School Entrepreneurship Education Program
(
Private sector
)
#SDGAction43553
Description
1. Teach financial literacy among teenage learners.
2. Train practical entrepreneurship among learners through school based enterprises.
3. Instruct 21st century critical skills through experiential learning. Implementation SEEP use experiential learning taking learners through a 12 weeks entrepreneurial journey that involves theoretical and practical exercises. Learners are given tasks of specific business areas and are encouraged to take practical steps to fulfill the demands of those tasks. As the program goes, learners will be building up their business plan which will undergo implementation from Week 7 to Week 11. The program also includes mentors (resource persons) from the business community who come and share their expertise on various business areas such as marketing, accounting, human resources among other areas. Governance Our team is made up of the Director, Program Manager, Financial Manager and Operations Manager. Details on the structure are attached on the Additional Information column.
The School Entrepreneurship Education Program aims at producing high school learners who are entrepreneurial and financially literate. This vision is being carried out through assisting learners to create and run school based enterprises, selling real products or services, to real customers and making real profits (or losses). We are currently running the program at one girls high school in Bulawayo and have taught entrepreneurship education on 90 girls while 30 girls have set up two school based companies since 2019. Learners who were part of the pilot project in 2017/2018 have set up their own enterprises while awaiting going to university while others, three have enrolled with the Africa Leadership University as a result of the inspiration the got from the SEEP initiative. The program thus looks forward to creating a pool of young entrepreneurs who will leverage on their skills and societal problems to start their own enterprises and thus create employment for their kith and kin. For those who choose to be employees, the program will help them navigate the 21st century with different core skills they would have acquired through experiential learning. Upon acceleration, we look forward at expanding the program into ten more schools in Bulawayo province and reach out to more learners.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
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Region
- Africa
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Contact Information
Jobert Ngwenya, Mr
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