role of entrepreneur and exercise and develop their creativity by asking them to establish an business in agriculture 7

3. Recommendations for Training of Trainers Workshop 3.1. Entrepreneurial learning Standards for entrepreneurship learning do not relate to a single occupational standard, but rather cover a variety of occupational skills. Learners engaging in entrepreneurship learning may acquire different competences according to the focus of their learning. It should be noted that entrepreneurship Learning encompasses two different elements: A broader concept of learning entrepreneurial skills and attitudes, which involves developing certain personal qualities and is not directly focused at the creation of new businesses. A more specific concept of learning enterprise capabilities on how to create, run, and to close down a business. In particular, at the level of secondary education (including VET), the development of the personal qualities mentioned above continues to be relevant. In addition, Entrepreneurship Learning includes: Raising the awareness of learners about self-employment as a possible career option (the message being that you can become not only an employee, but also an entrepreneur which is important for attraction of new pupils as well); Learning by doing through, for instance, running minienterprises (e.g. practice firms, training firms, or virtual firms that already are functioning); Specific training on how to create (and run) a business (especially in vocational or technical schools). 3.2. Goals and Objectives of the Workshop The training for trainer s component should include series of workshops with teachers of agricultural schools. In this action plan we propose at least 3 workshops (tentative agenda for all three is provided in Appendix 3). Around 15 teachers from four schools in four municipalities are expected to take place in these trainings. An expert in the field of entrepreneurship shall deliver hands on training. The training will be based on materials developed by another expert engaged by DANIDA. Overall goal of the workshop will be to strengthen further teaching entrepreneurship based on current curricula and increase entrepreneurial learning capacities in agricultural vocational education institutions. In achieving this goal the workshop aims to strengthen cooperation between schools in four municipalities though sharing 8

knowledge and experiences, exchange of best practices, know how, in both teaching entrepreneurship and entrepreneurial teaching. The main aim of the workshop is to extend and strengthen entrepreneurial learning of pupils in respective schools by promoting entrepreneurial spirit and creativity among pupils. In addition, contribution of the workshop will be twofold. First is to make agricultural schools more attractive for potential newcomers by attracting better pupils through promoting entrepreneurship in agricultural as a career choice option. Second, to help create standards of teaching entrepreneurship in respective schools by adopting same materials and teaching methods which would lead to standardized learning outcome. The workshop will have following specific objectives: Enhance teachers understanding of modern literature of entrepreneurship principles Equip teachers with knowledge in practising modern methodologies and techniques for teaching entrepreneurship Instruct teachers on using materials prepared by RDA and manual for teachers 3.3. Content of Training of Trainers Workshop The workshop will cover materials already prepared for Economy and Entrepreneurship subject. This will include all years of study in upper secondary school. Based on curricula, careful selection of topics for discussion should be made in order to enhance knowledge in teaching entrepreneurship of participants/teachers. All the topics covered in the workshop will be delivered in the light of building entrepreneurial spirit among participants by placing them in entrepreneur s position (see Appendix 3 for details). Potential topics for inclusion into the training for trainers include: Entrepreneurial Skills Creativity and Innovation Management Skills and Leadership Marketing research New Business Development Human Resource Management and Organization Financial Management, and Accounting and legal Project management Communication and commercial skills 9

Business Plan Development In addition to these topics, throughout the workshop related teaching methodologies applied by similar educational institutions in the Western countries will be used intensively such as case studies, business games, company visits, guest lecturers, team work. Also rewarding as means to stimulate competition will be applied in these training and teachers will be strongly encouraged to apply in their teaching. These modern teaching methodologies in entrepreneurship will be expected to add to the entrepreneurial or innovative way of teaching at respective schools. All above mentioned methodologies will be used by participants in learning by doing manner during the training. Teachers will have a role of pupils and will be asked to perform each technique until they become familiarized with practical application of particular technique and related materials. This will enable them to be able to perform the same exercise with their pupils in their schools. In addition, to teach entrepreneurship effectively, the teacher must employ some of the same attributes that he or she would attempt to instill in the students. In other words, the teacher is to practice enterprising teaching. To be an enterprising teacher, one teaches in a manner that demonstrates the key entrepreneurial skills and attributes so that a teacher is in a position to lead by example and, in varying degrees, to serve as an entrepreneurial role model and mentor for students. For this reasons we suggest that teachers should be involved in practicing enterprising skills during the training. Participants/teachers will be encouraged to initiate and ask for support of schools management to look for partnerships with external stakeholders such as businesses. This among other includes, signing memorandum with some companies which would be able to place the pupils (at least small group of them) in different companies to earn practical experience. The content of the workshop will cover materials and related techniques in building following entrepreneurship competencies Entrepreneurial competence. Technical skills, knowledge and understanding in setting up a business/enterprise, as well as personal skills and attitudes that define an entrepreneur; enhanced entrepreneurial skills. Professional and vocational competence. Key skills, knowledge and understanding like problem solving, working with others, ICT, but also skills, knowledge and understanding that are related to different occupations and professions (e.g. finance retail or administration issues). 10

Communication and social competence. Key skills, knowledge and understanding in effective communication and interpersonal activities, as well as in ethical, moral, and cultural concerns Personal competence. Development of autonomy, responsibility, personal role, own performance and learning To conclude, entrepreneurship education, particularly at the upper secondary education level, is formative in nature. It aims to promote the development of characteristics, attitudes, and skills that are relevant to entrepreneurial initiative. Therefore, even though many educators may not have business experience, most are well skilled in procedures to build and affect attitudes in the classroom. 3.4 Organization of the workshop Expert contracted from DANIDA will moderate and lead workshop. He should prepare the detailed content of the workshop and agenda (a tentative agenda is provided in Appendix 3). Technical support should be provided by staff of DANIDA. The expert decides on the contents of the training curricula and the organization of the workshop. The preparations included scheduling and determining the content and agenda of the training sessions, use of forms and other material (feedback form, format poster session on concrete action plans), and presentations about the entrepreneurship. The training of trainers should include four series of workshops in order to breakdown the topics that are already included in curricula and in related materials prepared by DANIDA expert. This is considered to be sufficient in order to cover areas listed in previous section. 4. Business Idea Competition in Agricultural Schools The SWOT analysis revealed that other forms of entrepreneurship promotion at schools is not developed. Organization of business contests are widely used in order to promote entrepreneurial spirit among youth. This can act as a tool for promotion of selfemployment opportunities and also help build creativity among youth. The payoff for the winners of these contests can range from a few Euros to contact with major investors who are ready to take the idea to the next level of development. 4.1. Rational for organizing business plan competition Organizing business plan competition for the best business idea in agriculture in four schools will a positive impact on entrepreneurship development. Among others, the Business Support Centre Kosovo report shows that most application and consequently largest share of business plan winners and start-ups coming from the area of agriculture 11

suggesting potential and importance of organizing business plan contests for these schools. This event will have a huge impact on several aspects: Promote entrepreneurial culture among pupils Will help to promote good reputation of schools to potential pupils regarding non class activities. Act as an incentive not only to attraction enrolment of pupils but will act as an incentive to learn more entrepreneurship in their formal module Link business plan winners with various sources of finance (donors, banks and potential investors). Even if plan doesn't win, they will get invaluable feedback from real investors on the viability of business plan. 4.2. Organization of Best Business Idea Competition in Agriculture The organization of business plan competition for agricultural schools should be in the form of contest for best business idea. DANIDA can benefit from long experience of Business Support Centre Kosovo in organizing the business plan competitions. This report will reflect author s experiences as BSCK director. The business plan competition consists of four steps. Applying for best agribusiness idea competition. In this stage the simple application form will prepared for specific needs and level of upper secondary school level. Organizing body can encourage that business ideas eligible can be also family-based (e.g. including some family members in family farm), but at least one of them should be enrolled in agricultural schools. Selection of the best business idea. Independent jury should be organized in order to have fair competition among youth. The jury should consist of four people: a representative of teachers, a representative of DANIDA, an independent consultant/expert, and possible representative of donor organization which can provide funding for the best business plan. Reward of business plan winners. Following incentives can be offered to encourage widening participation of pupils. o Donor can offer small amount of money for the three first places. 12

o Organize specific training or consultancy for winners o Link the best business idea with potential donors and investors in order to help them establish small firms. In this regard, MoUs can be signed with different donors. BSCK will be one potential donor in this project. o Organize ceremony/closing event or party for all pupils in each the winners will be formally announced. o Promotion of event and winners in local media 13

Appendix 1: Importance of integrating entrepreneurship education in agriculture a) business ideas application at Business Support Centre Kosovo: percentage share by sector b) business ideas/plans financed by Business Support Centre Kosovo: percentage share by sector (total 45 small firms) 14

Appendix 2: Sample of Entrepreneurship Test ENTREPRENEURSHIP TEST-Should You Be An Entrepreneur? Studies of successful entrepreneurs reveal common characteristics family backgrounds, experiences, motivations, personality traits, behaviors, values, and beliefs. How do you fit these patterns? What is your E.Q. (Entrepreneurial Quotient)? Northwestern Mutual Life has created the following test to predict how suited you are to entrepreneurship. This test cannot predict your success it can only give you an idea whether you will have a head start or a handicap with which to work. Entrepreneurial skills can be learned. The test is intended to help you see how you compare with others who have been successful entrepreneurs. Add or subtract your score as you evaluate yourself: 1. Successful entrepreneurs are not, as a rule, top achievers in school. If you were a top student, subtract four. If not, add four. 2. Entrepreneurs are not especially enthusiastic about participating in group activities in school. If you enjoyed group activities clubs, team sports, double dates subtract one. If not, add one. 3. Studies of entrepreneurs show that, as youngsters, they often preferred to be alone. Did you prefer to be alone as a youngster? If so, add one. If not, subtract one. 4. Those who started enterprises during childhood lemonade stands, family newspapers, greeting card sales or ran for elected office at school can add two, because enterprise usually can be traced to an early age. If you didn't initiate enterprises, subtract two. 5. Stubbornness as a child seems to translate into determination to do things one's own way a hallmark of proven entrepreneurs. If you were stubborn as a child, add one. If not, subtract one. 15

6. Caution may involve an unwillingness to take risks, a handicap for those embarking on previously uncharted territory. Were you a cautious youngster? If yes, deduct four. If no, add four. 7. If you were daring or adventuresome, add four more. 8. Entrepreneurs often have the faith to pursue different paths despite the opinions of others. If the opinions of others matter a lot to you, subtract one. If not, add one. 9. Being tired of a daily routine often precipitates an entrepreneur's decision to start an enterprise. If changing your daily routine would be an important motivation for starting your own enterprise, add two. If not, subtract two. 10. Yes, you really enjoy work. But are you willing to work overnight? If yes, add two. If no, subtract two. 11. If you are willing to work as long as it takes with little or no sleep to finish a job, add four more. 12. Entrepreneurs generally enjoy their type of work so much they move from one project to another non-stop. When you complete a project successfully, do you immediately start another? If yes, add two. If no, subtract two. 13. Successful entrepreneurs are willing to use their savings to finance a project. If you are willing to commit your savings to start a business, add two. If not, subtract two. 14. Would you be willing to borrow from others? Then add two more. If not, subtract two. 15. If your business should fail, would you immediately start working on another? If yes, add four. If no, subtract four. 16. Or, if you would immediately start looking for a job with a regular paycheck, subtract one more. 17. Do you believe being an entrepreneur is risky? If yes, subtract two. If no, add two. 18. Many entrepreneurs put their long-term and short-term goals in writing. If you do, add one. If you don't, subtract one. 19. Handling cash flow can be critical to entrepreneurial success. Do you believe you have the ability to deal with cash flow in a professional manner? If so, add two. If not, subtract two. 20. An entrepreneurial personality seems to be easily bored. If you are easily bored, add two. If not, subtract two. 21. Optimism can fuel the drive to press for success in uncharted waters. If you're an optimist, add two. Pessimist, subtract two. What's your E.Q. (Entrepreneurial Quotient)? If you scored +35 or more, you have everything going for you. You ought to achieve spectacular entrepreneurial success (barring acts of God or other variables beyond your control). lf you scored +15 to +34, your background, skills and talents give you excellent chances for success in your own business. You should go far. If you scored 0 to +15, you have a head start of ability and/or experience in running a business and ought to be successful in opening an enterprise of your own if you apply yourself and learn the necessary skills to make it happen. If you scores 0 to -15, you might be able to make a go of it if you ventured on your own, but you would have to work extra hard to compensate for a lack of built-in advantages and skills that give others a leg up in beginning their own business. If you scored -15 to -43, your talents probably lie elsewhere. You ought to consider whether building your own business is what you really want to do, because you may find yourself swimming against the tide if you make the attempt. Another work arrangement working for a company or for someone else, or developing a career in a profession or an area of technical expertise may be far more congenial to you and allow you to enjoy a lifestyle appropriate to your abilities and interests. 16

Appendix 3: Tentative Agenda of Training for Trainers Workshop I WORKSHOP NAME: WORKSHOP TRAINER: TRAINING FOR TRAINERS WORKSHOP ON ENTRPRENUERSHIP I Name: Job Title: Company: Email: WORKSHOP DURATION: 2 Days I. AIMS, OBJECTIVES & LERNING OUTCOMES: This workshop has four broad aims: (a) (b) (c) (d) To give the participants basic information on Entrepreneurship To teach the participants how to generate and select the best business idea To teach participants to structure short, medium and long term goals To give the participants basic information on Environment influencing the business The main objectives are: (a) (b) (c) (d) (e) (f) To make participants aware what it means to be an Entrepreneur Which are the main characteristics of Entrepreneur Identifying Personal Entrepreneur Characteristics Challenges, advantages and disadvantages of entrepreneurship To make participants aware of importance of goal settings plan To learn how to generate business ideas and to choose the best idea II. TEACHING & LEARNING: Teachers knowledge of and understanding of entrepreneurial skills will be facilitated through formal lectures, discussion, group work and project plan development, as per the timetabled programme but also through individual study and reading in preparation for the sessions and your individual/group assignment. The timetabled sessions will generally proceed by way of interactive lectures and integrated learning experiences such as critical discussions, exercises, examples, videos, case studies etc., in order to increase understanding and to allow you to be able critically to apply the ideas already understood. Therefore, the key is to actively participate with your discussions and comments during the training. It is highly recommended that you present your ideas, views and opinions to your classmates and share with them the experience you have in particular area. The discussions are highly recommended. 17

The trainer may, in addition, ask you to prepare small assignments prior to particular sessions for discussion. These presentations will motivate the group discussions that are one of the strongest learning tools of this course. III. ATTENDANCE Participants are strongly encouraged not to miss any session during the 2 day training. IV. SYLLABUS FOR WORKSHIP 1: Day 1 Start End Topic Content 10.00 11:00 Introduction: topic, participants, leveling of (PR) expectations Entrepreneurship: history, role, profile PP/VP 11:00 11:15 Coffee Break 11:15 13:00 Advantages and disadvantages of PP/VP entrepreneurship Exercise: PECs (Personal Entrepreneurial E & RP & PR Characteristics) questionnaire PECs GO/NO GO 13:00 14:00 Lunch 14.00 15:15 SWOT Analysis introduction to the technique Personal SWOT as entrepreneur focus on risk 15:15 15:30 Coffee Break 15:30 16:45 Energizer SWOT Presentation and discussions PP E & CS E & PR Day 2 10.00 11:00 Creativity and innovation PP & E Business idea generation: Brainstorming and other techniques 11:00 11:15 Break 11:15 13:00 Principles of selecting business ideas PP & E 13:00 14:00 Lunch 14.00 15:15 What makes successful entrepreneur CS/VP and/or E Case study of successful entrepreneurship 15:15 15:30 Break 15:30 16:45 Ad Video presentation on entrepreneur who failed and/or restarted GS & CS 18

V. SYLLABUS FOR WORKSHIP 2: Day 1 Start End Topic Content 10.00 11:00 Developing business idea SWOT, (PR) Business plan PP/VP 11:00 11:15 Coffee Break 11:15 13:00 Product description and pitching of business PP/VP Vision, Mission and objectives E & RP & PR 13:00 14:00 Lunch 14.00 15:15 Choosing legal and organizational format PP Designing organizational chart for business E & CS 15:15 15:30 Coffee Break 15:30 16:45 Management and human resources Case study E & PR Day 2 10.00 11:00 Marketing plan PP & E 11:00 11:15 Competition analysis matrix 11:15 13:00 Marketing research for new product/service Product matrix PP & E 13:00 14:00 Lunch 14.00 15:15 Case study of start-up company CS/VP and/or E 15:15 15:30 Break 15:30 16:45 Promotion strategy of new product Finalizing marketing plan GS & CS 19

VI. SYLLABUS FOR WORKSHIP 3: Day 1 (for financial part financial templates will be provided by trainer) Start End Topic Content 10.00 11:00 Sources of finance for business idea (PR) Approaching potential investors selling business idea to banks, investors etc. Preparing financial projections PP/VP 11:00 11:15 Coffee Break 11:15 13:00 Investment and financial plan PP/VP Calculating expenses E & RP & PR 13:00 14:00 Lunch 14.00 15:15 Testing profitability of entrepreneurial idea PP Profit and loss account E & CS 15:15 15:30 Coffee Break 15:30 16:45 Case study Cash flow analysis Finalizing financial aspects of business idea E & PR Day 2 10.00 11:00 Break even for start-up PP & E 11:00 11:15 Competition analysis matrix 11:15 13:00 Sensitivity analysis PP & E 13:00 14:00 Lunch 14.00 15:15 Communication skills and networking CS/VP and/or E Sales technique 15:15 15:30 Break 15:30 16:45 Communication strategy for small business VII. READING: All participants will be provided with the set of materials: Handout: Will be sent by email, together with PPT, by trainer. Additional readings and articles from DANIDA will be offered to participants for reading and discussion/ Books: Reading for entrepreneurship prepared by RDA as well as related manual will be provided in handout to teachers. Articles: will be sent by email, together with handout and PPT, by trainer not later than on October 7, 2007 (separate folder entitled "further reading") Magazine: Global Entrepreneurial Monitor (further reference) Brochure: n/a 20

Website: www.businessball.com (further reference) www. Faithpopcorn.com (further reference) www.bplans.com (further reference) VI. EQUIPMENT AND MATERIALS Beamer Flip chart Markers (one for each participant) Pens Note pads (one per participant) A4 paper 4 chocolates (easily dividable) Metaplan cards Type (sticker) 2 scissors 1 small puppet toy (inexpensive) 25-30 packs of matches VII. INDICATIVE BUDGET FOR ON WORKSHOP: Entrepreneurial learning workshop Expenditure Cost Material for workshop 200.00 Notebooks, pens, flip charts 500.00 Bags and print of name tags for curricula workshop (20 Bags) 400.00 Hotel costs for participants workshop (20*60 Euros) 1,200.00 Transportation of participants to workshop location 200.00 Total 2,500.00 *Remuneration for expert trainer is not included 21

Bibliography: BSCK (2007) Annual Report 2010. Pristina ECODES (2005) A Private Sector Strategy for Kosovo. The European Commission s Action Plan for Kosovo. Pristina ESOK (2004) Mainstreaming with Europe: an adult learning strategy for Kosovo (2005 2015) Pristina. OECD Policy Index (2007) Report on the Implementation of European Charter on Small Enterprises in the Western Balkans. Brussels. OECD Policy Index (2009) Report on the Implementation of European Charter on Small Enterprises in the Western Balkans. Brussels. CBK (2009) Monthly statistics bulletin, Prishtinë: Central Bank of Republic of Kosova. World Bank (2005) Kosovo poverty assessment: promoting opportunity, security, and participation for all, Country Report No. 32378 XK. PEM (2007) Technical Assistance for Further Modernisation of Kosovo s Vocational Education Training System, Phase III, SECTOR SKILLS NEEDS SURVEY IN KOSOVO, Prepared for European Agency for Reconstruction. National Council on Economic Education (1991), Economics and Entrepreneurship Curricula, New York, NY. (www.ncee.net). 22