Entrepreneurial Culture - Inforoute FPT

Design of Educational Entrepreneurial ActivitiesDEVELOPING AND INTEGRATIONENTREPRENEURIALCULTURE IN THEVOCATIONALTRAINING SECTORwww.mels.gouv.qc.ca/entrepreneuriat17-3798-1A

COORDINNATIONPierre DuchaineDirection de la formation continue et du soutienMinistère de L'Éducation, du Loisir et du SportRESEARCH AND DESIGNRoger DelisleCoordinator - Elementary educationCommission scolaire de la CapitaleMarie-Josée FrenetteGuidance counsellorGuidance-oriented approach and career planningCommission scolaire de la CapitaleLine HoudeEducation consultantGuidance-oriented approach and career planningCommission scolaire de la CapitaleAlain St-PierreCoordinator - Secondary educationCommission scolaire de la CapitaleNathalie TessierSecretaryCommission scolaire de la CapitaleENGLISH VERSIONDirection de la production en langue anglaiseSecteur des services à la communauté anglophoneMinistère de l'Éducation, du Loisir et du SportGRAPHIC DESIGNOse Design© Gouvernement du QuébecMinistère de l'Éducation, du Loisir et du Sport, 2008Legal deposit - Bibliothèque et Archives nationales du Québec, 2008ISBN 978-2-550-51784-9 (Print version)ISBN 978-2-550-51785-6 (PDF)

Denis PelletierGuidance counsellorPublisher and authorSeptembre ÉditeurAnnie PicardOperations coordinatorQuébec Entrepeneurship ContestPatrice Prud'hommeEducation consultantRÉCIT facilitatorCommission scolaire de la CapitaleMarie-Anne RisdonEducation science specialistMinistère de l'Éducation, du Loisir et du SportLuc SavardCoordinator - Adult education and vocational training servicesCommission scolaire de la CapitaleGuidance-oriented approach teamCommission scolaire de la CapitalePUBLISHING HOUSEÉditions du Phare inc.Éditions Grand Duc – HRWLes Éditions CEC inc.Les Éditions la Pensée inc.Lidec inc.Modulo éditeur inc.NovalisSeptembre éditeurOUR THANKS ALSO TO THE YOUTH ENTREPRENEURSHIPPROMOTION AND AWARENESS OFFICERS OF CARREFOURSJEUNESSE-EMPLOI DU QUÉBEC AND THE COMMUNITY YOUTHENTREPRENEURSHIPPROMOTION OFFICERS OF THE REGIONAL DEVELOPMENTCOOPERATIVES WHO IMPLEMENTED THE MATERIALS WEDEVELOPEDThe positions and workplaces of the individuals mentioned were correctat the time of writing.

TABLE of»CONTENTSGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTORI. FOREWORD1. Youth Entrepreneurship Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112. “Design of Educational Entrepreneurial Activities” (DEEA) Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123. How the DEEA Initiative ties into vocational training programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134. Methodology of the DEEA Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155. How to use this guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16II.ENTREPRENEURIAL CULTURE1. Entrepreneurial culture in the schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171.1. General description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171.1.1. Educational value of entrepreneurial culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171.1.2. Description of an entrepreneurial project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181.1.3. Entrepreneurial values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201.1.4. Entrepreneurial instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221.2. Developing entrepreneurial culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231.2.1. Modelling, development and integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231.2.2. Continuum of development and integration of entrepreneurial culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251.2.3. Types of support for teachers and students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251.2.4. Approach based on three axes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302. Success factors for an entrepreneurial project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322.1. Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322.2. Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342.3. Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363. Inventory of entrepreneurial indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383.1. Description of entrepreneurial indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383.2. Situating entrepreneurial indicators in the process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38III. ENTREPRENEURIAL PROJECTS1. Suggested approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412. Teacher`s role in the approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423. General description of entrepreneurial projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423.1. Projects developed (products, services, events or economic activity) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444. Detailed description of the entrepreneurial projects developed specificallyfor the vocational training sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454.1. Entrepreneurial project: creation of a PRODUCT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454.1.1. Technical or scientific object . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464.2 Entrepreneurial project: creation of a SERVICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 634.2.1. Training workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 644.3. Entrepreneurial project: creation of an EVENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 834.3.1. Exhibition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 844.4. Entrepreneurial project: creation of an ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1014.4.1. Sale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

5. Detailed description of learning and evaluation situations (LES)developed for the elementary and secondary school sectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1195.1. LES: creation of a PRODUCT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1195.1.1. Artistic creation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1205.1.2. Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1375.1.3. Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1545.1.4. Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1715.1.5. Instructional material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1885.1.6. Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2055.2. Adding scope to LES using information and communications technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2235.2.1. Audio CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2245.2.2. Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2415.3. LES: creation of a SERVICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2595.3.1. Investigation and survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2605.3.2. Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2775.3.3. Peer helpers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2945.4. LES: creation of an EVENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3115.4.1. Awareness campaign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3125.4.2. Advertising campaign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3295.4.3. Thematic event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3465.4.4. Dramatization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3635.4.5. Show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3806. General pedagogical tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3976.1. List of entrepreneurial questions for the three points in the project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3976.2. Avenues to explore to develop entrepreneurial questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4076.3. Questions for the teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4096.4. Entrepreneurial templates (autonomous development) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4126.5. Diagrams of success factors (autonomous development) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418IV. CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424A. Measures of the Youth Entrepreneurship Challenge for encouraging entrepreneurship in schools . . . . . . . . . . 424B. Outside resources who can help with projects, recommendedby the Ministère de l'Éducation, du Loisir et du Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425V. BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427

Avant-proposAvant-propos

»1. Youth entrepreneurship challengeFOREWORDThis teaching guide was made possible by financial support resulting from implementation of the Youth EntrepreneurshipChallenge Three-Year Action Plan 1 , coordinated by the Secrétariat à la jeunesse of the Ministère du Conseil exécutif. TheChallenge is a Quebec government initiative aimed at developing an entrepreneurial culture in Quebec young peopleand fostering entrepreneurial values.The Youth Entrepreneurship Challenge Three-Year Action Plan is based on certain considerations and observations andfocuses on three main axes:AXIS 1. Inviting schools to participate:Recognizing schools as essential in helping to develop an entrepreneurial culture among young people;AXIS 2. Creating a favourable environment:Creating an environment conducive to the emergence of atrue entrepreneurial culture among young people;AXIS 3. Disseminating effective strategiesamong young entrepreneurs:Providing effective strategies that are accessible and adaptedto the needs of young people and future entrepreneurs inorder to help them develop a business project.The aim of the Youth Entrepreneurship Challenge is to designand disseminate tools to raise awareness of entrepreneurshipin programs in elementary school, secondary school (includingvocational training) and college, in order to develop an entrepreneurialculture in young people in the schools and provideteachers with the pedagogical resources to foster entrepreneurship.Developing anentrepreneurial culture:a social goal for whicheducational institutions shareresponsibility.1. Youth Entrepreneurship Challenge Three-Year Action Plan 2004-2005-2006, Secrétariat à la Jeunesse, Québec: Gouvernement du Québec, 2004.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [11 ]

Staats-570 Berichte und Urkunden -und VerwaltungsrechtWahlen entschieden werden könne. Wenn eine vernünftige (reasonable)Mehrheit in einem neuen Parlament sich für die Unabhängigkeit entscheide,'werde die britische Regierung diese zu einem bestimmten Zeitpunkt gewähren.Im Juli 1956 fanden Wahlen statt,.welc, he der C.P.P. wieder eine großeMehrheit brachten. Am 3. August stimmte das neue Parlament über dieUnabhängigkeitsfrage ab und entschied sich mit 72 zu 0 Stimmen für sofOrtigeUnabhängigkeit; die Opposition hatte an der Abstimmung nichtteilgenommen "). Am 15. September erklärte der Kolonialminister in einemSchreiben an den Gouverneur der Goldküste, die britische Regierung sehedie Mehrheit als reasonable an und werde so bald wie möglicheinen Ge-.setzesantrag im Unterhaus einbringen, der der Goldküste am 6, März 1957die Unabhängigkeit verleihen werde 5).,/Die Goldküsten-Regierung veröffentlichte nun im November 1956, nachBesprechungen mit Oppositionsführern, revidierte Vorschläge "') für dieVerfassung, die jedoch von den April-Vorschlägen nur wenig abwichen.Die Opposition weigerte sich, die Vorschläge anzunehmen, und drohte, sichvon der Goldküste zu trennen-, wenn kein übereinkommen erzielt werde.Die Hauptforderungen der Opposition waren: die Errichtung eines Zweikammersystemsmit einem Oberhaus mit Häuptlingen und Altesten undeinem direkt gewählten Unterhaus" die Erhaltung der Region von Ashantiin ihrem jetzigen Zustand "), Gesetzgebungskompetenzen für die Regionalversammlungenund erweiterte Befugnisse der Häuptlingskammern, Polizeiverwaltungdurch die Regionen, Errichtung eines Staatsrates, der bei derBesetzung von Stellen im Justiz- und öffentlichen Dienst beratenden Einflußhaben sollte und Beteiligung der Regionalversammlungen an Verfassungsänderungen"). In der Folge übermittelten die Oppositionsparteienein Schreiben an das KolOnialministerium, in dem separate Unabhängigkeitfür Ashanti und die nördlichen Territorien gefordert wurde. Dieses Ansinnenwurde von der britischen Regierung als unvereinbar mit den Landesinteressenzurückgewiesen ").Die Verfassungsstreitigkeiten nahmen so an Heftigkeit zu, daß Kolonial-58) C. S. 1956, S. 738.C. S. 1956, S. 786. Text des Schreibens in The Making of Ghana, a. a. 0., S. 43.110) Gold Coast Government, The Government's Revised Pro osals for Gold CoastIndependence, Akkra 1956.81) Die Regierung hatte sich geneigt gezeigt, den Forderuhgen des in der Ashanti-Region lebenden Brong-Stammes auf Regionalautonomie nachzugeben. Die Ashanti sahendies als Angriff auf ihre Einheit an.112) The -Government's Revised Proposals, a. a. 0., S. 8 ff.113) Hansard (Commons) 11. 12. 1956, col. 235.http://www.zaoerv.de© 1957/58 Max-Planck-Institut für ausländisches öffentliches Recht und Völkerrecht

Table 1APPROACH USED AND BENCHMARKSBecause• vocational training programs are based on developing and acquiring general and specific competencies;• competency is defined as appropriate behaviour resulting from effective motivation and use of the students’internal and external resources;• appropriate behaviour is defined as the students’ ability to make appropriate use of all of their knowledge andpotential;• teachers must cultivate in their students the qualites needed to realize their potential: creativity, self-confidence,initiative, tenacity, leadership, daring, love or a challenge and satisfaction with work well done;• these qualities are also needed to develop the students’ appropriate behaviours and are very similar toentrepreneurial characteristics;Entrepreneurial culture involves integrated and tirely interventions by teachers in projecs relatedto the competencies to be acquired in vocational training programs.Entrepreneurial culture• must not be presented as a series of ready-made and ready-to-apply actions;• must be integrated into the training program;• must be presented as coaching and support tools offered to the teacher or group of teachers and other partners in theeducation system;• must encourage cooperation between the teacher or group of teachers and certain partners in the education community;• must broaden one’s world-view through support from external resources.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]FOREWORD[ 14 ]

FOREWORD»4. Methodology of the DEEA initiativeThe suggested activities and tools for teachers and students were designed following an in-depth analysis. Specifically,we analyzed existing materials in the field of entrepreneurship, grids of educational goals in certain programs, all of theprojects presented in the Québec Entrepreneurship Contest for the 2004-2005 school year, and materials created byvarious school boards.By doing this inventory, which we tried to make as comprehensive as possible, we believe we succeeded in defining theconcepts, choosing a typology based on practices, and appropriately documenting previous efforts involving entrepreneurialconcepts, and thus selecting what seemed best suited to the needs to be met.Throughout the development of this guide, it was reviewed by an advisory committee of teachers, professionals andmanagement personnel from the elementary, secondary and vocational training sectors, as well as by educationconsultants, individual and social entrepreneurship experts and, finally, by socioeconomic stakeholders. All these playerswere asked to ensure that the orientations and frames of reference used are consistent across all levels of education.In addition, everyone involved in the initiatives for elementary, secondary, vocational training and college-level trainingworked together to identify possible links between the suggested activities for teachers and students at these differentlevels. For obvious reasons, it is important that as many partners as possible in the education system have the sameunderstanding of entrepreneurial culture.Based on the information gathered and analyzed and the discussions held with partners, four entrepreneurial pedagogicalactivities were developed specifically for the vocational training sector. They relate to various sectors and, we believe,effectively convey a true concept of entrepreneurshipadapted to the school environment. They are presentedwithin a frame of reference that makes it easier to understandthe implementation context and fosters the gradualand steady emergence of an entrepreneurial culture both inthe classroom and in the school as a whole. In addition, theThe suggested projectsactivities developed for the elementary and secondary schoollevels can easily be adapted to the needs of the vocationalwere selected basedtraining sector. They are described in “Detailed description ofon previous creations mostlearning and evaluation situations developed for the elementaryand secondary school sectors.”likely to develop vocationalcompetencies.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [15 ]

EntrepreneurialCultureEntrepreneurial

ENTREPRENEURIAL CULTURE»1. Entrepreneurial culture in the schools1.1. General description1.1.1. Educational value of entrepreneurial cultureUndertaking entrepreneurial projects empowers students, helping them construct their world-view and live up to theirpotential.Entrepreneurial culture is made up of qualities, attitudes and competencies that express a desire to undertake and befully committed to what one wants to do: self-confidence, team spirit, leadership, motivation, sense of responsibility,solidarity, resourcefulness, effort, initiative, organizational ability, creativity, determination and perseverance. Therefore,any individual or collective pedagogical activity that draws upon these aspects can be considered as educational andconducive to entrepreneurial development.Since the aim of entrepreneurial projects is to meet an actual needand have a social implication, students are encouraged to use theircompetencies, acquire new knowledge and give meaning to whatthey learn. Students are motivated to act by and for themselves byattempting meaningful projects that use their entrepreneurial valuesto achieve a specific goal. Meeting the challenge nurtures the need tosucceed and the desire to try this type of motivational experienceagain, as it boosts their self-esteem. This link between the challengeand the use of their competencies and entrepreneurial values fostersthe development of the students' personal efficiency and motivatesthem to complete other projects, including their academic andprofessional projects. As stated in Introduction to Entrepreneurial Cultureissued by the Ministère de l'Éducation, du Loisir et du Sport:Entrepreneurial culturehelps students to excel,live up to their full potentialand develop behavioursthrough action.To cultivate the entrepreneurial spirit, schools must develop their students' desire to accomplish something forthemselves, make a commitment and take on responsibilities, along with a desire for freedom, an acceptance ofeffort, a will to succeed and the courage to persevere, a sense of teamwork and a spirit of cooperation. 2As teachers increasingly integrate entrepreneurial culture, they give their students more flexibility in carrying out theirprojects. Students are encouraged to personalize their project, the process and the strategies they use as well as thepartners they decide to approach (see Appendix A). Therefore, since entrepreneurial projects give students the opportunityto excel in doing something concrete, we believe such projects help to construct their world-view. That is whythis culture is so valuable in the classroom.Cognitively active students are students who undertake initiatives and have the desire and opportunity to excel. Theysolve their own problems, look for solutions, work as a team, are creative and, as they gain experience, enjoy and areable to undertake projects.2. Introduction to Entrepreneurial Culture, Ministère de l'Éducation, du Loisir et du Sport, Québec: Gouvernement du Québec, 2005, p. 9.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [17 ]

Each student, like any individual, needs to succeed in life and his or her career. They need recognition and appreciation,to experience success and be proud of it. Thus the challenges presented to students must be feasible so that theydevelop the students' self-esteem. Identity is constructed when students are given the opportunity to develop theirown approach so that they take ownership of their successes and believe they can go on to meet bigger challenges.These different steps take time. To achieve personal and academic goals, students need to set small challenges forthemselves that they meet successfully by putting in the necessary time, effort and perseverance. With an entrepreneurialculture in the classroom students can excel, live up to their full potential and develop appropriate behavioursthrough action. Developing their various competencies makes them effective and increases their desire to meet newchallenges. Thus educational success goes hand-in-hand with entrepreneurial culture.1.1.2. Description of an entrepreneurial projectAs presented in this guide, entrepreneurial projects tie in with a primary pedagogical concern since they are aimed atdeveloping subject-specific and cross-curricular competencies (see Table 2). In addition to bringing entrepreneurialculture into their classroom, teachers who undertake these projects develop the pedagogical objectives they wish toattain with their students.The goal of an entrepreneurial project is to solve a known problem and try tomeet a need by creating a product, service, event or economic activity.Students are encouraged to take action and create a useful project that hassocial implications and impact, which enhances their self-esteem.Developing anentrepreneurialNext, entrepreneurial projects must be intended for an end user or targetculture: a projectaudience other than the teacher, who suggests that the students create aproject for someone else. They will have to learn as much as possible aboutthat meets athis end user to increase the likelihood that the user will be satisfied. The more need and targets athe students know about the end user, the better position they will be in to specific public.create a product, service or event that is tailored to the user's needs andappreciated by that user. In addition, the user's reactions can trigger a positiveself-image in the students and increase their feeling of personal efficiency andself-confidence.During the project planning phase, teachers and students are encouraged to consider alternative projects to fall backon. The purpose for this is that, as the project progresses and more information is gathered about the customer, theproblem and needs that students are trying to meet may call into question the product, service, event or economicactivity they have chosen. However, although it may be strategic to consider other possible projects, services or eventsat the beginning of the project, when unforeseen circumstances arise, they should be viewed as an opportunity toexperience the real world and test one's entrepreneurial values.Innovation, motivation and scope are the success factors that make a project entrepreneurial and can be used byteachers and students to take their project one step further. These success factors are described later in this section.Throughout the project, teachers and students can use one or more entrepreneurial indicators to evaluate certainaspects of their project.Note: In this guide, “entrepreneurial learning and evaluation situation” and “entrepreneurial project” mean the samething. They both represent a new way of bringing entrepreneurial culture into classroom projects.[18 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

Table 2ScopeThe entrepreneurial project• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has an social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.MotivationInnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]ENTREPRENEURIAL CULTURE[ 19 ]

1.1.3. Entrepreneurial valuesEntrepreneurial culture consists of values that lead to effectiveaction and help to realize potential. These values are selfconfidence,team spirit, leadership, motivation, sense ofresponsibility, solidarity, resourcefulness, effort, initiative,organizational ability, creativity, determination and perseverance.Students who are empowered in a project tend to relyon these values to undertake and complete the project. Itwould be too optimistic to believe that all students willpossess all of these values by the end of their schooling.However, we must be aware of them in order to understandtheir importance for everyone who wants to meet a challengeand achieve personal, educational and professional goals.Entrepreneurial valueslead to effective actionin everyone whoundertakes something.Like their students, teachers are also in a position to become aware of their entrepreneurial values and develop themthrough their experience with projects. As they expand their practices, they evolve within a continuum of developingand integrating entrepreneurial culture and internalize the different types of support suggested, just as the students do.As they gain experience and have some success, they feel comfortable and use all of their creativity, resourcefulnessand confidence in their own potential to develop new activities. They can then design entrepreneurial projects thatdevelop the competencies of particular programs in their students. Teachers who are committed to professional developmentadapt their interventions; they cooperate and work with other members of the pedagogical team. They feelquite confident in their coaching role and can give their students more flexibility in every aspect of the project.A brief description of the entrepreneurial values as an aid to understanding can be found in Table 3.[20 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

ENTREPRENEURIAL CULTURETable 3Entrepreneurial valuesSelf-confidenceFeeling able to undertake and complete a projectbecause of one's knowledge and competencies.Team spiritWorking and cooperating with others in a respectfulmanner.LeadershipSuggesting actions and ideas; having a “positive”influence on others in executing a task; making thenecessary decisions and taking action.MotivationWanting to learn and meet a challenge.Sense of responsibilityFulfilling one's commitments by doing what must bedone and what was decided by the group.SolidarityFeeling responsible for the group's choices anddecisions in achieving a common goal.ResourcefulnessUsing one's internal resources (competencies, knowledgeand skills) and external resources (tools,resource persons, organizations, businesses, etc.)when problems and obstacles arise.EffortWillingness to work hard while maintaining apositive attitude.InitiativeMaking choices, becoming autonomous and makingdecisions without needing supervision.Organizational abilityChoosing the best methods to be effective incarrying out the work.CreativityExpressing ideas, suggesting innovative solutions,research avenues, etc.DeterminationConcentrating on what needs to be done, onachieving an objective.PerseveranceFinishing what one has started until a satisfactoryresult is obtained; being persistent and tenacious inorder to complete a project and achieve the set goal.Carrying out a project develops entrepreneurial values. Being successful creates a feeling ofpersonal efficiency through action.Based on Discovering Entrepreneurship at School, Ministère de l'Éducation, Québec: Gouvernement du Québec, 2001 and Introduction to Entrepreneurial Culture, Ministère de l'Éducation,du Loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [21 ]

1.1.4. Entrepreneurial instructionThe first aim of entrepreneurial instruction is to put the students in a position to meet a realistic challenge as part ofa team, requiring them to make every effort to achieve the goal, including using their entrepreneurial values. Some ofthese values, such as leadership and team spirit, can only be developed through team work. Thus the group becomesa locus for developing personal and social skills and competencies, including cooperation and the realization of potential orconstruction of identity.A “student project” is an action that results in the creation of a satisfying socializable product that, while it transformsthe environment, also transforms the identity of its creators by producing competencies and new knowledge throughsolving problems that arise. 3The challenges suggested by teachers also aim at getting students to take effective action that generates a feeling ofpersonal success and nurtures their desire to meet other challenges, each a little bigger than the last. Students whodevelop a feeling of personal efficiency believe they can meet challenges and take action. This situation can be summarizedby turning the saying “where there's a will there's a way” around to “where there's a way there's a will.” If peoplebelieve they can succeed (there's a way), they want to meet the challenge (there's a will).It is likely that students will want to undertake and complete projects if they have experienced meaningful successesin the past, giving them a feeling of personal efficiency and an awareness that success can be enjoyable. Whenplanning projects, teachers must make them challenging enough so that the activity involves the entire class, ifpossible, and develops a feeling of personal efficiency in the greatest number of students. The project[…] must make the students realize they can do difficult things, can “move mountains.” Being successful in a difficultundertaking is the only way to transform a negative image into a positive one […]. 4The second aim of entrepreneurial instruction is to teach students the concept of taking action and the meaning of theproject, as well as to help them develop these aspects. As they are given increasing autonomy their experience with projectswill teach them how to adapt, personalize and even evaluate their approach. It will also give them the opportunity todecide their own implementation steps and the strategies they will try out in the project they are about to undertake. Insuch cases, teachers can play their coaching role by giving their students more flexibility in the project process.As the students get increasingly better at mastering theproject process, the implementation step becomes thetrue locus of autonomy as well as individual and collectiveresponsibility (in small groups). 5Presenting challenges tostudents is an importantThe third aim of entrepreneurial instruction is to carry out aconcept in entrepreneurialproject that can be introduced in an environment and putsthe principle of cooperation into practice. Teachers andstudents understand that it will be easier to carry out theproject if they make use of the competencies of partners andcollaborators. The students are encouraged to identify individ- personal, educational andprofessional projects.3. Definition in Conduire un projet-élèves, Michel Huber, Paris: Hachette Éducation, 2005, p. 21.4. Ibid., op. cit., p. 49.5. Ibid., p. 80.[22 ]instruction; it encourages themto undertake and completeGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

ENTREPRENEURIAL CULTURECULTURE ENTREPRENEURIALEuals or organizations which might complement their team's competencies and knowledge and provide added value. Ifthe teacher also seeks input from partners (entrepreneurial relationships), the students learn how valuable these contributionscan be in a project. As they acquire more experience, teachers can allow their students more flexibility inchoosing potential partners, thereby establishing a relationship with them and deciding what role they could play inthe project.Finally, it is important to note that these partners have three roles. First, they help students build their competencies andknowledge. Second, they give the students a glimpse of the work world, social roles, trades and professions, which will be asignificant factor for some students. Third, input from partners can give new impetus to a project that stalls when difficultsituations arise.1.2. Developing entrepreneurial culture1.2.1. Modelling, development and integrationAs with the development of a competency, there are three steps indeveloping entrepreneurial culture in the classroom: modeling, developmentand integration (see Table 4). To make teachers and studentscompletely autonomous in practice, teachers are encouraged to evolvein the use of different support methods that include elements to“model,” “develop” and “integrate.” These elements relate to the threedevelopment axes (see Table 5, 6, 7 and 8).The aim of modelling is to present a model that gives teachers andstudents concrete tools they can use when undertaking a project withouthaving to adapt them. In this step, they gradually acquire a range of newknowledge about entrepreneurial culture and apply it in carrying outprojects.Three steps are suggestedfor teachers and studentsundertaking a project:modelling, developmentand integration.Development guides teachers and students to develop their knowledge and attitudes, since they are encouraged to continueto acquire new entrepreneurial values and other elements of this culture as they carry out projects. In this step, teachers andstudents are encouraged to use their entrepreneurial values and skills to increasingly adapt the suggested tools and implementationsteps, as well as personalize how they carry out the project.Integration assumes that all the elements underlying entrepreneurial culture are understood and integrated. Teachers andstudents undertaking a project go through this step when they decide to personally invest in the challenge posed by theproject and autonomously apply and transfer what they have learned. Teachers and students who reach the integration stepuse their expertise to create their own tools to carry out the project.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [23 ]

Table 4Definition of the terms used in the continuum of developmentand integration of entrepreneurial cultureMODELLINGIn this step teachers and students undertaking a project receive concrete responses and are provided with tools theycan use without having to adapt them.Modelling provides structured support to teachers and students who want to develop an entrepreneurial culture. Sincethis is their first experience with entrepreneurial projects, they can use the information provided to carry out theproject and reproduce the techniques of this culture.The aims of modelling are to:• transmit and teach new knowledge about entrepreneurial culture by using the information provided;• explain and reproduce techniques and procedures.DEVELOPMENTIn this step teachers and students undertaking a project are encouraged to adapt the suggested tools and implementationsteps.Development offers more flexible support to teachers and students who wish to continue developing an entrepreneurialculture. Since they have experience with a few entrepreneurial projects, they can increasingly develop theirexpertise and entrepreneurial values.The aims of this development are to:• acquire new characteristics or skills in order to apply and experience an entrepreneurial culture;• develop skills and relationships with others and the environment.INTEGRATIONIn this step teachers and students undertaking a project already have the competencies and entrepreneurial valuesthey need to develop and create their own tools.Integration assumes that teachers and students have acquired competencies through numerous entrepreneurialexperiences which they can apply to new projects.The aims of integration are to:• autonomously apply and transfer what has been learned (reflection, analysis and critical thinking) by adapting tothe new situation.Based on the work of the working group on pedagogical differentiation in the Ottawa Valley “La différenciation pédagogique: théories et applications” conference of theAssociation des cadres scolaires du Québec, 2005.[24 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

ENTREPRENEURIAL CULTURE1.2.2. Continuum of development and integration of entrepreneurial cultureCULTURE ENTREPRENEURIALEA continuum of development and integration of this culture has been devised to help develop an entrepreneurialculture in the classroom; this continuum is created through three types of support and the autonomous developmentof a project. Each of these types of support gives the teacher and students a realistic but difficult enough challenge.The continuum is based on the three development axes and involves modeling, development or integration, dependingon which type of support is selected.1.2.3. Types of support for teachers and studentsEach of the activities suggested in the guide was designed to give the teacher the most flexible type of supportpossible. Teachers are encouraged to choose the type of support they would like to receive and indirectly adapt thesupport they wish to give their students. This section explains the types of support suggested in the guide and thecorresponding aims.STEP-BY-STEP SUPPORT (see Table 5)Two versions are given of the step-by-step support method: asimplified version and a fuller version. This type of supportaims to develop entrepreneurial values by creating andpresenting a PRODUCT, SERVICE OR EVENT. It is recommendedfor teachers and students embarking on their firstentrepreneurial project. In a concrete way, this method givesteachers some flexibility in the creation of a product, service,event or economic activity and encourages them to give theirstudents a similar degree of autonomy. Regardless of theform the project takes, it is important that the targetedcompetencies are developed, the project meets a definedneed and that it is useful to its end user.Teachers can choose the typeof support they need toundertake the suggestedactivities and the type ofsupport they wish to givetheir students.This type of support also “models” and stresses the development of certain elements in the development axes. It isthrough these first entrepreneurial experiences that students develop entrepreneurial values that lead to effectiveaction and become more aware of their own potential and self-actualization methods. And these first successesreinforce their desire to get involved in similar projects.This type of support develops axis 1 (awareness of self, one's potential and actualization methods) and models axis 2(adoption of strategies related to the project) for teachers and students. To do this, we suggest tools that can be usedas is and make it clear to everyone involved what action must be taken.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [25 ]

Table 5Continuum of development and integration of entrepreneurial cultureENTREPRENEURIAL CULTURESTEP-BY-STEP SUPPORTThis type of support aims at developing entrepreneurialcharacteristics by creating and presenting thePRODUCTION of a product, service, event oreconomic activity.DEVELOPMENT step (D)Teacher and student entrepreneurs• acquire entrepreneurial characteristics that lead to effectiveaction and help realize their potential;• are driven by a desire to meet new challenges afterthey succeed.MODELLING step (M)Teacher and student entrepreneurs• learn the steps and strategies to try in carrying outentrepreneurial projects.By emotional resources, we mean the energy needed to make acommitment, be motivated and take action to achieve the goals.Three axes indeveloping anentrepreneurial cultureAxis 1: Awareness of self, one’s potentialand actualization methods M D IAxis 2: Adoption of the strategies reladed tothe projectThree steps in developingan entrepreneurial cultureM D IAxis 3: Knowledge of the work world, socialroles, trades and professionsM D IAlthough all of the steps in developing entrepreneurial culture can be used a project, those specificallytargeted by this method are indicated in large type.Based on Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sports, Quebec: Gouvernement du Quebec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 26 ]

ENTREPRENEURIAL CULTURECULTURE ENTREPRENEURIALEGENERAL SUPPORT (see Table 6)General support aims at developing entrepreneurial values by creating and presenting a product, service or event,especially through the project PROCESS and related strategies. It is recommended for teachers and students whoalready have experience with a few projects and are motivated by success. This method gives teachers autonomy inplanning the action and encourages them to give their students a similar degree of flexibility. To allow each team topersonalize its approach (implementation steps and strategies), the teacher may divide up the tasks to be done indifferent ways or work with fewer committees than suggested. Regardless of the strategies used, it is important thattargeted competencies are developed, entrepreneurial values already integrated are applied, the product, service orevent solves a problem and the end users are satisfied.This type of support also aims at integrating axis 1 (awareness of self, one's potential and one's actualization methods),developing axis 2 (adoption of strategies related to the project) and modelling axis 3 (knowledge of the work world,social roles, trades and professions). Teachers and students are encouraged to seek input from suggested partners andthus be introduced to their first entrepreneurial relationships. By modelling these first partnership experiences theycan experience an entrepreneurial relationship and learn more about the work world, social roles, trades and professions.Moreover, this approach encourages the use of entrepreneurial values that are in the process of being integratedand is an incentive for teachers and students to get personally involved in new challenges, since they feel they haveearned their successes.SUPPORT TO PROMOTE AUTONOMY (see Table 7)Support to promote autonomy aims at developing entrepreneurial values by creating and presenting a product, serviceor event, through the project process and through the search for entrepreneurial PARTNERS. This type of support isrecommended for teachers and students who already have experience with numerous projects. It gives teachers theflexibility they need to create the product, service, event or economic activity, plan the action and establish partnerships,and encourages them to give their students a similar degree of autonomy.For example, teachers could let each team choose a different form for their product, service or event, personalize theirapproach (implementation steps and strategies) and choose partners based on their needs. Regardless of what formthe product, service or event takes, the strategies used and the partners approached, it is important that the targetedcompetencies are developed and the product, service or event meets a need and is useful to the target audience.This type of support tends to integrate axes 1 and 2 (awareness of self, one's potential and actualization methods, andadoption of strategies related to the project) and to develop axis 3 (knowledge of the work world, social roles, tradesand professions). Teachers and students are encouraged to build entrepreneurial relationships and learn more about thework world, social roles, trades and professions by choosing partners who have something relevant and valuable tooffer. This approach uses entrepreneurial values that are currently integrated and motivates teachers and students topersonally invest in new challenges, since they feel they have earned their successes, are able to evaluate the entrepreneurialsituation themselves and can personalize their approach.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [27 ]

Table 6Continuum of development and integration of entrepreneurial cultureGENERAL SUPPORTThis type support aims at developing entrepreneurialcharacteristics by creating and presenting a PRODUCTION,especially through the project PROCESS and relatedstrategies.ENTREPRENEURIAL CULTUREINTEGRATION step (I)Teacher and student entrepreneurs• decide to personally reinvest in new challenges after they aresuccessful;• autonomously use their entrepreneurial characteristics to takeeffective action and realize their potential;• are motivated by success since they are increasingly able toevaluate their efforts and work and feel they have earned theresults (ability to act by and for themselves).Three axes indeveloping anentrepreneurial cultureThree steps indeveloping anentrepreneurial cultureAxis 1: Awareness of self, one’s potential andactualization methods M D IDEVELOPMENT step (D)Teacher and student entrepreneurs• develop their ability to adapt, personalize and evaluate theirapproach and design their own steps and strategies to try intheir project.MODELLING step (M)Teacher and student entrepreneurs• learn about external resources they could approach for help incarrying out their project and are introduced to their firstentrepreneurial relationships.Axis 2: Adoption of the strategies reladedto the projectAxis 3: Knowledge of the work world, socialroles, trades and professionsM D IM D IBy cognitive resources, we mean all of the processes used to clarifyone’s ideas of what action means and develop the project’smeaning.Although all of the steps in developing entrepreneurial culture can be used in a project, those specifically targeted by thismethod are indicated in large type.Based on Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sports, Quebec: Gouvernement du Quebec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 28 ]

Table 7Continuum of development and integration of entrepreneurial cultureENTREPRENEURIAL CULTURESUPPORT TO PROMOTE AUTONOMYThis type of support aims at developing entrepreneurialcharacteristics by creating and presenting a product, service orevent, through the project process, and especially through thesearch for entrepreneurial PARTNERS.INTEGRATION step (I)Teacher and student entrepreneurs• are stimulated by challenges and autonomously apply theirentrepreneurial values and what they have learned from theirexperience;• feel they have earned the results of the projects and areincreasingly able to evaluate the entrepreneurial situation;• are able to adapt and personalize their approach for experimentingand carrying out a project.Three axes indeveloping anentrepreneurial cultureThree steps indeveloping anentrepreneurial cultureAxis 1: Awareness of self, one’s potential andactualization methods M D IDEVELOPMENT step (D)Teacher and student entrepreneurs• develop their ability to ask external ressources for help to ensurethe project is a success (entrepreneurial relationship with theenvironment).By interactional resources, we mean resources in the environment andnetworks from which input is sought to develop a vision of the project’ssuccess.Axis 2: Adoption of the strategies reladedto the projectAxis 3: Knowledge of the work world, socialroles, trades and professionsM D IM D IAlthough all of the steps in developing entrepreneurial culture can be used a project, those specifically targeted by thismethod are indicated in large type.Based on Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sports, Quebec: Gouvernement du Quebec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 29 ]

AUTONOMOUS DEVELOPMENT (see Table 8))Autonomous development aims at integrating entrepreneurial values by creating and presenting a product, service orevent, through the project process and the search for entrepreneurial partners. In concrete terms, this method givesteachers complete autonomy in carrying out the project, which assumes full integration of entrepreneurial culture inthe classroom. Having gained experience with numerous entrepreneurial projects, teachers and students are able to beautonomous in every aspect of the project. This autonomy is reflected in the product, service or event to be created,in how the action is devised and in establishing and maintaining an entrepreneurial relationship with the environment.Autonomous development assumes integration of the three development axes. Teachers consider all of the tools in theguide when designing their project and undertake it with an awareness of their potential, having internalized thestrategies related to the project and viewing the work world and their environment as an opportunity to establishentrepreneurial relationships.1.2.4. Approach based on three axesThe three suggested development axes are those used in the “Personal and Career Planning”/“Career Planning andEntrepreneurship” broad area of learning (BAL) of the Quebec Education Program for elementary or secondary school,the educational aim of which is to encourage students to undertake and complete projects oriented towards selfactualizationand social integration. The first development axis targets awareness of self, one's potential and one'sactualization methods. In the development and integration of entrepreneurial culture in the classroom, this increasingawareness of self and one's potential enhances personal efficiency through the creation of an entrepreneurial project.The second development axis targets the adoption of strategies related to the project, through an entrepreneurialculture in the classroom and carrying out entrepreneurial projects. The third development axis targets the acquisitionof knowledge of the work world, social roles, trades and professions, through an entrepreneurial culture in the classroomand encouraging students to work together and build networks of entrepreneurial partners related to the trainingprogram, thus establishing an entrepreneurial relationship with the environment.[30 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

Table 8Continuum of development and integration of entrepreneurial cultureENTREPRENEURIAL CULTUREAUTONOMOUS DEVELOPMENTThis development aims at integrating entrepreneurial values bycreating and presenting a product, service or event, through theproject process and through the search for entrepreneurialpartners.INTEGRATION step (I)Teacher and student entrepreneurs• autonomously rely on their entrepreneurial values to take effectiveaction and realize their potential;• are motivated by success since they are able to evaluate theirefforts and work. They feel they have earned the results;• are stimulated by challenges and autonomously apply theirentrepreneurial values and what they learned from their experience;• are able to adapt and personalize their approach to trying andcarrying out a project;• seek outside resources and establish an entrepreneurial relationshipwith the environment to ensure the project is a success.Three axes indeveloping anentrepreneurial cultureAxis 1: Awareness of self, one’s potential andactualization methodsAxis 2: Adoption of the strategies reladedto the projectThree steps indeveloping anentrepreneurial cultureM D IM D IAxis 3: Knowledge of the work world, socialroles, trades and professionsM D IAlthough all of the steps in developing entrepreneurial culture can be used a project, those specifically targeted by thismethod are indicated in large type.Based on Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sports, Quebec: Gouvernement du Quebec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 31 ]

2. Success factorsfor an entrepreneurial project2.1. Innovation (see Table 9)For an entrepreneurial project to be successful, it must generate anoriginal solution to a known problem. To inject this originality into theproject, teachers and students are encouraged to learn more aboutvarious elements they could incorporate in the project in order toachieve this success factor.There are various waysto innovate in anentrepreneurial project.Teachers and students who undertake a project may decide to includeEach project must generateone or more innovative elements that will give rise to something new.Innovation does not mean originality per se but rather an original an original action …action that is designed to meet an actual need.Teachers and students could innovate by targeting the project at a new clientele or by working with new partners. Theyare encouraged to offer their product, service or event to a previously unknown or overlooked clientele that wouldenjoy or benefit from receiving or having access to it. Innovating by looking for new partners puts students in contactwith others both within and outside the training centre.It is also possible to innovate in how the product, service or event is marketed. Teachers and students could askthemselves the following questions: How could we promote and market our product, service or event differently? Howcould we be innovative in how we sell our product, service or event? How could we increase the likelihood of publicizingand promoting what we have created?Innovation could also come into how the product, service or event is made, designed or presented. Teachers andstudents are encouraged to do things differently (product, service, event or economic activity), perhaps in the choiceof materials or implementation methods. For example, the teacher could challenge the students to design a lower-costproduct, service or event.Finally, teachers and students could innovate by looking for a new use for the product, service or event. For example,a presentation could make the end user more aware of a cause, promote the training centre, lead to a collaborationnever tried before, etc.Table 9 shows the forms that innovation can take in classroom projects.[32 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

Table 9Success factor: innovationNew end users, targetpublics or partners reachedby the project.INNOVATION ANDENTREPRENEURIAL INSTRUCTION• Generates an original, unexpected action(new product, new service, new event or neweconomic activity).• Gives rise to something new, sometingdifferent.New ways to market a product,service or event.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]ENTREPRENEURIAL CULTURENew ways of manufacturing,constructing, producing,maintaining, repairing, creating,communicating, presenting,structuring, organizing,introducing, etc.New uses for a product, service,event or economic activity.[ 33 ]

2.2. Scope (see Table 10)Teachers and students who want to undertake an entrepreneurialproject are encouraged to think about the scope they wish it to have.Adding scope to aScope may have been considered during the preparation phase or itcould be an idea that comes up during or at the end of a project. project is a way toMoreover, this idea of scope may arise after a particular success, resultpublicize one's successesfrom public demand or be suggested by the students. In all instances itmust increase the scope of the project, offer a service, present an to a greater numberevent, create a related product or sell the product, service or event. Inof people.short, a successful entrepreneurial project generates one or moreproducts, services or events.In the vocational training sector a project can achieve scope by adding a second or third product, service or event tothe one. For example, an event could be created to promote a manufactured product.We believe the activities suggested in this guide are the main projects involving subject-specific and cross-curricularcompetencies that can be linked to the different training programs. They all include the materials and support thatteachers and students need to give their project scope.In the DEEA Initiative we describe projects that develop subject-specific and cross-curricular competencies and can betried in the classroom. However, the suggested activities do not include projects that involve managing a business, acooperative or a waste recovery centre. Giving this type of scope to a project requires partners who can provide thesupport needed to carry out this type of project. Appendix 1 contains references that teachers can consult for helpwith this type of project.Table 10 shows the forms that scope can take in classroom projects.[34 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

Table 10Success factor: scopeENTREPRENEURIAL CULTURESERVICEAdd a third production to the initial projectPRODUCTPRODUCTSERVICEAdd a second production to the initial projectPRODUCTSERVICEEVENT ECONOMICACTIVITYECONOMIC ACTIVITYEVENTECONOMIC ACTIVITYEVENTBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 35 ]

2.3. Motivation (see Table 11)Teachers and students undertaking an entrepreneurial project want to solve a generally acknowledged problem that isconsidered significant. To do so, they must ensure that the project will make an impact and lead to social recognition.Elements can be added gradually to achieve a result that has a positive impact.Projects can include elements that motivate people and really make a difference. One of the first steps to take is toensure that each student or team has a chance of presenting the project to their peers, at least to students in thesame program but ideally to students in another program or the entire training centre. Common areas such as theentrance hall, lounge or cafeteria are ideal places to present the projects. Not much organization should be necessaryto achieve the objectives targeted by this success factor.Seeking input from outside partners motivates students. Different typesof partnerships can be explored: family members, workers in variousfields, academic institutions in the same or a different school board,community organizations, and businesses are all possible partners thatcould be approached and would enrich the experience. Finally, themedia could also be used to increase visibility and perhaps inform thecommunity, province or even the world of this collective achievement.Publicizing the concreteresults of one'sWhatever degree of motivation the teacher and students choose,a first step in makingsimply having the action recognized socially will have a positive impacton the self-confidence of the “entrepreneurs” and their desire to undertakethis type of project again.a success.Table 11 shows the forms that motivation could take in classroomprojects.[36 ]entrepreneurial project isthe entrepreneurial projectGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

Table 11Success factor: motivationThe entrepreneurialprojectis presented to therest of the class or toall of the students inthe program.The entrepreneurialprojectis presented in thetraining centre.The entrepreneurialprojectseeks input from oneor more partners bothinside and outside thetraining centre.The entrepreneurialprojectis disseminated andpresented to tnecommunity(for example, inthe media).Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]ENTREPRENEURIAL CULTUREThe entrepreneurial projecthas social implicationsand impact.[ 37 ]

3. Inventory of entrepreneurial indicators3.1. Description of the entrepreneurial indicatorsIndividual or collective evaluation of one or more entrepreneurialindicators is a way to insert the necessary controls during the processand review the experience gained in the entrepreneurial project. Thisexercise is particularly important since it lets the teacher and studentsdraw conclusions that can be transferred to similar projects, therebymaking the project a meaningful entrepreneurial and learning experience.Evaluating entrepreneurialindicators is a way toensure that what is learnedis applied and anA list of five entrepreneurial indicators is provided from which teachers entrepreneurial culture isand students can select the elements they wish to focus on. Tabledeveloped.12 describes the indicators with suggested questions to ask about eachone.Regardless of the indicators used, this reflective sharing process determines whether the objectives defined in thepreparation and planning phase were achieved and to evaluate the processes followed to create the project.3.2. Situating entrepreneurial indicators in the processDuring the planning and preparation phase teachers and students who undertake a project are encouraged to chooseone or more entrepreneurial indicators that they wish to focus on. However, it is essential to bear in mind that thechoice of indicators has an impact on the type of considerations they will address at the three stages of the project,i.e. before, during and after it is carried out.By learning to evaluate these indicators, students become aware of the usefulness of assessing different elements in aproject. Depending on the indicator or indicators chosen, students learn to think about what they can apply to a futureindividual or group project.The indicators are in different categories. For example, one indicator refers to the reaction of the target audience to theproduct, service, event or economic activity created. Another focuses more on thinking about the group's actions:students are encouraged to examine whether each of the team members did what they had to do. The followingsection describes the indicators and explains the importance of using them in the project and how they improve everyentrepreneurial approach.[38 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

ENTREPRENEURIAL CULTURETable 12Entrepreneurial indicatorsIndividual or collective evaluation of one or more entrepreneurial indicators is a way to review theexperience of the entrepreneurial project and complete the process. It also lets teachers and students drawconclusions that can be transferred to future projects.EffectivenessDetermines whether the planned tasks wereperformed and the results achieved.Questions to askDid we achieve our objectives? The objectives couldbe looked at in terms of the results obtained (thefinished product) and what was learned (comparedto the targeted competencies).EfficiencyEvaluates performance by comparing the resultsobtained with the methods used.Questions to askWere the methods used justified given the resultsobtained? Could the same impact have beenachieved with fewer resources or at a lower cost?SatisfactionEvaluates satisfaction with the results achieved.Questions to askWere the different players who participated in theproject satisfied? Why? Was the target audiencehappy with the product, service or event?TransferDetermines whether the knowledge acquired in theproject could be applied to another project.Questions to askCould this project give rise to another? Are thereother activities in which what has been learnedcould be applied?RelevanceEvaluates whether the end result of the project andthe methods used were appropriate.Questions to askWere the methods used adapted to the target objective?Should other resources have been mobilized?Based on Premier degré de base - Projets, Fédération de l'enseignement secondaire catholique, Belgium, 2004.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [39 ]

EntrepreneurialProjectsEntrepreneurial

ENTREPRENEURIAL PROJECTS»1. Suggested approachThe suggested pedagogical approach is the same for the elementary, secondary and vocational training sectors. It isintended for everyone (teacher or student) who wants to carry out an entrepreneurial project. It consists of threephases: planning and preparation, implementation and integration. Three types of support are also suggested.In the planning and preparation phase, the person undertaking the entrepreneurial project is asked to choose the typeof support preferred. The teacher's role is also described. The pedagogical aim is defined, and the criteria and toolsused to evaluate the development of the targeted specific and general competencies are described. The problem orreal-life situation which the project addresses is determined. The type of project is selected and the tasks to be doneare defined in a way that fosters a feeling of personal efficiency. In addition, the entrepreneur is invited to considercertain questions:• Which general or specific competency will be developed by doing this project?• How will the selected project meet a need, or in what way will it be useful?• Who is this production intended for, or who will be its end user or target audience?• How can we innovate in this project?• How can we motivate people with this project, or how can we give it real social implications and impact?• How can we give the project some scope or expand its scope?• Which entrepreneurial indicators will be evaluated throughout the project?Then the teacher and student entrepreneurs are asked to select, adapt or create tools for the project (implementationsteps or committees and roles). Before they begin, they consider how they could encourage the students to takeownership of the project. They must also consider alternatives.In the implementation phase, in addition to ongoing support, questions are suggested for the students (questionsduring the project) to encourage them to continue to work hard and persevere. Other questions are designed for theteachers, to help them evolve within the continuum of development and integration of entrepreneurial culture andimprove their pedagogical practices.In the final integration phase, questions are suggested that can be used to review the entrepreneurial experience andpinpoint what has been learned and which competencies have been developed that can be applied to future projects.Entrepreneurial indicators are suggested for evaluation purposes, as well as questions for the teacher.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [41 ]

2. Teacher's role in the approachThe teacher has simultaneous roles in the entrepreneurial project, as a coach, mediator and resource for the students. If theproject is going well, the teacher/trainer encourages, observes and evaluates the students and may give them feedback duringa review session. Conversely, if problems arise, the teacher takes on the role of helper and mediator, finding a way to buildbridges between the students and what they need to know and encouraging them to find their own solutions. With this typeof support, the students take another step in the process of developing their entrepreneurial values.The activities and types of support suggested in the guide help teachers to make changes or continue with changesthey have already made in their role with the students. By trying different types of support, they become increasinglywilling to allow their students more flexibility in carrying out the tasks and in problem solving.3. General description of entrepreneurial projectsEntrepreneurial projects must lead to concrete productions. We have divided the productions into four categories:product, service, event and economic activity (see Table 13). This typology fulfils two important criteria: it is easy forteachers and students in the primary, secondary and vocational training sectors to understand, and it is broad enoughto cover a range of spheres in the CLEO labour market classification. 6The primary criterion we used to carefully select all of the suggested productions in these four categories was thatthey must develop competencies in the greatest number of vocational training sectors, and particularly competenciestargeted by the teacher for the students.Table 13 summarizes the productions detailed in the guide and illustrates how “scope” can be added to a project. Additionaldetails on the “scope” success factor have already been presented.Four of the entrepreneurial projects suggested in the guide were developed specifically for the vocational trainingsector. The other sixteen were designed for the elementary and secondary school sectors. After consulting teachers inthe vocational training sector, we think it will be easier for the teachers in this sector to adapt the materials, since theyhave experience with competency-based programs. This is also why the guide contains two versions of the step-bystepsupport method: a simplified version and a more detailed version. While the simplified version was developed forthe four projects in the vocational training sector, all of the other entrepreneurial projects use the same materials,including a pedagogical approach and five support tools.TemplateThis section describes the approach for an entrepreneurial project. It is explained for the three phases of the project:planning and preparation, implementation and integration. If teachers pay attention to all the elements indicated theywill be sure to identify their pedagogical aims and incorporate all of the elements in entrepreneurial culture.However, we should point out that the activities are described in very general terms and we make no claim that theywill develop all of the competencies in great depth. Teachers must use their own pedagogical expertise to clearly definethe competencies they wish to develop and ensure that they are developed.6. Denis Pelletier, Dictionnaire Septembre des métiers et professions, followed by the guide Cléo, des clés pour s'orienter, nouvelle édition, Québec: Septembre Éditeur, 2005, p. 480.[42 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

ENTREPRENEURIAL PROJECTSExamples of projects in the different vocational training sectorsThis is the first of five tools to use in the pedagogical approach. It suggests different types of productions related to theproposed product, service, event or economic activity. It gives teachers in the different vocational training sectorsdetails about entrepreneurial projects they could try while inculcating the competencies of their program. In the righthandcolumn teachers can indicate the types of related projects in their own vocational programs that will help todevelop general and specific competencies of the program of study. These lists are to be completed by teachers as theirexperience grows.Success factorsThis second tool gives teachers and students concrete examples of innovation, scope and motivating elements foreach of the products, services, events and economic activities outlined in the guide. These examples can be used as is,but are really intended to be avenues to explore and food for thought.Implementation stepsFor each of the productions presented, the implementation steps are described for the teacher. They are designed tobe as similar as possible to steps on the labour market. This tool can be used by teachers and explained to the studentsto encourage them to take ownership of the processes in the project and related strategies as they become moreindependent. Teachers are invited to customize and adapt these steps to the objectives they set for their students. Forexample, teachers could suggest to their group that they complete all of the implementation steps as a team orreplace certain steps by setting up specific committees. This tool is based on the Dictionnaire Septembre des métiers etprofessions 7 and the Repères (www.reperes.qc.ca) and monemploi.com (www.monemploi.com) websites.Examples of possible committees and rolesTeachers who wish to use working committees may use the tool “Examples of possible committees and roles.” Thesecommittees and roles reflect trades and professions on the labour market. However, we should point out that the jobdescriptions are provided only to help with the implementation of the project and are not meant to be comprehensive.Again, teachers are invited to use this tool as is or adapt it for their own needs. For example, teachers may suggestthat the students work exclusively in committees. They could also decide that all the teams must set up a specificcommittee or add certain implementation steps. We should point out that most of the implementation steps havebeen included in the job descriptions. This tool is also based on the Dictionnaire Septembre des métiers et professions 8and the Repères (www.reperes.qc.ca) and monemploi.com (www.monemploi.com) websites.Suggestions for entrepreneurial questionsThe last tool included in the approach suggests entrepreneurial questions for the students to answer at three pointsduring the project. They may answer these questions individually or as a team. The main aim is to encourage them tothink about their entrepreneurial values, the processes in the project and related strategies, and the entrepreneurialrelationships they have had. Students are then invited to reflect on their experience and do some metacognitive thinkingso that they build on their experience and can apply what they have learned in new projects.7. Ibid.8. Ibid.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [43 ]

3.1. Productions developed (product, event, service or economic activity)Table 13ENTREPRENEURIAL PROJECTS• Entrepreneurial culture can be deployed in an entrepreneurial project developing competencies.• More specifically, it is possible to develop a product, service, event or economic activity or to increase the scope of theproject by working on one or more other categories (for example, create a book and organize a book fair).EventsEconomic activitieshealth care services, etc.interview, peer helpers, etc.Entrepreneurial cultureSERVICES : Personal well-being: support and counselling services,creation,Knowledge and culture: acquisition and conservation, etc.For example, training workshop, investigation and survey,scientific or technical object, game, book, model,instructional material, plan, video, etcPRODUCTS: Production of goods: construction, manufacturing, processingCommunication: media and electronic communications, etc.For example, audio CD, artisticProjectsdevelopingcompetencies(micro-enterprise, waste recovery centre, cooperative, etc.)For example, sale, management of an enterpriseadministration and marketing, etc.ECONOMIC ACTIVITIES:EVENT: Communication:media communicationsKnowledge and culture: artistic and musical expression, etc.For example, advertising campaign, awareness campaign,ProductsServicesthematic event, exhibition, dramatization, show,etc.The labour market spheres indicated in each section arebased on the CLÉO classification described by DenisPelletier in Dictionnaire Septembre des métiers etprofessions, nouvelle édition, Québec: Septembre Éditeur,2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 44 ]

• • • •• • • •• • • •• • • • •• • • • •• • • • •Entrepreneurial projectsdeveloped for thevocational training sectorEntrepreneurial projects• • • • •• • • ••• • • • •• • • • •• • • • •• • • •• • • •• • • • •• • • • •• • • • •• • • • •• • • •• • • • •• • • • •• • • • •• • • •

»4. Detailed description of the entrepreneurialPRODUCTprojects developed specifically for thevocational training sector4.1. Entrepreneurial project: creation of a PRODUCTThis section contains a simplified version, the five support tools and the full template to create thefollowing product:4.1.1. Technical or scientific objectGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [45 ]

4.1.1. Technical or scientific object • VOCATIONAL TRAINING SECTORFor the teacher and students who want to create a Technical or scientific objectStep-by-step support method (simplified version)Program: Welding-AssemblyDevelops a general competency- or -a specific competency: create complexassemblies.The entrepreneurial projectTechnical scientific objectProblem identified: The teacher suggeststhat the students design an assemblyfor the workshop to organize thematerials methodically and make theworkshop profitable and efficient.• develops competencies;• solves a problem and meets a need;• generates an action promotedto a target public;• develops entrepreneurial characteristics;• has an impact and repercussions;• is innovative;• has scope;• can be evaluated usingentrepreneurial indicators.Selected indicator: Efficiencyis the indicator used to evaluatethe choice of methods used andthe results obtained.The technical object could alsobe intended for students in otherprograms in the Metallurgy sectorwho use the workshop.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]PRODUCT[ 46 ]

Technical or scientific object: examples of products, services or events for different training sectorsElectrotechnologyBuildings andPublic WorksMetallurgicalTechnologyMechanicalManufacturingSector:Making an automatedmini-systemMaking a technicalobject to make sidinginstallation easierMaking a machined partMaking mouldsMaking a smalltelecommunications deviceMaking stainlesssteel countersMaking a small toolProgrammable controllerMaking an outdoorfireplaceMaking a dieRoboticsMaking an alarm systemcomponentGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 47 ]

Success factor: innovationPRODUCTThe objects created are offeredto new entrepreneurs in thefield at a low cost.ProductTechnical or scientificobjectThe students are challenged tocreate a lower-cost, high qualityobject.A presentation of the objectscreated is e-mailed toenterprises in the field.INNOVATION AND ENTREPRENEURIALINSTRUCTION• Generates an original, unexpected action(new product, new service, new event ornew economic activity).• Gives rise to something new,something different.The objects created areexhibited during an advertisingcampaign promoting thetraining program.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [48]

Success factor: motivationProduct:Technical orscientific objectThe students presentthe technical orscientific objectscreated to their group.The technical orscientific objectscreated are presentedto all of the studentsat the training centre.An enterprise in thesector agrees to try aprototype of theobject.The objects created arefeatured on the trainingcentre’s website.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.PRODUCT[ 49 ]

Success factor: scopePRODUCTTechnicalor scientificobjectPRODUCT[ 50 ]of the technical or scientific objectService: peer helpers: help with the manufacturingand fabricate this type of objectService: training workshop on how to designProduct: instructional materials: manual explainingor scientific object was manufacturedProduct: video showing how the technicalhow to fabricate the technical or scientific objectthe technical or scientific object was fabricatedEconomic activity: sale of a video showing howtechnical or scientific objectEconomic activity: sale of theEvent: exhibition of technicalor scientific objectsthe scientific or technical objectEvent: advertising campaign promotingBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

PRODUCTImplementation steps:Technical or scientific objectPREDESIGN STEP• Determine the target audience, its characteristics and requirements• Define the aims of the project and state the problem by determining the technological or scientific characteristicsand elements that seem relevant• Consider various scenarios by conducting feasibility, design, operating and performance studies• Select an investigation or design scenario that takes into account the inherent constraints (cost, time, object-relatedconstraints, etc.)• Plan what to do by developing a work plan, indicating the recommended materials and fabrication methods• Do measurements, layouts, calculations, technical drawings (by hand or on the computer)DESIGN AND PRODUCTION STEP• Implement the process following the planning steps• Design the prototype based on the data and considerations provided• Make the templates and dies to be used to make the prototype• Make the prototype by cutting and assembling the metal parts using cutting and welding processes (if necessary)• Test the prototype and compile the results in a specifications binder• Review what has been done and draw conclusions by examining the results in light of the process and suggestingimprovements if necessaryDISSEMINATION AND PRESENTATION STEP• Disseminate and present the technical or scientific object to the target audienceFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [51 ]

Examples of committees and roles to create atechnical or scientific objectINDUSTRIAL PRODUCTION MANAGERS ENGINEERSPlan, organize and manage all the production steps with aview to achieving the production objectives. They determinethe target audience and its requirements and make sure theproblem and its scientific or technological characteristics areclearly defined. They plan the budget, ensure that deadlinesare met and control production quality.DRAFTSPERSONSProduce manual or computer-assisted drawings of the prototypesof technical or equipment components to be used inthe creation of technical or scientific objects. To do so, theytake into account the requirements and data they are givenand make sure the drawings are precise and accurate. Theygive their work to the mechanical engineering technicians.WELDERSCut, assemble, repair or rework metal components to be usedin the fabrication of the prototype using cutting and weldingprocesses. They use the information they are given by thedraftspersons and mechanical engineering technicians.[52 ]Conduct feasibility, design and performance studies. Theymake sure the constraints are understood (forces, temperatures,vibrations, pressures, etc.) and select the recommendedmaterials. They consider various investigation or designscenarios that take into account the inherent constraints.They develop plans, measurements and calculations, and givethem to the draftspersons.MECHANICAL ENGINEERINGTECHNICIANSDesign templates and dies to be used to fabricate the prototypeof the technical or scientific object. They also test theproduct to make sure it works. They put all the test results ina specifications binder.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

PRODUCTSuggestions for entrepreneurial questions:Technical or scientific objectBEFORE THE PROJECT1. Identify and describe three entrepreneurial values that you possess and that you will contribute to your team duringthe project.2. Complete the following sentence: “I think a successful project is…”3. Give two reasons why you think this project will be a success despite the problems you might encounter.4. Identify two resources that you could use during the project.5. How will you manage to share the leadership?DURING THE PROJECT1. Complete the following sentence: “I think I am a good member of my work team because…”2. Explain how you put into practice the three entrepreneurial values you described at the beginning of the project.3. In your opinion, is your project on the way to being successful? What steps could you take to complete it successfully?4. What objectives have you achieved so far? What goal have you set for yourself between now and the end ofproject?5. Halfway through the project, do you think it is important to consult any resource persons? Who? Why?AFTER THE PROJECT1. Explain how the result of your project is a personal success.2. Complete the following sentence: “Thanks to…, I met the challenge of this project.”3. Do you think the target audience is happy with what you and your team had to offer? Explain.4. Describe your greatest success in this project.5. Did you manage to share the leadership during the project? Why?6. Given the results, were the methods you used to carry out your project justified? Discuss this as a team and drawconclusions that could be transferred to a future project.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [53 ]

4.1.1. Technical or scientific object • VOCATIONAL TRAINING SECTORFor the teacher and students who want to create a Technical or scientific objectThree types of support for the three phases of the entrepreneurial project (full version)»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.PRODUCTStep-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)*To be completed, as necessary, by the person undertaking an entrepreneurial project.Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.1.1. Type of supportrecommended(see pages 25 to 31)2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Program: Welding-Assembly3.3. SC: Create complex assembliesGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]3.1. * ________________________________________________3.2. * ________________________________________________- or -3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________- or -3.3. * ________________________________________________3.1. Program3.2. General competency (GC)) - or -3.3. Specific competencies (SC)[ 54 ]

Step-by-step supportPRODUCT4 Competency development evaluation criteria and toolsGeneral supportPROCESS4. To evaluate competency development, teachers can referto their usual vocational training material.4. To evaluate competency development, teachers can referto their usual vocational training material.5 Problem or real-life situation identified (see pages 18 and 19)5. Problem identified: The teacher suggests that the studentsdesign an assembly for the workshop to organize thematerials methodically and make the workshop profitableand efficient.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 47)6. Product: technical object designed to organize thematerials.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. To evaluate competency development, teachers can referto their usual vocational training material.5. * ___________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 55 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all kinds of competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: *_________________________________________________________________________________________________________________________________________7. PRODUCT: *_________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Product: technical object enabling the students to meet aneed, namely to facilitate access by workshop users totools and parts, thus improving efficiency and profitability.8.1.1. PRODUCT: *________________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. Students are asked for their input andteachers are surveyed. The need must be general andconsidered significant.8.1.1. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners, with whomrelationships could be developed on the labour market. Forexample, employers in the sector agree to allow thestudents to visit their workshops to give them some ideas.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 56 ]

Step-by-step supportPRODUCT8.1.2. The technical object could also be intended for studentsin other programs in the Metallurgy sector who use theworkshop.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 57 ]8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New product created. The students are in a position tomeet a need by creating a technical object. To ensure theproduct is interesting and useful, each team is encouragedto innovate in how it prepares, creates and presents itstechnical object.General supportPROCESS8.1.2. PRODUCT: *________________________________________________________________________________________PROCESS: To identify the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat it is important for their technical object to haveremovable components so that parts of the assembly canbe modified, giving the end user the option of changingthe product to fit the available space.8.2. PRODUCT: innovative elements in the project, if applicable(select one or more of the suggestions on page 48).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in carrying out theproject.Support to promote autonomyPARTNERS8.1.2. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the technical object will be well receivedby the end user, the teacher and students identifypartners and work with them. For example, industrialengineering technology students suggest ideas to improveprofitability and work efficiency.8.2. PRODUCT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out on page419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in carrying out the project.8.2. A project that is innovative (see pages 32 and 33)

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the design and creation of a technicalobject and this product reaches “customers,” i.e. studentsin the Welding-Assembly program and other workshops inthe Metallurgy sector.8.4. The project has scope because a product is created by thestudents.General supportPROCESS8.3. PRODUCT: motivating elements in the project, ifapplicable (select one or more of the suggestionson page 49).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. PRODUCT: elements of scope in the project, if applicable(select one or more of the suggestions on page 50).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. PRODUCT: motivating elements in the project, ifapplicable (see diagram of motivating elements to fill outon page 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, ifapplicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. PRODUCT: elements of scope in the project, if applicable(see diagram of elements of scope to fill outon page 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 58 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Efficiency is the indicator that will be evaluated throughoutthe project. It is used to evaluate the methods usedand the results obtained by the project. The choice ofindicators has an impact on the type of questions asked inphases I (10.2), II (1.1) and III (1) of the approach10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementationsteps and committees that can be used in the project(see pages 51 and 52).10.2. Questions are suggested to encourage the students totake ownership of the project. See “Questions before theproject for the technical or scientific object” in the guide(see page 53).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408), theteacher and students develop some of their ownquestions. The questions developed are as follows:* ________________________________________________________________________________________________________________________________________________________[ 59 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. PRODUCT: The teacher and students consider other types ofprojects that might interest them. For example, a plan, amodel.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: * ______________________________________________________________________________________________________________________________________________PROCESS: The teacher and students consider alternatives inthe process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: * ____________________________________________________________________________________________PROCESS: * ______________________________________________________________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,working with a technician or an industrial engineer whoevaluates whether the technical object created increases theefficiency and productivity of the students at theirwork¬stations in the shop.[ 60 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See “Questions duringthe project for the technical or scientific object” in theguide (see page 53).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.1. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.1. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408),the teacher and students develop some of their ownquestions. The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________________[ 61 ]1.1. Questions during the project(see page 43)1.2. Questions about the PRODUCT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their pedagogicalpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their pedagogicalpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their pedagogicalpractices with respect to entrepreneurial culture(see pages 410 and411).1.2. Questions for the teacher(see page 409)

»Step-by-stepIII. INTEGRATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferred tofuture projects. See “Questions after the project for thetechnical or scientific object” in the guide (see page 53).1.2. For an individual or collective evaluation of the efficiencyindicator, the entrepreneurial experience is reviewed. Thisexercise is an opportunity to consider the balance betweenthe cost of the methods used and the results obtained andto draw conclusions that can be transferred to futureprojects.1.2. * ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.2. * ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 62 ]1.2. IEntrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their pedagogicalpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their pedagogicalpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408),the teacher and students develop their own questions. Thequestions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their pedagogicalpractices with respect to entrepreneurial culture(see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

SERVICE4.2. Entrepreneurial project: creation of a SERVICEThis section contains a simplified version, five support tools and the full template to create the followingservice:4.2.1. Training workshopGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [63 ]

4.2.1. Training workshop • VOCATIONAL TRAINING SECTORFor the teacher and students who want to create a training workshopStep-by-step support method (simplified version)Program: Machining TechniquesDevelops a general competency- or -a specific competency: adapt to newways of organizing work.The entrepreneurial projectTraining workshopProblem identified: Constantdevelopments in the labour market canchange how work is organized.The students want to learn more sothat they are as up-to-date as possibleabout these new ways oforganizing work.• develops competencies;• solves a problem and meets a need;• generates an action promotedto a target public;• develops entrepreneurial characteristics;• has an impact and repercussions;• is innovative;• has scope;• can be evaluated usingentrepreneurial indicators.Selected indicator: Efficiencyis the indicator used to evaluate theresults obtained and what hasbeen learned.The training workshop could beintended for students in theMechanical Manufacturing sector.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]SERVICE[ 64 ]

Training workshop: examples of products, services or events for different training sectorsFood Servicesand TourismMotorized EquipmentMaintenanceForestry and Pulpand PaperFashion, Leatherand TextilesWorkshop on chocolateconfectioneryWorkshop on the seasonalmaintenance of a motor vehicleWorkshop on forest fire prevention Course on altering clothesTraining and demonstrationon cutting and preparing meatsat homeMini-course on auto body repairTraining and demonstration onsharpening knives or sawsTips on choosing styles and coloursto suit one's faceInternational cooking courseWorkshop on selling mechanicalcomponentsEducational conference on pulp andpaper tradesWorkshop on the ABCs of garmentmakingIntroduction to wine stewardshipThe ABCs of MotorcycleMaintenance courseMini-course on grading lumber Dry cleaning tipsConference on travel destinationsInformation session on essentialpreparations for successful travelGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Sector:SERVICE[ 65 ]

Success factor: innovationSERVICEThe workshop is offered tothe staff at the centre.The workshop is put onthe website.Service:Training workshopINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service, new event ornew economic activity).• Gives rise to something new,something different.A promotional brochure raisesstudents’ awareness of their lackof knowledge about the subjectof the workshop.In addition to training thetarget public about a specificsubject, the workshop raisesawareness of a cause.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [66]

Success factor: motivationService:Training workshopThe students presenttheir workshop totheir group.The students presenttheir workshop to allof the students at thevocational trainingcentre.The students askemployers in theirtraining field foraccurate informationabout their workshop.The workshop is offeredto entreprises in the fieldfor inclusion in activitiesfor new employees.A proposal is issuedthrough the sectorcommittee or ortherassociations in the field.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas socialimplications andimpact.SERVICE[ 67 ]

Success factor: scopeSERVICETrainingworkshop[ 68 ]Service: investigation and surveyProduct: video showing theon the benefits of the workshopcontent of the workshopService: complementary workshop on preventinghealth and occupational safety risksrelated to the workshopProduct: teaching materialvideo of the workshopEconomic activity: sale of theof the workshopEconomic activity: saleEvent: advertising campaignpromoting the workshopEvent: thematic event: conferencewith workshops on the same themeBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

SERVICEImplementation steps:Training workshopPREPARATION STEP• Identify the target audience and its characteristics• Define the aims of the workshop and the target audience's requirements• Based on the predefined aims, research and select relevant information from outside sources, documentationand databases• Prepare research summaries to present to the whole team• Organize the workshop content and write a course outline• Choose an interesting way to run the workshop• Design and prepare a visual aid presenting some of the important elements covered in the workshop(poster or other aid)• Read and revise the written documents and correct any errors• Ensure that the words and sentence structures are correct• Do a general run-through of the workshop• Give the team constructive comments to improve the content of the workshopIMPLEMENTATION STEP• Interest the target audience by adapting the presentation of the workshop content to the particular situation• Invite the target audience to ask questions• Focus on arousing interest and maintaining a good group atmosphere to foster learningFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [69 ]

Examples of committees and roles to create atraining workshopRESEARCHERSTEACHERS AND PROFESSORSResearch and select data, information and all the necessary As a team, they refine the workshop before it is presented todocumentation to develop and prepare the workshop. To do the group. They write a course outline ensuring that theso, they check outside sources, documentation, databases, presentation will foster the acquisition of knowledge andetc. They prepare research summaries to present to the competencies. They design, organize and facilitate theresearch team. They must be resourceful and have the workshop. They are responsible for discipline and the groupexpertise to do the research tasks they are given and ensure atmosphere during the presentation. They also try to createthat the information gathered is accurate.classroom learning conditions that aid listening, sparkinterest and foster learning.REVISERSCOMPUTER GRAPHICS DESIGNERSRead and revise texts and correct spelling, grammatical and Using graphic design and information processing software,syntax errors. They comment on the accuracy of the written they create a visual medium for the workshop to highlightmaterial and the style used. They ensure that the terminologyis accurate and the sentence structures appropriate.some of the important elements in the workshop.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.[70 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

SERVICESuggestions for entrepreneurial questions:Training workshopBEFORE THE PROJECT1. Complete the following sentence: “Thanks to…, I will be able to meet this challenge and succeed.”2. In your opinion, which one of the entrepreneurial values discussed is the most important in carrying out thisproject? How will you put it into practice?3. As a team, describe a problem that could arise during the project and identify alternatives you could consider tosolve it.4. Complete the following sentence: “This project will give me the opportunity to learn… “5. Which partners could join the project and provide competencies that complement yours?DURING THE PROJECT1. As a team, discuss how the team members persevere and put in the necessary effort to make the project a success.If some things need improvement, find solutions that you could apply.2. Explain how you have put the following entrepreneurial values into practice during the project:• motivation• solidarity• organizational ability• tenacity3. What need does your project meet? Who is it specifically intended for?4. What really excites you in this project?5. Are the partners you initially identified helping you to carry out your project? Could you now consider otherpartners to ensure that your project is a success?GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [71 ]

AFTER THE PROJECT1. Complete the following table with the names of one or more of your teammates. The statement must really applyto the(se) individual(s).[72 ]Name Statements___ ___ ___ ___ ___ __ __ __ __ __ __ __ __ __ __ __ __ _ … has shown a desire to meet the challenge.___ ___ ___ ___ ___ __ __ __ __ __ __ __ __ __ __ __ __ _ … has shown solidarity by accepting responsibility for the group's choices and decisions.___ ___ ___ ___ ___ __ __ __ __ __ __ __ __ __ __ __ __ _ … fulfilled his or her commitments and did what had to be done.___ ___ ___ ___ ___ __ __ __ __ __ __ __ __ __ __ __ __ _ … took initiatives and made decisions without needing supervision.2. What do you know now that you didn't know before starting the project?3. What problems did you have to solve throughout the project?4. Complete the following sentence: “I discovered some personal strengths: … and talents: … that helped me during thisproject.”5. In what way did working with partners add value to the project?6. In your opinion, were the goals you set for yourselves achieved? Discuss this as a team.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

4.2.1. Training workshop • VOCATIONAL TRAINING SECTORFor the teacher and students who want to create a training workshopThree types of support for the three phases of the entrepreneurial project (full version)»1I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.Step-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)SERVICE*To be completed, as necessary, by the person undertaking an entrepreneurial project.Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Program: Machining Techniques3.2. GC: Adapt to new ways of organizing work3.1. * ________________________________________________3.2. * ________________________________________________- or -3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________- or -3.3. * ________________________________________________3.1. Program3.2. General competency (GC) - or -3.3. Specific competencies (SC)1.1. Type of supportrecommended(see pages 25 to 31)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 73 ]

Step-by-step supportPRODUCT4 Competency development evaluation criteria and toolsGeneral supportPROCESSSupport to promote autonomyPARTNERS4. To evaluate competency development, teachers can referto their usual vocational training material.4. To evaluate competency development, teachers can referto their usual vocational training material.4. To evaluate competency development, teachers can referto their usual vocational training material.5 Problem or real-life situation identified (see pages 18 and 19)5. Problem identified: Constant developments in the labourmarket can change how work is organized. The studentswant to learn more so as to be as up-to-date as possibleabout these new ways of organizing work.5. * __________________________________________________________________________________________________________________________________________________5. * ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 85)6. Service: create a training workshop on the new ways oforganizing work.6. * _________________________________________________________________________________________________6. * _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [74]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Service: training workshop on the new ways oforganizing work. This workshop meets the students' needfor information on these new developments in theirtraining sector.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. Students are asked for their input andteachers are surveyed. The need must be general andconsidered significant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners, with whomrelationships could be developed on the labour market.For example, the students could ask employers in thesector for their input.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 75 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS8.1.2. The training workshop could be intended for students inthe Mechanical Manufacturing sector.8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat it is important for their training workshop to includesimulations and concrete examples that make the contenteasier to understand.8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the training workshop will be wellreceived by the end user, the teacher and studentsidentify partners and work with them. For example, anemployer agrees to come and answer the students'questions in a section of the workshop.8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New service offered. The students are able to inform theirpeers about the new ways of organizing work. To ensurethat the students are well informed, each team isencouraged to innovate in how it prepares, creates andpresents its training workshop.8.2. PRODUCT: innovative elements in the project, if applicable(select one or more of the suggestions on page 66).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.8.2. PRODUCT: innovative elements in the project, if applicable(see diagram of innovative elements to fill outon page 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners so asto innovate in the project.8.2. An innovative project (see pages 32 and 33)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [76]

Step-by-step supportPRODUCTGeneral supportPROCESS8.3. It motivates people because a number of students participatein the preparation of the training workshop and thisservice reaches “customers,” i.e. students in the MechanicalManufacturing sector.8.3. PRODUCT: motivating elements in the project, if applicable(select one or more of the suggestions on page 67).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. It has scope, because a service is offered by the students. 8.4. PRODUCT: elements of scope in the project, if applicable(select one or more of the suggestions on page 68).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS8.3. PRODUCT: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process,if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. PRODUCT: elements of scope in the project, if applicable(see diagram of elements of scope to fill outon page 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 77 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)General supportPROCESSSupport to promote autonomyPARTNERS9. Efficiency is the indicator that will be evaluatedthroughout the project. It is used to evaluate the resultsobtained and what has been learned. The choice ofindicators has an impact on the type of questions askedin phases I (10.2), II (1.1) and III (1) of the approach.9. * __________________________________________________________________________________________________________________________________________________9. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 69 and 70).10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* ________________________________________________________________________________________________________________________________________________________10.2. Questions are suggested to encourage the students to takeownership of the project. See “Questions before the projectfor the training workshop” in the guide (see page 71).10.2. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are as follows:* ________________________________________________________________________________________________________________________________________________________10.2. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408), theteacher and students develop their own questions. Thequestions developed are as follows:* ________________________________________________________________________________________________________________________________________________________10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [78]

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. PRODUCT: The teacher and students consider other typesof projects that might interest them. For example,instructional materials, a magazine.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * _________________________________________________________________________________________________________________________________________PARTNERS: The teacher and students consider other partnersif those previously chosen do not provide all the informationor support the students need. For example, the students canask teachers for help in running their training workshop.[ 79 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of toolsGeneral supportPROCESSSupport to promote autonomyPARTNERSSERVICE1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See “Questionsduring the project for the training workshop” in theguide (see page 71).1.1. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.1. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.1. Questions during the project(see page 43)1.2. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.2. Questions for the teacher(see page 409)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [80]

»Step-by-stepIII. INTEGRATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See “Questions after the project for thetraining workshop” in the guide (see page 71).1.2. To do an individual or collective evaluation of theefficiency indicator, the entrepreneurial experience isreviewed. This exercise is an opportunity to identify whathas been learned, check whether the objectives have beenachieved and draw conclusions that can be transferred tofuture projects.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SERVICE1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 81 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.1. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408), theteacher and students develop their own questions. Thequestions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)

EVENT»4.3. Entrepreneurial project: creation of an EVENTThis section contains a simplified version, five support tools and the full template to createthe following event:4.3.1. ExhibitionGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [83 ]

4.3.1. Exhibition • VOCATIONAL TRAINING SECTORFor the teacher and students who want to create an exhibitionStep-by-step support method (simplified version)Program: Interior Decoratingand displayDevelops a general competency- or -a specific competency: createan exhibition stand.The entrepreneurial projectExhibition• develops competencies;• solves a problem and meets a need;• generates an action promotedto a target public;• develops entrepreneurial characteristics;• has an impact and repercussions;• is innovative;• has scope;• can be evaluated usingentrepreneurial indicators.Selected indicator: Satisfactionis the indicator used to evaluatewhether the students and the enduser are happy with the results.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Problem identified: For the past fewyears, enrolment in the program hasbeen declining. The students taking theprogram now want to publicizeand promote it.The exhibition could be intendedfor the entire community.EVENT[ 84 ]

Exhibition: examples of products, services or events for different training sectorsWoodworking andFurniture MakingArtsAgriculture andFisheriesLand Use Planning andthe EnvironmentExhibition of wooden furniture Exhibition of cut stones Agricultural showExhibition on forest survivaltechniquesExhibition of restored furniture Photography exhibitionFlower and garden show featuringperennials and annualsHunting showExhibition of different typesof ornamental woodworkCreating an exhibition stand Exhibition of wall spraysExhibition on the protectionof wildlife areasComposite materials fairExhibition on tips for trimmingdoors and windowsExhibition on milk productionExhibition on the profession ofstone masonGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Sector:EVENT[ 85 ]

Success factor: innovationEVENTThe exhibition is presented toemployers in the field to publicizethe students’ talents and skills.Event:ExhibitionVisitors are invited to try smalltasks related to the field.INNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service, new event ornew economic activity).• Gives rise to something new,something different.Businesses agree to host thestudents’ exhibition.The students visit secondaryschools to promote theirprogram and show how variousdisciplines are used.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [86]

Success factor: motivationEvent:ExhibitionThe students presenttheir exhibition standto all of the studentsin the group.The students presenttheir exhibition inthe centre’s entrainehall for all of thestudents.Retailers in the fieldagree to provideequipment andmaterial for theexhibition.Local news papersannounce theexhibition, with is opento the public, at thecommunity centre.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas socialimplications andimpact.EVENT[ 87 ]

Success factor: scopeEVENTExhibitionEVENT[ 88 ]Service: peer helpers: help with planning,on the training centre's websiteProduct: video of the exhibitionon the subjectpublicizing, organizing and presenting the exhibitionService: training workshop: educational exhibitionproviding visitors with informationhanded out during the exhibitionProduct: instructional materialvideos of the exhibitionEconomic activity: sale oftickets to the exhibitionEconomic activity: sale ofEvent: advertising campaignpublicizing the exhibitionEvent: thematic event:contest for the best exhibitorsBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

EVENTImplementation steps:ExhibitionRESEARCH STEP• Define the goals of the event and choose the subject or general theme of the exhibition• Determine the target audience, its characteristics and requirements• Consider and plan how to find relevant information for the exhibition stand• Collect, process, sort and analyze the information• Select the relevant information• Present the research results to the team membersPLANNING STEP• Prepare the drawings for the stand and plan how to make it• Select the elements to be exhibited• Design the decor and visual presentation of the stand• Decide what materials will be needed to assemble it• Prepare the theoretical content (graphic design and presentation of the written material) to accompany theelements exhibited• Prepare the work schedule and assign the tasks• Ask for feedback and reconsider the specifications if necessaryPREPARATION STEP• Prepare the exhibition stand (decor, elements to be exhibited, theoretical content, etc.)• Become familiar with the theoretical content• Divide up the task of running the stand• Do a general run-through• Make changes if necessaryDISSEMINATION AND PRESENTATION STEP• Disseminate and present the exhibition and answer the public's questionsDISMANTLING STEPFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [89 ]

Examples of committees and roles to create anexhibitionRESEARCHERSEXHIBITION DESIGNERSConsider the content to be presented and gather, sort andanalyze relevant data and information for developing thecontent. To do so, they check a variety of sources. They selectthe relevant information, assemble it and give it to the teammembers.DRAFTSPERSONSINFORMATION OFFICERSProduce manual or computer-assisted drawings for varioustypes of plans. To do so, they take into account the requirementsand data they are given and make sure the drawingsare precise and accurate. They add legends to the plans andany other relevant information.DECORATORS AND DISPLAY DESIGNERSCreate displays and exhibition stands featuring products,services or events for a target audience. To do so, theyconsult the exhibition designers, draftspersons andresearchers. They install the elements exhibited, the decor,etc., and dismantle the stand when the exhibition is over.[90 ]Design both the content and presentation of the exhibition.They define the goals of the event and identify the targetaudience's characteristics and needs. They highlight theelements exhibited and supervise the entire exhibition(scheduling, task assignment, etc.).Select the information to be presented to the public. Theydefine and prepare the theoretical content to accompanythe elements exhibited. They run the stand and answerquestions.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

Suggestions for entrepreneurial questions:ExhibitionBEFORE THE PROJECT1. Identify three entrepreneurial values that you are already aware of in each of your team members and indicate howthey will be useful in carrying out the project.2. As a team, brainstorm to generate innovative ideas for your project.3. What is your biggest challenge as a team? How do you think you can meet it?4. What follow-ups could you foresee for your project?5. As a team, answer the following question: “What outside resources are available that we could consult?”DURING THE PROJECT1. Explain how your team members are showing solidarity and what they could do to improve between now and theend of the project.2. Complete the following sentences: “I am proud of my commitment so far because… I could personally improve by…”3. As a team, review your work plan. Which implementation steps and tasks do you still have to do? Plan this workbased on the timetable you set.4. Give a concrete example of the determination of each of your team members.5. In view of your experience in the project, do you think you should seek input from other partners?AFTER THE PROJECT1. Complete the following sentence: “This project has helped me make progress…”2. What tricks and strategies did you employ in your project that you should apply to in future projects?3. As a team, make a link between the present project and what you know about entrepreneurial culture.4. As a team, explain how you innovated in this project.5. As a team, answer the following question: Did we choose the right resource persons? Why?6. Are you happy that you participated in this project? As a team, discuss what you are satisfied with.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [91 ]

4.3.1. Exhibition • VOCATIONAL TRAINING SECTORFor the teacher and students who want to create an exhibitionThree types of support for the three phases of the entrepreneurial project (full version)»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.EVENTStep-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)*To be completed, as necessary, by the person undertaking an entrepreneurial project.Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of support aimsat developing entrepreneurial values by creating andpresenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience witha variety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.1.1. Type of supportrecommended(see pages 25 to 31)2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Program: Interior Decorating and Display3.3. SC: Create an exhibition stand3.1. Program3.2. General competency (GC) - or -3.3. Specific competencies (SC)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]3.1. * ________________________________________________3.2. * ________________________________________________- or -3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________- or -3.3. * ________________________________________________[ 92 ]

Step-by-step supportPRODUCT4 Competency development evaluation criteria and toolsGeneral supportPROCESS4. To evaluate competency development, teachers can referto their usual vocational training material.4. To evaluate competency development, teachers can referto their usual vocational training material.5 Problem or real-life situation identified (see pages 18 and 19)5. Problem identified: Enrolment in the program has beendeclining for the past few years. The students taking theprogram now want to publicize and promote it.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 85)6. Event: Create an exhibition to publicize the differentcompetencies developed in the program.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. To evaluate competency development, teachers can referto their usual vocational training material.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 93 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Event: Exhibition presenting the different competenciesdeveloped in the program. The exhibition will show thetarget audience all of the program's potential andencourage people to register.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. Students in some secondary schoolsconfirm that they know very little about the program.The centre's guidance counsellor is also questioned. Theneed must be general and considered significant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners, with whomrelationships could be developed on the labour market.For example, the students could ask employers in thesector for their input.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [94]

Step-by-step supportPRODUCT8.1.2. The exhibition could be intended for the entirecommunity.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 95 ]8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New event proposed. The students are in a position topublicize and promote the competencies developed intheir program. To inform the target audience, each team isencouraged to innovate in how it prepares, creates andpresents its exhibition.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat it is important to include in their exhibition a varietyof concrete examples to ensure that the content of theexhibition is understood and to publicize future jobopportunities.8.2. PRODUCT: innovative elements in the project, if applicable(select one or more of the suggestions on page 86).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the exhibition will be well received by theend user, the teacher and students identify partners andwork with them. For example, a shopping centre agrees tohost the exhibition.8.2. PRODUCT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS8.3. It motivates people because a number of studentsparticipate in the preparation of the exhibition and thisevent reaches “customers,” i.e. the entire community.8.3. PRODUCT: motivating elements in the project, if applicable(select one or more of the suggestions on page 87).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.3. PRODUCT: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process,if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. Il has scope, because an event is created by the students. 8.4. PRODUCT: elements of scope in the project, if applicable(select one or more of the suggestions on page 88).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.8.4. PRODUCT: elements of scope in the project, if applicable(see diagram of elements of scope to fill outon page 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [96]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Satisfaction is the indicator that will be evaluatedthroughout the project. It is used to evaluate whether thestudents and the end user are happy with the results.The choice of indicators has an impact on the type ofquestions asked in phases I (10.2), II (1.1) and III (1)of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 89 and 90).10.2. Questions are suggested to encourage the students to takeownership of the project. See “Questions before the projectfor the exhibition” in the guide (see page 91).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are as follows:* ________________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* ________________________________________________________________________________________________________________________________________________________10.2. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408), theteacher and students develop their own questions. Thequestions developed are as follows:* ________________________________________________________________________________________________________________________________________________________[ 97 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 8)General supportPROCESSSupport to promote autonomyPARTNERS11. PRODUCT: The teacher and students consider other types ofprojects that might interest them. For example, anadvertising campaign, a thematic event.11. PRODUCT: * ___________________________________________________________________________________________11. PRODUCT: * _______________________________________________________________________________________________________________________________________________PROCESS: * ________________________________________PROCESS: The teacher and students consider alternatives inthe process. For example, they increase the number ofworking committees or review the implementation steps.______________________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example, theycould be sponsored by renovation and decorating companiesthat allow them to offer discounts on decorating products.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [98]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See “Questionsduring the project for the exhibition” in the guide(see page 91).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.1. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.1. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 99 ]1.1. Questions during the project(see page 43)1.2. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.2. Questions for the teacher(see page 409)

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See “Questions after the project for theexhibition” in the guide (see page 91).1.2. To do an individual or collective evaluation of thesatisfaction indicator, the entrepreneurial experience isreviewed. This exercise is an opportunity to consider theresults obtained in terms of whether the students and theend user are happy with the final results and to drawconclusions that can be transferred to future projects.1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 100 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.1. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408), theteacher and students develop their own questions. Thequestions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

ECONOMIC ACTIVITY4.4. Entrepreneurial project: creation of anECONOMIC ACTIVITYThis section contains a simplified version, the five support tools and the full template to create the followingeconomic activity:4.4.1. SaleGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [101 ]

4.4.1. Sale • VOCATIONAL TRAINING SECTORFor the teacher and students who want to create a saleStep-by-step support method (simplified version)Program: Professional SalesDevelops a general competency- or -a specific competency: apply theconsulting process in the sale of aproduct or service.The entrepreneurial projectSaleProblem identified: The students want tofurther develop their competenciesthrough a foreign sales experience. They arelooking for foreign companies willing to host a shortpracticum. However, the students must pay fortransportation and accommodation. The teachersuggests that they sell a product that will give them theopportunity to experience the consulting processin a sale and also raise money fortheir practicum.ECONOMIC ACTIVITY• develops competencies;• solves a problem and meets a need;• generates an action promotedto a target public;• develops entrepreneurial characteristics;• has an impact and repercussions;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.Selected indicator: Validity isthe indicator that will be evaluatedthroughout the project. It is used toevaluate the development of theentrepreneurial characteristics andcompetencies targeted bythe project.The sale of the production couldtarget the entire community.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 102 ]

Sale: examples of products, services or eventsECONOMIC ACTIVITY. VENTE First Production ExamplesPRODUCTSAudio CDSale of a directed relaxation CDArtistic creationAuction of photographsGameSale of an educational gameBookSale of a collection of legendsModelSale of a modelInstructional materialsSale of an encyclopedia on the four main worlds of science and technologyTechnical or scientific objectSale of an automated mini-systemPlanSale of a development planVideoSale of a video of a concertEVENTSAwareness campaignSale of posters to increase awareness of the benefits of artAdvertising campaignSale of the program for a showThematic eventSale of tickets to a song festivalExhibitionSale of perennials and annualsDramatizationSale of tickets to a musical comedyShowSale of tickets to a dance showSERVICESTraining workshopSale of an “Introduction to wine stewardship” workshopInvestigation and surveySale of an investigation and survey serviceInterviewSale of tickets to watch a well-known person being interviewedPeer helpersSale of a homework help serviceGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 103 ]

Success factor: innovationECONOMIC ACTIVITYThe production is offered tocustomers not previouslyconsidered.The production is sold on awebsite where the customer cancontact the vendor.Economic activitySaleThe students do some bartering.INNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service, new event ornew economic activity).• Gives rise to something new,something different.The students put the salesprocess into practice topromote their program withguidance counsellors at variousschool boards.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [104]

Success factor: motivationEconomic activity:SaleThe students sell theirproduction to all ofthe students at thestudents at thevocational trainingcentre.The students sell theirproduction to studentsat other vocationaltraining centres.The students workwith students inmediacommunicationstechnology topromote their sale.The students informthe public of the saleof their production byputting up posters atretail establishmentsand in public places.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas socialimplications andimpact.ECONOMIC ACTIVITY[ 105 ]

Success factor: scopeECONOMIC ACTIVITYEconomic activity: management of an enterprise (micro-enterprise, waste recovery centre, cooperative, etc.)ECONOMIC ACTIVITYSaleBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 106 ]

ECONOMIC ACTIVITYImplementation steps: Economic activity:SaleThe sale economic activity is usually preceded by the advertising campaign event,(for details, see the advertising campaign activity).PRE-SALE STEP• Become familiar with the production (product, service or event) to be sold• Determine the target audience, its characteristics and needs• Determine the quantity to be sold• Agree on a selling price (taking into account production costs, customers, etc.)• Plan the sale (when, where, etc.)• Make reservations or agreements for the sale locations, if necessarySALE STEP• Welcome or approach the target audience• Evaluate needs• Present the project (characteristics, how it works, usefulness, maintenance needs, price, etc.)• Refute objections• Close the sale• Suggest complementary or additional products• Collect the moneyAFTER-SALE STEP• Count the money collected• Fill out a ledger of financial statements• Make sure the financial statements balance (comparing inventory to the money received)• Do after-sales service (promote customer loyalty)The sale economic activity may be followed by managing an entreprise. The appendix contains referencesabout entrepreneuria; culture and information for carrying out this type of project.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [107 ]

Examples of committees and roles to createthe sale of a product, service or eventADMINISTRATORSSALES PEOPLEPlan, organize and coordinate an enterprise's services. They Welcome or approach the target audience and learn itsdevelop a budget and make sure the work team operates requirements. They provide information and advice about theefficiently. They agree on the selling price, taking into planned production (characteristics, how it works, maintenancerequirements, price, etc.). They use various strategiesaccount production costs, customers, etc. They make surethey know the customers and their requirements. They plan including negotiation to sell the production. Beforethe sale, agreeing on a sale time and place. They make reservationsor agreements for the sale location.additional products. They also provide after-sales service.concluding the sale they suggest complementary orCASHIERSACCOUNTING AND SUPPLY CLERKSConclude the sale with the customer. To do so, they collect Keep inventory up-to-date. They also purchase supplies andthe customer's payment and register the sale.do the accounting. They receive the money from sales, check andbalance the accounts. They keep purchase records up-to-date.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.[108 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

ECONOMIC ACTIVITYSuggestions for entrepreneurial questions:SaleBEFORE THE PROJECT1. Fill out the following table:Entrepreneurial valuesPossible ways to develop them during the projectIndependence ____________________________________________________________________________________________________Organizational ability ______________________________________________________________________________________________Team spirit_______________________________________________________________________________________________________Perseverance _____________________________________________________________________________________________________2. What positive impacts could the success of this project have on each of the team members?3. In your opinion, why is it important to undertake this kind of project at school? How can this project benefit youpersonally?4. What other solutions are you considering to meet your customers' needs?5. Do you think that doing this entrepreneurial project will add value when you enter the labour market? Explain.DURING THE PROJECT1. As a team, think about the repercussions that you would like your project to have in the community.2. As a team, answer the following questions: Do we still know what to do? How to do it? When to do it? If not, itwould be a good idea to review your planning, implementation steps, work allocation and schedule.3. Describe something unexpected that came up during the project and explain what adjustments you had to make.4. Comment on the following statement: “I assume all of my responsibilities in the project.”5. Does working with partners from your training field help you to learn more about yourself as a future worker?AFTER THE PROJECT1. As a team, comment on the following statement: “Success does not happen by accident and without effort.”2. Complete the following sentence: “My teammates could describe me as…”3. If you had to do this project over, what would you do differently? Why?4. How much flexibility were you allowed? What initiatives did you take?5. How did this project confirm for you the importance of creating entrepreneurial relationships with the community?6. Did this project help you develop your entrepreneurial values? Discuss this question as a team and identify the twocharacteristics that were developed the most.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [109 ]

4.4.1. Sale • VOCATIONAL TRAINING SECTORFor the teacher and students who want to create a saleThree types of support for the three phases of the entrepreneurial project (full version)»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.ECONOMIC ACTIVITYStep-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)*To be completed, as necessary, by the person undertaking an entrepreneurial project.Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.1.1. Type of supportrecommended(see pages 25 to 31)2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Program: Professional Sales3.2. SC: Apply the consulting process in the sale of a productor service3.1. Program3.2. General competencies (GC) - or -3.3. Specific competencies (SC)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]3.1. * ________________________________________________3.2. * ________________________________________________- or -3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________- or -3.3. * ________________________________________________[ 110 ]

Step-by-step supportPRODUCT4 Competency development evaluation criteria and toolsGeneral supportPROCESS4. To evaluate competencies development, teachers can referto their usual vocational training material.4. To evaluate competencies development, teachers can referto their usual vocational training material.5 Problem or real-life situation identified (see pages 18 and 19)5. Problem identified: The students want to further developtheir competencies through a foreign sales experience.They are looking for foreign companies willing to host ashort practicum. However, the students must pay fortransportation and accommodation. The teacher suggeststhat they sell a product that will give them theopportunity to experience the consulting process in a saleand also raise money for their practicum.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 103)6. Economic activity: create the sale of a product. 6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. To evaluate competencies development, teachers can referto their usual vocational training material.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 111 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Economic activity: sale enabling the students to meet aneed, i.e. cover their expenses for a short practicumabroad.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey to determine each student'sfinancial requirements to cover the cost of the practicumabroad. The need must be general and consideredsignificant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, travelagents are asked to estimate and identify the total costsof the practicum abroad.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [112]

Step-by-step supportPRODUCTGeneral supportPROCESS8.1.2. The sale could target the entire community. 8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat it is important to have more than one element tosell.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 113 ]8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New economic activity offered. The students are in aposition to meet a need by selling a product. To help thestudents maximize their sales, each team is encouraged toinnovate in how it prepares and conducts the sale.8.2. PRODUCT: innovative elements in the project, if applicable(select one or more of the suggestions on page 104).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the sale will be well received by the enduser, the teacher and students identify partners and workwith them. For example, students in mediacommunications technology suggest ideas to reach thetarget audience.8.2. PRODUCT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS8.3. It motivates people because a number of students participatein the creation of the sale and this economic activityreaches the entire community.8.3. PRODUCT: motivating elements in the project, ifapplicable (select one or more of the suggestions onpage 105).8.3. PRODUCT: motivating elements in the project, ifapplicable (see diagram of motivating elements to fill outon page 420).* ________________________________________________* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project._________________________________________________PROCESS: motivating elements in the process,if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. Il has scope, because an economic activity is created bythe students.8.4. PRODUCT: elements of scope in the project, if applicable(select one or more of the suggestions on page 106).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.8.4. PRODUCT: elements of scope in the project, if applicable(see diagram of elements of scope to fill outon page 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [114]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Validity is the indicator that will be evaluated throughoutthe project. It is used to evaluate the development of theentrepreneurial values and competencies targeted by theproject. The choice of indicators has an impact on thetype of questions asked in phases I (10.2), II (1.1) and III(1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 107 and 108).10.2. Questions are suggested to encourage the students to takeownership of the project. See “Questions before the projectfor the sale” in the guide (see page 109).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* ________________________________________________________________________________________________________________________________________________________10.2. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are as follows:* ________________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* ________________________________________________________________________________________________________________________________________________________10.2. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ________________________________________________________________________________________________________________________________________________________[ 115 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of toolsGeneral supportPROCESSSupport to promote autonomyPARTNERSECONOMIC ACTIVITY1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See “Questionsduring the project for the sale” in the guide(see page 109).1.1. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.1. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.1. Questions during the project(see page 43)1.2. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.2. Questions for the teacher(see page 409)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]] [116]

»Step-by-stepIII. INTEGRATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferred tofuture projects. See “Questions after the project for thesale” in the guide (see page 109).1.2. To do an individual or collective evaluation of the validityindicator, the entrepreneurial experience is reviewed.This exercise is an opportunity to identify the entrepreneurialvalues and competencies developed and to drawconclusions that can be transferred to future projects.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 117 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.1. After looking at the tool “List of entrepreneurial questions”(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are as follows:* _______________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their pedagogicalpractices with respect to entrepreneurial culture(see pages 410 and 411).ECONOMIC ACTIVITYSupport to promote autonomyPARTNERS1.1. After looking at the tool “Avenues to explore to developentrepreneurial questions” (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)

• • • • •• • • • •• • • •• • • • •• • • • •• • • •• • • • •• • • • •• • • •• • • • •• • • • •• • • •Learning and evaluationsituations developed forthe elementary andsecondary school sectors• • • • •Learning and evaluationsituations developed for the

PRODUCT»5. Detailed description of learningand evaluation situations developed for theelementary and secondary school sectors5.1. LES: creation of a PRODUCTThis section contains entrepreneurial LES developed for the elementary and secondary school sectors.Teachers in the vocational training sector should find it relatively easy to adapt these instructional materialsto their own teaching situation. A template similar to the full version for the vocational training sector wasdeveloped for the elementary and secondary school sectors and all the support tools are provided to createthe following products:5.1.1. Artistic creation5.1.2. Game5.1.3. Book5.1.4. Model5.1.5. Instructional material5.1.6. PlanGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [119 ]

5.1.1. Artistic creation • ELEMENTARY AND SECONDARYFor the teacher and students who want to design an artistic creationThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.PRODUCT*To be completed, as necessary, by the person undertaking an entrepreneurial project.Step-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creatingand presenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience witha variety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.1.1. Type of supportrecommended(see pages 25 to 31)2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: Visual Arts3.2. SC: Produce individual works in the visual arts3.3. CC: Cooperate with others3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 120 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: Visiting a recycling plant makesstudents aware that it is important to protect theenvironment and that some adults still do not use “ecological” practices. The teacher suggests that theyproduce artistic creations using recycled materials so thatthey develop a critical attitude towards exploitation of theenvironment, technological development and consumergoods. BAL “Environmental Awareness and ConsumerRights and Responsibilities.”5. * ___________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 130)6. Product: produce a visual arts creation using recycledmaterials.6. * ___________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ___________________________________________________________________________________________________________________________________________________________________________________________________6. * ___________________________________________________________________________________________________________________________________________________________________________________________________[ 121 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Product: artistic creation using recycled materials thatmeets a need, namely to make parents aware ofresponsible uses of the environment and consumer goods..8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of parents to confirm that some ofthem have still not adopted “ecological” behaviours. Theneed must be general and considered significant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example,parents and people in the neighbourhood are asked togive recyclable materials to the students.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 122 ]

Step-by-step supportPRODUCTGeneral supportPROCESS8.1.2. The artistic creations could be given to parents. 8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat some adults still do not use “environmentallyfriendly” practices in their daily lives and that manypeople do not know that certain materials are recyclable.[ 123 ]8.1.2. Target audience or end user targetedby the product (see pages 18 and 19)8.2. New product created. Students are in a position to maketheir parents aware of the importance of developing anactive relationship with the environment and maintaininga critical attitude towards exploitation of the environment.Each team is encouraged to innovate in how it prepares,creates and presents its artistic creation.8.2. PRODUCT: innovative elements in the product, ifapplicable (select one or more of the suggestions onpage 131).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the artistic creation will be well received bythe end user, the teacher and students identify partners andwork with them. For example, environmental protectionorganizations provide “ecological” packaging materials andadditional documentation to include with the productscreated by the students.8.2. PRODUCT: innovative elements in the product, ifapplicable (see diagram of innovative elements to fill outon page 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process,if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation and production of theartistic creations.8.4. The project has scope because a product is created by thestudents.General supportPROCESS8.3. PRODUCT: motivating elements in the product, ifapplicable (select one or more of the suggestionson page 132).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. PRODUCT: elements of scope in the product, if applicable(select one or more of the suggestions on page 133).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. PRODUCT: motivating elements in the product, ifapplicable (see diagram of motivating elements to fill outon page 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process,if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. PRODUCT: elements of scope in the product, if applicable(see diagram of elements of scope to fill out on page 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 124 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Satisfaction is the indicator that will be evaluatedthroughout the project. It is used to evaluate whether thestudents and the end user are happy with the results.The choice of indicators has an impact on the type ofconsiderations addressed in sections I (10.2), II (1.1) and III(1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 134 and 135).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the artistic creation" in the guide(see page 136).General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 125 ]10.2. Questions before theproject (see page 43)10.1. Implementation stepsand committees(see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. PRODUCT: The teacher and students consider other typesof products, services or events that might interest them.For example, a game, an awareness campaign.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the students could seek input from crafts¬people knownfor their artistic creations promoting environmentalfriendliness.[ 126 ]

»II. IMPLEMENTATION PHASEStep-by-step supportPRODUCT1 Choix, adaptation ou création des outils1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the artistic creation" in the guide(see page 136).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 127 ]1.1. Questions during theproject (see page 43)1.2. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.2. Questions for the teacher(see page 409)

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for theartistic creation" in the guide (see page 136).1.2. To do an individual or collective evaluation of the satisfactionindicator, the entrepreneurial experience is reviewed.This exercise is an opportunity to consider the resultsobtained in terms of whether the students and the enduser are happy with the final results and to draw conclusionsthat can be transferred to future projects.1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 128 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408), theteacher and students develop their own questions. Thequestions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

LES: creation of a productScopeThe entrepreneurial projectArtistic Creation• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.MotivationInnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]PRODUCT[ 129 ]

Artistic creation: examples of products, services or events for different areas of learningPRODUCTLanguagesMathematics, science andtechnologySocial sciences Arts education Personal developmentMosaic created frompredetermined geometric shapesArtistic creation representing a placeor a social eraDramatic pieceCreation representing a narrationor religious riteIllustrated timelineString puppets, costumes,masks, etc.Iconography files on historicalaspectsChoreographyVocal pieceInstrumental pieceCreation allowing people to trydifferent techniques andtransformation methodsPhotographyVisual arts piece (painting, drawing,sculpture, stained glass, etc.)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 130 ]

Success factor: innovationThe artistic creations areoffered to the School Board todecorate the offices.Product:Artistic creationINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.Some creations are auctionedoff and others are given awayto school volunteers.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The artistic creations use recycledmaterials from a labour marketsector (for example, puzzle madeof bicycle parts).The artistic creation is createdand presented as a promotionalitem.PRODUCT[ 131 ]

Success factor: motivationProduct:Artistic creationThe students presenttheir artisticcreations to theirgroup.The artistic creationsare put on display inthe school entrancehall or library.Artists are invited tohelp the studentswith their creations.The creations are puton display at themunicipal libraryduring Arts andCulture Week.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas socialimplications andimpact.PRODUCT[ 132 ]

Success factor: scopePRODUCTArtisticcreationGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]PRODUCT[ 133 ]to produce visual arts creationsService: peer helpers help those who wishcreation techniquesService: workshop on the differentshowing the creation processProduct: teaching materialsProduct: illustrated book based on the creationEconomic activity: sale of the illustrated bookvisual arts creationsEconomic activity: auction ofEvent: exhibition ofvisual arts creationsAIDS, poverty, etc.)Event: awareness campaign: the artistic creations makethe public aware of a cause (for example,Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.

Implementation steps:Artistic creationINSPIRATION STEP• Determine the target audience, its characteristics and needs• Explore and research creative ideas bearing in mind the purpose of the product• Inventory and try different techniques, materials, sounds, etc.• Select the techniques, materials and elements that are most meaningful in terms of the creative intent• Estimate the cost of the creation and the time needed to complete it• Make sketches, drawings, conduct tests, etc.DEVELOPMENT STEP• Make the artistic creation using the selected language, techniques, materials, etc.• Modify and organize the creation to highlight the targeted elementsREVIEW STEP• Think about and analyze the artistic creation in terms of the target audience, its needs and the creative intent• Make sure the selected elements are highlightedDISSEMINATION AND PRESENTATION STEP• Disseminate and present the artistic creation to the target audience[134 ]French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

PRODUCTExamples of committees and roles to design anartistic creationPAINTERS AND SCENIC ARTISTSDesign and paint backdrops depicting places or creatingambiances using various materials, tools and techniques. Todo so, they explore and research creative ideas, inventory,test and select the techniques and materials to be used,taking cost and the necessary production time into account.They initiate the creative dynamic by making sketches anddrawings. They constantly modify and organize their piecesto create the best effect and ensure that they stay withinthe agreed budget and production schedule.STAINED GLASS MAKERSDesign and create decorative glasswork using variousmaterials, tools and techniques. To do so, they explore andresearch creative ideas, inventory, test and select thetechniques and materials to be used, taking cost and thenecessary production time into account. They initiate thecreative dynamic by making sketches and drawings. Theyconstantly modify and organize their pieces to be attractiveand original and ensure that they stay within the agreedbudget and production schedule.SCULPTORSCreate three-dimensional pieces using various materials,tools and techniques. To do so, they explore and researchcreative ideas, inventory, test and select the techniques andmaterials to be used, taking cost and the necessary productiontime into account. They initiate the creative dynamic bymaking sketches and drawings. They constantly modify andorganize their pieces to ensure that they convey what theywant them to convey and that they stay within the agreedbudget and production schedule.JEWELERSDesign and make jewelry using various materials, tools andtechniques. To do so, they explore and research creativeideas, inventory, test and select the techniques and materialsto be used, taking cost and the necessary production timeinto account. They initiate the creative dynamic by makingsketches and drawings. They constantly modify and organizetheir pieces to ensure that they are exclusive and attractiveand that they stay within the agreed budget and productionschedule.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [135 ]

Suggestions for entrepreneurial questions:Artistic creationBEFORE THE PROJECT1. Name and describe three entrepreneurial values that you possess and that you will contribute to your team duringthe project.2. Complete the following sentence: “I think a successful project is…”3. Give two reasons why you think this project will be a success despite the problems you might encounter.4. Identify two resources that you could use during the project.DURING THE PROJECT1. Complete the following sentence: "I think I am a good member of my work team because... »2. Explain how you put into practice the three entrepreneurial values you described at the beginning of the project.3. In your opinion, is your project on the way to being successful? What steps could you take to complete it successfully?4. What objectives have you achieved so far? What goal have you set for yourself between now and the end of theproject?AFTER THE PROJECT1. Explain how the result of your project is a personal success.2. Complete the following sentence: “Thanks to…, I met the challenge of this project."3. Do you think that the target audience is happy with what you and your team had to offer? Explain.4. Describe your greatest success in this project.5. Are you happy that you participated in this project? As a team, discuss what you are satisfied with.[136 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

5.1.2. Game • ELEMENTARY AND SECONDARYFor the teacher and students who want to create a gameThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.PRODUCT*To be completed, as necessary, by the person undertaking an entrepreneurial project.Step-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.1.1. Type of supportrecommended(see pages 25 to 31)2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: History and Citizenship Education3.2. SC: Construct his/her consciousness of citizenship throughthe study of history3.3. CC: Achieve his/her potential3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 137 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: Students are concerned about conflictsaround the world, especially in view of the multi¬ethnicnature of the school. They think this is the first time inhistory that there are so many problems like this, and thatthey lead to the emergence of radical groups. The teacherthinks it would be interesting to do a project to developthe students' citizenship awareness, spirit of openness tothe world and respect for diversity. BAL “Citizenship andCommunity Life.”5. * ___________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 147)6. Product: create a game to inform people about differentsocial realities.6. * ___________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ___________________________________________________________________________________________________________________________________________________________________________________________________6. * ___________________________________________________________________________________________________________________________________________________________________________________________________[ 138 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Product: game about different social realities (democracy,inequality, citizens' rights and responsibilities) enabling thestudents to meet a need, namely to understand differentinternational conflicts and develop their own views aboutthese realities.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of other students to learn whatconcerns them the most about certain social realities.The need must be general and considered significant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, apolitical journalist is invited to come and answer thestudents' questions in class.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 139 ]

Step-by-step supportPRODUCT8.1.2. The game could be intended for all of the students inSecondary Cycle One.[ 140 ]8.1.2. Target audience or end user targeted bythe production (see pages 18 and 19)8.2. New product created. Students are in a position to informtheir peers about the main principles stemming fromsocial realities. To ensure the students have fun whilelearning, each team is encouraged to innovate in how itprepares, creates and presents its game.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat other students prefer team games.8.2. PRODUCT: innovative elements in the product, ifapplicable (select one or more of the suggestions onpage 148).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the game will be well received by the enduser, the teacher and students identify partners and workwith them. For example, a social sciences educationconsultant could help the students develop the game andmake sure that its degree of difficulty matches the skillsof the target audience.8.2. PRODUCT: innovative elements in the product, ifapplicable (see diagram of innovative elements to fill outon page 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT8.3. IIt motivates people because a number of studentsparticipate in the preparation of the game and theproduct is presented to “customers,” namely all of thestudents in Cycle One.8.4. The project has scope because a product is created by thestudents.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS8.3. PRODUCT: motivating elements in the project, ifapplicable (select one or more of the suggestionson page 149).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. PRODUCT: elements of scope in the project, if applicable(select one or more of the suggestions on page 150).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. PRODUCT: motivating elements in the project, ifapplicable (see diagram of motivating elements to fill outon page 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. PRODUCT: elements of scope in the project, ifapplicable (see diagram of elements of scope to fill outon page 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 141 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Efficiency is the indicator that will be evaluatedthroughout the project. It is used to evaluate the methodsused and the results obtained by the project. The choice ofindicators has an impact on the type of considerationsaddressed in sections I (10.2), II (1.1) and III (1) of theapproach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 151 and 152).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the game" in the guide (see page 153).General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408), theteacher and students develop their own questions. Thequestions developed are as follows.* __________________________________________________________________________________________________________________________________________________[ 142 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. PRODUCT: The teacher and students consider other typesof projects that might interest them. For example, a book,a dramatization.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example, avisual arts teacher who helps the students develop thegame can give them some tips about visual artstechniques.[ 143 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the game" in the guide(see page 53).1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 144 ]1.1. Questions during the project(see page 43)1.2. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.2. Questions for the teacher(see page 409)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for thegame" in the guide (see page 153).1.2. For an individual or collective evaluation of the efficiencyindicator, the entrepreneurial experience is reviewed. Thisexercise is an opportunity to consider the balancebetween the cost of the methods used and the resultsobtained and to draw conclusions that can be transferredto future projects.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 145 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)

LES: creation of a productScopeThe entrepreneurial projectGame• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.MotivationInnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]PRODUCT[ 146 ]

Game: examples of product, services or events for different areas of learningPRODUCTLanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentGuessing gameGame reviewing partof the materialGame of sequences illustratingthe development of Québec societyand land useGame encouraging creativity Game of physical skillCharades Science quizGame involving knowledgerelated to the subjectGame similar to Pictionary Juggling gameGame involving lookingup words in reference materialGame involving geometrictransformationsMiming game Game involving motor skillsEducational game Quiz on probabilities Game of cards on the artsGame involving meeting challenges(similar to Fear Factor)Puzzle Model-making gameGame involving findingsolutions to scientific problemsGame of associationsfrom photographsAbacus game Sound gameStrategy gameGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 147 ]

Success factor: innovationThe games are designedfor blind people.Product:GameINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.An educational game showsthe students how to review theirschool work and preparefor the exam.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The board, cards and pieces aremade from recycled toys.The games are sold on-line onthe school’s website.PRODUCT[ 148 ]

Success factor: motivationProduct:GameThe studentspresent their gamesto their group.The games are triedby all of thestudents in thesame cycle duringa theme day.A local toy libraryagrees to provideused games whosepieces can berecycled.The games are givento youth centres.The local newspaperinforms thecommunity of thispartnership betweenthe school andcommunity.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.PRODUCT[ 149 ]

Success factor: scopePRODUCTGAMEPRODUCT[ 150 ]of the playey satisfactionService: investigation and surveydesign of the storage boxProduct: artistic creation:Service: interview: quizinstruction bookleet for the gameProduct: bookEconomic activity:test the games during lunch hourEconomic activity: sale of tickets tosale of the gamesthe game designedEvent: exhibition of allEvent: thematic event:game testing lunchBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

PRODUCTImplementation steps:GamePREPRODUCTION STEP• Determine the target audience, its characteristics and needs• Define the aim of the game (competencies to be developed, information to be conveyed, etc.)• Define the type of game (educational game, game involving manual skills, etc.)• Develop the general idea of the game• Plan the technical design (card game, computer game, etc.)• Plan the general presentation of the game (illustrations, accessories, text, etc.)• Research the materials needed to create the gamePRODUCTION STEP• Write the texts to be included in the game, taking into account the subject covered and the end user• Revise and correct all the texts• Make the items needed for the game (cards, pieces, board, etc.)• Design the visual aspect of the game in such a way that it attracts the attention of the target audience• Write the instructions for the game• Construct the technical and visual elements of the storage boxTESTING STEP• Test the game with a consumer panel• Modify the materials if necessary• Prepare for the dissemination and presentationDISSEMINATION AND PRESENTATION STEP• Disseminate and present the game to the target audienceFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [151 ]

Examples of committees and roles to create agameDESIGNERSDesign and produce games. To do so, they learn about thecharacteristics of the target audience and the intent of thegame (competencies to be developed, information to beconveyed). They develop the general idea of the game andplan the illustrations, accessories and texts that will beincluded. They also define the type of game, based on theinformation gathered. They research all of the materialsneeded to produce the game. When the game is finished,they test it with a consumer panel. They evaluate it, makingthe necessary modifications, and disseminate it.ILLUSTRATORSCreate manual or computer-assisted drawings and illustrationsfor the game and storage box. They listen to thedesigners' ideas and create the visual aspect that will attractthe attention of the target audience. They give their illustrationsto the designers.WRITERSWrite the texts to be included in the game. To do so, theylearn about the subject covered and the end user in order tochoose appropriate texts. They give their texts to the revisers.REVISERSRead and revise texts and correct spelling, grammatical andsyntax errors. They comment on the accuracy of the subjectcovered and the style used. They ensure that the terminologyis accurate and the sentence structures appropriate.They give the corrections to the designers.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.[152 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

PRODUCTSuggestions for entrepreneurial questions:GameBEFORE THE PROJECT1. How will you demonstrate your solidarity in this project?2. What advice would you give another team starting a project like yours? Share your advice as a team.3. Why is team spirit important in a project? Comment on this as a team and indicate how you will maintain teamspirit throughout the project.4. What immediate initiatives must your group consider taking in this type of project? Comment on thisDURING THE PROJECT1. Give a concrete example of the team spirit of each of your team members.2. Complete the following sentence: “I think I could improve the following entrepreneurial value:____________________ if I…”3. Complete the following sentence: “I think I am responsible for my successes and failures. Therefore I could…”4. Some things learned at school have already been useful in carrying out the project. Fill out the following table:Things learned at schoolHow they have been useful_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ AFTER THE PROJECT1. Complete the following sentence: “What helped me stay motivated throughout the project was…”2. What is the greatest strength that you discovered in each of your team members?3. You had to make adjustments during the project. As a team, describe what steps you took.4. As a team, explain how you managed to interest your target audience or end user.5. Given the results, were the methods you used to carry out your project justified? Discuss this as a team and drawconclusions that could be transferred to a future project.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [153 ]

5.1.3. Book • ELEMENTARY AND SECONDARYFor the teacher and students who want to create a bookThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.PRODUCT*To be completed, as necessary, by the person undertaking an entrepreneurial project.Step-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.1.1. Type of supportrecommended(see pages 25 to 31)2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: English Language Arts3.2. SC: Write a variety of genres for personal and socialpurposes3.3. CC: Cooperate with others3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 154 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: Just like the students, parents seem tohave difficulty making good food choices. By giving thestudents the opportunity to produce a media documentabout food choices, the teacher encourages them todevelop their critical and ethical judgement with respectto media. BAL “Media Literacy.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 164)6. Product: publish a magazine about food choices. 6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 155 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Product: magazine on food choices, enabling the studentsto meet a need, namely making good food choices. Thisproduct will help them, their peers and their parents.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of other students to confirm thatthey know little about food guidelines, particularly forsnacks. The need must be general and consideredsignificant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, theschool nurse is asked to work with them.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 156 ]

Step-by-step supportPRODUCT8.1.2. The magazine could be intended for all of the students inthe school and their parents.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 157 ]8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New clientele targeted (parents). Students are in aposition to inform and “educate” parents about foodchoices. Each team is encouraged to innovate in how itprepares, creates and presents its magazine.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat the majority of students bring their own lunch andthat it is usually made by their parents.8.2. PRODUCT: innovative elements in the project, if applicable(select one or more of the suggestions on page 165).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the magazine will be well received by theend user, the teacher and students identify partners andwork with them. For example, students could ask theschool principal to be a partner.8.2. PRODUCT: innovative elements in the production, ifapplicable (see diagram of innovative elements to fill outon page 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation of the magazine and theproduct is presented to “customers,” namely the studentsin the school and their parents.8.4. The project has scope because a product is created by thestudents.General supportPROCESS8.3. PRODUCT: motivating elements in the project, ifapplicable (select one or more of the suggestionson page 166).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. PRODUCT: elements of scope in the production, ifapplicable (select one or more of the suggestionson page 167).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. PRODUCT: motivating elements in the project, ifapplicable (see diagram of motivating elements to fill outon page 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, ifapplicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. PRODUCT: elements of scope in the project, if applicable(see diagram of elements of scope to fill outon page 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 158 ]8.4. A project that has scope (see pages 34 and 35) 8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Relevance is the indicator that will be evaluatedthroughout the project. It is used to evaluate the methodsused in the project. The choice of indicators has an impacton the type of considerations addressed in sections I(10.2), II (1.1) and III (1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 168 and 169).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the book" in the guide (see page 170).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 159 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. PRODUCT: The teacher and students consider other typesof projects that might interest them. For example, anadvertising campaign, a game.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,students could seek input from a dietician at the localcommunity service centre (CLSC).[ 160 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the book" in the guide(see page 170).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 161 ]1.1. Questions during the project(see page 43)1.2. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.2. Questions for the teacher(see page 409)

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for thebook" in the guide (see page 170).1.2. To do an individual or collective evaluation of therelevance indicator, the entrepreneurial experience isreviewed. This exercise is an opportunity to check whetherthe product created and methods used were appropriateand to draw conclusions that can be transferred to futureprojects.1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 162 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

LES: creation of a productScopeThe entrepreneurial projectBook• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.MotivationInnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]PRODUCT[ 163 ]

Book: examples of products for different area of learningPRODUCTLanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentNovelCollection of lab reports orstatistical surveysCollection of legends Collection of artistic criticism Brochure or leafletShort storyBooklet of experimentalprocedures and protocolsHistory and genealogy of leadingQuébec familiesCartoon Information sheetBiography Instruction and rule bookletJournal that could have beenwritten by someonefrom another eraStory in pictures HandoutCollection of texts, poemsor literary criticismGuide for scientific experiments Historical research report Illustrated fable Training planScript for a play or dramatizationBooklet on statistical analyses orprobabilitiesTourist guide Collection of songs Code of ethicsNewspaper Booklet on popularizing science Audio bookMagazineResearch starting from a complexsituation related to a proposedscientific conceptStory presentedin a souvenir albumNews itemFictional story based on amathematical principleStoryGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 164 ]

Success factor: innovationThe students develop a bilingualedition of their book, with the leftpage in French and the right pagein English.Product:BookINNOVATION ANDENTREPRENEURIAL INSTRUCTION• Generates an original, unexpectedaction (new product, new serviceor new event).• Gives rise to something new,something different.The books created by thestudents could be put togetherin a gift box if customers wish.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The students design abook with a fewthree-dimensionalfold-out pages showinghistorical scenes.The students design asinging book.PRODUCT[ 165 ]

Success factor: motivationProduct:BookThe students presenttheir book totheir group.A book designed bythe students in oneclass is put in theschool library.A book is designedwith partners (forexample, relativeswho work inpublishing).A book designedwith local partners isgiven away todisadvantagedfamilies to enjoy.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.PRODUCT[ 166 ]

Success factor: scopePRODUCTBookGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]PRODUCT[ 167 ]book for very young childrenService: workshop on designing aService: peer helpers: reading to very young childrenProduct: model of the house of a character in the bookProduct: CD of the bookEconomic activity: book saleEvent: exhibition: book fairtickets to the book fairEconomic activity: sale ofEvent: dramatizations based on extracts from the bookBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.

Implementation steps:BookWriting a storyPRE-WRITING STEP• Determine the target audience• Plan how to write the story:– visualize the subject– choose the type of story– select the important elements (characters,situation, place, time, etc., to fill out the plot)– plan how to organize the plot (storyline, etc.)• Plan how to present the book:– determine the visual aspects(size, layout, illustrations, etc.)WRITING STEP• Write, revise, correct and improve the texts, etc.• Organize the texts and make sure the correct terminologyand appropriate sentence structures are used• Ask for feedback and reassess the texts• Choose the title• Choose the cover page, illustrations, etc.PRODUCTION AND PRINTING STEP• Produce and print the book (binding, illustrations, etc.)• Prepare for the dissemination and presentationDISSEMINATION AND PRESENTATIONSTEP• Disseminate and present the book to the targetaudience[168 ]Writing reports after doing researchor collecting dataPRE-WRITING STEP• Determine the target audience• Decide what content to include• Collect, process, sort and analyze the information• Select the relevant information• Plan how to write the reports• Plan how to present the book:– determine the visual aspects (size, layout,illustrations, etc.)WRITING STEP• Write, revise, correct and improve the texts, etc.• Organize the texts and make sure the correct terminologyand appropriate sentence structures are used• Ask for feedback and reassess the texts• Choose the title• Choose the cover page, illustrations, etc.PRODUCTION AND PRINTING STEP• Produce and print the book (binding, illustrations, etc.)• Prepare for the dissemination and presentationDISSEMINATION AND PRESENTATIONSTEP• Disseminate and present the book to the targetaudienceFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

PRODUCTExamples of committees and roles to create abookRESEARCHERS(if the texts are written after doing researchor collecting data)Consider the content to be included and gather, process,sort and analyze relevant information for developing thecontent. To do so, they check a variety of sources. Theyselect the relevant information, collate it and give it to thewriters.WRITERSWrite the texts for a book to be published. To do so, theyvisualize the subject, choose the type of text, select theimportant elements (characters, situation, place, time, etc.)and develop the plot. They write the texts and ask the bookreviewers and revisers for feedback.BOOK REVIEWERS AND REVISERSRead and revise texts and correct spelling, grammatical andsyntax errors. They comment on the accuracy of the subjectcovered and the style used. They ensure that the terminologyis accurate and the sentence structures appropriate.They give the corrections to the data entry clerks.DATA ENTRY CLERKSType the texts on the computer. When the work is finishedthey give the texts to the computer graphics designers.PRINTING CLERKSOperate the photocopier and print the texts. They bind thetexts and other documents and give everything to theeditors.COMPUTER GRAPHICS DESIGNERSDesign and develop the visual aspects of the book (size,layout, illustrations, etc.). They learn about the concept ofthe book and design or organize the visual or graphiccomponents that are then produced by hand or on thecomputer. These components (graphics, tables, illustrations,pictures, etc.) are used to illustrate parts of the book and tocreate the cover page. They then give their work to theprinting clerks.EDITORSManage the teams. They plan the teams' activities, determinethe production schedule and take overall responsibilityfor the book. They ensure that the teams work well. Theyprepare for dissemination and presentation of the book tothe target audience.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [169 ]

Suggestions for entrepreneurial questions:BookBEFORE THE PROJECT1. Which of the entrepreneurial values discussed is a challenge for you? What steps could you take to help you meetthis challenge?2. Which personal resources (strengths, skills and personal characteristics) that you and your team members possesswill help you to complete the project by the deadline?3. Which of the tasks to be done is a challenge for your team? What strategies will you use to meet the challenge?4. How do you think this project can benefit you personally?DURING THE PROJECT1. Explain how you and your team members are cooperating and what you could improve so that you do betterbetween now and the end of the project.2. Explain how you have put the following entrepreneurial values into practice during the project:• self-confidence• team spirit• leadership• initiative3. Complete the following sentence: “To stay motivated during the project, I have to…”4. Complete the following sentence: “The difficulty I am having in this project is… and I will use the following strategyto help myself:…”AFTER THE PROJECT1. Is your commitment to the project reflected in the results obtained by your team? Explain.2. Looking at your entire experience during the project, give three reasons that account for your success.3. What positive effects is your project generating in your environment?4. What lessons did you personally learn from this project?5. Given the results, were the methods you used to carry out your project justified? Discuss this as a team and drawconclusions that could be transferred to a future project.[170 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

5.1.4. Model • ELEMENTARY AND SECONDARYFor the teacher and students who want to create a modelThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.PRODUCT*To be completed, as necessary, by the person undertaking an entrepreneurial project.Step-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: Geography, History and Citizenship Education3.2. SC: Interpret change in a society and its territory3.3. CC: Solve problems3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)1.1. Type of supportrecommended(see pages 25 to 31)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 171 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: A new residential area is beingdeveloped and really changing the neighbourhood.To enable the students to develop an active relationshipwith their environ¬ment while maintaining a criticalattitude towards exploitation of the environ¬ment, theteacher suggests that they make models of the area attwo different times. BAL “Environmental Awareness andConsumer Rights and Responsibilities.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 181)6. Product: make a model of the territory of the newresidential area at two different times.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 172 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Product: model showing changes in the area at twodifferent times and meeting a need of the new residents,namely to learn about the history of and changes in theenvironment of their new home.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of families in the area to confirmthat many of the residents do not know much and wouldlike to know more about the history of the area. The needmust be general and considered significant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, theCity agrees to help the students check the archives.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 173 ]

Step-by-step supportPRODUCT8.1.2. The model could be presented to the residents of thearea, especially newcomers[ 174 ]8.1.2. Target audience or end user targeted by the product(see pages 18 and 19)8.2. New product created. The students are in a position toinform the local residents about how the area haschanged. To ensure that the “customers” are well informedand their curiosity is aroused, each team is encouraged toinnovate in how it prepares, creates and presents itsmodel.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat the new families use the municipal library a lot.8.2. PRODUCT: innovative elements in the project, if applicable(select one or more of the suggestions on page 182).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the model will be well received by the enduser, the teacher and students identify partners and workwith them. For example, the students could ask themunicipal library to be a partner and display their models.8.2. PRODUCT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation of the model and theproduct is presented to “customers,” namely all of theresidents of the area.8.4. The project has scope because a product is created by thestudents.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS8.3. PRODUCT: motivating elements in the project, if applicable(select one or more of the suggestions on page 183).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. PRODUCT: elements of scope in the project, if applicable(select one or more of the suggestions on page 184).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. PRODUCT: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. PRODUCT: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requires inputfrom entrepreneurial partners.[ 175 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Efficiency is the indicator that will be evaluated throughoutthe project. It is used to evaluate the methods usedand the results obtained by the project. The choice ofindicators has an impact on the type of considerationsaddressed in sections I (10.2), II (1.1) and III (1) of theapproach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementationsteps and committees that can be used in the project(see pages 185 and 186).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the model" in the guide (see page 187).General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 176 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. PRODUCT: The teacher and students consider other typesof projects that might interest them. For example, anexhibition, a thematic event.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider other partnersif those previously chosen do not provide all the informationor support the students need. For example, the students couldask older people to share their memories and photographsshowing the neighbourhood in another era.[ 177 ]

»II. IMPLEMENTATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the model" in the guide(see page 187).1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 178 ]1.1. Questions during the project(see page 43)1.2. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.2. Questions for the teacher(see page 409)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for themodel" in the guide (see page 187).1.2. For an individual or collective evaluation of the efficiencyindicator, the entrepreneurial experience is reviewed. Thisexercise is an opportunity to consider the balancebetween the methods used and the results obtained andto draw conclusions that can be transferred to futureprojects.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 179 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)

LES: creation of a productScopeThe entrepreneurial projectModel• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.MotivationInnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]PRODUCT[ 180 ]

Model: examples of products, services or events for different area of learningPRODUCTLanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentModel of an object to be used in ascientific experimentModel representing the organizationof a territoryModel of a musical instrumentModel of an apparatus to bedesigned for a physical activityMiniature of a simple machineModel illustrating a lifestyle during ahistorical eraModel of an exhibition room Model of a fitness trailModel of a pulley, lever,gear wheel, etc.Scale model of a sculptureScale model of a prototypeScale model of an objectModel of an object symbolizing ascientific breakthrough(rocket, shuttle, hydroelectricpower station, etc.)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 181 ]

Success factor: innovationThe models representing partof the neighbourhood areoffered to the borough officeand displayed there.Product:ModelINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.The models are used as conceptsfor the scenery of a play put onby students at the school.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The models are made fromrecycled materials.The models are auctioned offduring an end-of-yearcelebration.PRODUCT[ 182 ]

Success factor: motivationProduct:ModelThe studentspresent their modelto their group.The models are puton display in theschool librarywhere all of thestudents canadmire them.An architect helpsthe students maketheir model.A contest is organized.The winning model isimplemented (newschool yard). A writerfrom the school boardnewsletter attends theinauguration ceremony.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projectas social implicationsand impact.PRODUCT[ 183 ]

Success factor: scopePRODUCTModelPRODUCT[ 184 ]Service: workshop using themodel as technical back-upand building a modelService: workshop on designingProduct: game using the model as an animation boardProduct: plan for building the modelcan be used as a children's gameEconomic activity: sale of a model thatEvent: exhibition of the modelstickets to the exhibitionEconomic activity: sale ofthe exhibition of the modelsEvent: advertising campaign promotingBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

PRODUCTImplementation steps:ModelPLANNING STEP• Determine the target audience, its characteristics and needs• Define the aim of the model• Define the type of model and what it will be used for• Plan the steps to take by drawing up a work plan• Do research and calculations to define the specificationsDESIGN AND PRODUCTION STEP• Plan the technical and visual design aspects of the model (dimensions, materials required, etc.)• Think of and create the concept• Make a drawing of the model by hand or on the computer, including a legend or other information• Evaluate and estimate the resources, materials, constraints, etc.• Research and analyze the information needed to design the model• Research the materials needed to design the model• Build the model based on the needs and requirements• Ensure that the model meets current standards• Prepare for the dissemination and presentation to the target audienceDISSEMINATION AND PRESENTATION STEP• Disseminate and present the model to the target audienceFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [185 ]

Examples of committees and roles to create amodelARCHITECTSDesign and create various types of models. To do so, they doresearch and calculations to ensure that the targetaudience's needs are met and they give accurate adviceabout the materials, conditions to be met, costs and howmuch time the work will take. They conceive and create theconcept. They give their preliminary plans and drawings tothe draftspersons. They present and explain the model to theend user.MODEL MAKERSReproduce the real thing as closely as possible by makingmodels and scale models of scenery, characters, etc., fromdrawings and sketches. They plan the materials needed tocreate the model. They give their models to the inspectorsand checkers.[186 ]DRAFTSPERSONSProduce different manual or computer-assisted drawings. Todo so, they take into account the requirements and datathey are given and make sure the drawings are precise andaccurate. They add legends to the plans and any otherrelevant information. They give their drawings to the modelmakers.INSPECTORS AND CHECKERSAnalyze the drawings and model to ensure they meet theclient's needs and current standards. To do so, they check theaccuracy of the measurements and materials selected,reevaluate the production costs and check the generalquality of the model.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

PRODUCTSuggestions for entrepreneurial questions:ModelBEFORE THE PROJECT1. Which of the entrepreneurial values discussed is a challenge for you? What steps could you take to help you meetthis challenge?2. Which personal resources (strengths, skills and personal characteristics) that you and your team members possesswill help you to complete the project by the deadline?3. Which of the tasks to be done is a challenge for your team? What strategies will you use to meet the challenge?4. How do you think this project can benefit you personally?DURING THE PROJECT1. Explain how you and your team members are cooperating and what you could improve so that you do betterbetween now and the end of the project.2. Explain how you have put the following entrepreneurial values into practice during the project:• self-confidence• team spirit• leadership• initiative3. Complete the following sentence: “To stay motivated during the project, I have to…”4. Complete the following sentence: “The difficulty I am having in this project is… and I will use the following strategyto help myself:…”AFTER THE PROJECT1. Is your commitment to the project reflected in the results obtained by your team? Explain.2. Looking at your entire experience during the project, give three reasons that account for your success.3. What positive effects is your project generating in your environment?4. What lessons did you personally learn from this project?5. Given the results, were the methods you used to carry out your project justified? Discuss this as a team and drawconclusions that could be transferred to a future project.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [187 ]

5.1.5. Instructional material • ELEMENTARY AND SECONDARYFor the teacher and students who want to create instructional materialThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.PRODUCTStep-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)*To be completed, as necessary, by the person undertaking an entrepreneurial project.Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: Catholic Religious and Moral Instruction3.2. SC: Take an enlightened position on situations involving amoral issue3.3. CC: Exercise critical judgment3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)1.1. Type of supportrecommended(see pages 25 to 31)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 188 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: The students have difficulty taking aposition on different international conflicts. Young peoplehave difficulty exercising critical judgment and formingtheir own opinions because of seemingly biased informationin the media. BAL “Media Literacy.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 198)6. Product: create instructional material showing how totake an enlightened position on severa; internationalconflicts.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 189 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Product: instructional material showing how to take anenlightened position on numerous international conflictsand meeting a need, namely being well equipped to do so.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of other students to confirm thatmost of them find it difficult to form their own enlightenedopinions about different international conflicts andthat they think it is important to receive objectiveinformation. The need must be general and consideredsignificant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacher andstudents seek input from partners. For example, the SpiritualLife and Community Involvement Facilitator is invited to workwith them.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 190 ]

Step-by-step supportPRODUCT8.1.2. The instructional material could be presented tostudents in Elementary Cycle Three.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 191 ]8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New product created. By creating instructional material,the students are in a position to inform younger studentshow to take an enlightened position on internationalconflicts. To ensure the students are given accurate andinteresting information, each team is encouraged toinnovate in how it prepares, creates and presents itsinstructional material.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat it is important to illustrate the instructional materialand provide concrete examples in order to capture theinterest of elementary school students.8.2. PRODUCT: innovative elements in the project, if applicable(select one or more of the suggestions on page 199).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the instructional material will be wellreceived by the end user, the teacher and studentsidentify partners and work with them. For example,elementary school teachers are invited to work with them.8.2. PRODUCT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation of instructional materialand the product is presented to “customers,” namelyelementary students.8.4. The project has scope because a product is created by thestudents.General supportPROCESS8.3. PRODUCT: motivating elements in the project, if applicable(select one or more of the suggestions on page 200).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. PRODUCT: elements of scope in the project, if applicable(select one or more of the suggestions on page 201).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. PRODUCT: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. PRODUCT: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 192 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Satisfaction is the indicator that will be evaluatedthroughout the project. It is used to evaluate whether thestudents and the end user are happy with the results. Thechoice of indicators has an impact on the type ofconsiderations addressed in sections I (10.2), II (1.1) and III(1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 202 and 203).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the instructional material" in the guide(see page 204).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 193 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. PRODUCT: The teacher and students consider other typesof projects that might interest them. For example, anadvertising campaign, a book.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the students could ask an education consultant for help.[ 194 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the instructional material" in theguide (see page 204).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 195 ]1.1. Questions during the project(see page 43)1.2. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.2. Questions for the teacher(see page 409)

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for theinstructional material" in the guide (see page 204).1.2. To do an individual or collective evaluation of thesatisfaction indicator, the entrepreneurial experience isreviewed. This exercise is an opportunity to consider theresults obtained in terms of whether the students and theend user are happy with the final results and to drawconclusions that can be transferred to future projects.1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 196 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

LES: creation of a productScopeThe entrepreneurial projectInstructional Material• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.MotivationInnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]PRODUCT[ 197 ]

Instructional material: examples of products, services or events for different area of learningPRODUCTLanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentInstructional material: The goldenrules for verbal communicationManual on how to fabricate atechnical or scientific objectEducational pamphlet onunderstanding one of the mainsocial realities in social sciencesMini-guide on various strategiesused in dramaInstructional pamphlet:Safety rules in sportsMini-guide to error-free textsTechnical data sheet for a technicalor scientific objectInstructional guide on the researchprocess in geographyInstructional material:Instrumental techniquesGuide on the rules ofa particular sportGuide on how to defend an ideaEncyclopedia on the four mainworlds of science and technologyGuide on geographic drawingtechniquesInstructional material:Important musical conceptsInstructional guide on recognizingand controlling stressMini French-English dictionaryManual on finding answers orsolutions to scientific ortechnological problemsInstructional material: The impacts ofindustrialization on a societyRevision guide on the four mainworlds of science and technologyGuide on how to prepare for theJune examsMini school manual on the historyof QuébecGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 198 ]

Success factor: innovationThe instructional material isdesigned for students with schooladjustment difficulties.Product:Instructional materialDuring an open house, theinstructional material is used todemonstrate the competenciesdeveloped in the differentsubjects.INNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The instructional materialincludes paper and audioback-up.Instructional materials relatedto the same subject are sold ina gift box.PRODUCT[ 199 ]

Success factor: motivationProduct:Instructional materialThe students presentthe instructionalmaterial to theirgroup.The instructionalmaterial is placed inthe library so thatother students in thesame cycle canbenefit from it.Educationconsultants help thestudents design theinstructionalmaterial.The students publishinformation capsulesin the localnewspaper.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.PRODUCT[ 200 ]

Success factor: scopePRODUCTService: workshop presenting the instructionalmaterial and allowing the students to use itProduct: educational game developed from theinformation in the instructional materialPRODUCTverify its effectivenessService: investigation and survey allowingthe students to use the material andmaterial and presenting it in another formProduct: CD supporting the instructionalInstructionalmaterialdeveloped from the instructional materialEconomic activity: sale of the educational gamesale of the instructional materialEconomic activity:Event: advertising campaign promotingthe instructional materialEvent: exhibition in the librarypresentation of the instructional materialBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 201 ]

Implementation steps:Instructional materialPREDESIGN STEP• Determine the target audience, its characteristics and needs• Define the aims of the project and consider what content to present• Research and select relevant information for creating the material based on the predefined aims• Plan how the texts will be written and the general presentation of the material (size, layout, illustrations, etc.)• Develop an original concept that will induce the target audience to use the materialDESIGN AND PRODUCTION STEP• Write the texts to be included in the instructional material• Revise and correct the texts• Design the visual aspects of the material• Have the first draft reviewed and revised, and consider the suggestions• Choose the titlePRODUCTION AND PRINTING STEP• Produce and print the final version of the instructional material• Prepare for the dissemination and presentationDISSEMINATION AND PRESENTATION STEP• Disseminate and present the instructional material to the target audience[202 ]French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

PRODUCTExamples of committees and roles to createinstructional materialRESEARCHERSConsider the content to be presented. They look for, sort andanalyze relevant data and information for developing thecontent based on the aim of the material. To do theirresearch, they check a variety of sources. They select therelevant information, assemble it and give it to the writers.WRITERSWrite the texts to be included in the instructional material.To do so, they read the information assembled by theresearchers and select the information that will make thematerial easier to understand. They give their texts to thereviewers and revisers.REVIEWERS AND REVISERSRead and revise texts and correct spelling, grammatical andsyntax errors. They comment on the accuracy of the subjectcovered and the style used. They ensure that the terminologyis accurate and the sentence structures appropriate.They give their corrections to the writers.DATA ENTRY CLERKSType the texts on the computer. When the work is finishedthey give the texts to the computer graphics designers.PRINTING CLERKSOperate the photocopier and print the texts. They bind thetexts and other documents. They give everything to theeditors..COMPUTER GRAPHICS DESIGNERSDesign and develop the visual aspects of the instructionalmaterial (size, layout, illustrations, etc.). They learn about theconcept and design or organize the visual or graphic componentsthat are then produced by hand or on the computer.These components (graphics, tables, illustrations, pictures,etc.) are used to illustrate certain aspects of the instructionalmaterial. They give their work to the printing clerks.EDITORSManage and supervise the teams. They plan the teams' activities,determine the production schedule and take overallresponsibility for the instructional material. They prepare forthe dissemination and presentation of the instructionalmaterial to the target audience.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [203 ]

Suggestions for entrepreneurial questions:Instructional materialBEFORE THE PROJECT1. Identify the three most important entrepreneurial values for undertaking and completing this kind of team projectand explain why. Share this information with your team members.2. Which of the tasks to be done would you like to get more involved in? Why?3. Which of the tasks to be done is a challenge for you? What strategies will you use to meet the challenge?4. What ways could you consider as a team to complete the project by the deadline?DURING THE PROJECT1. Identify three entrepreneurial values you are discovering in yourself during this project and explain how they arecoming out in the project.2. What steps should you now take as a team to improve how you operate?3. Identify a personal resource (strength, skill or entrepreneurial characteristic) of each of your team members andexplain how it is coming out in the project.4. What advice would you give to your team to help them complete the project successfully? Why?AFTER THE PROJECT1. Which task did you get most involved in? What did you learn from this?2. Did the ways your team considered to complete the project and improve how you operate enable you to completeit successfully? Explain.3. What was your greatest contribution to the team? Explain.4. Fill out the following table:Entrepreneurial valuesTime during the project when they were put into practiceorganizational ability ______________________________________________________________________________________________Effort __________________________________________________________________________________________________________Solidarity ________________________________________________________________________________________________________Determination ___________________________________________________________________________________________________5. Are you happy that you participated in this project? As a team, discuss what you are satisfied with.[204 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

5.1.6. Plan • ELEMENTARY AND SECONDARYFor the teacher and students who want to create a planThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.PRODUCTStep-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)*To be completed, as necessary, by the person undertaking an entrepreneurial project.Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience witha variety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: Mathematics3.2. SC: Solve a situational problem3.3. CC: Use creativity3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)1.1. Type of supportrecommended(see pages 25 to 31)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 205 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: The school has offered the studentsthe opportunity to set up a student lounge for theschool's Secondary Cycle Two students. This projectrequires the students to develop a critical attitude towardconsumer goods since they will have to stay withinthe budget allocated for the entire project. BAL“Environmental Awareness and Consumer Rights andResponsibilities.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 215)6. Product: create a layout plan for a student lounge. 6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 206 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Product: layout plan for the future student lounge basedon requirements and available resources and meeting aneed, namely helping the administration to choose alayout plan that takes the students' vision into account.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of other students to confirm thatthey think it is important to have a place to read, playgames, etc. The need must be general and consideredsignificant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, thestudents could visit a hardware store's decor departmentto explore possibilities and ask for discounts on materials.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 207 ]

Step-by-step supportPRODUCT8.1.2. All of the layout plans are compiled in a proposalsbinder and presented to the school official in charge ofthe project.[ 208 ]8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New product proposed. The students are in a position toinform and convince their end users that they are serious,which means that their plans take all of the importantelements into account. Each team is encouraged toinnovate in how it prepares, creates and presents itslayout plan in the proposals binder.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat it is mainly students in the first year of Cycle Twowho are most interested in using the lounge.8.2. PRODUCT: innovative elements in the project, if applicable(select one or more of the suggestions on page 216).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the layout plan will be well received bythe end user, the teacher and students identify partnersand work with them. For example, a group of students istasked with visiting student lounges in other schools toidentify possibilities.8.2. PRODUCT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation of a layout plan and thisproject is presented to “customers,” namely schoolofficials.8.4. The project has scope because a product is created by thestudents.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS8.3. PRODUCT: motivating elements in the project,if applicable (select one or more of the suggestions onpage 217).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. PRODUCT: elements of scope in the project, if applicable(select one or more of the suggestions on page 218).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. PRODUCT: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. PRODUCT: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 209 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Validity is the indicator that will be evaluated throughoutthe project. It is used to evaluate the development of theentrepreneurial values and competencies targeted by theproject. The choice of indicators has an impact on thetype of considerations addressed in sections I (10.2), II(1.1) and III (1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 219 and 220).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the plan" in the guide (see page 221).General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 210 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. PRODUCT: The teacher and students consider other typesof projects that might interest them. For example, amodel, an investigation and survey.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the students could ask the school board's materialresources department for input.[ 211 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the plan" in the guide(see page 221).1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 212 ]1.1. Questions during the project(see page 43)1.2. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.2. Questions for the teacher(see page 409)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for theplan" in the guide (see page 221).1.2. To do an individual or collective evaluation of the validityindicator, the entrepreneurial experience is reviewed. Thisexercise is an opportunity to identify the entrepreneurialvalues and competencies developed and to drawconclusions that can be transferred to future projects.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PRODUCT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 213 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)

LES: creation of a productScopeThe entrepreneurial projectPlan• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.MotivationInnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]PRODUCT[ 214 ]

Plan: examples of products, services or events for different area of learningPRODUCTLanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentCreation of a layout plan Development plan for a territoryPlan representing twoor three-dimensional shapesPlan of apparatus to bedesigned to make various sportsactivities easierScale reproduction of geometricobjects, figures or constructionsScale plan of charts orgeographic mapsPlan and organization of a spacePlan for the constructionof a climbing wallDiagramming of prescribed scienceand technology conceptsOrganization plan for a territory Plan and representation of a spacePlan for sports facilities (bicyclearena, skateboarding area, etc.)Plan for a prototype, technical,scientific or technological objectGeographic sketchTechnical drawingMapping of situationsPlan for a vivariumGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 215 ]

Success factor: innovationThe layout plans are submittedto youth homes located nearthe school.Product:PlanINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.The layout of the school’sstudent lounge is changed basedon the winning plan.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The proposals binder iscomputerized and incorporates athree-dimensional view of theplans.Paper versions and CD versionsof the plans are sold.PRODUCT[ 216 ]

Success factor: motivationProduct:PlanThe students presenttheir plan to theirgroup.Each team presentsits plan to schoolofficials.A hardware storeowner helps toevaluate the costsof carrying out theplan.The selected plan isfeatured in an articlein the school boardnewsletter.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.PRODUCT[ 217 ]

Success factor: scopePRODUCTPlanPRODUCT[ 218 ]Service: investigation and survey of thestudents to determine the best planProduct: instructional material explainingService: peer helpers: servicehow to design a plan and giving examplesoffering help with similar projectsProduct: three-dimensionalmodel of the planEconomic activity: sale of the services of peer helpersEconomic activity sale of the plansEvent: exhibition of the plansEvent: thematic event: organization of a ceremonyto inaugurate the student lounge based on the planBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Implementation steps:PlanPLANNING STEP• Determine the target audience, its characteristics and needs• Define the aim of the plan• Plan the steps to take by drawing up a work plan• Do research and calculations to define the specifications to be met• Analyze the resources and materials needed, constraints to be respected, etc.DESIGN AND PRODUCTION STEP• Plan how to create the plan:– conceive and create the concept– do sketches, drawings, maps, diagrams, drafts or preliminary plans• Evaluate and estimate the resources, materials and constraints (space, materials, budget, timeline, etc.)• Design the plan and specifications (by hand or on the computer) taking needs and requirements into account(clear and accurate drawings)• Add detailed instructions and design the legend• Make sure the plan meets current standards• Check, review and improve the plan• Ask for input on the plan and ideas and reconsider them• Prepare for the dissemination and presentation• Present the plan to the target audienceDISSEMINATION AND PRESENTATION STEP• Disseminate and present the plan to the target audienceFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [219 ]

Examples of committees and roles to create aplanARCHITECTSDRAFTSPERSONSDesign and create various types of plans. To do so, they doresearch and calculations to ensure that the targetaudience's needs are met and that they give accurate adviceabout the materials, conditions to be met, costs and howmuch time the work will take. They conceive and create theconcept. They give their preliminary plans and drawings tothe draftspersons. They present and explain the plan to theend userINSPECTORS AND CHECKERSCONSULTING ENGINEERSAnalyze layout, construction and other plans to ensure theymeet the client's requirements and current standards. To doso, they check the accuracy of the measurements andmaterials selected, reevaluate the production costs and checkthe general quality of the proposed plan.[220 ]Produce manual or computer-assisted plans and specifications.To do so, they take into account the requirements anddata they are given and make sure the drawings are preciseand accurate. They add instructions and a legend and anyother relevant information to the plans. They give theirdrawings to the inspectors and checkers..Give advice during all kinds of projects. They review projectmanagement and production and make suggestions aboutwork methods to ensure that the project runs smoothly.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

PRODUCTSuggestions for entrepreneurial questions:PlanBEFORE THE PROJECT1. Identify the three most important entrepreneurial values for undertaking and completing this kind of team projectand explain why. Share this information with your team members.2. Which of the tasks to be done would you like to get more involved in? Why?3. Which of the tasks to be done is a challenge for you? What strategies will you use to meet the challenge?4. What ways could you consider as a team to complete the project by the deadline?DURING THE PROJECT1. Identify three entrepreneurial values you are discovering in yourself during this project and explain how they arecoming out in the project.2. What steps should you now take as a team to improve how you operate?3. Identify a personal resource (strength, skill or entrepreneurial value) of each of your team members and explain howit is coming out in the project.4. What advice would you give to your team to help them complete the project successfully? Why?AFTER THE PROJECT1. Which task did you get most involved in? What did you learn from this?2. Did the ways that your team considered to complete the project and improve how you operate enable you tocomplete the project successfully? Explain.3. What was your greatest contribution to the team? Explain.4. Fill out the following table:Entrepreneurial valuesTime during the project when they were put into practiceOrganizational ability ______________________________________________________________________________________________Effort__________________________________________________________________________________________________________Solidarity ________________________________________________________________________________________________________Determination____________________________________________________________________________________________________5. Did this project help you develop your entrepreneurial values? Discuss this as a team and identify the two valuesthat were developed the most.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [221 ]

5.2. Adding scope to LES using information and communicationstechnologiesFor teachers in the vocational training sector, this section contains entrepreneurial LES developed for theelementary and secondary school sectors that are designed to add scope to a first product, service or eventthrough the use of information and communications technologies. The use of technologies is not related toone particular subject at the elementary and secondary school levels, but is incorporated in all theprograms; thus it was impossible to suggest this type of project as a product, service or event for a subjectrelatedproject. However, in some vocational training sectors the use of information and communicationstechnologies constitutes the foundation of a first product, service or event, since these technologies arerelated to the general and specific competencies to be developed. Teachers in the vocational training sectorwill see that it is relatively easy to adapt these instructional materials to their own teaching situation. Atemplate similar to the full version for the vocational training sector was developed for the elementary andsecondary school sectors, and all the support tools are provided to create the following products:5.2.1. Audio CD5.2.2. VideoGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [223 ]

5.2.1. Audio CD • ELEMENTARY AND SECONDARYFor the teacher and students who want to create an Audio CDThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.Step-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)*To be completed, as necessary, by the person undertaking an entrepreneurial project.Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience witha variety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.1.1. Type of supportrecommended(see pages 25 to 31)2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. CC: Use information and communications technologies 3.1. * ___________________________________________________________________________________________________________________________________________________________________________________________________3.1. * ___________________________________________________________________________________________________________________________________________________________________________________________________3.1. Compétence transversale (C.T.)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 224 ]

Step-by-step supportPRODUCT4 Cross-curricular competency development evaluation criteria and toolsGeneral supportPROCESS4. Teachers who wish to evaluate the development of thecross-curricular competency they targeted may refer tothe scales of competency levels of the Ministère del'Éducation, du Loisir et du Sport, its subject-specificprogram (see QEP), documents developed by the schoolteam and instructional material available from publishers.4. Teachers who wish to evaluate the development of thecross-curricular competency they targeted may refer tothe scales of competency levels of the Ministère del'Éducation, du Loisir et du Sport, its subject-specificprogram (see QEP), documents developed by the schoolteam and instructional material available from publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: The students present an exhibition thatincludes some interactive activities as well as moretheoretical parts. Since whole classes will visit theexhibition at the same time, the students want to ensurethat everyone has access to the information. Producing amedia document will solve this problem. BAL “MediaLiteracy.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 234)6. Product: create an audio guide giving some of theinformation to visitors.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development of thecross-curricular competency they targeted may refer tothe scales of competency levels of the Ministère del'Éducation, du Loisir et du Sport, its subject-specificprogram (see QEP), documents developed by the schoolteam and instructional material available from publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 225 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all aspects of the competency, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Product: audio guide giving all visitors access to some ofthe information.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey that confirms that all of the groupsin the school are planning to visit the exhibition andensures that the need is general and consideredsignificant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, theinformation and communications technologies educationconsultant could help the students produce the audio CD.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 226 ]

Step-by-step supportPRODUCT8.1.2. The audio guide could be intended for all of the studentsin the school who visit the exhibition.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 227 ]8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New product created. The students are in a position touse new information and communications technologies toincrease the scope of their initial project. Each team isencouraged to innovate in how it prepares, creates andpresents its audio guide.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat their target audience likes this type of medium.8.2. PRODUCT: innovative elements in the project, if applicable(select one or more of the suggestions on page 235).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the audio guide will be well received bythe end user, the teacher and students identify partnersand work with them. For example, a parent working in thefield could loan the necessary equipment.8.2. PRODUCT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)

Step-by-step supportPRODUCT8.3. It motivates people because a number of students participatein the preparation of the audio guide. Also the audioguide gives more people access to the information, whichincreases the impact of the product.8.4. It has scope because a second product is created after afirst event and is produced by the students.General supportPROCESS8.3. PRODUCT: motivating elements in the project, if applicable(select one or more of the suggestions on page 236).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the impact andrepercussions of the project.8.4. PRODUCT: elements of scope in the project, if applicable(select one or more of the suggestions on page 237).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. PRODUCT: motivating elements in the project, ifapplicable (see diagram of motivating elements to fill outon page 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. PRODUCT: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 228 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Transfer is the indicator that will be evaluated throughoutthe project. It is used to evaluate the knowledge acquiredand the possibilities of applying this knowledge to anotherproject. The choice of indicators has an impact on thetypes of questions asked in phases I (10.2), II (1.1) and III(1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 238 and 239).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the audio CD" in the guide (see page 240).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 229 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. PRODUCT: The teacher and students consider other typesof projects that might interest them. For example, a video.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the students could ask a museum to loan them one of itsaudio guides so that they have access to a concreteexample.[ 230 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the audio CD" in the guide(see page 240).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 231 ]1.1. Questions during the project(see page 43)1.2. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.2. Questions for the teacher(see page 409)

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for theaudio CD" in the guide (see page 240).1.2. To do an individual or collective evaluation of the transferindicator, the entrepreneurial experience is reviewed.This exercise is an opportunity to identify the knowledgeacquired, consider the possibility of applying thisknowledge to another project and draw conclusions thatcan be transferred to future projects.1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 232 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Adding scope to LES using information and communications technologiesScopeThe entrepreneurial projectAudio CD• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.Motivation InnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 233 ]

Audio CD: examples of products, events or servicesFirst production ExamplesPRODUCTSCréation artistiqueArtistic creationVocal work on CDGameSound excerpt on CD providing information about a contextBookNarration of a story on CDModelAudiotape explaining elements of the modelInstructional materialEnglish course on CDTechnical or scientific objectAudiotape explaining the implementation steps for a technical or scientific objectPlanAnimated presentation of a plan on CDEVENTSAwareness campaignAdvertising campaignThematic eventExhibitionDramatizationShowAudio information capsule about a problemAudio advertising capsuleMusic festival on audio CDAudio guide for an exhibitionAudiotape of a dramatizationCD of a musical variety showSERVICESTraining workshopInvestigation and surveyInterviewPeer helpersEducational conference on CDSurvey questionnaire on CDInterview CDDirected relaxation CDGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 234 ]

Success factor: innovationThe audio CDs containingmusical extracts are offered toyouth centres.Product:Audio cdINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.The audio CD also promotesthe music program.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Audio extracts are put on theschool’s website.The audio CDs are all sold inone-of-a-kind cases decoratedby the students.[ 235 ]

Success factor: motivationProduct:Audio CDThe studentspresent their audioCD to their group.The musical piecesrecorded on the audioCD’s are played on thestudent radio.The information andcommunicationstechnologieseducation consultanthelps the studentswith their project.The audio CD containingextracts of interviewswith workers is put inthe school board’scounselling servicesdocumentation centresand promoted in theboard’s newsletter.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projectas social implicationsand impact.[ 236 ]

Firstproduction(product, serviceor event)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 237 ]Service: workshop on the elements of the CDEconomic activity: sale of the CDSuccess factor: scopeAUDIO CDcontaining texts related to the CD contentsProduct: book: booklet put in the CD caseEvent: advertising campaign promoting the CDBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.

Implementation steps:Audio CDPREPARATION AND PREPRODUCTION STEP• Determine the target audience, its characteristics and needs• Define the aim of the CD• Ensure that it is compatible with the application chosen• Plan the material and recording methods• Decide on the technology (computer, DVD player, sound system, etc.)• Plan the recording• Decide how the user will access the content (think about the structure of the CD)PRODUCTION STEP• Record the sequences• Edit if necessary• Review and adapt the sequences• Design the CD cover and label• Copy the elements onto the CD• Cut the CD and affix the labelDISSEMINATION AND PRESENTATION STEP• Disseminate and present the CD to the target audience[238 ]French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

Examples of committees and roles to create anaudio CDDESIGNERS AND IDEAS PEOPLECreate the basic concept of a multimedia product like a CD.They come up with ideas and determine the main characteristicsand general parameters taking into account theelectronic medium chosen and the user's needs. They decidehow the user will access the content and ensure that all ofthe elements are designed using appropriate applications.PRODUCERSTake charge of the production. They manage the productiontaking into account the characteristics of the target audienceand the aim of the production. They plan and supervise therecording sessions.SOUND ENGINEERSPlan the recording equipment and methods and the actualrecording. They decide which technology to use, conduct therecording sessions and create the CDs.COMPUTER GRAPHICS DESIGNERSDesign and create the visual elements to be put on the CDcover and label. They learn about the concept and design orarrange the visual or graphic components.MUSICIANS AND SINGERSPlay a musical instrument or perform different types ofsongs as a soloist or member of a group. To ensure a goodperformance, they study and rehearse until they are ready toperform their piece.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [239 ]

Suggestions for entrepreneurial questions:Audio CDBEFORE THE PROJECT1. Complete the following sentence: “I am willing to invest myself in this project because…”2. As a team, decide on your objective. How will you manage to put in the consistent effort and perseverance requiredto complete your project?3. Fill out the following table:Entrepreneurial valuesStrategies to use to further develop these valuesLeadership _______________________________________________________________________________________________________Creativity ________________________________________________________________________________________________________Resourcefulness___________________________________________________________________________________________________Tenacity _________________________________________________________________________________________________________4. How will you satisfy your target audience?DURING THE PROJECT1. What advice would you give yourself to improve your commitment to this project? Describe what you could do toimprove.2. Give a concrete example of the sense of responsibility of each of your team members.3. Complete the following sentence: “I could be more tenacious and persevere more by…”4. Complete the following sentence: “This team work is giving me the opportunity to learn that…”AFTER THE PROJECT1. As a team, describe an effort made by each team member during the project.2. Comment on the following statement: “My commitment is reflected in the results of this project.”3. If you had the opportunity to continue this project, to add another step, what would you consider doing? Why?4. As a team, explain how you met the needs of your target audience or end user.5. To what other circumstances or activities do you think you could apply what you have learned during this project?[240 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

5.2.2. Video • ELEMENTARY AND SECONDARYFor the teacher and students who want to create a videoThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.Step-by-step supportPRODUCTGeneral supportPROCESS*To be completed, as necessary, by the person undertaking an entrepreneurial project.Support to promote autonomyPARTNERS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a PRODUCT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.1.1. Type of supportrecommended(see pages 25 to 31)2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. CC: Use information and communications technologies 3.1. * ___________________________________________________________________________________________________________________________________________________________________________________________________3.1. * ___________________________________________________________________________________________________________________________________________________________________________________________________3.1. Compétence transversale (C.T.)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 241 ]

Step-by-step supportPRODUCT4 Critères et outils d’évaluation du développement de la compétence transversaleGeneral supportPROCESS4. Teachers who wish to evaluate the development of thecross-curricular competency they targeted may refer tothe scales of competency levels of the Ministère del'Éducation, du Loisir et du Sport, its subject-specificprogram (see QEP), documents developed by the schoolteam and instructional material available from publishers.4. Teachers who wish to evaluate the development of thecross-curricular competency they targeted may refer tothe scales of competency levels of the Ministère del'Éducation, du Loisir et du Sport, its subject-specificprogram (see QEP), documents developed by the schoolteam and instructional material available from publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: The students have developed instructionalmaterial to learn the techniques of a sport. Theyrealize that it is easier to understand the finer points ofthese techniques by watching them. The teacher suggeststhat they produce a media document for this purpose,giving them the opportunity to present additional instructionalmaterial to the target audience. BAL “MediaLiteracy.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 251)6. Product: create a video presenting video-tapeddemonstrations of the techniques of a sport.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development of thecross-curricular competency they targeted may refer tothe scales of competency levels of the Ministère del'Éducation, du Loisir et du Sport, its subject-specificprogram (see QEP), documents developed by the schoolteam and instructional material available from publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 242 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aPRODUCT, uses all aspects of the competency, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Product: video enabling the students to produce a mediadocument to improve the instructional material. Thisproduct is useful because it helps the target audienceunderstand the finer points of the techniques of the sport.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and the students couldconduct a mini-survey of other students to confirm thatactual demonstrations of the techniques would help themunderstand. The need must be general and consideredsignificant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, theinformation and communications technologies educationconsultant helps the students produce the video.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 243 ]

Step-by-step supportPRODUCT8.1.2. The video could be intended for students in the schoolwho will have to learn and develop the techniques of asport.[ 244 ]8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New product created. The students are in a position touse new information and communications technologies toinform their peers about the techniques of a sport. Eachteam is encouraged to innovate in how it prepares, createsand presents its video.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat a sport is played outside school hours and thestudents are interested in having access to thisinformation.8.2. PRODUCT: innovative elements in the project, if applicable(select one or more of the suggestions on page 252).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the video will be well received by the enduser, the teacher and students identify partners and workwith them. For example, audiovisual technology studentsgive the students advice about videotaping and editingtechniques.8.2. PRODUCT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation of the video. The video alsogives more people access to the information, whichincreases the impact of the product.8.4. It has scope because a second product is created after afirst service and is produced by the students.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS8.3. PRODUCT: motivating elements in the project, ifapplicable (select one or more of the suggestions onpage 253).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the impact andrepercussions of the project.8.4. PRODUCT: elements of scope in the project, if applicable(select one or more of the suggestions on page 254).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. PRODUCT: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. PRODUCT: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 245 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Satisfaction is the indicator that will be evaluatedthroughout the project. It is used to evaluate whether thestudents and the end user are happy with the results. Thechoice of indicators has an impact on the types ofquestions asked in phases I (10.2), II (1.1) and III (1) of theapproach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 255 and 256).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the video" in the guide (see page 257).General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 246 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see pages 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. PRODUCT: The teacher and students consider other typesof projects that might interest them. For example, unaudio CD.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the students could ask physical education universitystudents for information about the techniques of thesport.[ 247 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the video" in the guide(see page 257).1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 248 ]1.1. Questions during the project(see page 43)1.2. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.2. Questions for the teacher(see page 409)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

»Step-by-stepIII. INTEGRATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for thevideo" in the guide (see page 257).1.2. To do an individual or collective evaluation of thesatisfaction indicator, the entrepreneurial experience isreviewed. This exercise is an opportunity to consider theresults obtained in terms of whether the students and theend user are happy with the final results and to drawconclusions that can be transferred to future projects.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 249 ]1.2. IEntrepreneurial indicators(see pages 38 and 39)1.3. Questions about the PRODUCT encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their pedagogicalpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)

Adding scope to LES using information and communications technologiesScopeThe entrepreneurial projectVideo• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.Motivation InnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 250 ]

Video: examples of products, events or servicesFirst production ExamplesPRODUCTSArtistic creationCartoon on videoGameVideotaped quizBookTale presented on video helping very young children follow the storyModelVideo showing the steps in building a scale modelInstructional materialsVideo presenting educational lectures on one of the broad areas of learningTechnical or scientific objectTV science show for childrenPlanPresentation of a plan on videoEVENTSAwareness campaignAdvertising campaignThematic eventExhibitionDramatizationShowAwareness campaign on videoVideotaped advertisingVideo report on the event with comments from the participantsAnimation on video of various kiosks at a museum exhibitionVideotaped dramatizationConcert on videoSERVICESTraining workshopInvestigation and surveyInterviewPeer helpersVideotaped demonstration of the techniques of a sportInvestigation and survey on videoVideotaped interviewVideo showing conflict resolution techniquesGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 251 ]

Success factor: innovationThe videos demonstrating sportstechniques are offered to acommunity recreation centre.Product:VideoINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.A video of a play put on by thedrama students promotes thisprogram to elementary CycleThree students.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Extracts from the videos are puton the school’s website. Thepublic is informed that it canwatch them in the school library.The video is sold on the school’swebsite.[ 252 ]

Success factor: motivationProduct:VideoThe students presenttheir video to theirgroup.All of the videos areput in the schoollibrary so that all thestudents and teachershave access to them.The information andcommunicationstechnologieseducation consultanthelps the studentswith their project.The videosdemontrating thetechniques of a sportare offered to physicaleducation instructorsin the elementaryschools as instructionalmaterial.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projectas social implicationsand impact.[ 253 ]

Firstproduction(product, serviceor event)[ 254 ]Service: workshop on creating a videoEconomic activity: sale of the videoSuccess factor: scopeVIDEOProduct: artistic creation: illustratedcase for the videothe video to the target publicEvent: advertising campaign promotingBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Implementation steps:VideoPREPARATION AND PREPRODUCTION STEP• Determine the target audience, its characteristics and needs• Define the aim of the video• Read the script (subject, characters, situation, plot, etc.)• Plan the equipment needed to transfer the files digitally• Plan the locations for the shoot• Share the vision and creation as a team• Design a plan for the shoot to preview the various scenes• Plan performance requirements• Plan the schedule for the shootSHOOTING AND EDITING STEP• Work on rehearsing and performing the script• Shoot the video• Transfer the scenes shot onto the computer• Select the sequences• Digitize and edit the video using software• Check the sound• Create the sound effects• Create interesting sound or visual effects• Create the video caseDISSEMINATION AND PRESENTATION STEP• Present and screen the videoFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [255 ]

Examples of committees and roles to create avideoDIRECTORS AND PRODUCERSCAMERA OPERATORSPlan the entire production taking into account the targetaudience and the aims of the production. To do so, theydirect the teams, plan the activities (locations for the shoot,human and material resources required) and determine theproduction schedule. They run the rehearsals, direct theshoot and approve the final edited version.ACTORSSOUND EFFECTS TECHNICIANSPerform the roles in a production. They learn their lines andidentify the meaning, locations, characters, behaviour, etc.They work on rehearsing and performing the scriptrespecting acting conventions (listen to others, adjust one'sacting, etc.).VIDEOGRAPHERSEdit the video elements on the computer. They read thescript, select the sequences, digitize and edit the video usingsoftware.[256 ]Operate the camera during shoots. With the directors andproducers, they determine the best shots and decide on aplan for the shoot. They adjust the camera and shoot all thescenes, ensuring that they create an interesting visual effect.Reproduce sounds or create sound effects. They also ensurethat the sound and sound effects comply with the productionneeds. They present the final result to the directors andproducers.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

Suggestions for entrepreneurial questions:VideoBEFORE THE PROJECT1. Complete the following sentence: “I am willing to invest myself in this project because…”2. What objective have you set for yourselves as a team? How will you manage to put in the consistent effort andperseverance required to complete your project?3. Fill out the following table:Entrepreneurial valuesStrategies to use to further develop these valuesLeadership _______________________________________________________________________________________________________Creativity ________________________________________________________________________________________________________Resourcefulness___________________________________________________________________________________________________Tenacity _________________________________________________________________________________________________________4. How will you satisfy your target audience?DURING THE PROJECT1. What advice would you give yourself to improve your commitment to this project? Describe what you could do toimprove.2. Give a concrete example of the sense of responsibility of each of your team members.3. Complete the following sentence: “I could be more tenacious and persevere more by…”4. Complete the following sentence: “This team work is giving me the opportunity to learn that…”AFTER THE PROJECT1. As a team, describe an effort made by each team member during the project.2. Comment on the following statement: “My commitment is reflected in the results of this project.”3. If you had the opportunity to continue this project, to add another step, what would you consider doing? Why?4. As a team, explain how you met the needs of your target audience or end user.5. Are you happy that you participated in this project? As a team, discuss what you are satisfied with.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [257 ]

SERVICE5.3. LES: creation of a SERVICEThis section contains entrepreneurial LES developed for the elementary and secondary school sectors.Teachers in the vocational training sector should find it relatively easy to adapt these instructional materialsto their own teaching situation. A template similar to the full version for the vocational training sector wasdeveloped for the elementary and secondary school sectors, and all the support tools are provided to createthe following services:5.3.1. Investigation and survey5.3.2. Interview5.3.3. Peer helpersGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [259 ]

5.3.1. Investigation and survey • ELEMENTARY AND SECONDARYFor the teacher and students who want to create an investigation and surveyThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.SERVICE*To be completed, as necessary, by the person undertaking an entrepreneurial project.Step-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a SERVICE..1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.1.1. Type of supportrecommended(see pages 25 to 31)2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: Mathematics3.2. SC: Communicate by using mathematical language3.3. CC: Adopt effective work methods3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 260 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: When the comprehensive exams arrivefrom the Ministère de l'Éducation, du Loisir et du Sport,some students have difficulty managing their stress andwould benefit from adopting a self-monitoring procedureconcerning the development of good living habits relatedto health and well-being. BAL “Health and Well-being.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 270)6. Service: Do an investigation and survey onstress-management methods.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 261 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 to 23)7. The project seems complex enough because it leads to aSERVICE, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Service: investigation and survey on good living habitsrelated to health and well-being that meets a need,namely helping students who have difficulty managingtheir stress at exam time.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey to confirm that many students arestressed out about these exams and that very few ofthem know how to manage their stress. The need must begeneral and considered significant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, thephysical education and health specialist tells the studentsabout some stress management techniques.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theservice (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 262 ]

Step-by-step supportPRODUCT8.1.2. The investigation and survey could be intended forElementary Cycle Three students.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 263 ]8.1.2. Target audience or end user targeted by theservice (see pages 18 and 19)8.2. New service offered. The students are in a position toencourage their peers to adopt a self-monitoring procedureconcerning their health and well-being. Each team isencouraged to innovate in how it prepares, creates andpresents its investigation and survey.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat boys and girls use different methods to managestress.8.2. SERVICE: innovative elements in the project, if applicable(select one or more of the suggestions on page 271).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the investigation and survey will be wellreceived by the end user, the teacher and studentsidentify partners and work with them. For example, thestudents could ask the school nurse to be a partner.8.2. SERVICE: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation of the investigation andsurvey and this service is offered to “customers,” namelyCycle Three students in the school.8.4. The project has scope because a service is created by thestudents.General supportPROCESS8.3. SERVICE: motivating elements in the project, if applicable(select one or more of the suggestions on page 272).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the impact andrepercussions of the project.8.4. SERVICE: elements of scope in the project, if applicable(select one or more of the suggestions on page 273).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. SERVICE: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. SERVICE: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 264 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Transfer is the indicator that will be evaluated throughoutthe project. It is used to evaluate the knowledge acquiredduring the project and the possibilities of applying thisknowledge to another project. The choice of indicators hasan impact on the type of questions asked in sections I(10.2), II (1.1) and III (1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementationsteps and committees that can be used in the project(see pages 274 and 275).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the investigation and survey" in the guide(see page 276).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 265 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. SERVICE: The teacher and students consider other types ofprojects that might interest them. For example, a trainingworkshop, instructional material.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example, asa result of the students' search for partners, an exercisecentre could invite them to try a yoga session.[ 266 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the investigation and survey"in the guide (see page 276).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 267 ]1.1. Questions during the project(see page 43)1.2. Questions about the SERVICE encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.2. Questions for the teacher(see page 409)

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for theinvestigation and survey" in the guide (see page 276).1.2. To do an individual or collective evaluation of the transferindicator, the entrepreneurial experience is reviewed.This exercise is an opportunity to identify the knowledgeacquired, consider the possibility of reinvesting thisknowledge in another project and draw conclusions thatcan be transferred to future projects.1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SERVICE1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 268 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the SERVICE encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

LES: creation of a serviceScopeThe entrepreneurial projectInvestigation and survey• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.MotivationInnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]SERVICE[ 269 ]

Investigation and survey: examples of products, services or events for different subject areasSERVICELanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentInvestigation concerning readinghabitsInvestigation concerning a scientificor technological phenomenonSurvey on the diversity of socialidentitiesSurvey on living habitsSurvey conducted in FrenchSurvey on the use of technologicaldevicesInvestigation concerning today'sbeliefs, attitudes and valuesInvestigation concerning an ethicalissueInvestigation concerning religiousdiversityGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 270 ]

Success factor: innovationThe students e-mail a parent’scoworkers asking them to fill outthe survey.Service:Investigation and surveyINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.The investigations and surveystarget subjects to be covered inan awareness campaign.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The investigations and surveysare put on the school’s websiteand the students surveyed areasked to fill them out on-line.The results of theinvestigations and surveys aresent to those who requestthem in exchange for aservice.SERVICE[ 271 ]

Success factor: motivationService:Investigation and surveyEach team presentsthe results of itsinvestigation andsurvey to the class.The results of theinvestigations andsurveys are featured inthe school’s studentnewspaper.Students at anotherschool are asked torespond to theinvestigations andsurveys.The procedures andresults of theinvestigations andsurveys are put on theschool’s website.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.SERVICE[ 272 ]

Success factor: scopeSERVICEInvestigationand surveySERVICE[ 273 ]surveys is presented in the form of an interviewsteps in an investigation and surveyProduct: educational game teaching theinvestigation and surveysteps in conducting a successfulService: interview: a section of the investigations andService: workshop on the procedures andof the procedures and resultsProduct: book: compilation of allEconomic activity: sale of an investigationEconomic activity: sale of the educational gameand survey serviceEvent: awareness campaign based on theresults of the investigations and surveysEvent: thematic event: lunch and learn sessioninforming the students of the findings of theirinvestigations and surveys on a themeBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Implementation steps:Investigation and surveyPREPARATION AND DESIGN STEP• Identify the end user and that user's needs• Define the research objectives (subject to be investigated, hypotheses to be verified)• Research and gather information on the selected subject (from books, articles, Internet, etc.)• Synthesize the information gathered and share it with the team members• Determine which subjects will be selected as the sample and be targeted by the investigation and survey• Write the questionnaires• Design the data collection grids• Revise and correct the texts• Do the page layout and make the required number of copiesDATA COLLECTION, COMPILATION, PROCESSING AND ANALYSIS STEP• Administer the measuring instrument to the selected sample• Organize the data collected into groups and categories to make interpretation easier• Read and analyze the information collected• Interpret the data using mathematical principles• Choose the most appropriate way to present the results (tables, graphs, etc.)• Present the final results and draw conclusionsDISSEMINATION AND PRESENTATION STEP• Disseminate and present the results of the investigation and survey to the target audienceFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.[274 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

SERVICEExamples of committees and roles to conduct aninvestigation and surveySTATISTICIANSPlan and do statistical research to provide information abouta subject and address research objectives. They writequestionnaires, select a sample and design the data collectiongrids. They read and analyze the information compiledand interpret it using mathematical principles. They put thedata in graphics form, present the final results and drawconclusions.RESEARCHERSResearch and select the data, information and all thedocumentation required to conduct the investigation andsurvey. To do so, they check outside sources, documentation,databases, etc. They prepare research summaries to presentto the entire team.STATISTICAL TECHNICIANSAdminister the measuring instrument to the selectedsample. They read and process the information collected. Todo so, they design an instrument to organize the datacollected and to facilitate the interpretation required for thestatisticians' investigation and survey.REVISERSRead and revise texts and correct spelling, grammatical andsyntax errors. They comment on the accuracy of the subjectcovered and the style used. They ensure that the terminologyis accurate and the sentence structures appropriate.They do the final page layout and make the necessarynumber of copies.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [275 ]

Suggestions for entrepreneurial questions:Investigation and surveyBEFORE THE PROJECT1. Complete the following sentence: “In this project, I would like to develop…”2. What will you have to do to stay motivated during this project?3. As a team, determine what you are considering doing to innovate in this project.Entrepreneurial values Strategies to use to further develop these valuesSolidarity ________________________________________________________________________________________________________Sense of responsability_____________________________________________________________________________________________Determination____________________________________________________________________________________________________Self-condidence___________________________________________________________________________________________________4. Fill out the following table:DURING THE PROJECT1. Describe to each of your team members the greatest effort you have noticed so far.2. As a team, count the number of hours you have spent on the project to date and plan what remains to be done.3. What do you think you will gain personally from this project?4. As a team, comment on the following statement: “A project obliges the participants to cooperate, share goals,coordinate actions, negotiate and work together.” Consider solutions if you are having problems.AFTER THE PROJECT1. As a team, comment on the following statement: “Motivation is what drives action.”2. As a team, specify how you managed to make maximum use of the human, material and financial resources. If youwere not able to, think of solutions you could apply in future projects.3. Complete the following sentence: “I think this project has value because…”4. How have you influenced your team members?5. To what other circumstances or activities do you think you could apply what you have learned during this project?[276 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

5.3.2. Interview • ELEMENTARY AND SECONDARYFor the teacher and students who want to create an interviewThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.SERVICE*To be completed, as necessary, by the person undertaking an entrepreneurial project.Step-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a SERVICE.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1 Subject: English Language Arts3.2 SC: Use language to communicate3.3 CC: Achieve his/her potential3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)1.1. Type of supportrecommended(see pages 25 to 31)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________[ 277 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: When students first enter secondaryschool, they feel insecure. To help them get acquaintedand develop a spirit of openness to the world and respectfor diversity, the teacher suggests that they conduct groupinterviews. BAL “Citizenship and Community Life.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 287)6. Service: conduct an interview aimed at gettingacquainted.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 278 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aSERVICE, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Service: interview aimed at getting acquainted and sharingone's interests and passions. These interviews enable thestudents to meet a need, namely to create bonds andrealize that they have common interests.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of other students to confirm thatmany of them have not yet developed relationships withtheir peers and that they would like to have this type ofexperience. The need must be general and consideredsignificant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, all theteachers in the same cycle agree to use class time for thestudents to fill out the mini-survey.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theservice (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 279 ]

Step-by-step supportPRODUCT8.1.2. The interview could be intended for all of the students inthe first year of Cycle One.[ 280 ]8.1.2. Target audience or end user targeted by theservice (see pages 18 and 19)8.2. New service offered. The students are in a position toinform their peers about each student's characteristics(talents, passions, etc.). To ensure the students getaccurate and interesting information, each team isencouraged to innovate in how it prepares, creates andpresents its interview.General supportPROCESS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat many students have talents that they have not toldtheir peers about because they use these talents outsideschool.8.2. SERVICE: innovative elements in the project, if applicable(select one or more of the suggestions on page 288).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the interview will be well received by theend user, the teacher and students identify partners andwork with them. For example, the school guidancecounsellor and psychologist tell the students about interviewingtechniques (open-ended questions, rephrasing)that make interviewing easier.8.2. SERVICE: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT8.3. It motivates people because a number of students participatein the preparation of the interview and this serviceis presented to “customers,” namely all of the students inthe school in the first year of Cycle One.8.4. The project has scope because a service is offered by thestudents.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS8.3. SERVICE: motivating elements in the project, if applicable(select one or more of the suggestions on page 289).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the impact andrepercussions of the project.8.4. SERVICE: elements of scope in the project, if applicable(select one or more of the suggestions on page 290).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. SERVICE: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. SERVICE: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 281 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Validity is the indicator that will be evaluated throughoutthe project. It is used to evaluate the development of theentrepreneurial values and competencies targeted by theproject. The choice of indicators has an impact on thetype of questions asked in sections I (10.2), II (1.1) and III(1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 291 and 292).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the interview" in the guide (see page 293).General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurialquestions" (see pages 398 to 406), the teacher andstudents select some of the questions. The questionschosen are as follows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 107 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 282 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. SERVICE: The teacher and students consider other types ofprojects that might interest them. For example, anadvertising campaign, a training workshop.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the students could ask a television host for informationabout different types of interviews.[ 283 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the interview" in the guide(see page 293).1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________SERVICE1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 284 ]1.1. Questions during the project(see page 43)1.2. Questions about the SERVICE encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.2. Questions for the teacher(see page 409)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for theinterview" in the guide (see page 293).1.2. To do an individual or collective evaluation of the validityindicator, the entrepreneurial experience is reviewed. Thisexercise is an opportunity to identify the entrepreneurialvalues and competencies developed and to drawconclusions that can be transferred to future projects.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SERVICE1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 285 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the SERVICE encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)

LES: creation of a serviceScopeThe entrepreneurial projectInterview• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.MotivationInnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]SERVICE[ 286 ]

Interview: examples of products, services or events for different areas of learningSERVICELanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentReading groupInterview illustrating differentmathematical rolesInterview aimed at taking a positionon solving global problemsInterview narrating one's experienceof dramatic creationDiscussion group ona moral subjectInterview in FrenchExchange of scientific andtechnological informationIInterview aimed at communicatingone's views about a musical workInterview on day-to-dayproblems in the different broadareas of learningLive interview with audience inputInterview aimed at confirming orrefuting speculationInterview featuring characters fromdramatic worksGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 287 ]

Success factor: innovationAn interview is done inpartnership with a communitytelevision station.Service:InterviewINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.An interview is done to provideinformation on a little-knownsubject.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]A remote interview isdone using a webcam.The students answer a surveyprepared by a group ofstudents who in return givethem the results of the survey.SERVICE[ 288 ]

Success factor: motivationService:InterviewThe students presenttheir interview totheir group.Parts of the intervieware put on theschool’s website.A community radiohost helps thestudents preparetheir interview.The interviews areaired on the studentradio and thecommunity radio.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.SERVICE[ 289 ]

Success factor: scopeSERVICEInterviewSERVICE[ 290 ]about the individuals interviewedProduct: book: newspaper articlesrelating to all of the interviews(information gathered during the interviews)Service: workshop related to the customers' passionsService: investigation and survey: statisticsProduct: CD containing the interviewsEconomic activity: sale of the newspaper featuring the interviewsEconomic activity: sale of the audio CDEvent: show with the students groupedaccording to their similarities andhighlighting these similarities(for example, musicians, athletes, etc.)Event: exhibition highlighting the students'commonalities discovered as a result of the interviewsBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

SERVICEImplementation steps:InterviewRESEARCH STEP• Determine the target audience, its characteristics and needs• Define the aims of the interview• Research and gather information from documentation and resource persons concerning the subject to be covered• Present to the team the relevant information that will help with the preparation of the interview• Identify and research the individual(s) to interview• Write, revise and correct the interview questions• Select an appropriate place for the interviewPREPARATION STEP• Contact the individual(s) to be interviewed and agree on a time and place to meet• Develop an interview protocol (structure, time, questions, etc.)• Rehearse the interview with a team member and make changes if necessarySERVICE AND INTEGRATION STEP• Conduct the interview and compile and analyze the information obtained• React and adapt one's approach during the interview• Evaluate the effectiveness of the approachFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [291 ]

Examples of committees and roles to conduct aninterviewRESEARCHERSWRITERSResearch, select and prepare the information that will makeit easier to prepare for the interview. To do so, they consultdocumentation and resource persons. They compile theinformation and give it to the writers. They may alsoresearch the individuals to be interviewed, contact them, andchoose and agree on a time and place to meet.REVIEWERS AND REVISERSINTERVIEWERSRead and revise texts and correct spelling, grammatical andsyntax errors. They comment on the accuracy of the subjectcovered and the style used. They ensure that the terminologyis accurate and the sentence structures appropriate.They give the corrections to the interviewers so that theycan prepare for the interview.[292 ]Write the interview questions. To do so, they read the informationcompiled by the researchers. They give their texts tothe book reviewers and revisers.Ask other people questions based on a predefined interviewprotocol. The interview is designed to obtain informationabout various subjects. To do so, at the beginning of theinterview they make sure that the interview objectives andstructure are understood. They ask the questions, rephrasethe answers or may ask the interviewees to clarify theiranswers. Occasionally they may be asked to write a reporton the interview.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

SERVICESuggestions for entrepreneurial questions:InterviewBEFORE THE PROJECT1. Complete the following sentence: “In this project, I would like to develop…”2. What will you have to do to stay motivated during this project?3. As a team, plan how to innovate in this project.4. Fill out the following table:Entrepreneurial valuesStrategies to use to develop these values furtherSolidarity_________________________________________________________________________________________________________Sense of responsibility _____________________________________________________________________________________________Determination ____________________________________________________________________________________________________Self-confidence____________________________________________________________________________________________________DURING THE PROJECT1. Describe to each of your team members the greatest effort you have noticed so far.2. As a team, count the number of hours you have spent on the project to date, and plan what remains to be done.3. What do you think you will gain personally from this project?4. As a team, comment on the following statement: “A project obliges the participants to cooperate, share goals,coordinate actions, negotiate and work together.” Consider solutions if you are having problems.AFTER THE PROJECT1. As a team, comment on the following statement: “Motivation is what drives action.”2. As a team, specify how you managed to make maximum use of the human, material and financial resources. If youwere not able to, think of solutions you could apply in future projects.3. Complete the following sentence: “I think this project has value because…”4. How have you influenced your team members?5. Did this project help you develop your entrepreneurial values? Discuss this as a team and identify the two valuesthat were developed the most.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [293 ]

5.3.3. Peer helpers • ELEMENTARY AND SECONDARYFor the teacher and students who want to create a peer helpers serviceThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.SERVICE*To be completed, as necessary, by the person undertaking an entrepreneurial project.Step-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting a SERVICE.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: English Language Arts3.2. SC: Write a variety of genres for personal and social purposes3.3. CC: Communicate appropriately3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)1.1. Type of supportrecommended(see pages 25 to 31)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 294 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: Elementary Cycle Three students worryabout life in secondary school. The secondary studentsremember asking themselves the same questions. Byoffering a peer helpers service, the students develop anopenness to the world and respect for diversity. BAL“Citizenship and Community Life.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 304)6. Service: create a peer helpers service by maintaining acorrespondence with elementary Cycle Three students,giving them concrete answers to their questions aboutsecondary school.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 295 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to aSERVICE, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Service: peer helpers service through correspondence,providing information about the realities of secondaryschool and meeting a need, namely answering elementarystudents' questions and alleviating their concerns.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of other students to confirm thatthe secondary school students can answer many of thequestions from elementary school students. The needmust be general and considered significant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example,guidance counsellors who tour the elementary schools andget asked all of the students' questions are invited to workwith them.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theservice (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 296 ]

Step-by-step supportPRODUCT8.1.2. The peer helpers service could be intended for CycleThree students in an elementary school.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 297 ]8.1.2. Target audience or end user targeted by theservice (see pages 18 and 19)8.2. New service offered. The students are in a position to beconsulted and help their future schoolmates. To ensure thestudents get accurate and interesting information, eachteam is encouraged to innovate in how it prepares, createsand presents its peer helpers service.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat other students feel more insecure about certainthings.8.2. SERVICE: innovative elements in the project, if applicable(select one or more of the suggestions on page 305).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the peer helpers service will be wellreceived by the end user, the teacher and studentsidentify partners and work with them. For example,elementary school Cycle Three teachers agree toparticipate in the project.8.2. SERVICE: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation of the peer helpers serviceand the service is offered to “customers,” namely CycleThree students in an elementary school.8.4. The project has scope because a service is created by thestudents.General supportPROCESS8.3. SERVICE: motivating elements in the project, if applicable(select one or more of the suggestions on page 306).* _________________________________________________________________________________________________PROCESS:* The process is adapted or new steps andstrategies are developed to increase the impact andrepercussions of the project.8.4. SERVICE: elements of scope in the project, if applicable(select one or more of the suggestions on page 307).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. SERVICE: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. SERVICE: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 298 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Efficiency is the indicator that will be evaluatedthroughout the project. It is used to evaluate the resultsobtained and what has been learned. The choice ofindicators has an impact on the type of questions asked insections I (10.2), II (1.1) and III (1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 308 and 309).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the peer helpers service" in the guide(see page 310).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 299 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. SERVICE: The teacher and students consider other types ofprojects that might interest them. For example, anadvertising campaign, a game.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the entire school team could answer more specificquestions and thus ensure that the information providedis accurate.[ 300 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the peer helpers service" in theguide (see page 310).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________SERVICE1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 301 ]1.1. Questions during the project(see page 43)1.2. Questions about the SERVICE encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.2. Questions for the teacher(see page 409)

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for thepeer helpers service" in the guide (see page 310).1.2. For an individual or collective evaluation of the efficiencyindicator, the entrepreneurial experience is reviewed. Thisexercise is an opportunity to identify what has beenlearned, check whether the objectives have been achievedand draw conclusions that can be transferred to futureprojects.1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SERVICE1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 302 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the SERVICE encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirpedagogical practices with respect to entrepreneurialculture (see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

LES: creation of a serviceScopeThe entrepreneurial projectPeer Helpers• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.Motivation InnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]SERVICE[ 303 ]

Peer helpers: examples of products, services or events for different areas of learningSERVICELanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentService helping with reading andwritingHelp with science homeworkAssistance with the arts for youngerstudentsPeer helpers group (conflictmanagement, psychological help)Second language mentoring Remedial mathematics service Music mentoring Sports trainingReading service offered to youngchildren or seniorsBuddy system during lab periodsBuddy system service offered tonew studentsCorrespondence with studentsMutual support in adopting ahealthy and active life styleHelp service concerning rights andresponsibilitiesGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 304 ]

Success factor: innovationA video promoting the peer helpersservice is sent to various places inthe community (seniors’ homes,community organizations, etc.)Service::Peer helpersINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.The peer helpers service ispresented as a training session tohelp the client become moreautonomous.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]A remote peer helpers service isoffered on-line throughvideoconferencing.A peer helpers service isoffered to clients in return forvolunteering at a studentcoop.SERVICE[ 305 ]

Success factor: motivationService:Peer helpersA peer helpers serviceis offered to clients inreturn for volunteeringat a student coop.A peer helpers serviceis offered to all thestudents in the school.A peer helpers serviceis offered toelementary schoolstudents and theSpiritual Life andCommunityInvolvement Facilitatorpartners in the project.A peer helpers serviceis offered to seniors.The local newspaperinforms the public thatthis service isavailable.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.SERVICE[ 306 ]

Success factor: scopeSERVICEPeerhelpersGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]SERVICE[ 307 ]of people who received a help serviceService: interview to collect the commentsstudents relate their experiencesProduct: book: journal in which theService: investigation and survey of the usefulnessProduct: video promoting theand effectiveness of the peer helpers servicepeer helpers serviceEconomic activity: sale of tickets to the showof a peer helpers serviceEconomic activity: salethe peer helpers serviceEvent: advertising campaign promotingEvent: benefit show to supportand fund the peer helpers serviceBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.

Implementation steps:Peer helpersRESEARCH STEP• Identify the target audience and its characteristics• Define the need or problem that requires intervention• Gather and analyze information on the defined problem• Share the information with the entire team• Agree on the type of help to be given• Determine the materials needed to carry out the projectPREPARATION STEP• Contact clients to offer the help service• Make a service agreement with the clients (schedule, frequency, etc.)IMPLEMENTATION STEP• Draw up an intervention plan (objectives, methods, etc.)• Offer a peer helpers service by supporting and helping people in difficulty or by playing an educational role to helppeople become more autonomous and realize their potential• Modify the service if necessaryEVALUATION STEP• Evaluate the service offeredFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.[308 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

SERVICEExamples of committees and roles to offer apeer helpers serviceHELP SERVICE DIRECTORSDirect and coordinate help services for a specific clientele. Todo so, they may develop or accept ideas for educational orpsychological activities or services. They contact clients tooffer the service. After reaching an agreement, they plan thehuman and material resources required to meet the clients'needs appropriately.PSYCHOLOGICAL AND SOCIAL SERVICEWORKERSDeliver help services to clients. This help may be aimed atpreventing or solving personal problems. To do so, theydefine and assess the problem, draw up an appropriate interventionplan and determine concrete ways to achieve theobjectives. During the process they make sure the establishedobjectives are met and make changes if necessary.HEALTH SERVICE WORKERSDeliver help services to clients. This help may be aimed atpreventing or solving health and well-being problems. To doso, they define and assess the problem, draw up an appropriateintervention plan and determine concrete ways toachieve the objectives. During the process they make surethe established objectives are met and make changes ifnecessary.RESEARCHERSGather and analyze information about a personal, family orsocial problem. To do so, they consult documentation andresource persons working in the field. They compile the informationand present it to the intervention team.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [309 ]

Suggestions for entrepreneurial questions:Peer helpersBEFORE THE PROJECT1. Complete the following sentence: “Thanks to…, I will be able to meet this challenge and succeed."2. In your opinion, which one of the entrepreneurial values discussed is the most important in carrying out thisproject? How will you put it into practice?3. As a team, describe a problem that could arise during the project and identify alternatives you could consider tosolve it.4. Complete the following sentence: “This project will give me the opportunity to learn that…”DURING THE PROJECT1. As a team, discuss how the team members persevere and put in the necessary effort to make the project a success.If some things need improvement, find solutions that you could apply.2. Explain how you have put the following entrepreneurial values into practice during the project:• motivation• solidarity• organizational ability• tenacity3. What need does your project meet? Who is it specifically intended for?4. What really excites you in this project?AFTER THE PROJECT1. Complete the following table with the name(s) of one or more of your teammates. The statement must really applyto the(se) individual(s).5. In your opinion, were the goals you set for yourselves achieved? Discuss this as a team.[310 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTORName Statements_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ... has shown a desire to meet the challenge._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ... has shown solidarity by accepting responsibility for the group's choices and decisions._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ... fulfilled his or her commitments and did what had to be done._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ... took initiatives and made decisions without needing supervision.2. What do you know now that you didn't know before starting this project?3. What problems did you have to solve throughout the project?4. Complete the following sentence: “I identified some strengths: … and talents: ... in myself that helped me during thisproject.”[ ] ]

EVENT5.4. LES: creation of an EVENTThis section contains entrepreneurial LES developed for the elementary and secondary school sectors.Teachers in the vocational training sector should find it relatively easy to adapt these instructional materialsto their own teaching situation. A template similar to the full version for the vocational training sector wasdeveloped for the elementary and secondary school sectors, and all the support tools are provided to createthe following events:5.4.1 Awareness campaign5.4.2 Advertising campaign5.4.3 Thematic event5.4.4 Dramatization5.4.5 ShowGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [311 ]

5.4.1. Awareness campaign • ELEMENTARY AND SECONDARYFor the teacher and students who want to create an awareness campaignThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.EVENTStep-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)*To be completed, as necessary, by the person undertaking an entrepreneurial project.Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting an EVENT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: French as a second language3.2. SC: Writes and produces a variety of texts3.3. CC: Use information3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)1.1. Type of supportrecommended(see pages 25 to 31)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 312 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: The school has a high dropout rate.Students have difficulty making school and career choicesthat could become a source of motivation. To address thisproblem, students in Cycle Two decide to develop aproject aimed at self-actualization and social integrationby presenting trades in the vocational training sector. BAL“Career Planning and Entre¬preneur¬ship.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 322)6. Event: create an awareness campaign about vocationaltraining sectors.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 313 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to anEVENT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Event: awareness campaign about vocational trainingsectors enabling the students to meet a need, namely toinform their peers about career opportunities in thevocational training sector and thus help them to makeschool and career choices.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of other students to confirm thatmany of them are not aware of all the types of trainingavailable in the vocational training sector. The need mustbe general and considered significant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, theyask the school's guidance counsellor to work with them.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 314 ]

Step-by-step supportPRODUCT8.1.2. The awareness campaign could be aimed at the school'sCycle Two students.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 315 ]8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New event proposed. The students are in a position toinform their peers about career opportunities in thevocational training sector and thus help them to makecareer choices. Each team is encouraged to innovate inhow it prepares, creates and presents its awarenesscampaign.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat their end users are more interested in somevocational training sectors than others.8.2. EVENT: innovative elements in the project, if applicable(select one or more of the suggestions on page 323).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the awareness campaign will be wellreceived by the end user, the teacher and studentsidentify partners and work with them. For example, aprofessional working in advertising comes to show thestudents advertising gimmicks that appeal to youngpeople in particular.8.2. EVENT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation of the awareness campaignand the event is presented to “customers,” namely theschool's Cycle Two students.8.4. The project has scope because an event is created by thestudents.General supportPROCESS8.3. EVENT: motivating elements in the project, if applicable(select one or more of the suggestions on page 324).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. EVENT: elements of scope in the project, if applicable(select one or more of the suggestions on page 325).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. EVENT: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. EVENT: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 316 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Efficiency is the indicator that will be evaluatedthroughout the project. It is used to evaluate the resultsobtained and what has been learned. The choice ofindicators has an impact on the type of considerationsaddressed in sections I (10.2), II (1.1) and III (1) of theapproach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 326 and 327).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the awareness campaign" in the guide(see page 328).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408), theteacher and students develop their own questions. Thequestions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 317 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. EVENT: The teacher and students consider other types ofprojects that might interest them. For example, a game, athematic event.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the students could seek input from guidance counsellorsor teachers at various vocational training centres.[ 318 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the awareness campaign" in theguide (see page 328).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 319 ]1.1. Questions during the project(see page 43)1.2. Questions about the EVENT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.2. Questions for the teacher(see page 409)

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for theawareness campaign" in the guide (see page 328).1.2. For an individual or collective evaluation of the efficiencyindicator, the entrepreneurial experience is reviewed. Thisexercise is an opportunity to identify what has beenlearned, check whether the objectives were achieved anddraw conclusions that can be transferred to futureprojects.1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 320 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the EVENT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

LES: creation of an eventScopeThe entrepreneurial projectAwareness Campaign• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.Motivation InnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]EVENT[ 321 ]

Awareness campaign: examples of products, services or events for different areas of learningEVENTLanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentNewspaper article to increaseawareness of the importance oflanguageAwareness campaign usingmathematical languageAwareness campaign about one'srole as a responsible citizenAwareness campaign about thebenefits of musicAnti-drug campaignHandout to increase awareness ofthe importance of using correctgrammarHandout to increase awareness ofthe contribution of mathematics torecent scientific and technologicaldiscoveriesPoster to increase awareness of thebenefits of artAnti-smoking campaignHandout to increase awareness ofrespect for diversityAwareness campaign about doingphysical activityAwareness campaign about effortsto improve personal and collectivewell-beingSuicide prevention campaignGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 322 ]

Success factor: innovationThe students create anawareness campaign aimed atvarious community organizationswith expertise related to theproblem targeted.Event:Awareness campaignINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.The awareness campaign isused to sell a product,service or event.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The information included in theawareness campaign is e-mailedto parents.The awareness squad isfinanced from the sale of itemsthat reflect the importance ofthe problem.EVENT[ 323 ]

Success factor: motivationEvent:Awareness campaignThe students presenttheir awarenesscampaign to theirgroup.The students presenttheir awarenesscampaign to all of thestudents in the school.An awareness campaignis created in theneighbourhood.Information is put invarious strategic locationsin the neighbourhood(medical clinic, grocerystore, etc.).The entrepreneurialproject has socialimplications andimpact.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.EVENT[ 324 ]

Success factor: scopeEVENTAwarenesscampaignGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]EVENT[ 325 ]Service: interview with a resource personwith expertise related to the problemtargeted by the awareness campaignProduct: awareness videoService: workshop on the essentialelements of an awarensss campaigntheme as the awareness campaignProduct: educational game on the sameEconomic activity: sale of the educational gameEvent: dramatizations on the same themeas the awareness campaignEconomic activity: sale of the videoEvent: show on the same themeas the awareness campaignBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.

Implementation steps:Awareness campaignPRE-EVENT STEP• Identify the target audience and its characteristics• Research and select information about the problem and the social reality to be highlighted (from outside resources,databases, documentation, etc.)• Select and synthesize the information and share one's vision of the problem or social reality with the entire team• Analyze the aims of the communication and the type of material that could be included• Choose the theme of the awareness campaign• Think of and develop the concept and the main idea of the messageEVENT STEP• Write the texts that will convey the message• Revise and correct the texts• Plan and organize the production steps based on the type of communication chosen• Design the communication strategies and concept (slogans, illustrations, photographs, etc.)• By hand or using graphics software design or create the visual aspects of the awareness campaign• Prepare for the dissemination and presentation• Produce the communication (handout, website, etc.)DISSEMINATION AND PRESENTATION STEP• Disseminate and present the awareness campaign to the target audienceFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.[326 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

EVENTExamples of committees and roles to create anawareness campaignIDEAS PEOPLEAnalyze the communication goals of the awarenesscampaign (content considered, characteristics of the targetaudience, etc.). They identify the main idea and concept ofthe awareness campaign, and the presentation format andmedium to use to achieve the target objectives, taking anoriginal and creative approach.RESEARCHERSResearch and compile information on the social reality orproblem to be highlighted by the awareness campaign. To doso, they check outside sources, documentation, databases,etc. They also prepare research summaries to present to theentire team.WRITERSWrite the texts for the awareness campaign based on themain idea and concept developed by the concept mappers.To do so, they visualize the subject, choose the type of textand select the important elements. They write all the textsand give them to the revisers.REVISERSRead, revise and correct spelling, grammatical and syntaxerrors. They comment on the accuracy of the subjectcovered and the style used. They ensure that the terminologyis accurate and the sentence structures appropriate.They give the corrections to the data entry clerks.COMPUTER GRAPHICS DESIGNERSCreate manual or computer-assisted drawings and illustrationsto convey the problem or social reality targeted by theawareness campaign. To do so, they learn about the aims ofthe awareness campaign and the needs of the targetaudience, ensuring that they create a visual element that willattract attention. If necessary, they give their work to theprinting clerks.DATA ENTRY CLERKSType the texts on the computer. When the work is finishedthey give the texts to the computer graphics designers.PRINTING CLERKSOperate the photocopier and print the texts. They bind thetexts and other documents and give everything to the ideaspeople.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [327 ]

Suggestions for entrepreneurial questions:Awareness campaignBEFORE THE PROJECT1. Complete the following sentence: “I will be a good team member because…”2. What efforts are you willing to make to complete this project successfully?3. What did you already learn at school that will help you in this project?4. As a team, organize your work, decide what methods you will use and draw up a timetable.DURING THE PROJECT1. Complete the following table with the name(s) of one or more of your teammates. The statement must really applyto the(se) individual(s).NamesStatements_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ … always works very hard and maintains a positive attitude._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ … has good work methods and is very effective in doing the work._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ … expresses his or her ideas clearly and often suggests new solutions to problems._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ … works well in a team, is respectful and cooperates with others.2. What steps could you take to help you persevere and maintain your effort until the end of your project?3. What is team work teaching you about yourself and your entrepreneurial values?4. In your opinion, what is the most important entrepreneurial value in this project? Describe a situation when you put this valueinto practice since the project began.AFTER THE PROJECT1. In a few lines, describe what you got out of this project.2. To take things one step further, which partners could you have sought input from?3. Complete the following sentence: “We showed perseverance in this project by…”4. Fill out the following table:Entrepreneurial characteristicsTime during the project when they were put into practiceIndependence_____________________________________________________________________________________________________Resourcefulness ___________________________________________________________________________________________________Tenacity _________________________________________________________________________________________________________Creativity ________________________________________________________________________________________________________5. In your opinion, were the goals you set for yourselves achieved? Discuss this as a team.[328 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

5.4.2. Advertising campaign • ELEMENTARY AND SECONDARYFor the teacher and students who want to create an advertising campaignThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.EVENT*To be completed, as necessary, by the person undertaking an entrepreneurial project.Step-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting an EVENT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: English Language Arts3.2. SC: Use language to communicate and learn3.3. CC: Adopt effective work methods3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)1.1. Type of supportrecommended(see pages 25 to 31)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________[ 329 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: Despite recent improvements in theschool library, the students do not use it much and don'tknow what books it has. The teacher suggests that theyproduce a media document that respects individual rightsand helps them develop their critical judgment withrespect to media. BAL “Media Literacy.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 339)6. Event: create an advertising campaign about the booksthat can be borrowed from the school library.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 330 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to anEVENT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Event: advertising campaign about books that can beborrowed from the school library that meets a need,namely to inform all of the students about the booksavailable and increase use of the library.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of other students to confirm that amajority of them do not know what books are available inthe library. The need must be general and consideredsignificant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, libraryvolunteers could suggest ideas about different kinds ofbooks for the students to promote.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 331 ]

Step-by-step supportPRODUCT8.1.2. The advertising campaign could be aimed at all of thestudents in the school.8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New event proposed. The students are in a position toinform their peers and to publicize the books available inthe library. To ensure that the advertising campaign iseffective and achieves its aims, each team is encouragedto innovate in how it prepares, creates and presents itsadvertising campaign.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat some literary genres are more popular than othersand that it would be interesting to focus more on them.8.2. EVENT: innovative elements in the project, if applicable(select one or more of the suggestions on page 340).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the advertising campaign will be wellreceived by the end user, the teacher and studentsidentify partners and work with them. For example,teachers in the school follow up with their students whenthey visit the library.8.2. EVENT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.[ 332 ]8.2. An innovative project (see pages 32 and 33)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation of the advertisingcampaign and the event is presented to “customers,”namely all of the students in the school.8.4. The project has scope because an event is created by thestudents.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS8.3. EVENT: motivating elements in the project, if applicable(select one or more of the suggestions on page 341).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. EVENT: elements of scope in the project, if applicable(select one or more of the suggestions on page 342).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. EVENT: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. EVENT: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 333 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)

Step-by-step supportPRODUCT9 IEntrepreneurial indicators (see pages 38 and 39)9. Satisfaction is the indicator that will be evaluatedthroughout the project. It is used to evaluate whether thestudents and the end user are happy with the results.The choice of indicators has an impact on the type ofconsiderations addressed in sections I (10.2), II (1.1) and III(1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 343 et 344).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the advertising campaign" in the guide(see page 345).General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 334 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. EVENT: The teacher and students consider other types ofprojects that might interest them. For example, a thematicevent, an exhibition.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the students could ask the school board's librarytechnician for help.[ 335 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the advertising campaign" in theguide (see page 345).1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.1. Questions during the project(see page 43)1.2. Questions about the EVENT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).[ 336 ]1.2. Questions for the teacher(see page 409)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for theadvertising campaign" in the guide (see page 345).1.2. To do an individual or collective evaluation of the satisfactionindicator, the entrepreneurial experience is reviewed.This exercise is an opportunity to consider the resultsobtained in terms of whether the students and the enduser are happy with the final results and to draw conclusionsthat can be transferred to future projects.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 337 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the EVENT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurialculture (see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)

LES: creation of an eventScopeThe entrepreneurial projectAdvertising Campaign• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.Motivation InnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]EVENT[ 338 ]

Advertising: campaign: examples of products, services or events for different areas of learningEVENTLanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentPress conferenceAdvertising campaign usingmathematical languagePromotional campaign about publicinstitutions and their roleAdvertising for a concertPoster promoting a healthyand active lifestylePrint advertising Advertising campaign about heritage Advertising slogan and logoEditorial Creation of promotional itemsProgram for a play Advertising for a dance showPress release Invitation card to an exhibitionPromotional brochure Creation of media imagesNewspaper article promotinglanguageAdvertising capsuleGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 339 ]

Success factor: innovationThe advertising campaignorganized by the students isaimed at parents (for example,advertising regarding careeropportunities in the vocationaltraining sector).EventAdvertising campaignThe advertising campaignmakes the end user moreaware (for example, ofnon-traditional trades in thevocational training sector).INNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The advertising campaign is puton a CD.The advertising campaignsmarket products in a catalogueand bonus points can beaccumulated to achieve savings.EVENT[ 340 ]

Success factor: motivationEvent:Advertising campaignThe students presenttheir advertisingcampaign to theirgroup.The advertisingcampaigns aredisplayed in theschool’s entrance hall.A graphic artist givesthe students tips onhow to improve thevisual aspect of theiradvertising campaign.The advertisingcampaign is displayedin various waitingrooms in theneighbourhood(medical clinic,optometrist’s office,etc.).Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.EVENT[ 341 ]

Success factor: scopeEventAdvertisingcampaignBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.EVENT[ 342 ]impact of the advertising campaignService: investigation and survey of theService: interview: advertisingProduct: video of theProduct: artistic creation: promotional itemrelated to the advertising campaigncapsule in the form of an interviewadvertising campaignEconomic activity: sale of the promotional itemthe advertising campaignEconomic activity: sale ofEvent: exhibition of theadvertising campaignsEvent: thematic event: "ad-crazy" lunch hourpresenting all of the campaigns and votingfor the one that seems most effectiveGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

EVENTImplementation steps:Advertising campaignPRE-EVENT STEP• Identify the target audience and its characteristics• Research information concerning the aspects to be promoted• Read and synthesize the information, and share one's vision of the advertising campaign with the team members• Choose what form the written or verbal advertising will take (poster, brochure, advertising capsule, etc.)• Think of and develop the concept and main idea of the advertising campaignEVENT STEP• Write the campaign texts• Revise and correct the texts• Design advertising and communication strategies (slogans, scenery, photographs, illustrations, etc.)• By hand or using graphics software design and create the visual aspects of the advertising campaign that will attractthe end user's attention• Prepare for the dissemination and presentation of the advertising campaign• Produce the advertising campaignDISSEMINATION AND PRESENTATION STEP• Disseminate and launch the advertising campaignEVALUATION STEP• Evaluate the repercussions of the advertising campaign on the end userFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [343 ]

Examples of committees and roles to create anadvertising campaignIDEAS PEOPLEAnalyze the communication goals of the advertisingcampaign (content considered, characteristics of the targetaudience, etc.). They research information to identify themain idea and concept of the advertising campaign. Theydetermine the presentation format and medium to use toachieve the target objectives, taking an original and creativeapproach.COMPUTER GRAPHICS DESIGNERSCreate manual or computer-assisted drawings and illustrationsto advertise an event. They learn about the needs ofthe target audience and ensure that they create a visualelement that will attract attention. If necessary, they givetheir work to the printing clerks.ACTORSPlay a role in the advertising campaign. They study the textsand make the meaning clear. They work on rehearsing andperforming to promote an event. They make sure that theypresent a persuasive message to attract the attention of thetarget audience.[COPYWRITERSWrite the texts used in the advertising campaign. These textsmust give the target audience clear information about theproduct and an incentive to use it. To do so, they read theinformation compiled by the ideas people concerning thecharacteristics of the target audience, the type of mediumto use, etc. They also design the other communicationstrategies (slogans, photographs, etc.). When all of the advertisingelements have been completed, they launch the advertisingcampaign and evaluate its impact on the end user.REVISERSRead,= and revise texts and correct spelling, grammaticaland syntax errors. They comment on the accuracy of thesubject covered and the style used. They ensure that theterminology is accurate and the sentence structures appropriate.If necessary, they give the corrections to the dataentry clerks.DATA ENTRY CLERKSType the texts on the computer. When the work is finishedthey give the texts to the computer graphics designers.PRINTING CLERKSOperate the photocopier and print the texts. They bind thetexts and other documents and give everything to thecopywriters.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.344 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

EVENTSuggestions for entrepreneurial questions:Advertising campaignBEFORE THE PROJECT1. Complete the following sentence: “I will be a good team member because…”2. What efforts are you willing to make to complete this project successfully?3. What did you already learn at school that will help you in this project?4. As a team, organize your work, decide what methods you will use and draw up a timetable.DURING THE PROJECT1. Complete the following table with the name(s) of one or more of your teammates. The statement must really applyto the(se) individual(s).Names_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Statements… always works very hard and maintains a positive attitude.… has good work methods and is very effective in doing the work.… expresses his or her ideas clearly and often suggests new solutions to problems.… works well in a team, is respectful and cooperates with others.2. What steps could you take to help you persevere and maintain your effort until the end of your project?3. What is team work teaching you about yourself and your entrepreneurial values?4. In your opinion, what is the most important entrepreneurial value in this project? Describe a situation when you put this valueinto practice since the project began.AFTER THE PROJECT1. In a few lines, describe what you got out of this project.2. To take things one step further, which partners could you have sought input from?3. Complete the following sentence as a team: “We showed perseverance in this project by…”4. Fill out the following table:Entrepreneurial characteristicsTime during the project when they were put into practiceIndependence ____________________________________________________________________________________________________Resourcefulness __________________________________________________________________________________________________Tenacity _________________________________________________________________________________________________________Creativity ________________________________________________________________________________________________________5. Are you happy that you participated in this project? As a team, discuss what you are satisfied withGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [345 ]

5.4.3. Thematic event • ELEMENTARY AND SECONDARYFor the teacher and students who want to create a thematic eventThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.EVENT*To be completed, as necessary, by the person undertaking an entrepreneurial project.Step-by-step supportPRODUCTGeneral supportPROCESS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)Support to promote autonomyPARTNERS1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting an EVENT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: Geography, History and Citizenship Education3.2. SC: Interpret change in a society and its territory3.3. CC: Communicate appropriately3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)1.1. Type of supportrecommended(see pages 25 to 31)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 346 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: For its 50 th anniversary, the school isorganizing various activities to encourage the students toundertake and complete a project by adopting thestrategies. BAL “Career Planning and Entrepreneurship.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 356)6. Event: simulate a long-ago school day. 6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 347 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to anEVENT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Event: long-ago school day enabling the students to seethe changes that have taken place in the educationsystem and to understand the reality of their own school.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of other students to confirm thatfew of them know the history of their school. The needmust be general and considered significant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example,retired teachers who used to work at the school are askedto work with them.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 348 ]

Step-by-step supportPRODUCT8.1.2. The long-ago school day could be aimed at all of thestudents in the school.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 349 ]8.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)8.2. New event proposed. The students are in a position toinform their peers about the main changes that havetaken place in schools and act them out. Each team isencouraged to innovate in how it prepares, creates andpresents its simulation of a long-ago school day.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat they must provide more game-type activities for theCycle One students.8.2. EVENT: innovative elements in the project, if applicable(select one or more of the suggestions on page 357).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the long-ago school day will be wellreceived by the end user, the teacher and studentsidentify partners and work with them. For example, thestudents could ask a recycling centre to be a partner andprovide clothes that could be made into period costumes.8.2. EVENT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation of the long-ago school dayand the event is presented to “customers,” namely all ofthe students in the school.8.4. The project has scope because an event is created by thestudents.General supportPROCESS8.3. EVENT: motivating elements in the project, if applicable(select one or more of the suggestions on page 358).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. EVENT: elements of scope in the project, if applicable(select one or more of the suggestions on page 359).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. EVENT: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. EVENT: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 350 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Relevance is the indicator that will be evaluatedthroughout the project. It is used to evaluate the projectand the methods chosen and used. The choice ofindicators has an impact on the type of considerationsaddressed in sections I (10.2), II (1.1) and III (1) of theapproach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 360 and 361).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the thematic event" in the guide(see page 362).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 351 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. EVENT:* The teacher and students consider other types ofprojects that might interest them. For example, anexhibition, a dramatization.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the school board's administrative centre lets the studentslook at archives concerning the school.[ 352 ]

»II. IMPLEMENTATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the thematic event" in the guide(see page 362).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 353 ]1.1. Questions during the project(see page 43)1.2. Questions about the EVENT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.2. Questions for the teacher(see page 409)

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for thethematic event" in the guide (see page 362).1.2. To do an individual or collective evaluation of therelevance indicator, the entrepreneurial experience isreviewed. This exercise is an opportunity to check whetherthe project and methods used were appropriate and todraw conclusions that can be transferred to futureprojects.1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the EVENT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).[ 354 ]1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

LES: creation of an eventScopeThe entrepreneurial projectThematic Event• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.Motivation InnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]EVENT[ 355 ]

Thematic event: examples of products, services or events for different areas of learningEVENTLanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentSpelling beeEarth and environmentalsciences dayCity's 400 th anniversary celebration“Semaine québécoise des arts et dela culture à l'école”Organization of a sportstournamentWorld Theatre Day Science fair International Museum Day Song festival OlympicsWorld Book Day Mathematics seminar Social Science Week Music festival Nutrition MonthCelebration of French and Frenchspeakingcommunities“Journée des patriotes” International Dance Day National Volunteer WeekInauguration of a new library Art contest International Solidarity WeekImprov evening Family walkSmoke-free dayGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 356 ]

Success factor: innovationPartners with expertiserelated to the theme of theevent help with the project(for example, environmentalgroups, art and historicalsocieties).Event:Thematic eventThe event addresses a problemidentified by the teacher andstudents and serves the aims ofthe partner organization helpingwith the project.INNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Visitors and the organizers areinvited to dress up in a costumerelated to the theme.To attend the event, visitorsmust make a donation relatedto the theme of the event.EVENT[ 357 ]

Success factor: motivationEvent:Thematic eventThe students organizea thematic event fortheir group.The event is presentedto all of the studentsin the school during aspecial half-day.The parents`committee helpsthe students tocreate the event.The launching of thetheme week ispublicized in the localnewspaper so thatparents and residentsknow about it.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.EVENT[ 358 ]

Success factor: scopeEVENTThematicEventGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]EVENT[ 359 ]impact of the thematic eventService: investigation and survey of theProduct: artistic creation: theme song related to the eventService: workshop related to the themerelated to the themeProduct: souvenir bookEconomic activity: sale of the souvenir bookEvent: advertising campaignto the exhibition on the themeEconomic activity: sale of ticketspromoting the thematic eventEvent: exhibition presentinginformation on the theme of the eventBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.

Implementation steps:Thematic eventPLANNING AND RESEARCH STEP• Identify the target audience and its characteristics• Define the aims of the event• Consider and plan the research for relevant information about the theme• Collect, process, sort and analyze the information• Select the relevant information and pass it on to the team• Plan what is required (human, material and financial resources)• Develop a production scheduleORGANIZATION AND PREPARATION STEP• Think of the concept• Select and prepare the material required for the project• Prepare the location• Prepare and become familiar with the theory to inform visitors• Dress rehearsal• Make changes if necessary• Set up the materialDISSEMINATION AND PRESENTATION STEP• Disseminate and present the thematic event to the target audience• Welcome and direct visitors• Inform visitors of the theme of the event[360 ]French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

EVENTExamples of committees and roles to create athematic eventRESEARCHERSConsider what content to present. They plan and researchinformation by checking various sources. They collect,analyze, select and assemble relevant information to give tothe team.EVENT COORDINATORSImagine, plan and supervise the organization of specialevents. To do so, they learn about the target audience andthe aims of the event. They plan a schedule and all theresources needed for the project. They present the events.INFORMATION OFFICERSSelect the information to be presented to the public. Theydetermine and prepare the theoretical content to accompanythe elements exhibited. They run the stand and answerquestions.RECEPTIONISTSWelcome, direct and guide visitors or guests to the appropriateplaces. They also give information about the site andthe event schedule. If necessary, they put up signs to directvisitors.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [361 ]

Suggestions for entrepreneurial questions:Thematic eventBEFORE THE PROJECT1. Identify three entrepreneurial values that you are already aware of in each of your team members and indicate howthey will be useful in carrying out the project.2. As a team, brainstorm to generate innovative ideas for your project.3. What is your biggest challenge as a team? How do you think you can meet it?4. What follow-ups could you foresee for your project?DURING THE PROJECT1. Explain how your team members are showing solidarity and what they could do to improve between now and theend of the project.2. Complete the following sentence: “I am proud of my commitment so far because…; I could do better by…”3. As a team, review your work plan. Which implementation steps and tasks do you still have to do? Plan this workbased on the timetable you set.4. Give a concrete example of the determination of each of your team members.AFTER THE PROJECT1. Complete the following sentence: “This project has helped me make progress...”2. What tricks and strategies did you employ in this project that you should apply to future projects?3. As a team, make a link between the present project and what you know about entrepreneurial culture.4. As a team, explain how you innovated in this project.5. Given the results, were the methods you used to carry out your project justified? Discuss this as a team and drawconclusions that could be transferred to a future project.[362 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

5.4.4. Dramatization • ELEMENTARY AND SECONDARYFor the teacher and students who want to create a dramatizationThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.EVENTStep-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting an EVENT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience witha variety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.1.1. Type of supportrecommended(see pages 25 to 31)2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: Moral Education3.2. SC: Take a reflective position on ethical issues3.3. CC: Communicate appropriately3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 363 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: Because of the great ethnic diversity inthe school, the students need to set aside their ethnicprejudices and realize that members of diverse culturalcommunities can have a similar opinion on major issues.In this way they develop a spirit of openness to the world,respect for diversity and a culture of peace. BAL“Citizenship and Community Life.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 373)6. Event: organize a debate on ethical issues. 6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 364 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to anEVENT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and studentsand allow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Event: debate on ethical issues that meets a need, namelyto create a calm, prejudice-free atmosphere in the school.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of other students to confirm thatsome prejudices exist and to determine whether thestudents are particularly interested in certain topics. Theneed must be general and considered significant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, theyask the Spiritual Life and Community InvolvementFacilitator to work with them.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 365 ]

Step-by-step supportPRODUCT8.1.2. The debate on ethical issues could be presented to all ofthe students in the school at lunchtime.[ 366 ]8.1.2. Target audience or end user targeted by theproject (see pages 18 and 19)8.2. New event proposed. The students are in a position tomake their peers aware of the importance of respect fordiversity and the common ground between them despitetheir ethnic differences. Each team is encouraged toinnovate in how it prepares, creates and presents thedebate on ethical issues.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat the debate will be of particular interest to their endusers if certain topics are discussed (for example, abortion,recycling).8.2. EVENT: innovative elements in the project, if applicable(select one or more of the suggestions on page 374).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the debate on ethical issues will be wellreceived by the end user, the teacher and studentsidentify partners and work with them. For example, thestudents could ask teachers in the same cycle to partnerwith them and have their students fill out the mini-survey.8.2. EVENT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT8.3. It motivates people because a number of studentsparticipate in the preparation of the debate and the eventis presented to “customers,” namely all of the students inthe school.8.4. The project has scope because an event is created by thestudents.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS8.3. EVENT: motivating elements in the project, if applicable(select one or more of the suggestions on page 375).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. EVENT: elements of scope in the project, if applicable(select one or more of the suggestions on page 376).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. EVENT: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. EVENT: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 367 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Validity is the indicator that will be evaluated throughoutthe project. It is used to evaluate the development of theentrepreneurial values and competencies targeted by theproject. The choice of indicators has an impact on thetype of considerations addressed in sections I (10.2), II(1.1) and III (1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 377 and 378).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the dramatization" in the guide(see page 379).General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 368 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. EVENT: The teacher and students consider other types ofprojects that might interest them. For example, anawareness campaign, an exhibition.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the students could ask students in the school's theatreoption to be responsible for the sound and lighting in theauditorium.[ 369 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the dramatization" in the guide(see page 379).1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 370 ]1.1. Questions during the project(see page 43)1.2. Questions about the EVENT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.2. Questions for the teacher(see page 409)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for thedramatization" in the guide (see page 379).1.2. For an individual or collective evaluation of the validityindicator, the entrepreneurial experience is reviewed.This exercise is an opportunity to identify theentrepreneurial values and competencies developedand to draw conclusions that can be transferred tofuture projects.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 371 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the EVENT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)

LES: creation of an eventScopeThe entrepreneurial projectDramatization• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.Motivation InnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]EVENT[ 372 ]

Dramatization: examples of products, services or events for different areas of learningEVENTLanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentDramatizationDramatization presenting one of themain general concepts in scienceand technologyDramatization presenting theorganization of a territory or thesocial realities of a particular eraExcerpt from a play Debate on ethical issuesExcerpt from a playPanel discussion featuring scientistsfrom different erasDebate on territorial issues or socialrealitiesPresentation of a dramatic work Moral dialogueRole-playingPanel discussion featuring famouspeople from historyStructured improvisationPuppet showDramatization presenting elementsfrom the history of art, dance ormusicMusical comedyGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 373 ]

Success factor: innovationThe dramatizations are presentedin a seniors’ home.Event:DramatizationINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.The dramatizations help to lookat a problem critically(awareness campaign).Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]All the dramatizations arepresented by students dressedas clowns.Purchasing tickets could bereplaced by proof of a donationto a charitable organization.EVENT[ 374 ]

Success factor: motivationEvent :dramatizationThe students presenttheir dramatizationto their group.The dramatizations arepresented to studentsfrom another class orto all of the studentsin the same cycle.The dramatizationsare presented to thestudents’ parents atthe secondary school.The dramatizations arepresented to thegeneral public who payto see them. Theproceeds are donatedto a charitableorganization.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.EVENT[ 375 ]

Success factor: scopeEVENTDramatizationEVENT[ 376 ]Service: workshop onProduct: video of the dramatizationsdesigning a dramatizationService: peer helpers help the performersProduct: book: collection of dramatizationstickets to the performanceEconomic activity: sale ofEvent: dramatizations presentedas part of a bigger showEconomic activity: sale of the videoEvent: dramatization raising awareness(awareness campaign) of a problemBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Implementation steps:DramatizationRESEARCH AND DESIGN STEP• Identify the target audience and its characteristics• Do research by checking various sources to find and select the texts to be presented• Recognize the various sources and select relevant information• Present the research results to the team members• Share one's vision of the production, the choice of style (comedy, drama, etc.)• Analyze the excerpts found and the possibilities of each (characters, situation, plot, actions, etc.)• Select the texts to be performedSTAGING AND INTERPRETATION STEP• Learn about the texts and identify the meaning, locations, characters' behaviour, etc.• Adapt the interpretation to give to the dramatization• Think of and design the staging of the dramatization (characters' movements, locations, characters' behaviour, etc.)• Decide on the artistic interpretation to be given to the dramatization• Decide on hairstyles, makeup, etc.• Choose and assemble the costumes, props, sets, etc.• Work on rehearsing and performing the dramatization• Respect acting conventions (listen to others, adjust one's acting, etc.)DISSEMINATION AND PRESENTATION STEP• Prepare for the dissemination and presentation• Perform the dramatization before the target audienceFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [377 ]

Examples of committees and roles to create adramatizationRESEARCHERSSCRIPT AND DIALOGUE WRITERSPlan and research information by checking various sources to Learn about the subject in general and the specific texts. Theyfind the texts to be performed. They analyze the information write the characters' lines and if necessary design the chronologicaldevelopment of the action, scene by scene. They writefound, select what is relevant, compile it and give it to thescript and dialogue writers.the script showing the characters' behaviour and how theyevolve. They give the texts to the directors and producers.ACTORSDIRECTORS AND PRODUCERSPerform the roles in a production. They learn their lines andDirect the teams, plan the activities and determine the identify the meaning, locations, characters' behaviour, etc.production schedule. They ensure that the teams work well. They work on rehearsing and performing the sketchThey choose the actors, share their vision of the production respecting acting conventions (listen to others, adjust one'swith the team members, choose the presentation style acting, etc.). They prepare the performance and present it to(comedy, drama, etc.) and run the rehearsals. They target the the target audience.audience and prepare for the dissemination and presentationof the dramatization to the target audience.PROPS PEOPLE, MAKEUP ARTISTS ANDSET DESIGNERSBased on the vision of the production, select, assemble ordesign the costumes and props needed for the production.They make up the actors if necessary. They select, assembleor design the sets as requested by the directors and producers.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.[378 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

EVENTSuggestions for entrepreneurial questions:DramatizationBEFORE THE PROJECT1. Identify three entrepreneurial values that you possess and describe how they will help you to undertake andcomplete this team project.2. Which of the proposed working committees would you like to get involved in? Why?3. Which of the proposed implementation steps is a challenge for you? What strategies will you use to meet thechallenge?4. Describe a situation where you had to make an effort to succeed and describe the steps you took to succeed.DURING THE PROJECT1. Identify three characteristics that you are discovering in each of your teammates and explain how they are comingout in the project.2. What is your greatest contribution to the team so far?3. What you can do personally to improve how your team functions?4. What difficulties are you having in making progress in this project (compared to the timetable and planned implementationsteps)? What strategies could you use to solve these problems?AFTER THE PROJECT1. Explain how you have put the following entrepreneurial values into practice:• creativity• sense of responsibility• motivation• resourcefulness• perseverance• solidarity2. What was the greatest contribution (entrepreneurial value) of each of the team members during this project?3. What advice would you give to a team that had to do a similar type of project? Why?4. Complete the following sentence: “I am proud of myself because I…”5. Did this project help you develop your entrepreneurial values? Discuss this as a team and identify the two valuesthat were developed the most.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ] [379 ]

5.4.5. Show • ELEMENTARY AND SECONDARYFor the teacher and students who want to create a showThree types of support for the three phases of the entrepreneurial project»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.EVENTStep-by-step supportPRODUCTGeneral supportPROCESS*To be completed, as necessary, by the person undertaking an entrepreneurial project.Support to promote autonomyPARTNERS1 Continuum of development and integration of entrepreneurial culture (see pages 23 to 31)1.1. Step-by-step support is recommended for teachers andstudents who wish to undertake an entrepreneurial projectbut are just beginning the process of developing andintegrating entrepreneurial culture. This type of supportaims at developing entrepreneurial values by creating andpresenting an EVENT.1.1. General support is recommended for teachers andstudents who already have experience with a fewentrepreneurial projects. This type of support aims atdeveloping entrepreneurial values through the PROCESSand related strategies in the project.1.1. Support to promote autonomy is recommended forteachers and students who already have experience with avariety of entrepreneurial projects. This type of supportaims at developing entrepreneurial values through thesearch for entrepreneurial PARTNERS.2 Teacher's role (see page 42)2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.2. The teacher's role is to act as a coach, mediator andresource for the students with respect to theentrepreneurial project.3 Pedagogical aim3.1. Subject: Music3.2. SC: Interpret musical pieces3.3. CC: Exercise critical judgment3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. * ________________________________________________3.2. * ________________________________________________3.3. * ________________________________________________3.1. Subject3.2. Subject-specific competency (SC)3.3. Cross-curricular competency (CC)1.1. Type of supportrecommended(see pages 25 to 31)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 380 ]

Step-by-step supportPRODUCTGeneral supportPROCESS4 Evaluation criteria and tools for the development of subject-specific and cross-curricular competencies4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5 Problem identified related to a broad area of learning (BAL) or real-life situation (see pages 18 and 19)5. Problem identified: The media often convey violentmessages, stereotypes, etc. Many students seem to havedifficulty taking a critical approach to what is presented tothem. The teacher suggests that Cycle Two students createa show giving them the opportunity to develop theircritical judgment with respect to media. BAL “MediaLiteracy.”5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6 Determination of the project (product, service or event) (see pages 44 and 390)6. Event: create a show reprising musical themes from TVshows or films that were notable for respecting individualand collective rights.6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Support to promote autonomyPARTNERS4. Teachers who wish to evaluate the development ofcompetencies (subject-specific and cross-curricular) theytargeted may refer to the scales of competency levels ofthe Ministère de l'Éducation, du Loisir et du Sport, itssubject-specific program (see QEP), documents developedby the school team and instructional material availablefrom publishers.5. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 381 ]

Step-by-step supportPRODUCTGeneral supportPROCESSSupport to promote autonomyPARTNERS7 Situation involving the implementation of complex tasks (with the possibility of success) and that creates a feeling of personal efficiency (see pages 22 and 23)7. The project seems complex enough because it leads to anEVENT, uses all aspects of the competencies, can beevaluated and is relatively new. In addition, the challengeis great enough to motivate the teacher and students andallow them to succeed.7. PRODUCT: * ________________________________________________________________________________________________________________________________________7. PRODUCT: * ________________________________________________________________________________________________________________________________________PROCESS: The teacher and students identify and applystrategies (PROCESS) related to the project.PROCESS: * _______________________________________PARTNERS: The teacher and students identifyentrepreneurial PARTNERS and work with them.8 Success factors for an entrepreneurial project (see pages 32 to 37)8.1.1. Event: show presenting musical pieces from films or TVshows that respect individual and collective rights. Theshow meets a need, namely to make all of the students inthe school aware of negative and positive messagesconveyed by the media.8.1.1. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the need to be met, the projectprocess is modified. The teacher and students couldconduct a mini-survey of other students to confirm that amajority of students think it is rare to hear messages thatdo not respect individual and collective rights. The needmust be general and considered significant.8.1.1. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To pinpoint the need to be met, the teacherand students seek input from partners. For example, theSpiritual Life and Community Involvement Facilitatorexplains individual and collective rights to the students.8.1. An entrepreneurial project8.1.1. Need for and usefulness of theproduct (see pages 17 to 19)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 382 ]

Step-by-step supportPRODUCT8.1.2. The show could be intended for all of the students in theschool.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 383 ]8.1.2. Target audience or end user targeted by theproject (see pages 18 and 19)8.2. New event proposed. The students are in a position todevelop their critical judgment and inform their peersabout the positive and negative messages conveyed bythe media. To ensure that the students are well informedand get a high quality show, each team is encouraged toinnovate in how it prepares, creates and presents its partof the show.General supportPROCESS8.1.2. PRODUCT: * _______________________________________________________________________________________PROCESS: To pinpoint the target audience, the projectprocess is modified by adding a research and investigationstep. Following the investigation, the students discoverthat certain films and TV shows are more popular thanothers and appeal more to the end users.8.2. EVENT: innovative elements in the project, if applicable(select one or more of the suggestions on page 391).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to innovate in the project.Support to promote autonomyPARTNERS8.1.2. PRODUCT: * ________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: To reach the target audience and increase thelikelihood that the show will be well received by the enduser, the teacher and students identify partners and workwith them. For example, the school lets the studentspromote the show on the PA system for a few days.8.2. EVENT: innovative elements in the project, if applicable(see diagram of innovative elements to fill out onpage 419).* _________________________________________________________________________________________________PROCESS: innovative elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from new entrepreneurial partners toinnovate in the project.8.2. An innovative project (see pages 32 and 33)

Step-by-step supportPRODUCT8.3. It motivates people because a number of students participatein the preparation of the show and the event ispresented to “customers,” namely all of the students inthe school.8.4. The project has scope because an event is created by thestudents.General supportPROCESS8.3. EVENT: motivating elements in the project, if applicable(select one or more of the suggestions on page 392).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the social implicationsand impact of the project.8.4. EVENT: elements of scope in the project, if applicable(select one or more of the suggestions on page 393).* _________________________________________________________________________________________________PROCESS: The process is adapted or new steps andstrategies are developed to increase the scope of theproject.Support to promote autonomyPARTNERS8.3. EVENT: motivating elements in the project, if applicable(see diagram of motivating elements to fill out onpage 420).* _________________________________________________________________________________________________PROCESS: motivating elements in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: input from entrepreneurial partners to increasedissemination of the project.8.4. EVENT: elements of scope in the project, if applicable(see diagram of elements of scope to fill out onpage 421).* _________________________________________________________________________________________________PROCESS: elements of scope in the process, if applicable.* _________________________________________________________________________________________________PARTNERS: Increasing the scope of the project requiresinput from entrepreneurial partners.[ 384 ]8.4. A project that has scope (see pages 34 and 35)8.3. A project that motivates people(see pages 36 and 37)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

Step-by-step supportPRODUCT9 Entrepreneurial indicators (see pages 38 and 39)9. Transfer is the indicator that will be evaluated throughoutthe project. It is used to evaluate the knowledge acquiredduring the project and the possibilities of applying thisknowledge to another project. The choice of indicators hasan impact on the type of considerations addressed insections I (10.2), II (1.1) and III (1) of the approach.10 Selection, adaptation or creation of tools10.1. Tools are provided in relation to the implementation stepsand committees that can be used in the project(see pages 394 and 395).10.2. Questions are suggested to encourage the students totake ownership of the project. See "Questions before theproject for the show" in the guide (see page 396).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. The proposed tools (implementation steps and types ofcommittees to use in the project) can be adapted.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* __________________________________________________________________________________________________________________________________________________Support to promote autonomyPARTNERS9. * ___________________________________________________________________________________________________________________________________________________________________________________________________10.1. Tools can be created and resources explored that couldimprove the project.* __________________________________________________________________________________________________________________________________________________10.2. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* __________________________________________________________________________________________________________________________________________________[ 385 ]10.2. Questions before the project(see page 43)10.1. Implementation stepsand committees(see page 43)

Step-by-step supportPRODUCT11 Consideration of alternatives (see page 18)11. EVENT: The teacher and students consider other types ofprojects that might interest them. For example, anadvertising campaign, an awareness campaign.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]General supportPROCESS11. PRODUCT: *________________________________________________________________________________________PROCESS: The teacher and students consider alternativesin the process. For example, they increase the number ofworking committees or review the implementation steps.Support to promote autonomyPARTNERS11. PRODUCT: *________________________________________________________________________________________PROCESS: * ________________________________________________________________________________________PARTNERS: The teacher and students consider otherpartners if those previously chosen do not provide all theinformation or support the students need. For example,the students could ask audiovisual technology students tocontribute their expertise and help them with thetechnical aspects of the show.[ 386 ]

»Step-by-stepII. IMPLEMENTATION PHASEsupportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to encourage the students tocontinue to work hard and persevere. See "Questionsduring the project for the show" in the guide(see page 396).GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________[ 387 ]1.1. Questions during the project(see page 43)1.2. Questions about the EVENT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.2. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 and 411).Support to promote autonomyPARTNERS1.2. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.2. Questions for the teacher(see page 409)

»III. INTEGRATION PHASEStep-by-step supportPRODUCT1 Selection, adaptation or creation of tools1.1. Questions are suggested to review the entrepreneurialexperience and draw conclusions that can be transferredto future projects. See "Questions after the project for theshow" in the guide (see page 396).1.2. To do an individual or collective evaluation of the transferindicator, the entrepreneurial experience is reviewed.This exercise is an opportunity to identify the knowledgeacquired, consider the possibility of applying thisknowledge to another project and draw conclusions thatcan be transferred to future projects.1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________EVENT1.2. * ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 388 ]1.2. Entrepreneurial indicators(see pages 38 and 39)1.3. Questions about the EVENT encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see page 410).General supportPROCESS1.1. After looking at the tool "List of entrepreneurial questions"(see pages 398 to 406), the teacher and students selectsome of the questions. The questions chosen are asfollows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PROCESS encourage teachers to do aself-evaluation during the project. This exercise helps themevolve within the continuum and improve their teachingpractices with respect to entrepreneurial culture(see pages 410 et 411).Support to promote autonomyPARTNERS1.1. After looking at the tool "Avenues to explore to developentrepreneurial questions" (see pages 407 and 408),the teacher and students develop their own questions.The questions developed are as follows:* ___________________________________________________________________________________________________________________________________________________________________________________________________1.3. Questions about the PARTNERS encourage teachers to doa self-evaluation during the project. This exercise helpsthem evolve within the continuum and improve theirteaching practices with respect to entrepreneurial culture(see pages 410 and 411).1.3. Questions for theteacher (see page 409)1.1. Questions after theproject (see page 43)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]

LES: creation of an eventScopeThe entrepreneurial projectShow• develops competencies;• solves a problem and meets a need;• generates an action promoted to a target audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated using entrepreneurial indicators.Motivation InnovationBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]EVENT[ 389 ]

Show: examples of products, services or events for different areas of learningEVENTLanguagesMathematics, scienceand technologySocial sciences Arts education Personal developmentPoetry reading Quiz showShow reproducing another era andplaceConcertShow demonstrating variousphysical education principles andtechniquesImprovisation Sound and light show Tales and legends show Singing show Circus and acrobaticsMultimedia lecture Chemistry show Choreographic production Gymnastics demonstrationDance showGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 390 ]

Success factor: innovationThe show is presented tochildren at a few day carecentres.Event:ShowINNOVATION ANDENTREPRENEURIAL TEACHING• Generates an original, unexpected action(new product, new service or new event).• Gives rise to something new,something different.The show is presented duringan open house to promotethe school’s music program.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]An interactive show allows thepublic to participate at certaintimes during the show.Purchasing a ticket could bereplaced by donating schoolsupplies (pencils, exercisebooks, etc.) that could be givento disadvantaged students inthe school.EVENT[ 391 ]

Success factor: motivationEvent:ShowThe studentspresent their showto students in thesame cycle.The show is presentedof the students to allin the school.A sponsor rentsequipment to thestudents at aminimal cost.The show is put onoutdoors in amunicipal park and isadvertised in the localnewspaper.Based on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]The entrepreneurial projecthas social implicationsand impact.EVENT[ 392 ]

Success factor: scopeEVENTShowGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]EVENT[ 393 ]and producing a showService: workshop on organizingProduct: book: small souvenir albumService: workshop: the show consists of aProduct: artistic creation:on the instruments and composersmusic part and a part presenting informationset design and productionEconomic activity: sale of the souvenir albumtickets to the showEconomic activity: sale ofpromoting the showEvent: advertising campaignEvent: awareness campaign: the theme of theshow makes the public aware of a problemBased on the success criteria in Introduction to Entrepreneurial Culture, Ministère de l’Éducation, du loisir et du Sport, Québec: Gouvernement du Québec, 2005.

Implementation steps:ShowRESEARCH AND DESIGN STEP• Identify the target audience and its characteristics• Define the artistic style taking into account the place, aims and theme of the show• Research information required for the production and present the results to the entire team• Share one's vision of the production with the team members• Plan the human and material resources required to put on the showSTAGING STEP• Think of and design the staging of the show• Select and assemble the human and material resources needed to put on the show• Agree on what is required in terms of lighting, sound and sets• Decide on hairstyles, makeup, etc.• Rehearse (artists, musicians, sound, lighting, etc.)• Make sure that conventions are respected• Evaluate and make the necessary improvements to create a coherent and high quality productionDISSEMINATION AND PRESENTATION STEP• Disseminate and perform the show before the target audienceeFrench text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.[]394 [ ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR ]

EVENTExamples of committees and roles to create ashowDIRECTORS AND PRODUCERSRESEARCHERSDirect the teams, plan the activities and determine theproduction schedule. They ensure that the teams work well.They choose the artists who will perform on stage, sharetheir vision of the production with the team members,choose the presentation style and run the rehearsals. Theytarget the audience and prepare for the dissemination andperformance of the show before the target audience.LIGHTING TECHNICIANSSOUND TECHNICIANSAre responsible for the lighting and lighting effects duringstage shows. They agree with the directors and producers onthe lighting and materials required for the production.MUSICIANS AND SINGERSPROPS PEOPLE, MAKEUP ARTISTS ANDPlay a musical instrument or perform different types ofSET DESIGNERSsongs as a soloist or member of a group. To ensure a goodperformance, they study and rehearse until they are ready toperform their piece.French text adapted from the www.reperes.qc.ca and www.monemploi.com websites and from Denis Pelletier, Dictionnaire Septembre des métiers et professions, nouvelle édition,Québec: Septembre Éditeur, 2005.[ GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR ] ]Plan and research information by checking various sources tofind excerpts from TV shows, films or promotional materialfrom these productions. They analyze the content andmessage of the productions, select the relevant elements andgive them to the team.Are responsible for the sound during the show and ensuringthat the sound is good. They set up all the equipment andmake the necessary adjustments. They supervise the operationof the equipment throughout the show and solve anyproblems that may arise.Based on the vision of the production, select, assemble ordesign the costumes and props needed for the production.They make up the artists if necessary. They create the sets asrequested by the directors and producers.[]395

Suggestions for entrepreneurial questions:ShowBEFORE THE PROJECT1. Identify three entrepreneurial values that you possess and describe how they will help you to undertake andcomplete this team project.2. Which of the proposed working committees would you like to get involved in? Why?3. Which of the proposed implementation steps is a challenge for you? What strategies will you use to meet thechallenge?4. Describe a situation where you had to make an effort to succeed and determine what steps you took in order tosucceed.DURING THE PROJECT1. Identify three characteristics that you are discovering in each of your teammates and explain how they are comingout in the project.2. What is your greatest contribution to the team so far?3. What can you do personally to improve how your team functions?4. What difficulties are you having in making progress in this project (compared to the timetable and planned implementationsteps)? What strategies could you use to solve these problems?AFTER THE PROJECT1. Explain how you have put the following entrepreneurial values into practice during the project:• creativity• sense of responsibility• motivation• resourcefulness• perseverance• solidarity2. What was the greatest contribution (entrepreneurial value) of each of the team members during this project?3. What advice would you give to a team that had to do a similar type of project? Why?4. Complete the following sentence: “I am proud of myself because I…”5. To what other circumstances or activities do you think you could apply what you have learned during this project?[]396 [ ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR ]

General pedagogicaltoolsGeneral pedagogical

»6. General pedagogical toolsThis section contains the tools for an entrepreneurial project. These tools are useful when teachers want toadapt, personalize or create an entrepreneurial project alone or with their students. They can also be usedby students who have had experience with a variety of entrepreneurial projects at school and want tocreate their own project. In addition, they can be used for the Integrative project course given at the end ofsome vocational training programs.We invite you to look through these tools and adapt them as your entrepreneurial experience grows.6.1. List of entrepreneurial questions for the three points in the projectAlong with the activities suggested in this guide we provide tools, including entrepreneurial questions for the studentsto consider at three stages of the project (before, during and after). This section of the guide contains a comprehensive listof questions for teachers who want to use, adapt and personalize them. From this list teachers can build a toolthat will help their students think about their entrepreneurial values, the strategies used during the project and theentrepreneurial relationships they have had.Teachers are invited to add to this list as their experience with entrepreneurial projects grows.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ][397 ]

BEFORE THE PROJECTLIST OF ENTREPRENEURIAL QUESTIONS1. How will you demonstrate your solidarity in this project?2. How will you satisfy your target audience?3. Complete the following sentence: “This project will give me the opportunity to learn that…”4. Complete the following sentence: “In this project, I would like to develop…”5. Complete the following sentence: “Thanks to… I will be able to meet this challenge and succeed.”6. Complete the following sentence: “I will be a good team member because…”7. Complete the following sentence: “I am willing to invest myself in this project because…”8. Complete the following sentence: “I think a successful project is…”9. Fill out the following table:Entrepreneurial valuesStrategies to use to further develop these valuesLeadership _______________________________________________________________________________________________________Creativity ________________________________________________________________________________________________________Resourcefulness___________________________________________________________________________________________________Tenacity _________________________________________________________________________________________________________10. Fill out the following table:Entrepreneurial valuesStrategies to use to further develop these valuesSolidarity ________________________________________________________________________________________________________Sense of responsability_____________________________________________________________________________________________Determination____________________________________________________________________________________________________Self-confidence ___________________________________________________________________________________________________11. Fill out the following table:Entrepreneurial valuesStrategies to use to further develop these valuesIndependence ____________________________________________________________________________________________________Organizational ability ______________________________________________________________________________________________Team spirit_______________________________________________________________________________________________________Perseverance _____________________________________________________________________________________________________[398 ]GUIDEFOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

BEFORE THE PROJECT (ORDER)12. Which of the suggested working committees would you like to get involved in? Why?13. Describe a situation where you had to make an effort to succeed and describe the steps you took to succeed.14. Identify two resources that you could use during the project.15. Identify the three most important entrepreneurial values for undertaking and completing this kind of team projectand explain why. Share this information with your team members.16. As a team, describe a problem that could arise during the project and identify alternatives you could considerto solve it.17. As a team, organize your work, decide what methods you will use and draw up a timetable.18. As a team, determine what you are considering doing to innovate in this project.19. As a team, brainstorm to generate innovative ideas for your project.20. Give two reasons why you think this project will be a success despite the problems you might encounter.21. Identify and describe three entrepreneurial values that you possess and that you will contribute to your teamduring the project.22. Identify three entrepreneurial values that you possess and describe how they will help you to undertake andcomplete this team project.23. Identify three entrepreneurial values that you are already aware of in each of your team members and indicatehow they will be useful in carrying out the project.24. Which of the entrepreneurial values discussed is a challenge for you? What steps could you take to help youmeet this challenge?25. In your opinion, which one of the entrepreneurial values discussed is the most important in carrying out thisproject? How will you put it into practice?26. Which of the suggested implementation steps is a challenge for you? What strategies will you use to meetthe challenge?27. Which of the tasks to be done is a challenge for you personally? What strategies will you use to meet thechallenge?28. Which of the tasks to be done is a challenge for your team? What strategies will your team use to meetthe challenge?29. What will you have to do to stay motivated during this project?30. Why is team spirit important in a project? Comment on this as a team and indicate how you will maintain teamspirit throughout the project.31. What advice would you give another team starting a project like yours? Share your advice as a team.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ][399 ]

BEFORE THE PROJECT (ORDER)32. What is your biggest challenge as a team? How are you considering meeting it?33. What is your goal as a team? How will you manage to put in the consistent effort and perseverance requiredto complete your project?34. What other solutions are you considering to meet your customers' needs?35. What did you already learn at school that will help you in this project?36. What immediate initiatives must your group consider taking in this type of project? Comment on this as a team.37. Which personal resources (strengths, skills and personal characteristics) that you and your team members possesswill help you to complete the project by the deadline?38. What follow-ups could you foresee for your project?39. Which of the tasks to be done would you like to get more involved in? Why?40. What positive impacts could the success of this project have on each of the team members?41. What efforts are you willing to make to complete this project successfully?42. What ways could you consider as a team to complete the project by the deadline?43. In your opinion, why is it important to undertake this kind of project at school? How can this project benefit youpersonally?44. How do you think this project can benefit you personally?QUESTIONS SPECIFICALLY RELATED TO THE VOCATIONAL SECTOR45. How will you manage to share the leadership?46. As a team, answer the following question: What outside resources are available that you could consult?47. Which partners could join the project and provide competencies that complement yours?48. Do you think that doing this entrepreneurial project will add value when you enter the labour market? Explain.[400 ]GUIDEFOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

DURING THE PROJECT1. What need does your project meet? Who is it specifically intended for?2. What do you think you will gain personally from this project?3. Comment on the following statement: “I assume all of my responsibilities in the project.”4. Complete the following sentence: “This team work is giving me the opportunity to learn that…”5. Complete the following sentence: “I think I could improve the following entrepreneurial value:____________________ if I…”6. Complete the following sentence: “I think I am responsible for my successes and failures; therefore I could…”7. Complete the following sentence: “I think I am a good member of my work team because...”8. Complete the following sentence: “I could be more tenacious and persevere more by…”9. Complete the following sentences: “I am proud of my commitment so far because… I could personally improve by…”10. Complete the following sentence: “The difficulty I am having in this project is… and I will use the following strategyto help myself…”11. Complete the following sentence: “To stay motivated during the project, I have to…”12. Complete the following table with the name(s) of one or more of your teammates. The statement must really applyto the(se) individual(s).NameStatements_____________________________________ … always works very hard and maintains a positive attitude._____________________________________ … has good work methods and is very effective in doing the work._____________________________________ … expresses his or her ideas clearly and often suggests new solutions to problems._____________________________________ … works well in a team, is respectful and cooperates with others.13. Describe something unexpected that came up during the project and explain what adjustments you had to make.14. Identify three entrepreneurial values that you are discovering in yourself during this project and explain how theyare coming out in the project.15. Identify three entrepreneurial values that you see in each of your teammates and explain how they are coming outin the project.16. Identify a personal resource (strength, skill or entrepreneurial value) in each of your teammates and explain how it iscoming out in the project.17. Give a concrete example of the team spirit of each of your team members.18. Give a concrete example of the determination of each of your team members.19. Give a concrete example of the sense of responsibility of each of your team members.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ][401 ]

DURING THE PROJECT (OTHER)20. As a team, comment on the following statement: “A project obliges the participants to cooperate, share goals,coordinate actions, negotiate and work together.” Consider solutions if you are having problems.21. As a team, discuss how the team members persevere and put in the necessary effort to make the project a success.If some things need improvement, find solutions that you could apply.22. As a team, review your work plan. Which implementation steps and tasks do you still have to do? Plan this workbased on the timetable you set.23. As a team, determine how many hours have been spent on the project so far and plan what remains to be done.24. As a team, think about the repercussions that you would like your project to have in the community.25. As a team, answer the following questions: Do we still know what to do? How to do it? When to do it? If not, itwould be a good idea to review your planning, implementation steps, work allocation and schedule.26. Describe to each of your team members the greatest effort you have noticed so far.27. Explain how you and your team members are cooperating and what you could improve so that you do betterbetween now and the end of the project.28. Explain how your team members are showing solidarity and what they could do to improve between now and theend of the project.29. Explain how you have put the following entrepreneurial values into practice during the project:• motivation• solidarity• organizational ability• tenacity30. Explain how you have put the following entrepreneurial values into practice during the project:• self-confidence• team spirit• leadership• initiative31. Explain how you have put into practice the three entrepreneurial values you described at the beginning ofthe project.[402 ]GUIDEFOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

DURING THE PROJECT (OTHER)32. Some things learned at school have already been useful in carrying out the project. Fill out the following table:Things learned at schoolHow they have been useful_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 33. What is team work teaching you about yourself and your entrepreneurial values?34. What you can do personally to improve how your team functions?35. What really excites you in this project?36. What advice would you give your team to help it complete the project successfully? Why?37. What advice would you give yourself to improve your commitment to this project? Describe what you could doto improve.38. What steps could you take to help you persevere and maintain your effort right to the end of your project?39. What is your greatest contribution to the team so far?40. What difficulties are you having in making progress in this project (compared to the timetable and plannedimplementation steps)? What strategies could you use to solve these problems?41. What steps should you now take as a team to improve how you operate?42. What objectives have you achieved so far? What goal have you set for yourself between now and the end of theproject?43. In your opinion, is your project on the way to being successful? What steps could you take to complete itsuccessfully?44. In your opinion, what is the most important entrepreneurial value in this project? Describe a situation when you putthis value into practice since the project began.QUESTIONS SPECIFICALLY RELATED TO THE VOCATIONAL SECTOR45. In view of your experience in the project, do you think you should seek input from other partners?46. Halfway through the project, do you think it is important to consult any resource people? Who? Why?47. Are the partners you initially identified helping you to carry out your project? Could you now consider otherpartners to ensure that your project is a success?48. Does working with partners from your training field help you to learn more about yourself as a future worker?GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ][403 ]

AFTER THE PROJECT1. How have you influenced your team members?2. Comment on the following statement: “My commitment is reflected in the results of this project.”3. Complete the following sentence: “I think this project has value because…”4. Complete the following sentence: “This project has helped me make progress...”5. Complete the following sentence: “What helped me stay motivated throughout the project was…”6. Complete the following sentence: “Thanks to…, I met the challenge of this project.”7. Complete the following sentence: “I identified some strengths: … and talents: ... in myself that helped me during this project.”8. Complete the following sentence: “I am proud of myself because I…”9. Complete the following sentence: “My teammates could describe me as... ”10. Fill out the following table:Entrepreneurial valuesTime during the project when they were put into practiceOrganizational ability ______________________________________________________________________________________________Effort ___________________________________________________________________________________________________________Solidarity ________________________________________________________________________________________________________Determination____________________________________________________________________________________________________11. Fill out the following table:Entrepreneurial valuesTime during the project when they were put into practiceIndependence ____________________________________________________________________________________________________Resourcefulness___________________________________________________________________________________________________Tenacity _________________________________________________________________________________________________________Creativity ________________________________________________________________________________________________________12. Complete the following table with the name(s) of one or more of your teammates. The statement must really applyto the(se) individual(s).NameStatements________________________________________ ... has shown a desire to meet the challenge.________________________________________ ... has shown solidarity by accepting responsibility for the group'schoices and decisions.________________________________________ ... fulfilled his or her commitments and did what had to be done.[404 ]GUIDE________________________________________ ... took initiatives and made decisions without needing supervision.FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

AFTER THE PROJECT (OTHER)13. Do you think that the target audience is happy with what you and your team had to offer? Explain.14. Which task did you get more involved in? What did you learn from this?15. Describe your greatest success in this project.16. As a team, comment on the following statement: “Motivation is what drives action.”17. As a team, comment on the following statement: “Success does not happen by accident and without effort.”18. Complete the following sentence: “We showed perseverance during this project by…”19. As a team, make a link between the current project and what you know about entrepreneurial culture.20. As a team, explain how you innovated in this project.21. As a team, explain how you managed to interest your target audience or end user.22. As a team, explain how you managed to meet the needs of your target audience or end user.23. As a team, describe an effort made by each team member during the project.24. As a team, specify how you maximized your use of human, material and financial resources. If you did not manageto do so, consider ways to do so in a future project.25. Looking at your entire experience during the project, give three reasons that account for your success.26. In a few lines, describe what you got out of this project.27. Did the ways you considered as a team to carry out the project and improve how you operated enable you tocomplete the project successfully? Explain.28. Is your commitment to the project reflected in the results obtained by your team? Explain.29. Explain how the outcome of your project is a personal success.30. Explain how you put the following entrepreneurial values into practice during the project:• creativity• sense of responsibility• motivation• resourcefulness• perseverance• solidarity31. To take things one step further, which partners could you have sought input from?32. What do you know now that you didn't know before starting the project?GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ][405 ]

AFTER THE PROJECT (OTHER)33. What was the greatest contribution (entrepreneurial value) of each of the team members during the project?34. What was your greatest contribution to the team? Explain.35. What is the greatest strength that you discovered in each of your team members?36. What lessons did you personally learn from this project?37. How much flexibility were you allowed? What initiatives did you take?38. What advice would you give to a team that had to do a similar type of project? Why?39. What positive effects is your project generating in your community?40. What problems did you have to solve throughout the project?41. What tricks and strategies did you use in this project that you should apply to a future project?42. If you had to do this project over, what would you do differently? Why?43. If you had the opportunity to continue this project, to add another step, what would you consider doing? Why?44. You had to make adjustments during the project. As a team, describe what steps you took.QUESTIONS SPECIFICALLY RELATED TO THE VOCATIONAL TRAINING SECTOR45. Did you manage to share the leadership during the project? Why?46. As a team, answer the following question: Did we choose the right resource people? Why?47. How did working with partners add value to the project?48. How did this project confirm for you the importance of creating entrepreneurial relationships with the community?[406 ]GUIDEFOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

6.2. Avenues to explore to develop entrepreneurial questionsFor teachers who wish to design a tool for their students to reflect on their experience, this section contains ideas theycan use to explore and develop entrepreneurial questions at the three points in the project. They relate to thedevelopment of entrepreneurial values, the strategies used during the project and the entrepreneurial relationshipsthey have had.I. QUESTIONS BEFORE THE PROJECT (planning and preparation)1. Analyze the problem, look at it critically and develop one’s position.2. Anticipate and determine the entrepreneurial values needed for the project.3. Anticipate the strategies to use to overcome expected difficulties.4. Choose the methods to put in place so that the project motivates people and has a positive impact on the problem.5. Target one or more ways to innovate during the project.6. Consider alternatives to the product, service or event chosen.7. Identify and distribute the tasks to be done by the team.8. Determine the “customers” the project is intended for.9. Determine what to create in order to provide a solution to the problem.10. Consider possible follow-ups and the scope the project could have.11. Identify the outside resources to approach and what role they might play.12. Determine or adapt the implementation steps for the project.13. Determine or select the committees and roles related to the product, service or event to be created.14. Identify a personal and collective challenge.15. Define the objectives to be achieved by doing this project.16. Bear in mind that the expected results are related to the degree of commitment.17. As a team, think about the operational methods to use in order to complete the project by the deadline.18. Ensure that the product, service or event chosen will be useful and provide a solution to the problem.19. Recall situations where the efforts made resulted in progress and success.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ][407 ]

II. QUESTIONS DURING THE PROJECT (implementation)20. Determine whether the personal and collective challenge is on the way to being met and anticipate the strategiesand methods to use to be successful.21. Evaluate the degree of commitment by the student and teammates.22. Assess the effectiveness of the outside resources approached and anticipate what help they could give in carryingout the last part of the project.23. Identify the strategies used to make progress with the project.24. Review the effectiveness of the team members in carrying out the tasks.25. Review how the entrepreneurial values have been put into practice through action. If necessary determine newvalues to put into practice.26. Review the implementation steps in relation to the timetable and plan what remains to be done.27. Recall situations where perseverance and effort enabled a project to be completed successfully.28. Verify and if necessary modify the working committees chosen for creating the project.III. QUESTIONS AFTER THE PROJECT (integration)29. Assess the efforts and progress made in meeting the challenge.30. Evaluate the positive contribution of each of the team members or committees.31. Evaluate customer satisfaction with the creation and consider it as an indicator of the outcome of team work.32. Evaluate the methods that were chosen to achieve the results.33. Assess the effectiveness and usefulness – or lack thereof - of using outside resources.34. Assess the development of the entrepreneurial values and how they were used in the project.35. Identify what has been learned personally, the strategies used and strategies that could be considered in a futureproject.36. Identify what has been learned in order to recognize the value of the project.37. Think about possible follow-ups to this project.38. Provide evidence of the students` satisfaction with the work done.39. Draw conclusions about the progress of the implementation steps and compliance with the timetable.40. Make observations about the commitment of the team members and the success of the project.[408 ]GUIDEFOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

6.3. Questions for the teacherBringing entrepreneurial culture into the classroom requires an analytical-reflexive effort on everyone’s partthroughout the experience. This is essential because, as with any reflexive approach, it helps to integrate what has beenlearned so that it can be transferred to future projects.Like the students, teachers are encouraged to ask themselves questions. Project planning and preparation are the firstphase of questions for the teacher. In the other two phases of the project, specific questions have been developed forteachers; they relate to the product created, the processes, the strategies used and the partners with whom theyworked. These questions also help teachers to evolve within the continuum of development and integration of entrepreneurialculture and to improve their pedagogical practices with respect to this culture.The next section suggests questions to help teachers reflect on their experience with entrepreneurial projects in theirprofessional development.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ][409 ]

I. QUESTIONS DURING THE PROJECT (implementation)a) Questions related to the product1. Complete the following sentence: “I think a successful project is… because…”2. Do you think that the students took ownership of the project? Why?3. How is this project putting the students in a position to meet a realistic challenge?4. How much flexibility do the students have in the project? Explain.5. What follow-ups could you consider for this project? Why?b) Questions related to the process1. As a resource for the students, what advice would you like to give them to help them complete the projectsuccessfully and as autonomously as possible? Why?2. Assess your ability to adapt or personalize the approach, implementation steps and strategies related to theproject that you are doing with your students.3. How much flexibility do the students have in the process? Explain.4. What difficulties are you encountering in making progress with the project (compared to the timetable andplanned implementation steps)? What strategies could you use to solve these problems?c) Questions related to partners1. Are the partners currently cooperating in the project helping you to carry it out? Explain.2. Could you consider other partners to ensure that this entrepreneurial project is a success? Who? Why?3. Who could partner with you to ensure the project is a success? What would these partners’ roles be?4. In your opinion, what are the benefits of partners in carrying out a project like the one you are engaged in withyour students? Why?II. QUESTIONS AFTER THE PROJECT (integration)a) Questions related to the product1. How has this project helped you to evolve within the continuum of development and integration ofentrepreneurial culture and improve your pedagogical practices with respect to this culture?2. Do you think the challenge the students were set helped to foster a feeling of personal efficiency in most of thestudents? Explain.3. Did the product that was created really meet a need? Was it really useful? Why?4. What challenge will you set for yourself in a future entrepreneurial project? How will this feasible challengehelp you improve?5. What conclusions can you draw that will help you create the same type of project in the future?6. What entrepreneurial values do you think you developed through this project? Explain.[410 ]GUIDEFOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

) Questions related to the process1. Now that the project is on the point of being completed, what do you think about the flexibility you gave thestudents in the process?2. What strategies could you have used to be more effective in carrying out this project?3. What advice would you give a colleague who wanted to do the same type of project? Why?4. What tricks and strategies did you use in this project that you should apply to a future project?c) Questions related to partners1. How did working with partners add value to the project?2. With hindsight, how would you judge the flexibility you gave the students in choosing partners and buildinga relationship with them? Comment.3. Will your experience with this project change how you approach partners when you undertake a futureentrepreneurial project? Explain.4. What do you think about bringing in partners when carrying out an entrepreneurial project? Explain.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ][411 ]

6.4. Entrepreneurial templates (autonomous development)Teachers who have successfully integrated the entire entrepreneurial approach are invited to use one or more of theautonomous development entrepreneurial templates (simplified or full version). At this stage, teachers who have hadexperience with a large number of entrepreneurial projects can allow their students a high degree of autonomy increating a product, service or event. These templates still contain elements included in the entrepreneurial project, butteachers have the opportunity to develop on their own the entire project that they want to attempt with theirstudents.[412 ]GUIDEFOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

6.4. Entrepreneurial templates (autonomous development) • VOCATIONAL SECTORFor the teacher and students who want to create _____________________________________________________Autonomous development (simplified version)Program:Develops a general competency- or -a specific competency:Problem identified:The entrepreneurial project• develops competencies;• solves a problem and meets a need;• generates an action promoted toa targer audience;• develops entrepreneurial values;• has social implications and impact;• is innovative;• has scope;• can be evaluated usingentrepreneurial indicators.Target audience, end user:Selected indicator:GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 413 ]

VOCATIONAL SECTORFor the teacher or student who wants to create a ___________________________________________________Autonomous development (full version)»I. PLANNING AND PREPARATION PHASEThe suggested steps are interrelated. Depending on the responses, the teacher or student may wish to reconsider previous statements.Entrepreneurial projectVerification√Autonomous development1. Pedagogical aim1.1. Program1.1. _________________________________________________________________________________________________1.2. General competencies (GC)1.2. _________________________________________________________________________________________________- or -_________________________________________________________________________________________________1.3. Specific competencies (SC)1.3. _________________________________________________________________________________________________2. Competency development evaluation criteria and tools 2. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. Problem or real-life situation identified (see pages 8 and 19) 3. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Determination of the project (product, service, event oreconomic activity) (see page 44)4. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 414 ]

Entrepreneurial project5. Situation involving the implementation of complex tasks(with the possibility of success) and that creates a feelingof personal efficiency (see pages 22 and 23)6. Success factors for an entrepreneurial project(see pages 32 to 37)6.1. An entrepreneurial project6.1.1. Need for and usefulness of the product(see pages 17 to 19)6.1.2. Target audience or end user targeted by theproduct (see pages 18 and 19)6.2. An innovative project (see pages 32 and 33)6.3. A project that motivates people (see pages 36 and 37)6.4. A project that has scope (see pages 34 and 35)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Verification√Autonomous development5. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6.1.1. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6.1.2. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6.2. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6.3. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6.4. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 415 ]

Entrepreneurial projectVerification√Autonomous development7. Entrepreneurial indicators (see pages 38 and 39) 7. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8. Selection, adaptation or creation of tools8.1. Implementation stepsand committees (see page 43)8.1. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8.2. Questions before the project (see page 43)8.2. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9. Consideration of alternatives (see page 18) 9. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 416 ]

»II. IMPLEMENTATION PHASEEntrepreneurial project1. Selection, adaptation or creation of tools1.1. Questions during the project (see page 43)1.2. Questions for the teacher (see page 409)»III. INTEGRATION PHASEEntrepreneurial project1. Selection, adaptation or creation of tools1.1. Questions after the project (see page 43)1.2. Entrepreneurial indicators (see pages 38 and 39)1.3. Questions for the teacher (see page 409)GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]Verification√Verification√Autonomous development1.1. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1.2. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Autonomous development1.1. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1.2. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1.3. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[ 417 ]

6.5 Diagrams of success factors (autonomous development)This section of the guide contains diagrams related to the success factors. They can be used by the teacher alone orwith the students to work on the innovation, scope and motivation they want to bring to an entrepreneurial project.Teachers may refer to Part II “Entrepreneurial culture” for additional information in this regard.[418 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

Success factor: innovationGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]]INNOVATION ANDENTREPRENEURIAL INSTRUCTION• Generates an original, unexpectedanction (new product, new service,new events or new economic activity).• Gives rise to something new,something different.[ 419 ]

Success factor: motivationThe entrepreneurial projecthas social implicationsand impact.[ 420 ]

Success factor: scopeGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ]][ 421 ]

Conclusion, appendixand bibliographyConclusion, appendix

PRODUIT»ConclusionIt is therefore possible to develop and experience entrepreneurial culture while developing the competencies targetedby the various vocational training programs.We also believe that after undertaking entrepreneurial projects throughout their school years, the students will havedeveloped and integrated their entrepreneurial characteristics. These characteristics may induce them to start theirown enterprise or become committed intrapreneurs within their chosen organizations.Whatever career choices they make, after being immersed in entrepreneurial culture these students will be more awareof their potential, have used project-related strategies and have learned about the work world.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ][423 ]

A. Measures of the Youth Entrepreneurship Challenge for encouragingentrepreneurship in schools1. YOUTH ENTREPRENEURSHIP CHALLENGEThe Youth Entrepreneurship Challenge is aimed at developing an entrepreneurial culture in Québec youth. It includesa series of measures for this purpose.For more information, see the website http://www.defi.gouv.qc.ca2. YOUTH ENTREPRENEURSHIP AWARENESS OFFICERS OF CARREFOURSJEUNESSE-EMPLOITeachers looking for outside partners to help with their project can ask the awareness officers of Carrefours jeunesseemploifor help. These officers are there to inform them about various entrepreneurship awareness activities for youngpeople in the community as well as organizations working in the field. They can also provide support for carrying outprojects in the school as well as the community.For more information, see the website http://www.defi.gouv.qc.ca/agents3. OFFICERS OF ENTREPRENEURIAT COLLECTIF JEUNESSEOfficers promoting awareness of collective entrepreneurship are other outside partners that teachers might find itinteresting to call upon when carrying out a collective entrepreneurial project. They are there to give information oncooperatives, collective entrepreneurship and the social economy. They can also provide information on awareness andtraining activities offered in many regions (for example, Ensemble vers la réussite) and supply the names of organizationsthat can inform students on these subjects (for example, coopératives jeunesse de services or Jeune COOP).For more information, see the website http://www.defi.gouv.qc.ca/agentsAppendix[424 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

B. Outside resources who can help with projects, recommended by theMinistère de l’Éducation, du Loisir et du SportThis section provides descriptions of and links to resources that can provide additional information andsupport in carrying out entrepreneurial projects.CLUBS ENTREPRENEURS ÉTUDIANTSThese clubs inform young people at the vocational, college or university level about the importance of having an effectivenetwork of relationships since they are encouraged to develop personal and professional relationships during their studies.The clubs also direct them to organizations that help with economic development and business startups in their field.For more information, see the website http://acee.qc.caQUÉBEC ENTREPRENEURSHIP CONTESTAcknowledged as the largest annual contest promoting entrepreneurship in Québec, it spotlights the next generation of all ageswhose dynamism and talent enrich Québec’s know-how. Its mission is to promote and reward entrepreneurial initiatives in theschool and the creation of new businesses throughout Québec.For more information, see the website http://concours-entrepreneur.orgJEUNES ENTREPRISES DU QUÉBECAs part of Junior Achievement of Canada, its mission is to inspire young people and teach them about entrepreneurial values,help them understand business and economics and develop their entrepreneurial and leadership skills.For more information, see the website http://www.jequebec.orgYOUTH ACTION STRATEGYThe 2006-2009 Youth Action Strategy is aimed at getting young people fully involved in their own success. It is designed toequip young people aged 35 and younger to make their own way. At school, in a training project, at work or in communityaction, the government wants them all to succeed in accordance with their ambitions and aspirations.For more information, see the website http://www.jeunes.gouv.qc.ca/strategie/index.htmGUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ][425 ]

THE ENTREPRENEURSHIP WEBSITECreated by the Fondation de l'entrepreneurship and its partners, the entrepreneurship website is designed to make it easier forpeople in Québec and the rest of the francophone world to access relevant information, training tools and the most usefulassistance resources for new business initiatives, startups and management.For more information, see the website http://entrepreneurship.qc.caSERVICES QUÉBEC PORTAL FOR BUSINESSES: DIRECT, EASY AND UNIVERSAL ACCESS TO GOVERNMENT SERVICESThe Portal makes life simpler for Web browsers by putting all the information they need for dealing with government departmentsand agencies on a single site.For more information, see the website http://www.entreprises.gouv.qc.ca/entreprises/portail/quebec?lang=en[426 ]GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ]

»BibliographyARPIN, Lucie, et Louise CAPRA. Apprentissage par projets, Montréal,Chenelière McGraw-Hill, 2001.COMITÉ SECTORIEL DE MAIN-D’ŒUVRE DES COMMUNICATIONSGRAPHIQUES DU QUÉBEC. Programmes de formation en communicationsgraphiques, Québec, Septembre éditeur, 2005.COMITÉ SECTORIEL DE MAIN-D’ŒUVRE DES COMMUNICATIONSGRAPHIQUES DU QUÉBEC. Métiers et professions des communicationsgraphiques, Québec, Septembre éditeur, 2005.DIRECTION GÉNÉRALE DE LA FORMATION DES JEUNES. La planificationde l’apprentissage et de l’évaluation : document de travail, Québec,Gouvernement du Québec, 2005.DANJOU, Isabelle. Entreprendre : la passion d’accomplir ensemble, France,L’Harmattan, 2004.FAVREAU, Sylvie et autres. Apprendre… une histoire de cœur et decerveau, apprendre en trimode, colloque de l’Association québécoised’information scolaire et professionnelle, Québec, 2006.FÉDÉRATION DE L’ENSEIGNEMENT SECONDAIRE CATHOLIQUE.Premier degré de base – Projets, Belgique, 2004.GROUPE DE TRAVAIL SUR LA DIFFÉRENCIATION PÉDAGOGIQUE ENOUTAOUAIS. La différenciation pédagogique : théories et applications,colloque de l’Association des cadres scolaires du Québec, Québec,2005.HUBER, Michel. Conduire un projet-élèves : profession enseignant, Paris,Hachette Éducation, 2005.MAULINI, Olivier. Questionner pour enseigner & pour apprendre, Genève,ESF éditeur, 2004.Matériel conçu par l’équipe de l’approche orientante de la commissionscolaire de la Capitale, Québec, 2002-2003-2004-2005-2006.MINISTÈRE DE L’ÉDUCATION. Programme de formation de l’école québécoise,enseignement secondaire, premier cycle, Québec, Gouvernementdu Québec, 2004.MINISTÈRE DE L’ÉDUCATION, DU LOISIR ET DU SPORT Introduction toentrepreneurial culture, Québec, Gouvernement du Québec, 2005.PELLETIER, Denis. L’approche orientante : la clé de la réussite scolaire etprofessionnelle, Québec, Septembre éditeur, 2004.PELLETIER, Denis. Dictionnaire Septembre des métiers et professions,2 e éd. rev. et corr., Québec, Septembre éditeur, 2005.POTVIN, P., L. FORTIN, D. MARCOTTE, É. ROYER et R. DESLANDES.Guide de prévention du décrochage scolaire, Québec, CTREQ, 2004.PRESSEAU, Annie, et autres. Intégrer l’enseignement stratégique dans saclasse, Montréal, Chenelière Mc Graw-Hill, 2004.SABOURIN, Martine. « Travailler en équipe, résultat d’une simple attitudeou d’une bonne stratégie? », AQEP Vivre le primaire, vol. 18, nº 3, mai-juin2005, p. 45-47.SECRÉTARIAT À LA JEUNESSE. Youth Entrepreneurship Challenge Three-YearAction Plan 2004-2005-2006, Québec, Gouvernement du Québec,2004.WEBSITES CONSULTEDhttp://www.entrepreneurship.qc.cahttp://www.gpsao.educ.usherbrooke.cahttp://www.inforoutefpt.comhttp://www.monemploi.comhttp://www.reperes.qc.caMINISTÈRE DE L’ÉDUCATION. À la découverte de l’entrepreneuriat àl’école… : initiatives entrepreneuriales, Québec, Gouvernement duQuébec, 2001.MINISTÈRE DE L’ÉDUCATION. Programme de formation de l’école québécoiseversion approuvée, éducation préscolaire, enseignement primaire,Québec, Gouvernement du Québec, 2001.MINISTÈRE DE L’ÉDUCATION. À chacun son rêve, Québec, Gouvernementdu Québec, 2002.MINISTÈRE DE L’ÉDUCATION. La formation à l’enseignant : les orientations etles compétences professionnelles, Québec, Gouvernement duQuébec, 2004.GUIDE FOR TEACHERS IN THE VOCATIONAL TRAINING SECTOR[ ] ][427 ]

www.mels.gouv.qc.ca/entrepreneuriat17-3798-1A