1. Entrepreneurship Program Stephanie Vucko, Career Development Team May 1, 2009

2. Welcome Introductions from the participants

3. Objectives of workshop Entrepreneurship in Quebéc A common understanding of the Entrepreneurship Program A sharing of ideas, expertises, and resources to support the implementation A needs assessment for what is next

4. Entrepreneurship in QuebécKatherine Korakakis Coordinator Youth Entrepreneurship Province of Québec, Réseau des carrefours jeunesse-emploi du Québec During the last conference given by the Fondation de l’entrepreneurship, a study was released that the majority of business created in Quebec were done so, by youth under the age of 35. The Youth Entrepreneurship Challenge, has noticed a similar trends in youth business development. More than ever Youth are considering starting a business as a potential career choice. In fact, we have seen a doubling in intention of starting a business from 2003-2006: in 2003, 8,8 % in 2004, 12,5 % in 2005, 13,6 % in 2006, 16,5 % Source GEM*

5. The Global Education Initiative of the World Economic Forum in Geneva, Switzerland, just released a global study on entrepreneurship Education, entitled “Educating the Next Wave of Entrepreneurs". Here are some highlights of this study. We believe entrepreneurial skills, attitudes and behaviours can be learned, and that exposure to entrepreneurship education throughout an individual's lifelong learning path, starting from youth and continuing through adulthood into higher education - as well as reaching out to those economically or socially excluded - is imperative." (Preface, p 6) "Innovation and entrepreneurship provide a way forward for solving the global challenges of the 21st century, building sustainable development, creating jobs, generating renewed economic growth, and advancing human welfare." (Introduction, p 7) "Entrepreneurship education can be a societal change agent, a great enabler in all sectors. Not everyone needs to become an entrepreneur to benefit from entrepreneurship education, but all members of society need to be more entrepreneurial." (Introduction, p 7) "We use a broad definition of entrepreneurship to include the pursuit of opportunities, whether they are to create start-ups, spin-outs, or entrepreneurial activities in larger organizations (public or private) or social ventures." (Purpose, p 8) "This is the first time entrepreneurship education has been considered in such a systematic manner throughout the lifelong learning process of an individual..." (p 8) "Entrepreneurship empowers people, in all societies and at all levels, to take their own destiny into their hands. It creates opportunities which not only contribute to economic development, but also to personal and professional development." ( p 9)

6. Entrepreneurship in Québec Québec Government Entrepreneurship Strategy The Youth Entrepreneurship Challenge Inviting schools to participate Axis 1 Creating a favourable environment Axis 2 Disseminating effective strategies Axis 3 to young entrepreneurs Les choix stratégiques 2009-2012 du défi de l’entrepreneuriat

7. Entrepreneurship in our schools In a GOAL context As an entry in the Québec Entrepreneurship Contest And now as an elective course – Entrepreneurship – in the Career Development Subject Area

8. Entrepreneurship in Career Development Subject Area

10. Entrepreneurship is an Elective Course Entrepreneurship is an elective subject that must be offered in Secondary IV and V in the Applied General Education Path and that may be offered in the General Education Path during the three years of Cycle Two. Entrepreneurship may be offered as an elective subjective in Secondary III in the General Education Path (Secondary IV credits). 2 credit course (50 hours) – 604-402 Or 4 credit course (100 hours) – 604-404 Entrepreneurship course can only be taken by the students one time. Class set up in a POP classroom or a POP-style classroom with computers (16 to 22) and tables for work areas.

11. Activity What qualities do these famous entrepreneurs have? Lise Watier, founder of Lise Watier cosmetics J. Armand Bombardier, developer of the snowmobile and founder of Bombardier Corporation Guy Lalibert, co-founder of Cirque du Soleil John Molson, founder of Molson Breweries Free the Children, co-founder Marc Kielburger Tim Horton, co-founder of Tim Horton Linda Lundström, Canadian fashion designer Chris Haney, co-founder of game Trivial Pursuit Christine Magee, founder of Sleep Country Canada Bill Gates, co-founder of Microsoft Do you notice any common qualities? We will return to this discussion later.

12. Entrepreneurship program Aimed at developing students’ entrepreneurial spirit and self-knowledge Through reflections gained from their own entrepreneurial experiences These entrepreneurial experiences within this program address a need in the community and have students assume social responsibility.

13. Entrepreneurship Spirit Program takes a broad view of entrepreneurship and addresses the: 1) self-employed worker 2) entrepreneur 3) Intrepreneur Encourages students to innovate, to translate ideas into action, to expand their range of actions and to become involved in their community. To develop Entrepreneurship Spirit It differs from business spirit in that it does not necessarily involve starting up a business or making a profit.

14. Entrepreneurship spirit vs Business spirit Students with Entrepreneurship spirit Entrepreneurial qualities + action through innovative solutions to community needs And resources, strategies, etc. = Entrepreneurial Program Entrepreneur with Business spirit Entrepreneurial qualities + desire to start a business + desire to make a profit And resources, strategies, etc. = Business Model.

15. Famous Entrepreneurs Did the qualities of the entrepreneur you described fit into the Entrepreneurial Spirit model or the Business Spirit model? What are the differences or similarities that you noticed? How do you think students who demonstrate and use entrepreneurial qualities will benefit in the world of work? Remember that this program takes a broad view of entrepreneurship and addresses the: 1) self-employed worker 2) entrepreneur 3) Intrepreneur

16. Entrepreneurial Competencies Try matching key features to the competencies

19. Relationship between competencies The two competencies are closely linked Carrying out entrepreneurial projects, helps students determine their suitability for entrepreneurship And knowing about their entrepreneurial qualities helps them carry out projects Students’ reflections will impact on themselves and the way their carry out their project or modify a project that is underway

20. Characteristics of an Entrepreneurial project It meets a real need in the community. It gives rise to innovative action through the creation of a good or a service or an event. It elicits enthusiasm and commitment from the students, since it reflects their interests. The project creates value in the community in which it is intended.

21. Other requirements of the program The students take an active role in their learning in a project that is their primary responsibility Students must commit freely to this undertaking Each student contributes in the role they assume based on their interests and entrepreneurial profile and within each role show automony, responsibility and solidarity Students determine how a project will be carried out Ongoing evaluation by teacher and by classmates and self-evaluation support the development of the competencies Project implementation is supported by careful organization and anticipation of difficulties Flexibility in resolving any problems is the responsibility of the students and contributes to success A success or unsuccessful outcome of the project in and of itself does not determine if the students have developed the competencies Students should be able to apply what they have learned from one project (about their profile and developing a project) to their next project

22. Additional information In a GOAL context, students will familiarized themselves with the world of entrepreneurship including the work opportunities available to them. This may help them continue the process of constructing their identity, expand their interests and impact on their academic and career goals. This is happening at an important stage of the students’ educational journey where they are being asked to make some choices. As students develop the competencies, they will develop an understanding of whether they see themselves as: A self-employed worker An entrepreneur An intrapreneur

23. Role of teacher As always be an educator Keen interest in entrepreneurship Possess entrepreneur qualities Have a good knowledge of community Provide opportunities for learning from entrepreneurs in the community Support each group of students in meeting their goals by ensuring Contribution of all team members Interactions with community partners Deadlines are realistic, etc. Guide and coach students through their learning experiences through Discussions Time for reflection of process Support in finding innovative solutions Encouraging students to change roles in order to observe themselves in other situation Resources and strategies. Encourage students to understand how the entrepreneurial spirit will benefit them in the world of work Encourage students to define their entrepreneurial profile and consider how their experiences will influence their future career choices and current academic path

24. Other Human Resources Parents Discussions with child and support of, guest speakers Complementary educational services staff Academic and career information, liaison with community, etc. Administrative staff Support when reaching out to community and accessing human, financial, technical and material resources Community Guest speakers, mentors, and examples for students. Many organizations such as CJE (Carrefours Jeunesse-emploi) to support implementation of projects and define entrepreneurial profiles. And do not forget about documentation resources. Remember your students have access to resources online through your computer and you should be setting up a career resource centre in your classroom.

25. Funding? No existing measure tied to the Entrepreneurship Program Enter the Entrepreneurship Contest in order to get the measure Some classes taking advantage of this option Mesure de sensibilisation a l’entrepreneuriat (available until 2010) $50 per student up to a maximum of 15 student per project ($750 maximum) Entrepreneurial projects must be accepted in order to be eligible for grant money Money is only received the follow year

26. Entrepreneurship Prepares students for their future