EIES (Train The Trainer) T3
Teachers are great sources of ideas for learning activities that provide experience in entrepreneurial skill and often they might not even know they are doing so. Any teacher in the primary and secondary schools can help students understand the opportunities of our entrepreneurial economy by infusing entrepreneurship-related activities in their regular course of study. Such experiences may change the vision of their future for many of our youth being one of the EIES’s objectives and goals.
This program is a phenomenally multi-dimensional programme through which teachers are engaged, school administrators and graduates to equip the young public from primary to secondary schools with leadership and life skills, employability and entrepreneurship skills.
As we seek to infuse entrepreneurship in any type of course such as social studies, math, language skills, science, business classes, career exploration etc., the teacher would be able to think about the Standards identified by entrepreneurs as the knowledge skills and attitudes important for students to address as they think about becoming an entrepreneur.
They must be sure that the activities encourage the students to think creatively and not just to determine how business operates now, help them to ask questions about how businesses might be created in new and better ways, using new and different processes. Open their eyes to the entrepreneurial opportunities that are all around them and also imbue the use of ICT on LEGO education materials.
T3 MODULES
Were teachers are needed in brainstorming activity in the class room. They would be trained on the following topics.
a. Social Studies and Entrepreneurship:
b. Science and Entrepreneurship
c. Arts/Performing Arts and Entrepreneurship
* Identify entrepreneurial skills for individuals who choose the arts, such as musicians, writers, artists etc.* students proficient in some musical instrument *“jingle” for an art show for use in a TV or radio advertisement, flyers, posters or web pages for a musical event in around them.
d. Math and Entrepreneurship
* Analyze pros and cons of a business location, charting/graphing traffic flow and interpreting it.
* Developing a survey of the market to sell a product.
* Use of spread sheets (Excel) to project operating costs of a business
* Examine business space requirements according to equipment and inventory needs. Etc.
e. Language Arts and Entrepreneurship
* Plan selling and marketing of a given book. *Developing a Powerpoint presentation to sell on how to sell business to potential stake holders *Create and design a logo for a business.
Teachers need to have a specific set of knowledge and skills to act as professional teachers. This specific set of knowledge may be referred to as a teacher’s professional knowledge base. six different components that differentiated the knowledge that teachers require when teaching a specific content:
- Content knowledge: teaching based on current technology means.
- General pedagogical knowledge (including classroom management)
- Curriculum knowledge
- Pedagogical content knowledge that brings together content and pedagogy
- Knowledge of learners and their characteristics (including the character if communities and cultures)
- Knowledge of educational purposes and values and their philosophical and historical groundings.
Therefore, EIES would have a program module on this as we’ll figure them out in our course module.
Key objectives of EIES T3
EIES needs to take into consideration and emphasis key objectives of an entrepreneurial teaching school for the on the following areas:
- Providing the framework; for learning environments and assignments in such a way that students can see the practical sides of school knowledge, illustrating ways in which students can develop from school knowledge and skills that can become tools for life as well business. (Sighting of facts from above topic), the idea of LEGO education would also be of help in this case (the robotic aided class for primary and secondary schools) provided EIES can invest on it.
- Recognized the substantial impact which entrepreneurial education; can have on students’ academic achievement and professional careers if it is conducted towards promoting the personal attributes of students or applicants, also when the applicants do not plan to start a business.
- Introduce entrepreneurial education progressively from an early student age (This is also for school teachers) on to stimulate the development of entrepreneurial attitudes, skills and knowledge, this would now involve practical on trade / life skills training. i.e auto mechanic work, furniture, machine woodwork etc. (Required skill trainers could be involved in)