Learn to Earn: Teaching
Entrepreneurship to Elementary and
High School SUC Students
Proponent and Institution
 Name: MA. CRESILDA M. CANING
 Designation:
 Agency and Address: Central Bicol State University of
Agriculture, Pili, Camarines Sur
 E-mail: tri_gel_ann@yahoo.com.au
Implementing Agencies
 Lead: CBSUA
 Collaborating Agencies:
 CSPC
 PSU
 CNSC
 SSC
 DEBESMSCAT
 CSC
Rationale
 Entrepreneurship is the driving force bringing
innovations to the marketplace and establishing
a community of high-growth firms.
 A creative entrepreneurial sector or community
within an economy can contribute significantly
to its prosperity
 HOWEVER, IT HAS BEEN OBSERVED THAT
AS A PEOPLE, WE ARE NOT SO
ENTREPRENEURIAL
 GoNegosyo advocates believe that entrepreneurship can be
taught
 Private schools in Manila are already injecting entrep
subjects/activities in their curriculum
 We realize that when we embrace creativity and
innovation, our products or services can bring
about business growth, productivity
improvement, job and wealth creation, an
enhanced image for the economy, and ultimately
a better quality of life for all
 Policy makers have recognized that creative
entrepreneurship needs to be encouraged through
appropriate policies that foster entrepreneurship,
innovation, and technological development
 This program is really policy determining in
nature
 Excess production of college grads
 as of 2004, 478,000 graduates college but only 77,000 jobs
created
Objectives
1.
2.
3.
4.
5.
6.
Assess how entrep concepts could be integrated in the
elementary and high school curriculum
Determine how entrepreneurial the schools are by
monitoring/evaluating the activities done to promote
entrepreneurship among students.
Assess preparedness of school to offer entrep subjects
Determine the kind of support extended to promote
entrepreneurship development.
Determine what needs to be done to develop a more
entrepreneurial culture among the identified schools.
Identify best practices in private and government schools
Project phases:
 Project 1: Towards developing a more
entrepreneurial schools
 Study 1: Integrating Entrep Concepts in Elementary and
Secondary subjects
 Study 2: Instructional Material Preparation
 Study 3: Capacity Development
 Project 2:
 Study 1: Entrep Integration in relevant subjects
 Study 2: Evaluating the SUC’s enabling environment for entrep
development
Theoretical Framework
 Creativity and Entrepreneurship
 Dr. M.K. Kim of Soongsil University focused on the theory of
creativity and how it interfaces with entrepreneurship. In
particular, he stressed that creativity is a collective capability that
the whole organization can embrace. There are steps that
organizations need to take: they should develop skills and
capabilities that make it unique both in the present and in the
future. The uniqueness is collective in nature, founded on the
culture of the organization, in particular the way it operates and
communicates as a team, rather than the creative skills of a few
elite employees. The creative capability of the organization is
shaped by the way the entire staff works and feels about the
organization.
Conceptual Framework
Curricular
programs
Faculty
Preparation
Enabling
environment
Enterprising
students
Methodology
Objective Data requirement
1
Expected Output
Sources of data
Existing
business/entrepreneurship
curricula
Comparative analysis
curricular offerings
DACUM
*
business/entrepreneurship
activities done or participated
within
and
outside
the
department/institute/college
or
university
REVISED CURRICULUM
Comparative report on the
activities done or participated
within and outside the
department/institute/college
or university
FGD
*schools
*interview with
faculty/school
officials
*reports
3
*resources available and used for
business/entrepreneurship
activities
*business or entrepreneurship
policies
*involvement of administration,
faculty & students
*School
policies
on
entrepreneurship
*
Support
available
(kind/type)
*Networks existing
*schools
*interview with
faculty/school
officials
*reports
4
Review of state-of-the-arts
Gap Analysis focused on
what is being done by other
business schools and support
institutions
*schools
*interview with
faculty/school
officials
*reports
2
of *schools
*interview with
faculty
S 1
T
U
D
Y
2
PROJECT 1
1
2
3
PROJECT 2
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18
Budget
PS
Travel
Communication
Supplies
Manual
Preparation
Sub-total
Admin expense
TOTAL
198,000
75,000
36,000
75,000
100,000
484,000
16,940
500,940