NTA Level 6 • Semester 2 • PST06209

Entrepreneurship – Complete Full Notes

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UNITED REPUBLIC OF TANZANIA

Ministry of Health, Community

Development, Gender, Elderly and

Children

PST 06209

Entrepreneurship

NTA Level 6 Semester 2

Facilitator Guide

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

March 2019 i

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Table of Contents

Background ……………………………………………………………………………………………….. iv

Acknowledgment ………………………………………………………………………………………. vii

Introduction ……………………………………………………………………………………………….. ix

Abbreviations ……………………………………………………………………………………………. xii

Session 1: Concepts of Entrepreneurship …………………………………………………………1

Session 2: Historical Development and Theories of Entrepreneurship …………………7

Session 3: Importance of Entrepreneurship in the

Economy and Pharmacy Profession ………………………………………………………………16

Session 4: National Strategy for Growth and Reduction of Poverty …………………..22

Session 5: Tanzania Development Vision 2025 ………………………………………………31

Session 6: Linkage between National Strategy for Economic Empowerment and

Poverty Reduction (NSEGPR) and Vision 2025 ……………………………………………..40

Session 7: Classification of Entrepreneurs ……………………………………………………..46

Session 8: Characteristics of Entrepreneurship ……………………………………………….56

Session 9: Factors Influencing Tendency to Engage in Entrepreneurship …………..67

Session 10: Challenges Encountered by Entrepreneurs in Provision of

Pharmaceutical Services ………………………………………………………………………………73

Session 11: The Innovation and Creativity in Entrepreneurship ………………………..79

Session 12: Concepts of Marketing in Sales of Pharmaceuticals ……………………….85

Session 13: Marketing Skills in Sales of Pharmaceuticals ………………………………..93

Session 14: Ethical Issues in Marketing and Sales of Pharmaceuticals ………………99

Session 15: Establishment of Medicines and Medical Supplies Outlets in

Tanzania …………………………………………………………………………………………………..106

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

iii

Background

There is currently an ever-increasing demand for pharmaceutical personnel in Tanzania.

This is due to expanding investment in public and private pharmaceutical sector. Shortage of

trained pharmaceutical human resource contributes to poor quality of pharmaceutical

services and low access to medicines in the country (GIZ, 2012).

Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with

Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs)

worked together to address the shortage of human resource for pharmacy by designing a

project named “Supporting Training Institutions for Improved Pharmaceutical Services in

Tanzania‖ in order to improve quality and capacity of PTIs in training.

CSSC prepared a Multi-actor Partnership (MAP) project proposal on how to sustain and

strengthen health care in Tanzania through improvement of pharmaceutical training and an

inter-institutional coordination of actors. This will harmonize and improve access to quality

pharmaceutical service in Tanzania.

The project has a various key stakeholders like; CSSC, NACTE, PC, TCU, CEDHA and

Pharmaceutical Training Institutions (PTIs). Through this project, few PTIs will receive

infrastructural improvements to increase the quantitative and qualitative capacities (CUHAS,

RUCU and KSP). Furthermore this project will train Pharmaceutical tutors from different

PTIs on teaching and assessment methods in Tanzania and thus improved health delivery

through increased qualified human resource.

It was also observed that in the previous stakeholder‘s meetings there was a need for the

development of training manuals and assessment plans for NTA Level 5 & 6, in order to

support the establishment and implementation of the curriculum in PTIs. During MAP kick-

off workshop done in February 2018, Stakeholders agreed that there was a need for

development of the said manuals and it was among the highest priority in Pharmacy

education in Tanzania. Therefore this project aims at developing facilitator‘s guide and

assessment plans for NTA Level 5 & 6.

Pharmacy Council, CSSC and action medeor developed the Terms of Reference and selected

a qualified service provider with experience in material development to develop the

mentioned training manuals and assessment plan. Centre for Educational Development in

Health Arusha (CEDHA) was selected and offered a contract to develop Facilitators guide for

NTA level 5 & 6 and assessment plan.

Centre for Educational Development in Health Arusha (CEDHA) was offered a leading role

with the instructions to include experts who have developed teaching materials for NTA

Level 4. These experts are primarily experienced pharmaceutical and non-pharmaceutical

tutors.

The mode of operation used by CEDHA to develop facilitator‘s guide and assessment plan

was participatory approach which included a number of activities through various workshops

such as planning, and orientation of material development. After these preliminary

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

workshops, experts developed materials individually and in-groups. Thereafter, developed

draft materials were reviewed, edited and formatted and draft one was finalized and shared to

stakeholders for inputs.

Finally, CEDHA submitted the finalized Facilitator‘s guides and assessment plans for NTA

level 5 and 6 to CSSC for endorsement, printing, dissemination and sharing with relevant

authorities.

There are 12 modules for NTA level 6 making 12 Facilitator guides and one Practicum guide.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Acknowledgment

The development of standardized training materials of a competence-based curriculum for

pharmaceutical sciences has been accomplished through involvement of different

stakeholders.

Special thanks go to the Pharmacy Council for spearheading the harmonization of training

materials in the pharmacy after noticing that training institutions in Tanzania were using

different curricula and train their students differently.

I would also like to extend my gratitude to Christian Social Service Commission (CSSC) for

their tireless efforts to mobilize funds from development partners (German Ministry of Industry

and action medeor). It is through the implementation of the Multi-Actors Partnership (MAP)

project, CSSC has been able to provide the financial and technical support needed during the

development of this training material.

Many thanks go to the Centre for Educational Development in Health Arusha (CEDHA)

experts on health material development and training who coordinated the development of

these module sessions particularly Ms. Diana H. Gamuya for her commitment in coordinating

and facilitating the planning and development to its completion.

Particular acknowledgements are sent to Mr. Dickson Mtalitinya and Members from the

secretariat of National Council for Technical Education (NACTE) for facilitating and

providing their expertise to the success of this work.

It will be unfair if I will not recognize the efforts and contributions of all CEDHA supportive

staff that made this process a success; accountant, secretary, drivers and printers

Finally, I very much appreciate the contributions of the tutors and content experts

representing PTIs, hospitals, and other health training institutions. Their participation in

meetings and workshops, and their input in the development of this training

manual/facilitators guide have been invaluable.

These participants are listed with our gratitude below:

Ms. Elizabeth Shekalaghe Registrar, Pharmacy Council of Tanzania

Dr. Fadhili Lyimo Assistant Director Allied Health,MoHCDGEC

Dr. Jacqueline Uriyo Acting Principal, CEDHA

Dr. Sungwa N. Kabissi Project Manager – MAP, CSSC

Ms. Diana H. Gamuya CEDHA

Ms. Grace Mallange PC

Ms. Emily Mwakibolwa Pharmacy Council

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

vii

Ms. Tumaini H. Lyombe MUHAS

Ms. Dilisi J. Makawia KSP

Director of Human Resources Development

Ministry of Health, Community Development, Gender, Elderly and Children

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

viii

Introduction

Module Overview

This module content is a guide for tutors of Pharmaceutical schools for training of students.

The session contents are based on sub-enabling outcomes and their related tasks of the

curriculum for Basic Technician Course in Pharmaceutical Sciences. The module sub-

enabling outcomes and their related tasks are as indicated in the in the Basic Technician

Certificate in Pharmaceutical Sciences (NTA Level 6) Curriculum

Target Audience

This module is intended for use primarily by tutors of pharmaceutical schools. The module‘s

sessions give guidance on the time, activities and provide information on how to teach the

session. The sessions include different activities which focus on increasing students‘

knowledge, skills and attitudes.

Organization of the Module

The module consists of fifteen (15) sessions; each session is divided into several parts as

indicated below:

• Session Title: The name of the session

• Total Session Time: The estimated time for teaching the session, indicated in minutes

• Pre-requisites: A module or session which needs to be covered before teaching the

session.

• Learning Tasks: Statements which indicate what the student is expected to learn by the

end of the session

• Resources Needed: All resources needed for the session are listed including handouts

and worksheets

• Session Overview: The session overview box lists the steps, time for each step, the

activity or method used in each step and the step title

• Session Content: All the session contents are divided into steps. Each step has a heading

and an estimated time to teach that step as shown in the overview box. Also, this section

includes instructions for the tutor and activities with their instructions to be done during

teaching of the contents

• Key Points: Key messages for concluding the session contents at the end of a session

This step summarizes the main points and ideas from the session, based on the learning

tasks of the session

• Evaluation: The last section of the session consists of short questions based on the

learning tasks to check the understanding of students.

• Handouts: Additional information which can be used in the classroom while teaching or

later for students‘ further learning. Handouts are used to provide extra information related

to the session topic that cannot fit into the session time. Handouts can be used by the

students to study material on their own and to refer to them after the session. Sometimes,

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

a handout will have questions or an exercise for the participants including the answers to

the questions.

Instructions for Use and Facilitators Preparation

• Tutors are expected to use the module as a guide to train students in the classroom and

skills laboratory

• The contents of the modules are the basis for teaching and learning dispensing.

• Use the session contents as a guide

• The tutors are therefore advised to read each session and the relevant handouts and

worksheets as preparation before facilitating the session

• Tutors need to prepare all the resources, as indicated in the resource section or any other

item, for an effective teaching and learning process

• Plan a schedule (timetable) of the training activities

• Facilitators are expected to be innovative to make the teaching and learning process

effective

• Read the sessions before facilitation; make sure you understand the contents in order to

clarify points during facilitation

• Time allocated is estimated, but you are advised to follow the time as much as possible,

and adjust as needed

• Use session activities and exercises suggested in the sessions as a guide

• Always involve students in their own learning. When students are involved, they learn

more effectively

• Facilitators are encouraged to use real life examples to make learning more realistic

• Make use of appropriate reference materials and teaching resources available locally

Preparation with Handouts and Worksheets

• Go through the session and identify handouts and worksheets needed for the session

• Reproduce pages of these handouts and worksheets for student use while teaching the

session. This will enable students to refer to handouts and worksheets during the session

in the class. You can reproduce enough copies for students or for sharing

• Give clear instructions to students on the student activity in order for the students to

follow the instructions of the activity

• Refer students to the specific page in the student manual as instructed in the facilitator

guide

Using Students Manual When Teaching

• The student manual is a document which has the same content as the facilitator guide,

which excludes facilitator instructions and answers for exercises.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

• The student manual is for assisting students to learn effectively and acts as a reference

document during and after teaching the session

• Some of the activities included in facilitator guide are in the student manual without

facilitator instructions

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Abbreviations

ADDO Accredited Drug Dispensing Outlet

CEDHA Centre for Educational Development in Health Arusha

CSSC Christian Social Service Commission

DPs Development Partners

GDP Gross Domestic Product

GIZ The Deutsche Gesellschaft für Internationale Zusammenarbeit

GoT Government of Tanzania

ICT Information and Communication Technology

LGAs Local Government Authority

MAP Multi Actors Partnership

MDA‘s Ministries, Departments and Agencies

MKUKUTA Mkakati wa Kukuza Uchumi na Kupunguza Umaskini Tanzania

MSGs The Millennium Sustainable Goals

NACTE National Council for Technical Education

NSGPR National Strategy for Growth and Poverty Reduction

ORG Operation Research Group

PC Pharmacy Council

PMTCT Prevention of mother-to-child transmission

PPP Public-Private-Partnership

PTIs Pharmaceutical Training Institutions

R&D Research and Development

RFDC Region Food and Drug Committee

SDGs Sustainable Development Goals

SWOT Strengths, Weaknesses, Opportunities and Threats

TDV Tanzania Development Vision

TDV 2025 Tanzania‘s Development Vision 2025

TFDA Tanzania Food and Drugs Authority

VEO Village Executive Officer

WEO Ward Executive officer

WW Writer‘s Workshop

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

xii

Session 1: Concepts of Entrepreneurship

Total Session Time: 60 minutes

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Define entrepreneurship, intrapreneurship and enterprise

• Explain entrepreneurship process

• Explain factors that contribute to the development of entrepreneurship

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD Projector and computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

15 minutes Presentation Definitions of Entrepreneurship,

Buzzing Intrapreneurship and Enterprise

3 15 minutes Presentation Entrepreneurship process

15 minutes Presentation Factors that Contribute to the Development of

Brainstorming Entrepreneurship

5 05 minutes Presentation Key Points

6 05 minutes Presentation Evaluation

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definitions of Entrepreneurship, Intrapreneurship and Enterprise

(15 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What is entrepreneurship?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZEby using the content below

• Entrepreneurship

o Entrepreneurship can be regarded as "a condition that creates new business in terms of

risk taking and expected profit‖.

o Other definitions include:

 It is the process of creating something new and assuming the risk and reward

 It is the process of organizing, managing and assuming the risk of a business o Is

the process of creating incremental wealth

 It is a way of thinking, reasoning, and acting that results in the creation,

enhancement, realization, and renewal of value for an individual, group,

organization, society. At the heart of this process are the creation and/or

recognition of opportunities followed by the will and initiative to (innovatively)

seize these opportunities

o Key issues from the definitions; explain this state of mind, it is required to answer at

least two questions:

 Who are the entrepreneurs and what make them work so hard, with no guarantee

that they will be successful?

 What are the variables that are determined to risk so much and make so many

sacrifices to fulfil an idea?

o Almost all definitions of entrepreneurship include the following key behaviours

 Initiative taking

 Organising and reorganizing of social and economic mechanisms to turn the

resources and situations into practical account

 Acceptance of risk or failure

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

• Enterprise

o An enterprise or business undertaking is a commercial unit aimed at producing

services to satisfy both the client and the service provider.

o For example, an enterprise may focus on assisting the public or a segment of the

public on:

 Research activities (e.g., proposal development in health)

 Academic work (e.g., book writing in health)

 Counselling patients and their families (e.g., PMTCT counselling)

 Providing mortuary services

 Providing cytology and histopathology services in the periphery

 Providing a selection of full burial services

 Clinic care of patient

 Improving the quality of services within your organization to increase clients and

raise the price

• Intrapreneurship

o This is the process of uncovering and developing an opportunity to create value

through innovation and seizing that opportunity in an existing company

STEP 3: Entrepreneurial Process (15 minutes)

• The entrepreneurial process includes all the functions, activities, and actions that are part

of perceiving opportunities and creating organizations to pursue them

• The birth of a new enterprise just happenstance and its subsequent success or failure a

chance process

• The art and science of entrepreneurship can be taught and learned

o Entrepreneurship is one of the fastest growing new ﬁelds of study in education

• Entrepreneurial process can be viewed in six stages

o See opportunity which others don‘t

 Have vision

o Persuade others

o Gather resources

o Organize resources

o Create new venture, product or market

o Constantly change/adapt themselves according to changing demand

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

STEP 4: Factors That Contribute to the Development of Entrepreneurship

(15 minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• What are the factors that contribute to the development of entrepreneurship?

ALLOW few students to respond?

WRITE their responses on the flip chart/ board

CLARIFY and SUMMARISE by using the content below

• The following are factors that contribute to development of entrepreneurship:

o Independent lifestyle: This enables the individual to choose where to live and what to

do to ensure their financial security to spend more time with family and friends

o Successful entrepreneurs as role models: some people consider successful

entrepreneurs as true heroes by awarding them a special status, especially because of

achievements, including material, which makes them often as models to follow

o Demographic factors: Represented by weight rather than population aged 25 and 40,

from which the largest share identifying business opportunities and they contribute to

the development of entrepreneurship

o Increasing the share of services in total GDP: in conjunction with their relatively low

cost, attract many people to develop business to achieve significant gains

o Development of new technology: in the field of computers, in particular, enables

small businesses to large company‘s competition through lower costs recorded in a

small business

o Internet development: as a worldwide computer network, available to millions of

users, information from various areas, which contributes to increased chances of

finding new ideas for new businesses

o Globalization: as a general trend, contributing to increase in opportunities to develop

business, not only within the borders of a country but also beyond, significantly

increasing the chances of obtaining additional profits

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

STEP 5: Key Points (5 minutes)

• Entrepreneurship can be regarded as "a condition that creates new business in terms of

risk taking and expected profit‖

• The entrepreneurial process includes all the functions, activities, and actions that are part

of perceiving opportunities and creating organizations to pursue them

• Factors that contribute to the development of entrepreneurship are such as; Independent

lifestyle, Successful entrepreneurs and Demographic factors just to mention a few

STEP 6: Evaluation (5 minutes)

• What is entrepreneurship?

• What is entrepreneurial process?

• What are factors that contribute to the development of entrepreneurship?

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 2: Historical Development and Theories of

Entrepreneurship

Total Session Time: 120 minutes +1hours of Tutorial

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Define of entrepreneurship theories

• Explain the historical development of entrepreneurship

• Explain the theories of entrepreneurship

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD Projector and Computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

10 minutes Presentation Definition of Entrepreneurship Theories

Buzzing

35 minutes Presentation

Historical Development of Entrepreneurship

3 Small Group

Discussion

60 minutes Presentation

4 Theories of Entrepreneurship

5 05 minutes Presentation Key Points

6 05 minutes Presentation Evaluation

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning Tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of Entrepreneurship Theories (10 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What is entrepreneurship theory?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

• Entrepreneurship theory is:

o A model that tries to provide a general explanation for how entrepreneurship works.

o A statement of the underlying rationale for why something works in the way it does in

entrepreneurship.

o An observations made over time to explain, interpret, and predict behaviour of an

event in entrepreneurship

STEP 3: Historical Development of Entrepreneurship (35 minutes)

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Activity: Small Group Discussion (15 minutes)

DIVIDE students into small manageable groups

ASK students to discuss on the following question

• What is the historical development of entrepreneurship?

ALLOW students to discuss for 10 minutes

ALLOW few groups to present and the rest to add points not mentioned

CLARIFY and SUMMARIZE by using the contents below

o Human activity and acting agents can be divided into two broad classes; those who lead

and those who follow

o Entrepreneurial talent, however ill-defined, has always been closely aligned with the

quality of leadership

 The general who designed and executed a successful strategy took considerable

risks and stood to gain substantial economic benefits.

o The Greek idea of stasis led to the idea of economic activity as a zero sum game

o Despite centuries of market experience, this idea persisted through the age of

mercantilism and even today

o In medieval Italy, the capitalist loaned money to the merchant-adventurer

o The capitalist was a passive risk-bearer whereas the merchant-adventurer took an

active role in trade or commerce

 But the majority of the profits went to the investing partner

o It was generally agreed that merchants were entitled to compensation for risk and

recompense for their labor

o Merchants needed to have ―good judgment with respect to risks, be well-informed

with respect to goods qualities, prices and cost, be attentive to detail, and prepared to

suffer hardships and manner of risks

o Tax farming is an early example of entrepreneurship involving risk bearing and individual

initiative

o A tax farmer is an individual who successfully bids for the exclusive right to collect

taxes in the name of the Crown

o The amount of the bid is related in a predictable way to the bidder‘s evaluation of the

amount of taxes he can collect

o The incentive that spurs each entrepreneur to action is the opportunity to obtain profit

o But the entrepreneur must also be reasonably assured that he may keep

entrepreneurial profits that he acquires legitimately

o Which in turn requires stability of institutional practices

o Historically, the risk-bearing function of entrepreneurship became less important after the

establishment of limited liability and the new forms of business organization it generated

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Subsequently, innovation came to be stressed over other aspects of entrepreneurship

in theories of economic development

STEP 4: Theories of Entrepreneurship (60 minutes)

o Richard Cantillon (1680 – 1734)

o Richard Cantillon‘s Essaisur la nature du commerce en general was published

posthumously in 1755, but written two decades earlier

o He recognized three classes of economic agents:

 Landowners who are financially independent

 Entrepreneurs who engage in market exchanges at their own risk in order to make

a profit

 Hirelings who avoid active decision making in order to secure contractual

guaranties of stable income

o The entrepreneur is someone who exercises business judgment in the face of

uncertainty

o The city creates opportunities for entrepreneurs willing to take risks in order to make

goods available at the appropriate time and place

o Cantillon emphasized the economic function of the entrepreneur over his/her social

status

o Cantillon argued that the origin of entrepreneurship lies in the lack of perfect foresight

we have with regard to the future

 This lack of perfect foresight is not a defect of the market system, but a part of the

human condition

o Uncertainty is a pervasive fact of everyday life, and those who must deal with it

continually in their economic decisions are entrepreneurs

o Consequently, it is the function of the entrepreneur, not his/her personality, that

counts for economic analysis

o Jean Baptiste Say (1762 – 1832)

o Say‘s theory of the entrepreneur is part of a threefold division of human industry into

distinct operations:

o The first step is the scientific one.

 Before any product can be made, say a bicycle, certain knowledge about the

nature and purpose of it must be understood

 It must be known, for example, that a wheel is capable of continuous, circular

motion and that a force exerted on a chain and sprockets can propel the wheel

forward

o The second step, the entrepreneurial one,

 Is the application of this knowledge to a useful purpose (i.e., the development of a

mechanism-the bicycle) with one or more wheels capable of transporting someone

from one place to another

o The final step, the productive one,

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 Is the manufacture of the item at the hands of manual labor

o Say‘s entrepreneur may be characterized as a ―guardian‖ of equilibrium.

 The ―judgment‖ extolled by Say as a requisite of entrepreneurial activity is

confined to relations within a production process and does not extend beyond that

process to the discovery of new processes or to changes inspired by a new social

structure

 By portraying the entrepreneur chiefly as a superior form of labor, Say

consciously or unconsciously directed attention away from the uniqueness of the

entrepreneur and thus from his/her role as a force of change in a dynamic

economy

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Frank Knight (1885 – 1972)

o Frank Knight distinguished between risk and uncertainty

o Some forms of risk can be mitigated insurance

o To be insurable, there must be a known probability distribution associated with risk

o Either because of large numbers of individuals exposed to risk or repeated exposures

to the same risk by the same individuals.

o Uncertainty, in the sense of things unknowable, is inherent in the nature of

competitive market activity, and there is no way to separate these two concepts

o ―The main immediate sources of uncertainty are the amount of supply to be expected

from other producers and the consumers‘ wants and purchasing power‖

o Knight viewed the creation of markets as an entrepreneurial function

o Prices allocate resources but they do not create markets, entrepreneurs do

o The primary function of management is the selection of people who make the

decisions required by the operations of the firm

o But entrepreneurs are more than contractors – they are specialists at uncertainty

bearing, and while the contract is one way to reduce uncertainty, some uncertainty can

never be eliminated

o Therefore, the size of firms depends, among other things, upon the available supply of

entrepreneurial qualities

o But entrepreneurs are more than contractors – they are specialists at uncertainty

bearing, and while the contract is one way to reduce uncertainty, some uncertainty can

never be eliminated

o Therefore, the size of firms depends, among other things, upon the available supply of

entrepreneurial qualities

• Joseph Schumpeter (1883 – 1950)

o Reflecting Austrian economists‘ interest in disequilibrium processes, Joseph Schumpeter

made the entrepreneur the mechanism of economic change

 He argued that the very existence of entrepreneurial profits means that equilibrium

has been disturbed

 He conceived economic reality as a dynamic process of churning from one

equilibrium to the next, and the real action occurs in disequilibrium

 The really relevant problem is not how capitalism administers existing structures but

how it creates and destroys them

 This process he calls ―creative destruction‖ and is the essence of economic

development

• Development is a disturbance of the circular flow

• It occurs in industrial and commercial life, not in consumption

• It is a process defined by the carrying out of new combinations in production – it

is accomplished by the entrepreneur

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o The essential function of the entrepreneur is distinct from that of capitalist,

landowner, laborer, inventor, but is almost always mingled with other functions

 Management does not elicit the truly distinctive role of the entrepreneur, but

decision-making is another matter

o Schumpeter described innovation in several ways:

 Creation of a new good or new quality of good

 Creation of a new method of production

 The opening of a new market

 The capture of a new source of supply

 A new organization of industry (e.g. creation or destruction of a monopoly)

o Over time the force of these new combinations dissipates, as the ―new‖ becomes part

of the ―old‖

o According to Schumpeter, ―everyone is an entrepreneur only when he actually carries

out new combinations, and loses that character as soon as he has built up his business,

when he settles down to running it as other people run their businesses‖

o Entrepreneurship requires an act of will, not of intellect – it depends on leadership

• Taxonomy of Entrepreneurial Theories

o Hebert and Link summarize historical perspectives of the entrepreneur and define him

as:

 The person who assumes the risk associated with uncertainty

 The person who supplies financial capital

 An innovator

 A decision maker

 An industrial leader

 A manager or superintendent

 An organizer and coordinator of economic resources

 The owner of an enterprise

 An employer of factors of production

 A contractor

 An arbitrageur

 An allocator of resources among alternative uses

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

STEP 6: Key Points (5 minutes)

• Entrepreneurship theory is a model that tries to provide a general explanation for how

entrepreneurship works.

• Human activity and acting agents can be divided into two broad classes – those who lead

and those who follow

• There are several entrepreneuship theories which have been put by different people such

as Richard Cantillon and Jean Baptiste Say

• Cantillon argued that the origin of entrepreneurship lies in the lack of perfect foresight we

have with regard to the future

STEP 7: Evaluation (5 minutes)

• What is an entrepreneurship theory?

• What is the historical development of entrepreneurship?

• What are theories of entrepreneurship?

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Reference

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 3: Importance of Entrepreneurship in the

Economy and Pharmacy Profession

Total Session Time: 60 minutes +2 hours of Assignment/ Tutorial

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• entrepreneurship importance

• Explain general importance of entrepreneurship in economy

• Explain specific importance of entrepreneurship in pharmacy profession

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD projector and computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

05 minutes Definition of Entrepreneurship Importance

2 Presentation

15 minutes Presentation

General Importance of Entrepreneurship In

3 Buzzing

Economy

25minutes Presentation Specific Importance of Entrepreneurship in

Pharmacy Profession

5 05 minutes Presentation Key Points

6 05 minutes Presentation Evaluation

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Entrepreneurship importance (5 minutes)

• Entrepreneurship importance is taking community and the society to the state of progress

and prosperity:

o Entrepreneurship is the dynamic process of creating incremental wealth and

innovating things of value that have a bearing on the welfare of an entrepreneur.

o It provides civilization with an enormous amount of goods and services and enhances

the growth of social welfare

o The man behind the entrepreneurship is an action-oriented and highly motivated

individual who is ready to achieve goals

STEP 3: General Importance of Entrepreneurship (15 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What is the general importance of entrepreneurship?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

• Commercial importance

o It is the source of income generation

o Improves quality of products and services

o It leads to business competition which eventually improves the wellbeing of the

society

• Social importance

o Entrepreneurship helps people to improve their socioeconomic life.

o It is the source of satisfying people‘s needs and wants.

o It can be used to transform the lives of people within a certain area.

o It is the source of employment.

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o It helps to solve problems such as public health problems, accessibility to clean and

safe water etc.

• Economic importance

o It improves economic status of an individual, family and community at large

o It improves the income of the country.

o It is the source of employment

STEP 4: Specific Importance of Entrepreneurship in Pharmacy Profession

(25 minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• What are the specific importance of entrepreneurship in pharmacy?‖

ALLOW few students to respond

WRITE their responses on the flip chart/ board

CLARIFY and SUMMARISE by using the content below

• Entrepreneurship is the dynamic process of creating incremental wealth and innovating

things of value that have a bearing on the welfare of an entrepreneur.

• It provides civilization with an enormous amount of goods and services and enhances the

growth of social welfare.

• The man behind the entrepreneurship is an action-oriented and highly motivated

individual who is ready to achieve goals

• Thus, entrepreneurs take the economy and the society that is the whole civilization to the

state of progress and prosperity

• Taking this into consideration we can describe the Significance or importance of

entrepreneurship which is stated below.

• The importance of entrepreneurship are;

o Growth of Entrepreneurship

 Entrepreneurship the advent of new venture particularly small ventures in order to

materialize the innovative ideas of the entrepreneurs.

 Thus, the growth or establishment of small enterprises ii the specific contribution

of entrepreneurship in every economy of the world.

 The statistics reveal that in USA economy nearly half a million small enterprises

is established every year.

 Our country is not an exception in this regard.

o Creation of job opportunities

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 Entrepreneurship firms contributed a large share of new jobs.

 It provides entry-level jobs so necessary fur training or gaining experience for

unskilled workers

 The small enterprises are the only sector that generates a large portion of total

employment every year

 Moreover, entrepreneurial ventures prepare and supply experienced labor to the

large industries

o Innovation

 Entrepreneurship is the incubator of the innovation.

 Innovation creates disequilibria in the present state of order.

 It goes beyond discovery and does implementation and commercialization, of

innovations.

 ―Leapfrog‖ innovation, research, and development are being contributed by

entrepreneurship.

 Thus, entrepreneurship nurse‘s innovation that provides new ventures, product,

technology, market, quality of good etc. to the economy that increases Gross

Domestic Products and standard of living of the people.

o Impact on community development

 A community is better off if its employment base is diversified among many small

entrepreneurial firms.

 It promotes abundant retail facilities, a higher level of home ownership, fewer

slums, better, sanitation standards and higher expenditure on education,

recreation, and religious activities.

 Thus, entrepreneurship leads to more stability and a higher quality of community

life.

o The consequence of business failure

 The collapse of large industry almost has irresistible damage to the development

of state and to the state of the economy and to the financial condition of the

relevant persons.

 The incumbents lost their jobs: suppliers and financial institutions face a crisis of

recovery.

 Customers are deprived of goods, services, and the government losses taxes.

 This could not happen in the case of failure of entrepreneurship.

 There shall be no measurable effect upon the economy and no political

repercussions too.

o Political and economic integration of outsiders

 Entrepreneurship is the most effective way of integrating those who feel disposed

and alienated into the economy.

 Minorities, migrants, and women are safely integrated into entrepreneurship that

will help to develop a well-composed plural society.

o Spawns entrepreneurship

 Entrepreneurship is the nursing ground for new inexperienced adventurists.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 It is the field where a person can start his/her idea of the venture, which may be

ended up in a giant enterprise.

 All the large industrial ventures started as a small entrepreneurial enterprise.

 Therefore, entrepreneurship provides a wide spectrum of ventures and

entrepreneurs in every economy.

 The vast open arena of entrepreneurship thus acts as an incubator to entrepreneurs.

o Enhances standard of living

 Standard of living is a concept built on increasing amount of consumption of a

variety of goods and services over a particular period by a household.

 So it depends on the availability of diversified products in the market.

Entrepreneurship provides enormous kinds of a product of various natures by their

innovation.

 Besides, it increases the income of the people who are employed in the

entrepreneurial enterprises.

 Those also capable employed persons to consume more goods and services. In

effect, entrepreneurship enhances the standard of living of the people of a country.

o Promotes pharmaceutical research and development

 Entrepreneurship is innovation and hence the innovated ideas of goods and

services have to be tested by experimentation.

 Therefore, entrepreneurship provides funds for pharmaceutical research and

development with universities and research institutions.

 This promotes the general development, research, and development in the

economy.

 Entrepreneurship is the pioneering zeal that provides events in our civilization.

STEP 6: Key Points (5 minutes)

• Entrepreneurship importance is taking community and the society to the state of progress

and prosperity

• General importance of entrepreneurship in economy can be social, economic or

commercial

• Specific importance of entrepreneurship in pharmacy include creation of job

opportunities, innovation, promoting pharmaceutical research and development; just to

mention a few

STEP 7: Evaluation (5minutes)

• What is entrepreneurship importance?

• List general importance of entrepreneurship in economy?

• What are importances of entrepreneurship in pharmacy?

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 4: National Strategy for Growth and Reduction of

Poverty

Total Session Time: 120 minutes + 1Tutorial

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Define National Strategy for Growth and Reduction of Poverty

• Explain principles and fundamentals of MKUKUTA

• Explain the strategy for MKUKUTA implementation

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD Projector and Computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

Presentation Definition of National Strategy for Growth

2 15minutes

Buzzing and Reduction of Poverty

Principles and Fundamentals of MKUKUTA

3 30 minutes Presentation

Presentation

Small group

4 60 minutes The Strategy for MKUKUTA Implementation

discussion

5 05 minutes Presentation Key Points

6 05 minutes Presentation Evaluation

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of National Strategy for Growth and Reduction of

Poverty (15 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What is National Strategy for Growth and Reduction of Poverty?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

• National Strategy for Growth and Reduction of Poverty

o This represents Tanzania‘s commitment to the achievement of the national

development goal

o It focuses on growth, social well-being and governance, and is a framework for all

government development efforts and for mobilizing resources

o The MKUKUTA aims to foster greater collaboration among all sectors and

stakeholders.

o The government and national commitments to accelerating economic growth and

fighting poverty

o Emphasizes on

 Focused and sharper prioritization of interventions – projects and programmes in

key priority growth and poverty reduction sectors

 Strengthening evidence- based planning and resource allocation in the priority

interventions

 Aligning strategic plans of ministries, departments and agencies (MDAs) and

local government authorities (LGAs) to this strategy

 Strengthening government‘s and national implementation capacity

 Scaling up the role and participation of the private sector in priority areas of

growth and poverty reduction;

 Improving human resources capacity in terms of skills, knowledge and efficient

deployment

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 Fostering changes in mind-set toward hard work, patriotism, and self-reliance

 Mainstreaming cross cutting issues in MDAs and LGAs processes;

 Strengthening the monitoring and reporting systems

 Better implementation of core reforms, including further improvement of public

financial management systems

STEP 3: Principles and Fundamentals of MKUKUTA (30 minutes)

• The principles guiding MKUKUTA are:

o National ownership (the people, government, CSOs, Private Sector, etc)

o Political commitment, leadership, and enhanced accountability

o Commitment to stabilize macroeconomic variables and accelerate core reforms

implementation; whereby the role of the private sector in pro-poor economic growth

is emphasized and given a central role

o Macro-micro linkages

o Sector strategies, linkages and collaboration

o Local partnerships and people‘s participation and community engagement

o Harmonized assistance

o Sustainable human development and equity

o Sharper and focused prioritization

• Fundamentals of MKUKUTA:

o There are five (5) key fundamentals which are based on the major shift of this

Strategy from its predecessor; which is high drive and scaling up the role and

participation of the private sector in economic growth and employment generator and

creation, through strengthening business climate for efficient use of factors of

production, investing in people and infrastructure development, and sustaining the

already achieved socio-economic progress.

o Efficient use and development of factors of production, including human

capital/resources

 The basic factors that are essential for production are land (including water

resources, mineral deposits, and other natural resources such as wildlife, fishery,

and forestry), human resource, capital and technology

 The strategy aims at enhancing efficient use of the factors of production for

productivity gains and value addition

 It also aims at developing these factors by investing in them, e.g .land

development in terms of surveying, zoning, exploration and extraction of

minerals, etc; expansion of capital stock such as plants and machinery; technology

advances through R&D, and human resource development in terms of education,

training, skills development and health provisioning

 With regard to human resource development, the Strategy aims at improving

quality of education, knowledge and skills development and ensuring that

education and training systems produce skills demanded by the labour market

 In all of this, the role of the private sector and ICT usage will be scaled-up

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Strengthening and establishing well- functioning institutions and markets

 The Strategy asserts that institutions are central to the way a country is governed

 Well- functioning institutions induce efficient functioning of markets, improve service

delivery and governance

 To achieve the desired results, the Strategy, therefore, aims at strengthening reforms

implementation framework for institutional change to take place and markets to

function efficiently

o Provision of infrastructure, the Strategy reaffirms that infrastructure development is at

the center stage of economic development process

 Functioning infrastructure reduces the cost of doing business, attracts private

investment, enables production and social service delivery,

 Infrastructure augments factors of production in enhancing economic growth

 Thus, critical infrastructures such as energy, roads, railway, marine, communication,

ports, and strategic airports will continue to be priority areas for stimulating rapid

economic growth and development

o Ensuring good economic governance economic governance encompasses policies and

institutions for economic decision making and management for quality public finance

management, market facilitation and governance of public goods

 Thus, the Strategy calls for a stronger role for the private sector and government in

ensuring policies are designed in a participatory manner, implemented efficiently,

and that critical decisions are made in a transparent manner and plays a critical role

in basic services delivery

 To make that happen, the Strategy emphasizes on deepening implementation of

core public reforms including reforms on reducing the cost of doing business

o Resource mobilization and financing

 The key assumption for the Strategy is availability of adequate financing

STEP 4: Strategies for MKUKUTA Implementation (60 minutes)

Activity: Small Group Discussion (15 minutes)

DIVIDE students into small manageable groups

ASK students to discuss on the following question

• What are the strategies for MKUKUTA implementation?

ALLOW students to discuss for 15 minutes

ALLOW few groups to present and the rest to add points not mentioned

CLARIFY and SUMMARIZE by using the contents below

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

• These are strategic interventions, and how the outcomes will be achieved. It is organized

along three sections matching the three Clusters

• These are:

o Cluster I: Growth for Reduction of Income Poverty;

o Cluster II: Improvement of Quality of Life and Social Well-being;

o Cluster III: Good Governance and Accountability

• Cluster I: Growth for Reduction of Income Poverty

o The broad outcomes of this cluster are:

 Inclusive and accelerated growth achieved and sustained;

 Employment opportunities for all, including women and youth created;

 Good economic governance ensured and quality of social services enhanced

o The broad outcomes under this cluster are addressed through the following five goals:

 Pursuing sound macroeconomic management

 Reducing income poverty through promoting inclusive, sustainable, and

employment-enhancing growth

 Ensuring creation and sustenance of productive and decent employment, especially

for women, youth and people with disabilities

 Ensuring food and nutrition security, environmental sustainability and climate

change adaptation and mitigation

 Leveraging returns on national resources (both within and outside) for enhancing

growth and benefits to the country at large and communities in particular,

especially in rural areas

• Cluster II: Improvement of Quality of Life and Social Well-being

o This focuses on improving the quality of social services (education, survival, health

and nutrition, clean and safe water, sanitation, decent shelter and a safe and

sustainable environment) and reach the majority of the poor and vulnerable groups

o Therefore, interventions that pointedly seek to bring about quality improvements are

emphasized

o Apart from wellbeing, the essential target of this cluster is to create human capital out

of learning and healthy population

o Gaps in the low-to-medium level technical cadre in all sectors are identified as the

primary focus for improvement

o Two broad outcomes under Cluster II are as follows:

 Quality of life and social wellbeing for enhancing capabilities, with particular

focus on the poorest, people with disabilities, and other vulnerable groups,

improved;

 Inequities in accessing social and economic opportunities, along geographical

areas, income, age and gender reduced

o Cluster strategies to achieve these outcomes are structured under following six (6)

goals:

 Ensuring equitable access to quality education at all levels for males and females,

and universal literacy for adults, both men and women;

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 Ensuring expansion of vocational, technical, polytechnics, and higher education,

and improving non-formal and continuing education;

 Improving survival, health, nutrition and well being, especially for children,

women and vulnerable groups;

 Increasing access to affordable clean and safe water; sanitation and hygiene

 Developing decent human settlements while sustaining environmental quality;

 Providing adequate social protection and rights to the vulnerable and needy

groups

 Under each of the six goals operational targets and strategies have been designed

to guide implementation

• Cluster III: Good Governance and Accountability

o Good governance and accountability are fundamental components to shaping a

favorable environment for economic growth and poverty reduction

o It is given a central role in reaching the goals and objectives of MKUKUTA

o Broad outcomes for cluster III are as follows:

 Democracy, good governance, human rights and the rule of law deepened and

ensured;

 Peace, political stability, social cohesion and national unity consolidated and

sustained;

 Accountable, responsive, effective, and efficient leadership in public service

ensured;

 Equity in accessing public resources and services ensured

 Five goals have been identified to advance the achievements of the three broad

outcomes for each of the goals there are a number of targets, strategies, and

interventions for implementation by various stakeholders

o The goals are:

 Ensuring systems and structures of governance uphold the rule of law and are

democratic, effective, accountable, predictable, transparent, inclusive and

corruption-free at all levels;

 Improving public service delivery to all, especially to the poor and vulnerable;

 Promoting and protecting human rights for all, particularly for poor women,

children, men and the vulnerable, including people living with HIV/AIDS;

 Ensuring national and personal security and safety of properties;

 Promoting and preserving culture of patriotism, hard work, moral integrity, and

self-confidence

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

STEP 5: Key Points (5 minutes)

• National Strategy for Growth and Reduction of Poverty focuses on growth, social well-

being and governance, and is a framework for all government development efforts and for

mobilizing resources

• The principles guiding MKUKUTA are National ownership (the people, GOT, CSOs,

Private Sector, etc); Political commitment, leadership, and enhanced accountability just to

mention a few

• Strategic interventions for MKUKUTA implementation organized basing on three

Clusters which are; Cluster I: Growth for Reduction of Income Poverty; Cluster II:

Improvement of Quality of Life and Social Well-being; and Cluster III: Good Governance

and Accountability

STEP 6: Evaluation (5 minutes)

• What is National Strategy for Growth and Reduction of Poverty?

• What are the principles and fundamentals of MKUKUTA?

• What are the strategies for MKUKUTA implementation?

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 5: Tanzania Development Vision 2025

Total Session Time: 120 minutes +2 hours of Assignment

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Define Tanzania Development Vision 2025

• Explain the targets of the Tanzania Development Vision 2025

• Outline health service goals of Tanzania Development Vision 2025

• Describe driving forces for the realization of Tanzania Development Vision 2025

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• Handout 5.1: implementation of the Development Vision 2025

• LCD Projector and Computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

10 minutes Presentation Definition of Tanzania Development Vision

2 2025

Buzzing

25 minutes Presentation The targets of the Tanzania Development

3 Vision 2025

4 10 minutes Presentation Health Goals to be Realized in Tanzania

Development Vision 2025

Presentation Driving Forces for the Realization of the

55 minutes Small Group

5 Tanzania Development Vision 2025

Discussion

6 05 minutes Presentation Key Points

7 05 minutes Presentation Evaluation

8 05 minutes Presentation Take Home Assignment

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of Tanzania Development Vision 2025 (10 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What is Tanzania Development Vision 2025?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

• Tanzania Development Vision 2025:

o It is a document providing direction and a philosophy for long-term development

o By 2025, Tanzania wants to achieve a high quality of livelihood for its citizens, peace,

stability and unity, good governance, a well-educated society, and a competitive

economy capable of producing sustainable growth and shared benefits by 2025

o It identifies health as one of the priority sectors contributing to a higher-quality

livelihood for all Tanzanians

Step 3: The Targets of the Tanzania Development Vision 2025 (25 minutes)

• It is envisioned that the following specific achievements would be attainable by the year

2025:

o High quality Livelihood

 A high quality livelihood for all Tanzanians is expected to be attained through

strategies which ensure the realization of the following goals:

• Food self-sufficiency and food security

• Universal primary education, the eradication of illiteracy and the attainment of

a level of tertiary education and training that is commensurate with a critical

mass of high quality human resources required to effectively respond and

master the development challenges at all levels.

• Gender equality and the empowerment of women in all socio-economic and

political relations and cultures

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

• Access to quality primary health care for all

o Access to quality reproductive health services for all individuals of

appropriate ages.

o Reduction in infant and maternal mortality rates by three-quarters of

current levels.

o Universal access to safe water

o Life expectancy comparable to the level attained by typical middle income

countries.

o Absence of abject poverty

o Good Governance and the Rule of Law

 It is desired that the Tanzanian society should be characterized by:

• Desirable moral and cultural uprightness.

• Strong adherence to and respect for the rule of law

• Absence of corruption and other vices.

• A learning society which is confident, learns from its own development

• Experience and that of others and owns and determines its own development

agenda.

o Strong and Competitive Economy

 The economy is expected to have the following characteristics:

• A diversified and semi-industrialized economy with a substantial industrial

sector comparable to typical middle-income countries.

• Macroeconomic stability manifested by a low inflation economy and basic

macroeconomic balances.

• A growth rate of 8% per annum or more

• An adequate level of physical infrastructure needed to cope with the

requirements of the Vision in all sectors.

• An active and competitive player in the regional and world markets, with the

capacity to articulate and promote national interests and to adjust quickly to

regional and global market shifts.

• It is also envisaged that fast growth will be pursued while effectively

reversing current adverse trends in the loss and degradation of environmental

resources (such as forests, fisheries, fresh water, climate, soils, biodiversity)

and in the accumulation of hazardous substances.

STEP 4: Health Service Goals to be Realized in Tanzania Development

Vision 2025 (10 minutes)

• This will be attained through strategies, which will ensure realization of the following

health service goals:

• Access to quality primary health care for all

• Access to quality reproductive health services for all individuals of appropriate ages

• Reduction in infant and maternal mortality rates by three-quarters of levels in 1998

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

• Universal access to clean and safe water and sanitation

• Life expectancy comparable to the level attained by typical middle-income countries;

• Food self-sufficiency and food security; and

• Gender equality and empowerment of women

STEP 7: Driving Forces for the Realization of the Tanzania Development

Vision 2025 (55 minutes)

Activity: Small Group Discussion (15 minutes)

DIVIDE students into small manageable groups

ASK students to discuss on the following question

• What are driving forces for the realization of the Tanzania Development Vision 2025?

ALLOW students to discuss for 10 minutes

ALLOW few groups to present and the rest to add points not mentioned

CLARIFY and SUMMARIZE by using the contents below

• Developmental Mindset and Empowering Culture

o High priority must be given to:

 Education and continuous learning equally

 The effective transformation of the mindset

 Culture to promote attitudes of self-development

 Community development, confidence and commitment

o Tanzanians should learn to appreciate and honour hard work, creativity,

professionalism and entrepreneurship and strive to develop a culture of saving and

investment

o The key elements of this developmental mindset and empowering culture are the

following:

 Development oriented culture of hard work and creativity

A progressive and development oriented culture needs to be involved to link the

people's way of life to the attainment of the goals of the development vision

 Culture of saving and investment

A culture and habit of saving and investing productively to generate wealth for

individuals, households, communities and the nation has to be cultivated and

promoted

 Developmental community spirit

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

A positive community spirit well balanced with individual initiative in the promotion

and management of socio-economic development activities

 Broad human development strategy

There is need to promote a broad human development investment strategy which

involves a wide range of players as well as a broad resources base which embraces

individuals, families, communities, agencies and corporate bodies.

 A learning society

The society should be encouraged to learn continuously in order

to upgrade and improve its capacity for the improvement of its quality of life

 Incentive system to reward such attributes as excellence, creativity, innovation

The management environment should be transformed at all levels

 Education as a strategic change agent

 Education should be treated as a strategic agent for mindset transformation and for

the creation of a well-educated nation

• Competence and Competitiveness

o Will be achieved when the government provides a conducive environment to attain

competitiveness economic activities

o Will be realized through:

 Sound macroeconomic policies

 Adequate and reliable

 Infrastructural development

 Quality education

 Effective utilization of domestic

 Resources

 Higher productivity

 And strengthening of the capacity

o Among the strategies for the realization of this goal are the following:

 Sound macroeconomic management

 Infrastructural development

 Promotion of science and technology education

 Promotion of Information and Communication

 Technologies (ICTs)

 The utilization of domestic resources

 Transformation of the economy towards competitiveness

 Development of the capacity to anticipate and respond to external changes

• Good Governance and the Rule of Law

o Governance must be made an instrument for the promotion and realization of

development, equity, unity and peace

o Good governance must permeate the modalities of social organization, coordination

and interaction for development

o This can be achieved by an institutional framework which is capable of mobilizing all

the capacities in society and coordinating action for development

o Good governance must be cultivated by:

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Three basic principles underpin this institutional framework:

 Unleashing the power of the market and private sector

 Striking a balance between the State and other institutions

 Promoting democratic and popular participation

REFER Students to Handout 5.1: implementation of the Development Vision

2025 for further reading

STEP 7: Key Points (5 minutes)

• Tanzania Development Vision 2025 is a document providing direction and a philosophy

for long-term development

• It is envisioned that the following specific achievements would be attainable by the year

2025: High quality Livelihood, Good Governance and the Rule of Law and Strong and

Competitive Economy

• Driving Forces for the Realization of Tanzania Development Vision 2025 are:

Developmental Mindset and Empowering Culture, Competence and Competitiveness and

Good Governance and the Rule of Law

STEP 7: Evaluation (5 minutes)

• What is Tanzania Development Vision 2025?

• What are the targets of the Tanzania Development Vision 2025?

• What are health service goals in Tanzania Development Vision 2025?

• What are driving forces for the realization of Tanzania Development Vision 2025?

STEP 7: Take home assignment (5 minutes)

Activity: Take Home Assignment (5 minutes)

DIVIDE students in groups or individual.

ASK the students to work on the following assignment

• Write on projects and programmes which are implemented in realization of Vision

2025

ALLOCATE time for students to do the assignment and submit

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Handout 5.1: Implementation of the Development Vision

2025

The implementation of the Development Vision 2025 should fundamentally embody the

following attributes:

• Developmental mindset and competitiveness

o In order for the Tanzania society to attain this level, there is need to:

 Ensure existence of sound economic management

 Increasingly promote investment in infrastructure by involving government,

private sector and various communities of the society

 Reactivate the commitment to self-reliance, and recultivate resourcefulness

and savings culture in order to curb and overcome the donor dependency

syndrome which has led many Tanzanians into unprecedented apathy;

 Transform the education system so that it can develop the human capital in

tandem with the socio-economic changes envisaged in the Vision 2025. The

curriculum at various levels of education should be overhauled alongside the

needs of implementing the vision 2025

• Democratization and popular Participation

o In order for the Tanzania Society to reach this level, there is a need to:

 Create an open and democratic society that provides equal opportunity to every

person. This entails creation of an active and participatory civil society in the

articulation of its needs and in taking pride to fulfill its societal responsibilities;

 Sensitize society to use the democratic election mechanism at its disposal to

elect good incorruptible and responsible leaders. Leaders with personal

integrity, committed to the development of society and to the pursuit of the

interests and welfare of the whole society;

 Improve public service delivery by ensuring that public servants are

accountable to the people;

 Permit a greater role for local actors to own and drive the process of their

development. Local people know their problems best and are better placed to

judge what they need, what is possible to achieve and how it can effectively be

achieved;

 Decentralize the political administration and the fiscal structure roles and

responsibilities on the basis of the principle of subsidiarity to commit

individuals, households, communities and local government to the pursuit of

the common Vision goal;

• Monitoring, Evaluation and Review

o This framework is essential in order to:

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Ensure that the process of evaluation and monitoring is used to track down

progress towards the realization of the Development Vision goals. The best

way to track down such progress is to start with ~ The envisioned end-result

and work backwards to map out the milestones;

 Develop specific performance benchmarks and measurable outputs to assist in

monitoring the process of implementing the Development Vision goals;

 Review the Development Vision in every five years so to gauge how the

nation is faring and what adjustments need to be made as part of a regular

evaluation and monitoring exercise.

 Establish an efficient system of information and communication to facilitate

timely monitoring and evaluation and ensuring a synergy between the various

actors in society.

• Governance and the Rule of Law

o Existence of this framework requires the society to:

 Build the capacity of the public sector, civil society, media, parliament, the

law enforcement institutions and others inside and outside the government as a

means to build accountability to concerns public;

 Sensitize the people and raise their level of awareness as necessitated by the

need to implement the Development Vision;

 Adopt strategies to build integrity by promoting accountability and

transparency;

 Ensure that all service delivering institutions provide correct information and

analysis in response to their obligations to society;

 Enshrine and entrench the pillars and core values of the Development Vision

into the Union Constitution to make them sacrosanct and thereby galvanizing

Tanzanians behind their practical realization.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 6: Linkage between National Strategy for

Economic Empowerment and Poverty Reduction

(NSEGPR) and Vision 2025

Total Session Time: 60 minutes +1 hours of Tutorial

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Explain the linkage between national strategy for economic empowerment and poverty

reduction to economic growth and vision 2025

• Explain the translation of Vision 2025 by MKUKUTA

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD Projector and Computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

Linkage Between National Strategy for

Presentation Economic Empowerment and Poverty

2 25 minutes Buzzing Reduction to Economic Growth and Vision

2025

20 minutes Presentation

3 Translation of Vision 2025 by MKUKUTA

Brainstorming

4 05 minutes Presentation Key Points

5 05 minutes Presentation Evaluation

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Linkage between National Strategy for Economic Empowerment

and Poverty Reduction to Economic Growth and Vision 2025 (25 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What is the linkage between MKUKUTA and Vision 2025?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

• MKUKUTA:

o It is a medium term mechanism to achieve the aspiration of Tanzania‘s Development

Vision 2025 (TDV 2025) and the Millennium Sustainable Goals (MSGs) of

transforming Tanzania into a middle income country characterized by:

 High quality livelihood,

 Peace, stability and unity,

 Good governance,

 A well- educated and learning society, and

 A strong and competitive economy

o It is committed to the Sustainable Development Goals (SDGs), as internationally

agreed targets for:

 Reducing poverty, hunger, diseases, illiteracy,

 Reducing environmental degradation

 Reducing discrimination against women

o It strives to widen the space for country ownership and effective participation of civil

society, private sector development and fruitful local and external partnerships

 In development and commitment to regional and other international initiatives

for social and economic development

• Vision 2025:

o The Tanzania Development Vision 2025 seeks to realize patriotism, nationalism and

to strengthen national cohesion of all the people in society, taking into consideration

current environment in the economic, political and other relevant factors

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o The national cohesion will be realized only when the implementation of the

Development Vision entails:

 equal opportunities for participation of all the people

 the same opportunities extended to all people for the enjoyment of the fruits of its

achievements.

o The formulation of the Development Vision 2025 has been realized through a national

consensus which involved extensive consultations with the various groups in

Tanzania society in the form of workshops, interviews, meetings, etc.

o It is emphasised that the Development vision's implementation be:

 Equally participatory; for it is only through such a participatory process that the

Development Vision will acquire a people-centred

 People-driven character which is the main foundation for obtaining the people's

genuine commitment towards ensuring the realization of their goals

STEP 3: Translation of Vision 2025 by MKUKUTA (20 minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• What is the translation of Tanzania Vision 2025 by MKUKUTA?

ALLOW few students to respond

WRITE their responses on the flip chart/ board

CLARIFY and SUMMARISE by using the content below

• MKUKUTA II translates Vision 2025 aspirations and SDGs into measurable broad

outcomes organized under three clusters:

o Cluster I: Growth for Reduction of Income Poverty;

o Cluster II: Improvement of Quality of Life and Social Well-being;

o Cluster III: Good Governance and Accountability

 Moreover, MKUKUTA II is linked to sector policies and strategies through the

operational targets

 For effective implementation, Sectors aligns their Strategic Plans with

MKUKUTA II, develop their Priority Action Programmes, and cost them

 Detailed costing of interventions and the financing framework is undertaken under

the MKUKUTA II implementation plan

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

STEP 6: Key Points (5 minutes)

• MKUKUTA is a medium term mechanism to achieve the aspiration of Tanzania‘s

Development Vision 2025 (TDV 2025) and the Sustainable Development Goals (SDGs)

of transforming Tanzania into a middle income country characterized by:

o High quality livelihood

o Peace, stability and unity

o Good governance

o A well -educated and learning society

o A strong and competitive economy

• MKUKUTA II translates Vision 2025 aspirations and SDGs into measurable broad

outcomes organized under three clusters:

o Cluster I: Growth for Reduction of Income Poverty;

o Cluster II: Improvement of Quality of Life and Social Well-being;

o Cluster III: Good Governance and Accountability

STEP 7: Evaluation (5 minutes)

• What is the link between national strategy for economic empowerment and poverty

reduction to economic growth?

• How does MKUKUTA translate of Vision 2025?

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 7: Classification of Entrepreneurs

Total Session Time: 120 minutes +2hours of Tutorial

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Define entrepreneur and intrapreneur

• Outline types of entrepreneurs

• Explain the roles of entrepreneur

• Outline five factors that determine a person to become an entrepreneur

• Explain qualities of entrepreneurs

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD projector and computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

Presentation

2 15 minutes Definition of Entrepreneur and Intrapreneur

Buzzing

Types of Entrepreneur

3 30 minutes Presentation

Presentation Roles of Entrepreneur

4 35 minutes

Brainstorming

Factors that Determine a Person to Become an

Presentation

5 25 minutes Entrepreneur

7 05 minutes Presentation Key Points

8 05 minutes Presentation Evaluation

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of Entrepreneur and intrapreneur (15 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• Who is an entrepreneur?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

• Entrepreneur r:

o A person who explores entrepreneurial opportunities, introduces new goods and

services and explores market through organized efforts that previously had not existed

o A catalyst for economic change that uses purposeful searching, careful planning and

sound judgment when carrying out the entrepreneurial process.

o A person who is uniquely optimistic and committed, and works creatively to establish

new resources or endow old ones with a new capacity

• Intrapreneur

o A person who starts entrepreneurial opportunities, introduces new goods and services

in existing organization

STEP 3: Types of entrepreneurs (30 minutes)

Classification of entrepreneurships is done on the basis of:

• Type of business

Depending on the type of business, entrepreneurs can be categories as:

o Business entrepreneur; convert ideas into reality, deal with both manufacturing and

trading aspect of business

o Trading entrepreneurs: undertake trading activities, concerned with marketing

o Industrial entrepreneurs: undertake manufacturing activities only, new product

development

o Corporate entrepreneurs: interested in management as part of the organization,

exceptional organizing, coordinating skills to manage a corporate undertaking

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Agricultural entrepreneur: production and marketing of agricultural inputs and

outputs

• Use of technology

o Technical entrepreneur: production oriented, possess innovative skills in

manufacturing, quality control etc.

o Non-technical entrepreneur: develops marketing, distribution facilities, and strategies

o Professional entrepreneur: uses the proceeds from sale of one business to start

another one. Brimming with ideas to start new venture

• Motivation

o Pure entrepreneur: psychological and economic rewards motivate him/her

o Induced entrepreneur: incentives, concessions, benefits offered by government for

entrepreneurs motivate him/her.

o Motivated entrepreneur: sense of achievement and fulfillment motivate him/her

o Spontaneous entrepreneur: born entrepreneur with inborn traits of confidence, vision

and initiative

• Growth

o Growth entrepreneur: one who enters a sector with a high growth rate; is a positive

thinker

o Super growth entrepreneur: one who enters a business and shows quick, steep and

upward growth curve

• Stages in development

o First generation entrepreneur: innovator, risk taker, among the first in the families to

enter business

o Modern entrepreneur: who considers feasibility of business, which can adapt to

change and dynamic market

o Classical entrepreneur: one who gives more importance to consistent returns than to

growth; concerned about customer and marketing needs

• Others

o Area: rural and urban entrepreneur

o Gender/age: men and women entrepreneur

o Scale: small and large scale entrepreneur

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

STEP 4: Roles of Entrepreneur (35minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• What are roles of entrepreneur?

ALLOW few students to respond

WRITE their responses on the flip chart/ board

CLARIFY and SUMMARISE by using the content below

• Entrepreneurs are of vital importance to an economy.

• They are motivated by their own self-interest to make profits and in so doing provide

employment, create goods and services, generate revenue impacting on the economy‘s

level of national income, and hence potential for economic growth.

• The roles of Entrepreneurs are:

o Conceptualization

 All business ventures begin with the conceptualization of an idea.

 Most entrepreneurs identify a need in the market i.e. a service that is not being

provided or a product that does not exist

 If the product or service already exist, then ideas to make improvements may be

conceptualized

o Research

 The entrepreneur is a smart/perceptive investor and takes calculated risks

 Before investing money in a business venture a market research must therefore be

done to ascertain the extent of the need for the product or service. This helps to

minimize losses

 A market research involves gathering information about a potential market to help

an investor make decisions about entering that market.

o Identification of resources

 If the market research is favorable the entrepreneur must identify the necessary

resources to operate business.

 The resources required are land, labour and capital.

 Land refers to location or place used to set up a business.

 This may be bought, rented or family home.

• Labour employed must be qualified and skilled to efficiently carry out their

duties.

• Capital includes money, raw material and assets such as machinery and

equipment.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Creation of a business plan

 Preparing a business plan is very important before the start of a business.

 This will help the business to ascertain whether or not the business will be

profitable.

 A business plan outlines the goals of a business and the strategies that will be

employed to achieve them.

 Usually financial institutions require that a business plan be presented when a loan

is requested for business investment.

o Acquisition of funds

 There are several ways of acquiring funds to start a business.

• There is a myriad of financial institutions that are willing to assist small

businesses once their business plans are deemed workable.

• Funds may be borrowed from friends and relatives that may attract a lower or

no repayment cost and a more flexible repayment schedule.

• Funds can also be acquired from personal savings

o Operation of a business

 A business must be efficiently operated to ensure high quality goods and service.

 This is important to keep existing customers and for business growth.

 Many companies employ an operation manager to design and oversee its

operations.

o The central role of entrepreneur in all economic activity

It is the entrepreneur who:

 Undertakes the risk of the enterprise in search of profit and

 Seeks opportunities to profit by satisfying as yet unsatisfied needs

 Seek disequilibrium–a gap between the wants and needs of customers and the

products and services that are currently available.

 Brings together the factors of production necessary to produce, offer and sell

desired products and services.

 Invest and risk their money and other people's money–to produce a product or

service that can be sold at a profit.

 Are skilled at selling against the competition by creating perceptions of difference

and uniqueness in their products and services.

 Continually seek out customer needs that the competition is not satisfying and

 Find ways to offer their products and services in such a way that what they're

offering is more attractive than anything else available

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

STEP 5: Factors that Determine a Person to Become an Entrepreneur (25

minutes)

Here are several factors that contribute to the development of entrepreneurship:

• Independent lifestyle which enables the individual to choose where to live and what to do

to ensure their financial security to spend more time with family and friends

• Successful entrepreneurs as role models: some people consider successful entrepreneurs

as true heroes by awarding them a special status, especially because of achievements,

including material, which makes them often as models to follow

• Demographic factors, represented by weight rather than population aged 25 and 40, from

which the largest share identify business opportunities, and they contribute to the

development of entrepreneurship.

• Increasing the share of services in total GDP, in conjunction with their relatively low cost,

attract many people to develop business to achieve significant gains.

• Development of new technology, in the field of computers, in particular, enables small

businesses to large company‘s competition through lower costs recorded in a small

business.

• Internet development as a worldwide computer network, available to millions of users,

information from various areas, which contributes to increased chances of finding new

ideas for new businesses.

• Globalization as a general trend, contributing to increase opportunities to develop

business, not only within the borders of a country but also beyond, significantly

increasing the chances of obtaining additional profits.

STEP 6: Key Points (5 minutes)

• A person who explores entrepreneurial opportunities, introduces new goods and services

and explores market through organized efforts that previously had not existed

• Classification of entrepreneurships is done on the basis of:

o Type of business

o Use of technology

o Motivation

o Growth

o Stages in development

o Others

• The roles of entrepreneurs are:

o Conceptualization

o Research

o Identification of resources

o Creation of a business plan

o Acquisition of funds

o Operation of a business

• Factors that determine a person become an entrepreneur

o Independent lifestyle

o Successful entrepreneurs as role models

o Demographic factors

o Increasing the share of services in total GDP

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Globalization

o Internet development

o Development of new technology

STEP 7: Evaluation (5 minutes)

• What is an entrepreneur?

• What are the types of entrepreneurs?

• What are factors that determine a person to become an entrepreneur?

• What are the roles of entrepreneur?

• What are the qualities of entrepreneurs?

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 8: Characteristics of Entrepreneurship

Total Session Time: 120 minutes +1 hours of Tutorial

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Outline the characteristics of entrepreneurs

• Outline misconceptions about entrepreneurs

• Explain qualities of entrepreneurs

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• Handout 8:1: Qualities of an Entrepreneur

• LCD projector and computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

Presentation Characteristics of Entrepreneurs

2 25 minutes

Buzzing

Presentation

Misconceptions about Entrepreneurs

3 45 minutes Small Group

Discussion

Presentation

4 35 minutes Qualities of Entrepreneurs

8 05 minutes Presentation Key Points

9 05 minutes Presentation Evaluation

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Objectives (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Characteristics of Entrepreneurs (25 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What are Characteristics of Entrepreneurs?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

The following are characteristics of Entrepreneurs include:

• Confidence in personal abilities, due to optimism that demonstrate success when

targeting, which many times but can also lead to failure;

• The desire for immediate results, which causes them to continuously monitor the results,

which will confirm whether they have done right or wrong;

• Preference for a moderate risk, which means they face no risk in any circumstances, but a

calculated risk, but nevertheless in the eyes of others may seem like an impossible goal;

• Willingness to assume responsibilities, preferring to control their own resources to

achieve their objectives;

• High energy, above average, which allows him to make incredible effort needed to start a

business, business creation;

• Vision to enable the discovery times discovery future opportunities, not to meditate on the

successes or failures that have passed;

• Organizing skills, which allows entrepreneurs to put together people who carry out

certain tasks to combined so as to implement the vision;

• The desire to achieve, above money making entrepreneur motivation is more complex,

expressing the first urge to go further, to do for others is impossible, the money represents

only a confirmation of success;

• High level of commitment, which makes them hard to work for a company that creates

success, removing barriers that seem insurmountable to others;

• Tolerance of ambiguity, as an absolute necessity entrepreneur, who often must make

decisions based on uncertain information, or even contradictory;

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

• Flexibility, which is the ability of entrepreneurs to adapt to changing customer demand, is

an important characteristic of entrepreneurs.

o Being entrepreneur entails identify problems, deficiencies, gaps and/ or missing

elements and finding ways to satisfy identified needs

o People are not born with these characteristics, but they can be learned

• There is no such thing as a typical entrepreneur.

o Some entrepreneurs are quiet and hard-working, while others are more outgoing and

flamboyant.

o The key to being a successful entrepreneur lies in the ability to take an idea and then,

through the process of innovation, develop it in such a way that it becomes a

marketable product or service.

o Research indicates that there are a number of characteristics that are quite likely to be

present in high-achieving entrepreneurs.

STEP 3: Misconceptions about Entrepreneurs (45 minutes)

Activity: Small Group Discussion (15 minutes)

DIVIDE students into small manageable groups

ASK students to discuss on the following question

• What are the misconceptions about Entrepreneurship?

ALLOW students to discuss for 10 minutes

ALLOW few groups to present and the rest to add points not mentioned

CLARIFY and SUMMARIZE by using the contents below

• Myth is ancient story or set of stories, especially explaining the early history of a group of

people or about natural events and facts

o A commonly believed but false idea

• Common myths in entrepreneurship are:

o Entrepreneurs are born to lead

 It may seem that some people were born natural leaders, or were born with better

traits to become entrepreneurs

 In reality, entrepreneurs come in all shapes and sizes

 It‘s possible to acquire the necessary traits to become a successful entrepreneur no

matter how you started out

 Introverts, extraverts, ―idea people‖ and grunt workers have all had equal stakes

in business ownership and development

 Anyone can be an entrepreneur, given the right mindset and dedication

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o The idea is everything

 However, even the best ideas can end up failing if they aren‘t properly supported

 Ordinary ideas can, with the right team and enough adaptation, end up surviving

 Your idea is bound to change, and is tied to many other variables, so don‘t get

too invested in it

o You'll have unlimited freedom

 Many people are drawn to the idea of entrepreneurship because of the potential

freedom it brings.

 It‘s true that entrepreneur set most of the rules

 Entrepreneurs are responsible for making business profitable

 Oftentimes, entrepreneurs make tremendous personal sacrifices, working long

hours and getting stuck at the office far longer than one would like

o It's an easy way to get rich

 Entrepreneurship is a path to wealth-building with:

• a strong potential for success

• the right variables lined up

 There‘s no upper limit to how much you can earn

 However, you can‘t think of entrepreneurship as a get-rich-quick scheme

 You‘ll need to invest significant resources into your business, including both time

and money

 Even with all the right things in place, you'll have no guarantee you‘ll have the

timing or the pacing right

o Success will come fast or not at all

 The portrait of the successful entrepreneur is usually of someone whose business

skyrocketed to success overnight

 The reality is, of course, it takes many months even years of hard work and

countless struggles before the payoff hits

 Because of the looming failure rate of startups, too many entrepreneurs believe

it‘s an all-or-nothing bid, but success and failure come in much more diverse

shades than that

o It's all on your shoulders

 Entrepreneurs often get the most credit for building their businesses because

they‘re the faces of their respective companies, and the original founders

 However, no entrepreneur ever found success completely on his/her own

 There‘s always a mentor, an investor, a partner, a team of employees or at least a

supportive family member who was/were there to help make the founder's dreams

a reality

 Don‘t try to do everything yourself

 Learn to accept and ask for help from others, and your potential will only grow

o You know the secret to success

 Most excitable new entrepreneurs believe they have the secret to success, they:

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 Know their idea can‘t be competed with

 Think they have the perfect timing

 Have a ―secret weapon‖ that will make them successful

 This is almost always a delusion

 Businesses succeed or fail based on a number of different, interacting variables

 If there was a straightforward secret to success, we‘d all be mega-rich

entrepreneurs

 The reality of entrepreneurship is different from the one you see frequently

portrayed in biographical articles and economic headlines

 But that doesn‘t mean it‘s worse or not worth pursuing.

STEP 4: Qualities of an Entrepreneur (35 minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• What are the qualities of an entrepreneur?‖

ALLOW few students to respond?

WRITE their responses on the flip chart/ board

CLARIFY and SUMMARISE by using the content below

• While the majority of entrepreneurs have no problem working hard, not all work smart

and possess the following entrepreneurial qualities responsible for driving success:

o Disciplined

 These individuals are focused on making their businesses work, and eliminate

any hindrances or distractions to their goals

 They have overarching strategies and outline the tactics to accomplish them

 Successful entrepreneurs are disciplined enough to take steps every day toward

the achievement of their objectives

o Confidence

 The entrepreneur does not ask questions about whether they can succeed or

whether they are worthy of success

 They are confident with the knowledge that they will make their businesses

succeed

 They display that confidence in everything they do

o Open Minded

 Entrepreneurs realize that every event and situation is a business opportunity

 Ideas are constantly being generated about workflows and efficiency, people

skills and potential new businesses

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 They have the ability to look at everything around them and focus it toward their

goals

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Self-Starter

 Entrepreneurs know that if something needs to be done, they should start it

themselves

 They set the parameters and make sure that projects follow that path.

o Creativity

 One facet of creativity is being able to make connections between seemingly

unrelated events or situations

 Entrepreneurs often come up with solutions which are the synthesis of other items

 They will repurpose products to market them to new industries

o Determination

 Entrepreneurs are not thwarted by their defeats. They look at defeat as an

opportunity for success

 They are determined to make all of their endeavors succeed, so will try and try

again until it does

 Successful entrepreneurs do not believe that something cannot be done

o Strong people skills

 The entrepreneur has strong communication skills to sell the product and motivate

employees

 Most successful entrepreneurs know how to motivate their employees so the

business grows overall

 They are very good at highlighting the benefits of any situation and coaching

others to their success

o Strong work ethic

 The successful entrepreneur will often be the first person to arrive at the office and

the last one to leave

 They will come in on their days off to make sure that an outcome meets their

expectations

 Their mind is constantly on their work, whether they are in or out of the

workplace

o Passion

 Passion is the most important trait of the successful entrepreneur

 They genuinely love their work

 They are willing to put in those extra hours to make the business succeed because

there is a joy their business gives which goes beyond the money

 The successful entrepreneur will always be reading and researching ways to make

the business better

o Competitive

 Many companies are formed because an entrepreneur knows that they can do a

job better than another

 They need to win at the sports they play and need to win at the businesses that

they create

 An entrepreneur will highlight their own company‘s track record of success

 They are proactive, not waiting for someone to give them permission

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Refer student to Handout 8:1: Qualities of an Entrepreneur

STEP 6: Key Points (5minutes)

• Research indicates that there are a number of characteristics that are quite likely to be

present in high-achieving entrepreneurs

• While the majority of entrepreneurs have no problem working hard, not all work smart

and possess the entrepreneurial qualities responsible for driving success

STEP 7: Evaluation (5 minutes)

• What are the characteristics of entrepreneurs?

• Outline misconceptions about entrepreneurs?

• What are qualities of entrepreneurs?

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Handout 8:1: Qualities of an Entrepreneur

Qualities of entrepreneur:

Entrepreneurs have specific qualities and special strengths. Some of these essential qualities

are briefly described below:

Need to achieve

Entrepreneur has a strong desire to achieve and fulfil his/her dreams. Winning is achievement

Perseverance

An entrepreneur is fully absorbed in his /her goal and course of action. He works hard to

complete his project successfully. He/she is not deterred by difficulties and problems.

Moderate risk taking

An Entrepreneur loves moderate risk situation which is existing but has affair chance of

success. He is not a gambler or high risk taker. He selects a moderate risk and does not play

with speculative game.

Ability to find and explore opportunity

An entrepreneur is quick to see and seize opportunities. He has innovative mind and converts

difficulties into opportunities. He is also realistic. He plans and anticipates carefully

achieving his goals and converts opportunities to his advantages.

Analytical ability

Entrepreneur approaches problems realistically without personal likes and dislikes. He has

practical to business. He will select experts and not friends or relatives to help him when

required. He does not take emotional attitude towards his problems.

Using feedback

An entrepreneur likes to have immediate feedback of his performance. He likes quick and

accurate data and information. He is stimulated by unfavorable news and applies more energy

to attain his objectives

Facing Uncertainty

An Entrepreneur is an achievement oriented person and is optimistic even in unfamiliar

situations. He has confidence in his ability to face such situation. He is not discouraged and

makes the best of opportunities. He can assess the success rate closely and understand his

environment. He presents a picture of boldness to face unknown situations. He will win by

applying his special insight and skill.

Independence

An entrepreneur likes to be his own master and wants to be responsible for his own decisions.

He does not want to work for others and therefore, sets up his own enterprises.

Flexibility

An entrepreneur has open mind. He does hesitate in revising his decisions if situation so

demands. He will evaluate his decision carefully.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Planning

An entrepreneur thinks in future, plans and works to make his plans successful. He will set

his goals and plans to achieve within limits.

Interpersonal skills

An Entrepreneur likes to work with different types of people and has the skill to deal with

them. He has to make people work for him, with him and help to attain his objectives.

Motivator

An Entrepreneur motivates people to act. He can influence people to think his ways and act

accordingly.

Stress Taking

An entrepreneur has the capacity to work for long hours and tackle different problems at the

same time. There will always be adverse situations in business. An entrepreneur can keep his

cool under a lot of tension and make right decisions against physical and emotional stress.

Positive Self-Concept

An Entrepreneur is always positive in thinking. He is aware of his strengths and weakness.

He always works to achieve his goals and set standards of excellence of his works.

Orientation of Future

An entrepreneur shows high level of future orientation and tends to think ahead. He lives in

present and does not allow the past to obsess him.

No entrepreneur has all these qualities but most have many. He should make an

inventory of his qualities. Self-awareness and analysis help him to define his strengths and

weaknesses. This is the first step towards entrepreneurship development.

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 9: Factors Influencing Tendency to Engage in

Entrepreneurship

Total Session Time: 60 minutes

Prerequisites

• None

Learning Tasks

By the end of this session, learners will be able to:

• Define entrepreneurial intention

• Explain the positive factors that 'pull' people into entrepreneurship

• Explain the negative situational factors that 'push' people into entrepreneurship

• Explain the motivation and stages of entrepreneurship

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD Projector and computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

05 minutes Definition of Entrepreneurial Intention

2 Presentation

15 minutes Presentation Positive Factors that 'Pull' People into

Buzzing Entrepreneurship

15 minutes Presentation Negative Situational Factors that 'Push' People

brainstorming into Entrepreneurship

10 minutes Presentation Motivation and Stages of Entrepreneurship

8 05 minutes Presentation Key Points

9 05 minutes Presentation Evaluation

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of Entrepreneurial Intention (5 minutes)

• Entrepreneurial intention is defined as willingness of individuals to perform

entrepreneurial behavior, to engage in entrepreneurial action, to be self-employed, or to

establish new business

o It usually involves inner guts, ambition and the feeling to stand on one‘s feet

o An individual may have potential to be entrepreneur but not make any transition into

entrepreneurship unless they have such intentions (Mohammad Ismail et al., 2009).

• Individuals decide to engage in entrepreneurial activity because of different

(combinations of) motivations.

o Generally, a distinction is made between positive factors that 'pull' and negative

situational factors that 'push' people into entrepreneurship

STEP 3: Positive Factors that 'Pull' People into Entrepreneurship

(15 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What are the positive factors that ‗pull‘ people into Entrepreneurs?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

According to Model of the Entrepreneurial Event

• The act of starting up a business is dependent upon a change that occurs in the life of an

individual, i.e., a displacement.

• Individual characteristics including: socio-cultural factors and economic, social and

human capital

 Determine how individuals experience, value and perceive‘ disruptive' events or

encountered opportunities, as well as how they react to them

o It is not the objective situation but rather the perception of an individual that makes

him/her decide upon an entrepreneurial career.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o In reaction to a certain‘ disruptive' event some may start a business, whereas others go

in a different direction.

• Pull motivation may come in different forms distinguish between three pull motivations:

market opportunity, social status and profit

o There are six categories of motivation: innovation, independence, recognition, roles,

financial success and self-realization.

o Examples of 'pull' motivations are;

 The need for achievement

 The desire to be independent

 Social development possibilities.

o 'Push' motivations may arise from the exit from or risk of unemployment, family

pressure and/or dissatisfaction with the present situation in general

STEP 4: Negative Situational Factors that 'Push' People in

Entrepreneurship (15 Minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• What are the negative factors that 'push' people in entrepreneurship?

ALLOW few students to respond

WRITE their responses on the flip chart/ board

CLARIFY and SUMMARISE by using the content below

• Individuals with low prospects for wage-employment may become self-employed to earn

a living.

o Individuals make decision between three activities: unemployment, self-employment

and employment.

o The effect of unemployment, lowering the opportunity costs of self-employment,

thereby driving individuals to start their own business, is often referred to as the push

effect of unemployment

o Push motivation is usually understood as the unemployment-push

o Family pressure, for example in case of a business transfer to the new generation.

o Different types of necessity entrepreneurs, including;

 Individuals who are fired from their jobs

 Individuals who decide themselves to leave wage-employment because their boss

does not want to commercialize their ideas or inventions;

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 Individuals who are "unlikeable", e.g., due to a lack of educational or language skills

(immigrant entrepreneurs) or criminal backgrounds.

• Job dissatisfaction is a reason for new venture creation

STEP 5: Motivation and Stages of Entrepreneurship (10 minutes)

Individual characteristics and motivation

• Gender and entrepreneurial motivation

o Being a man has a positive effect on the decision to start a business because of 'exit of

unemployment'.

 There is significant impact of being a man on the probability of being an

opportunity nascent entrepreneur versus being unemployed or in paid

employment.

• Age patterns are different for opportunity and necessity entrepreneurs

o Age positively affects the start-up of a business because of "exit from

unemployment",

 Related to the fact that older people have a lower employability

o Age is negatively related to the "search of the profit" and "social development"

opportunity motivations

o Opportunity entrepreneurs are older than necessity entrepreneurs.

• Higher educated individuals have more alternatives, lowering the chances to be a

necessity entrepreneur;

o Lower educated people might have difficulties in finding a job.

o Necessity entrepreneurs are less likely to be educated in the field that they start and

run a business in.

o Previous professional experience (in the private or public sector) has a positive impact

on start-up because of a market opportunity

o Higher education matters for opportunity, but not for necessity-based nascent

engagement

• The social identity of an individual will affect whether (s)he is into push or pull dynamics

o Higher percentages of ―push entrepreneurs‖ have a neutral attitude towards

entrepreneurship from their parents,

o The odds of being a pull entrepreneur are higher when there is a spouse who is also an

entrepreneur.

o Family role models matter to engage in nascent activity for opportunity-driven

individuals, but not for their necessity-driven counterparts.

Performance and motivation

• Some people perform better than others despite being equal inability and knowledge, then

the cause must be motivational

• Opportunity entrepreneurs start voluntarily they may be better prepared for their entry

into self-employment and have higher chances of survival.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Opportunity entrepreneurs tend to be more motivated by non-monetary rewards than

necessity entrepreneurs

o Opportunity entrepreneurs tend to have higher opportunity costs than necessity

entrepreneurs.

• If the underlying motivation to start a new firm is explicitly linked to innovative projects,

then a better post-entry performance may be expected

o Than if a new firm is started on the basis of a purely 'defensive' motivation, such as

the fear of becoming unemployed

Step 6: Key Points (5 minutes)

• Individuals decide to engage in entrepreneurial activity because of different

(combinations) of motivations.

• There are six categories of motivation: innovation, independence, recognition, roles,

financial success and self-realization

• The effect of unemployment, lowering the opportunity costs of self-employment, thereby

driving individuals to start their own business, is often referred to as the push effect of

unemployment

STEP 7: Evaluation (5 minutes)

• What is an entrepreneurial intention?

• What are the positive factors that 'pull' people into entrepreneurship?

• What are negative situational factors that 'push' people into entrepreneurship?

• What motivates entrepreneurs?

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 10: Challenges Encountered by Entrepreneurs in

Provision of Pharmaceutical Services

Total Session Time: 60 minutes

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Define entrepreneurship challenges

• List challenges faced by entrepreneurs

• Explain ways to address challenges faced by entrepreneurs

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD Projector and Computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

05minutes Presentation Definition of Entrepreneurship Challenges

Buzzing

20 minutes Presentation Challenges Faced by Entrepreneurs

Brainstorming

20 minutes Presentation Ways to Address Challenges Faced by

4 Entrepreneurs

5 05 minutes Presentation Key Points

6 05 minutes Presentation Evaluation

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning Tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of Entrepreneurship Challenges (5 minutes)

• Entrepreneurship challenges are the encounters faced by entrepreneurs in analyzing

problems and risks

o One of the critical skills needed by an entrepreneur

o Encounters to identify and evaluate the risks associated with the new venture idea and

to react to them by developing strategies to overcome or manage them.

STEP 3: Challenges Faced by Entrepreneurs (20 Minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• What are the challenges faced by entrepreneurs?

ALLOW few students to respond

WRITE their responses on the flip chart/ board

CLARIFY and SUMMARISE by using the content below

• Cash flow management

o Cash flow is essential to small business survival

o Problem stems from delayed invoicing, which is common in the entrepreneurial world

o Waiting to get paid can make it difficult to get by and when a customer doesn‘t pay,

you can risk everything

• Hiring employees

o The hiring process can take several days of entrepreneur time: reviewing resumes,

sitting through interviews, sifting through so many unqualified candidates

• Time management

o Time management might be the biggest problem faced by entrepreneurs

o If entrepreneur only had more time, entrepreneur could accomplish so much more

• Delegating tasks

o Entrepreneur need to delegate or outsource tasks

• Choosing what to sell

o Entrepreneur could make a fortune if entrepreneur just knew what products and

services to sell. You‘re just unsure how to pick a niche.

• Marketing strategy

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Entrepreneur has to know the best way to market products and services: print, online,

mobile, advertising, etc.

o To maximize your return on investment with efficient, targeted marketing that gets

results

• Capital

o Important prerequisite to establish an enterprise

o Lubricant of the process of production

• Strapped budget

o Even though cash flow is fine, entrepreneur never has enough in their budget to

market company to its full potential

• Business growth

o Enterprise can grow to the point at which entrepreneur can‘t take on any more work in

current structure

• Self-doubt

o An entrepreneur‘s life is not enviable, at least in the beginning

o It‘s extremely easy to get discouraged when something goes wrong or when you‘re

not growing as fast as you‘d like

o Self-doubt creeps in, and entrepreneurs feel like giving up

STEP 4: Ways to Address Challenges Faced by Entrepreneurs (20 minutes)

• Cash flow management

o Proper budgeting and planning are critical to maintaining cash flow

 One way to improve cash flow is to require a down payment for products and

services

 Your down payment should cover all expenses associated with a given project or

sale as well as some profit for you

o To require faster invoice payments

o Invoice clients within 15 days, which is half the typical invoice period

o In addition, more and more companies are requiring immediate payment upon project

completion

 In digital age when customers can pay invoices right from their mobile phones,

it‘s not a stretch to request immediate payment

o Establish a good relationship with vendors and are a good customer

• Hiring employees

o Be exclusive

 In terms of what qualifications candidates must have, what the job duties are, what

days and hours will be worked, and what wages and benefits will be paid

 Take the time to seek real references people who can honestly attest to their work

ethic and potential

• Time management

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Make time. Here‘s how:

 Create goal lists: have a list of lifetime goals, broken down into annual goals,

broken down into monthly goals, then broken down into weekly goals

 If any tasks do not mesh with your goals, eliminate them

 If any tasks do not absolutely have to be completed by you, delegate them

 Consistently ask yourself: ―Is what I‘m doing right now the absolute best use of

my time?‖

• Delegating tasks

o Find good employees and good outsourced contract help, for starters.

o Be ultra-specific as to what you want done.

o Don‘t make assumptions, and don‘t assume your help will be able to think for

themselves

• Choosing what to sell

o Delegate the task to someone who is strong in this area.

o You don‘t have to hire a huge, expensive marketing firm; rather, recruit a freelance

researcher who has experience in whatever type of field you‘re considering entering

(retail e-commerce, service industry, publishing, etc.).

o Have them conduct market research and create a report with suggested niches,

backed by potential profit margins and a complete SWOT analysis: Strengths,

Weaknesses, Opportunities and Threats.

o Taking this step now can save you a lot of time, money and hassles later — and it

can save your entire business and livelihood.

• Marketing strategy

o Core marketing plan: what marketing activities will you undertake to motivate

purchases? Give your planner a budget and tell them to craft a plan that efficiently

uses that budget to produce profits.

• Capital

o There are many ways to get funding

o From traditional bank loans to family and friends to campaigns

 Choose these routes, certainly, the self-fueled growth model in which you fund

your own business endeavors

• Strapped budget

o Every entrepreneur struggles with their budget

o The key is to prioritize marketing efforts with efficiency in mind

 Spend money where it works

 Reserve the rest for operating expenses and experimenting with other

marketing methods.

• Business growth

o Create new processes that focus on task delegation.

• Self-doubt

o Be able to overcome self-doubt is a necessary trait for entrepreneurs.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Having a good support system will help: family and friends who know your goals

and support your plight, as well as an advisory board of other entrepreneurs who can

objectively opine as to the direction of your business.

o Work on your goals and tasks lists

STEP 5: Key Points (5 minutes)

• Entrepreneurship challenges include cash flow management, Hiring employees,

Choosing what to sell, Delegating tasks and Time management

• Entrepreneurship challenges can be overcome by Proper budgeting and planning,

creating measurable goal and new processes that focus on task delegation.

STEP 6: Evaluation (5 minutes)

• What are entrepreneurship challenges?

• What are the challenges faced by entrepreneurs?

• What are ways to address challenges faced by entrepreneurs?

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 11: The Innovation and Creativity in

Entrepreneurship

Total Session Time: 120 minutes

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Define innovation and creativity

• Explain principles of innovations and creativity

• Explain entrepreneurial mindset

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD Projector and computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

2 10 minutes Presentation Definition of Innovation and Creativity

Buzzing

3 35 minutes Presentation Principles of Innovations and Creativity

Brainstorming

4 60 minutes Presentation

Small Group Entrepreneurial Mindset

Discussion

5 05 minutes Presentation Key Points

6 05 minutes Presentation Evaluation

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of Innovation and Creativity (10 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What are innovation and creativity?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

• Innovation:

o The ability to apply creative solutions to problems and opportunities to enhance or

enrich people‘s lives

o It is the process or act of introducing or inventing something new, or a new

process/way of doing something.

o Is the creation of better or more effective products, processes, services, technologies,

or ideas that are accepted by markets, governments, and society.

o Refers to the use of a new idea or method,

o The process by which an idea or invention is translated into a product or service for

which people will pay, or something that results from this process.

• Creativity:

o The ability to develop new ideas and to discover new ways of looking at problems

and opportunities.

o Creativity can help a company:

 Manage tasks

 Improve staff performance

 Create quality products

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

STEP 3: Principles of innovations and creativity (35 minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• What are the principles of innovations and creativity?

ALLOW few students to respond?

WRITE their responses on the flip chart/ board

CLARIFY and SUMMARISE by using the content below

• Principles of Innovation

o Action-oriented

o Make the process or service simple

o Make the process or service customer-focused

o Start small but aim high

o Try, test, and revise the process or service

o Learn from failures

o Reward good performance

o Work, work, and work to innovate successfully.

o Innovation does not rely on genius or mystery.

• There four basic types of innovation:

o Invention

o Extension

o Duplication

o Synthesis

• Innovation can be incremental or radical

o Every improvement that you make in products or services can be seen as an

incremental innovation.

 Most businesses and most managers are good at incremental innovation.

 They see problems in the current set-up and they fix them

o Radical innovations involve finding an entirely new way to do things

 As such they are often risky and difficult to implement

 Most larger organizations and most managers are poor at radical innovation.

• Principles Creativity

o Creative thinking is acquired through:

 Asking questions, such as: ‗Is there a better way to…?‘

 Constructively challenging the routine, status quo, or traditional way of doing

things

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 Thinking of alternatives to any right answer

 Seeing mistakes and failures as stumbling blocks on the way to success

 Organizational leadership should have a culture that encourages people to develop

new thinking and new ways of doing things.

o This includes:

 Encouraging curiosity

 Viewing problems as challenges.

 Expect and tolerate them, and do not view them as threats.

 Training people on creativity

 Providing support

 Developing a procedure for capturing ideas

 Rewarding creative staff

STEP4: Entrepreneurial Mindset (60 minutes)

Activity: Small Group Discussion

Instructions

Work in small groups. Your group should discuss the following question:

• How does Entrepreneurial Mindset apply to the health sector?

You will be allowed ten minutes to discuss this question within your group. You may be

asked to share your responses with the class, so be prepared to discuss.

• The entrepreneurial mindset entails extraordinary thinking, and recognizing opportunities

that move beyond or reconsider routine/traditional ways of doing things.

• Pillars of the Entrepreneurial Mindset

• There are three pillars needed to create an entrepreneurial mindset:

o Means

 Capital/access to resources, which can be external funding, self-funding, the

ability to harness labour and so on.

 It generally takes something to make something else. (Often, this is money; but

not always.)

o Ability

 Having the physical and mental capacity to understand the vision in ways required

to succeed in the planned goals

o Desire

 Means the aspiration to invest in new ideas to make something of value happen to

an individual or a community

• Moving from Ideas to Reality

o Sources of ideas

 Experience of people in your workplace, work force, or others in the profession

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 They know how the system operates and already have contacts and a good

network

• A colleague doing some entrepreneurial work

• Service consumers demanding a certain service in the market

• Brainstorming

• Your interest in/inspiration for doing entrepreneurial work

• Survey results

o Generating ideas

 Inside-out approach

• Start by considering your own skills, abilities and your background to

determine what kind of activity you can improve or perform well.

• Identify your most promising skills and generate ideas as to how they can be

shaped for use in the potential activity.

• Begin by exploring your skills, abilities and interests a basis for identifying a

kind of business to explore.

• For example: You are a good clinician in one of the district hospital and there

are many clients from the catchment area waiting for medical care at the

council hospital.

• You can think of establishing a medical clinic with laboratory services where

many people can access the services more easily.

 Outside-in approach

• Begin by looking at the external environment for existing opportunities

(opportunity recognition).

• Solicit information/ask questions/conduct research about what the region,

district or community needs or wants, and then design an effective response to

that need or want.

STEP 5: Key Points (5 minutes)

• Innovation is the ability to apply creative solutions to problems and opportunities to

enhance or enrich people‘s lives

• Creativity is the ability to develop new ideas and to discover new ways of looking at

problems and opportunities

• There four basic types of innovation which are Invention, Extension, Duplication and

Synthesis

• The entrepreneurial mindset entails extraordinary thinking, and recognizing opportunities

that move beyond or reconsider routine/traditional ways of doing things

STEP 6: Evaluation (5minutes)

• What is innovation?

• What is creativity?

• What are principles of innovations and creativity?

• What is an entrepreneurial mind?

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 12: Concepts of Marketing in Sales of

Pharmaceuticals

Total Session Time: 120 minutes and 4hrs for assignment

Prerequisites

• None

Learning Tasks

By the end of this session learners are expected to be able to

• Define market and marketing

• Describe marketing strategies

• Develop promotional material for given product

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD Projector and computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

2 15 minutes Presentation Definition of Market and Marketing

Buzzing

3 35 minutes Presentation

Marketing Strategies

Brainstorming

4 40 minutes Presentation Develop Promotional Material for Given

Product

5 10 minutes Presentation Key Points

6 10 minutes Presentation Evaluation

7 05 minutes Presentation Assignment

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of Market and Marketing (15 Minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What is market and Marketing?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

• Market

o An actual or nominal place where forces of demand and supply operate, and where

buyers and sellers interact (directly or through intermediaries) to trade goods,

services, or contracts or instruments, for money or barter.

o Markets include mechanisms or means for

 Determining price of the traded item.

 Communicating the price information.

 Facilitating deals and transactions.

 Effecting distribution.

o The market for a particular item is made up of existing and potential customers who

need it and have the ability and willingness to pay for it.

• Marketing

o Process of identifying and meeting human and social needs profitably

o It is a societal process by which individuals and groups obtain what they need and

want through creating, offering, and freely exchanging product and services of value

with other (Kotler and Keller, 2012.p.1).

o Management process through which goods and services move from concept to the

customer.

o It includes the coordination of four elements called the 4 P's of marketing:

 Identification, selection and development of a product.

 Determination of its price.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 Selection of a distribution channel to reach the customer's place.

 Development and implementation of a promotional strategy.

o For example, new Apple products are developed to include improved applications and

systems, are set at different prices depending on how much capability the customer

desires, and are sold in places where other Apple products are sold.

o In order to promote the device, the company featured its debut at tech events and is

highly advertised on the web and on television.

o Marketing is based on thinking about the business in terms of customer needs and

their satisfaction.

o Marketing differs from selling because (in the words of Harvard Business School's

retired professor of marketing Theodore C. Levitt) "Selling concerns itself with the

tricks and techniques of getting people to exchange their cash for your product.

o It is not concerned with the values that the exchange is all about.

o And it does not, as market invariable does, view the entire business process as

consisting of a tightly integrated effort to discover, create, arouse and satisfy customer

needs."

o In other words, marketing has less to do with getting customers to pay for your

product as it does developing a demand for that product and fulfilling the customer's

needs.

STEP 3: Marketing Strategy (35 Minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• ―What are marketing strategies?‖

ALLOW few students to respond?

WRITE their responses on the flip chart/ board

CLARIFY and SUMMARISE by using the content below

• Marketing strategy is defined as a process that can allow an organization to concentrate

its resources on the optimal opportunities with the goals of increasing sales and achieving

a sustainable competitive advantage.

• Marketing strategy includes all basic and long-term activities in the field of marketing

that deal with the analysis of the strategic initial situation of a company and the

formulation, evaluation and selection of market-oriented strategies and therefore

contributes to the goals of the company and its marketing objectives.

o Marketing strategies serve as the fundamental underpinning of marketing plans

designed to fill market needs and reach marketing objectives.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Plans and objectives are generally tested for measurable results. Commonly,

marketing strategies are developed as multi-year plans, with a tactical plan detailing

specific actions to be accomplished in the current year.

o Time horizons covered by the marketing plan vary by company, by industry, and by

nation, however, time horizons are becoming shorter as the speed of change in the

environment increases.

o Marketing strategies are dynamic and interactive.

o They are partially planned and partially unplanned.

o Marketing strategy needs to take a long term view, and tools such as customer

lifetime value models can be very powerful in helping to simulate the effects of

strategy on acquisition, revenue per customer and churn rate.

o Marketing strategy involves careful and precise scanning of the internal and external

environments.

o Internal environmental factors include the marketing mix and marketing mix

modeling, plus performance analysis and strategic constraints.

o External environmental factors include customer analysis, competitor analysis, target

market analysis, as well as evaluation of any elements of the technological, economic,

cultural or political/legal environment likely to impact success.

o A key component of marketing strategy is often to keep marketing in line with a

company's overarching mission statement

o Once a thorough environmental scan is complete, a strategic plan can be constructed

to identify business alternatives, establish challenging goals, determine the optimal

marketing mix to attain these goals, and detail implementation.

o A final step in developing a marketing strategy is to create a plan to monitor progress

and a set of contingencies if problems arise in the implementation of the plan.

o Marketing Mix Modeling is often used to help determine the optimal marketing

budget and how to allocate across the marketing mix to achieve these strategic goals.

Moreover, such models can help allocate spend across a portfolio of brands and

manage brands to create value.

• Types of strategies

o Marketing strategies may differ depending on the unique situation of the individual

business.

o However, there are a number of ways of categorizing some generic strategies.

o A brief description of the most common categorizing schemes is presented below:

Strategies based on market dominance

• In this scheme, firms are classified based on their market share or dominance of an

industry.

• Typically, there are four types of market dominance strategies:

o Leader

o Challenger

o Follower

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Nicher

Market introduction strategies

• At introduction, the marketing strategist has two principle strategies to choose from:

penetration or niche

Market growth strategies

• In the early growth stage, the marketing manager may choose from two additional

strategic alternatives: segment expansion or brand expansion

Market maturity strategies

• In maturity, sales growth slows, stabilizes and starts to decline.

• In early maturity, it is common to employ a maintenance strategy where the firm

maintains or holds a stable marketing mix"

Market decline strategies

• At some point the decline in sales approaches and then begins to exceed costs. And not

just accounting costs, there are hidden costs as well; as Kotler observed: No financial

accounting can adequately convey all the hidden costs.'

• At some point, with declining sales and rising costs, a harvesting strategy becomes

unprofitable and a divesting strategy necessary

Market segmentation

• Innovation strategies – This deals with the firm's rate of the new product development

and business model innovation.

• It asks whether the company is on the cutting edge of technology and business

innovation.

• There are three types:

o Pioneers

o Close followers

o Late followers

Growth strategies

• In this scheme we ask the question, "How should the firm grow?‖

• There are a number of different ways of answering that question, but the most common

gives four answers:

o Horizontal integration

o Vertical integration

o Diversification

o Intensification

• These ways of growth are termed as organic growth.

o Horizontal growth is whereby a firm grows towards acquiring other businesses that

are in the same line of business for example a clothing retail outlet acquiring a food

outlet.

o The two are in the retail establishments and their integration lead to expansion.

o Vertical integration can be forward or backward

 Forward integration is whereby a firm grows towards its customers for example a

food manufacturing firm acquiring a food outlet

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 Backward integration is whereby a firm grows towards its source of supply for

example a food outlet acquiring a food manufacturing outlet.

STEP 5: Develop Promotional Material for Given Product (40 Minutes)

• Promotional or marketing materials are advertising instruments given to current or

prospective customers for the purpose of creating awareness, knowledge on, positive

attitude towards, intention to use and purchase a product or services

• To meet the above objectives, the promotion materials must contain effective

communications: written messages (content), written source of message (credible source

of message) and creative strategy (how message is presented).

• Item such as a bag, calendar, cap, clock, diary, pen, brochures etc., given away to current

or prospective customer.

• Folder containing information about a firm or product; any sales promotion material that

helps a salesperson in winning new business

• It may contain audio or video tapes or CDs, demonstration material, models, sales

literature, samples, etc.

• Also called sales support material.

• A product promotion is an action taken by a company's marketing staff with the intention

of encouraging the sale of a good or service to their target

Developing promotional materials

• The process of developing effective promotional materials involves the following stages:

o Identification of target audience, audience determine the content and strategy of

communicating messages

o Determine the communication objectives: creating awareness, positive attitudes,

purchasing intention

o Designing the communication: creating message content, determining how expressing

message and who will deliver the message

o Select the communication channels: effective meaning of communication (personal-

phone, email, and mass communication channels)

Criteria for promotional or advertising materials

• Promotional or advertising materials have meet the following criteria:

o The message should be clear at a glance: you can quickly tell what the advertisement

is all about

o The benefits are clearly stated in the headlines

o There is an illustration to support the headline

o First line explains or supports the headline

o The promotional material is easy to read and follow

o Product or services easily identified

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

STEP 6: Key Points (10 Minutes)

• A market is an actual or nominal place where forces of demand and supply operate, and

where buyers and sellers interact (directly or through intermediaries) to trade goods,

services, or contracts or instruments, for money or barter.

• Marketing is the management process through which goods and services move from

concept to the customer.

• Marketing includes the coordination of four elements called the 4 P's of marketing

• Marketing strategies are organizations strategy that combines all of its marketing goals

into one comprehensive plan.

STEP 7: Evaluation (10 Minutes)

• What is market?

• What is marketing?

• What are the marketing strategies that can be used by an entrepreneur?

• What are examples of a promotional materials

• What are criteria for assessing promotional materials

STEP 8: Assignment (5 Minutes)

Activity: Take home Assignment (5 minutes)

DIVIDE students in groups or individual.

ASK the students to work on the following assignment

• Develop promotional material for given product

ALLOCATE time for students to do the assignment and submit

REFER students to recommended references

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 13: Marketing Skills in Sales of Pharmaceuticals

Total Session Time: 60 minutes +1 hours of Tutorial

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Define marketing skills

• Explain general marketing skills

• Explain the pharmaceutical marketing skills

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD Projector and computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

2 10 minutes Presentation Definition Of Marketing Skills

15 minutes Presentation General Marketing Skills

Buzzing

20 minutes Presentation

4 Pharmaceutical Marketing Skills

Brainstorming

5 05 minutes Presentation Key Points

6 05 minutes Presentation Evaluation

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning Tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of marketing skills (5 minutes)

• Marketing skills means abilities to make a decision on what to purchase, use, follow or

conform to someone else's products, services or values.

o Ability of identifying and satisfying customer requirements profitably

 Involves the processes of market research, new product development, product life

cycle management, pricing, channel management as well as promotion

 An approach to business that seeks to identify, anticipate and satisfy customers‘

needs.

STEP 3: General Marketing Skills (20 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What are general marketing skills?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

• The general marketing skills are:

o Revenue-driven marketing

 Who are capable of driving revenue tend to thrive in their careers.

Believe marketers are disconnected from short and long-term financial objectives.

 Who can tie their efforts to improving revenue thrive in an environment like this.

o Know your market

 The success of a marketing organization depends on its ability to understand its

target market.

 The marketer who can understand and effectively articulate what customers and

competitors are doing has a foundational marketing skill.

 Becoming the voice of the customer is particularly valuable to a business.

 Marketers who can collect both quantitative and qualitative data about customers

and present that data to executives in a strategic manner are very valuable

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

o Create remarkable customer experiences

 Today‘s most successful marketers create remarkable experiences for customers.

 Thanks to the internet, there are now many more points of interaction between a

customer and brand today.

 These interactions are growing richer and richer and its marketing‘s job to create

and manage these experiences.

 Marketers who can create experiences that truly resonate with customers are rare,

but those that can deliver business results that far exceed the norm.

o Become a storyteller

 A big part of creating a remarkable customer experience is telling a good story.

 It is critical to successful marketing.

 Marketers must be good storytellers for the simple reason that customers identify

with compelling stories more than anything else.

 Most successful marketing campaigns tell a story that customers identify with on

an emotional level.

 Marketers who can tell great stories to customers via a variety of marketing

campaigns are indispensable in a world where attracting a customer‘s attention

can be challenging.

o Test everything; assume nothing

 Good marketers are continuously testing things like new marketing campaigns, ad

copy, and pricing to turn data into business results.

 Fortunately, a number of tools, such as online advertising platforms are now

available, making testing easier than ever designs.

o Never stop learning

Marketing is changing at a rapid pace

 dynamics like the internet and the changing customer behavior.

 That means that marketers have to learn faster than ever.

 Something as simple as learning has become an essential marketing skill.

 There‘s a wealth of information available online that can help marketers learn

about new marketing trends.

 Many of the world‘s best marketers are actively blogging and tweeting the latest

data and information.

 LinkedIn is another powerful tool for acquiring marketing knowledge.

o Use customer data to make decisions

 Marketers now have access to a tremendous amount of data.

 As a result, companies are able to understand their customers much better than

before.

 Marketers who learn how to collect and analyze customer data in an effort to

make better decisions will be in extremely high demand for decades to come.

o Become a marketing technologist

 Gartner predicts that by 2017 marketing will spend more on technology than the

information technology group itself.

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

 That means that marketers who are proficient with common marketing

applications and systems will thrive.

 This doesn‘t mean that you have to be an engineer to succeed, but you do need to

be able to use many of these applications as a business user. Commonly used

marketing technologies include CRM, marketing automation, email marketing,

marketing analytics, and a plethora of emerging, online marketing technologies.

o Manage to a schedule

 Successful marketers use schedules and project plans to ensure that they complete

their work in a timely fashion.

 Most of the work in a marketing organization is deadline-driven.

 For example, marketing campaigns have launch dates that everyone working on

the campaign focuses on.

 Good marketers work backwards from the launch date and develop a schedule that

governs the work they do.

o Learn how to write

 Many marketers underestimate the importance of writing,

 Copywriting is one of the most important skills that a marketer can have.

 It‘s the foundation of almost every marketing campaign.

 From ad copy, to emails, to landing pages, copywriting is a relatively basic skill

that can have an outsized impact on conversion rates.

 It also happens to be the foundation of the enormous amount of internal

communication that marketers must manage inside of their company.

o Deliver specific, identifiable results

 Marketing has evolved into a field where marketers must deliver results.

 Generating a certain number of qualified leads, or delivering revenue, marketing

is now on the hook to perform.

 Successful marketers focus on delivering results that share three characteristics:

• First, the results they deliver can be easily identified and understood by the

business.

• Second, they deliver results that have an impact on the business,

• Third, they deliver these results on a timely basis.

STEP 4: Pharmaceutical Marketing Skills (20 minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• ―What are pharmaceutical marketing skills?‖

ALLOW few students to respond?

WRITE their responses on the flip chart/ board

__________________________________________________________________________________________

PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

CLARIFY and SUMMARISE by using the content below

• Pharmaceutical marketing skills:

o Function of Sales

 Marketing is where the action is.

o Advertising

 Able to advertise drugs on television, website, campaigns, and other medias

through making audio-visual, prints or multimedia sales pitches to the doctors.

 Advertising agencies will have to educate themselves

o Marketing Research Function

 Marketer, in order gain information, conducts market research,

 . The pharmaceutical major is fond of syndicated data.

 Many companies routinely buy ORG (Operation Research Group) panel study

 Marketing research data only provides a base for action in the market place,

o Use of Public Relation

 pharmaceutical marketers use public relations as a marketing tool

 Public Relation entails:

• Sending out a few press releases,

• Holding a few conferences

• Conducting some event when launching a new product.

 Relation has also helped the organization in creating a positive platform for direct

response communication.

o Drug Distribution

 Many a times drugs promoted through professional service representatives do not

appear on the shelves of the retailing chemist.

 This can be attributed to ineffective distribution system.

 Although distribution is recognized in India as an important function, many

 pharmaceutical marketers accord it a mere supportive role; so the distribution

system has

STEP 5: Key Points (5 minutes)

• General marketing skills include Revenue-driven marketing, Knowing your market,

Creating remarkable customer care and using customer data to make decisions

• Pharmaceutical marketing skills include;

o Function of Sales

o Advertising

o Drug Distribution

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o Use of Public Relation

o Marketing Research Function

STEP 6: Evaluation (5 minutes)

• What is marketing skills?

• What are general marketing skills?

• What are pharmaceutical marketing skills?

References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

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PST 06209 Enterpreneurship NTA Level 6 Semester 2 Facilitator Guide

Session 14: Ethical Issues in Marketing and Sales of

Pharmaceuticals

Total Session Time: 60 minutes +1 hours of Tutorial

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Define ethical marketing

• List Benefits of marketing ethics

• Explain the ethics in marketing

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD Projector and computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

2 10 minutes Presentation Definition of Ethical Marketing

Buzzing

3 10 minutes Presentation Benefits of Ethics in Marketing

4 25minutes Presentation

Ethical Issues in Marketing

brainstorming

5 05 minutes Presentation Key Points

6 05 minutes Presentation Evaluation

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SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of marketing (10 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What Marketing ethics?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

• Marketing ethics are moral principles behind marketing.

• Ethics in marketing applies to different spheres such as in product, pricing, Placing

(Distribution), promotion and advertising marketing product or services

STEP 3: Needs for Ethic in Marketing (10 Minutes)

• The importance of ethics in marketing are:

o Develop more positive attitudes about the firm, its products, and its services.

o To create Values or trust with key stakeholders

o To build good image about the organization in the minds of customer, employees,

shareholders and the society

STEP 4: Ethical Issues in Marketing (25 Minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• What are ethical issues in marketing?

ALLOW few students to respond?

WRITE their responses on the flip chart/ board

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CLARIFY and SUMMARISE by using the content below

• Marketing ethic can be easily explained by using 4P‘S of marketing:

o Product & packaging

o Price

o Placing (distribution)

o Promotion (advertising & branding)

 Product

• Consumer safety

• Product liability and reliability

• Designing for special needs

 Packaging

• Label information

• Packaging graphics

• Packaging safety

• Environmental implication of packaging

 Price: Second P of Marketing •

• Bid rigging

• Supra competitive pricing

• Price fixing

• Price skimming

 Placing (distribution)

• Product distribution (or place) is one of the four elements of the Marketing

Distribution of product or service is transporting them from manufacture to

stockiest, wholesalers, retailer and then to consumers.

• Unethical Practices

o Many retailers sell products that have crossed expiry date is unethical.

o Exerting influence to cause vendors to reduce display space for competitors' products

is unethical.

o Promising shipment when knowing delivery is not possible by the promised date is

also unethical.

o Paying vendors to carry a firm's product rather than one of its competitors are also

unethical.

o Most drug stores would give too many drugs without prescriptions from a qualified

doctor are also unethical.

o Products are moved in unsafe vehicles, are also unethical.

• Promotion is one of the four elements of marketing mix (product, price, promotion, place)

o It is the communication link between sellers and buyers for the purpose of

influencing, informing, or persuading a potential buyer's purchasing decision.

 To present information to consumers as well as others

 To increase demand

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 To differentiate a product

• Ethical Issues in Advertising

o Puffery (Nothing to support the fact)

o Advertising to Children

o Promoting Unhealthy Products

o Subliminal Advertising

o Deceptive Advertising

• Ethics in Consumer Protection

o A concept that are designed to ensure fair competition and the free flow of truthful

information in the marketplace.

o Ethics in Marketing in Consumer Protection Market is flooded with duplicate goods

having fake labels for selling drugs, food stuffs, consumables

o Consumer Protection

 Better protection of interests of consumer

 Protection of rights of consumers

 To prevent practices having adverse effect on competition

 To promote and sustain competition on market

 To protect the interests of consumers

o Scope of Consumer Protection applies to:

 Whole nation

 All type of goods and services, public utilities and public sector undertakings.

o All types of complaints relating to goods, unfair trade pictures.

o Who can file complaint

 The consumers to whom the goods are sold or delivered or agreed to be sold are

delivered or the service has been provided or agreed to be provided.

o But how to file a complaint?

 One can go to Consumer courts and can file complaint

 One can file consumer complaints online

STEP 6: Key Points (5 Minutes)

• Marketing ethics is an area moral principles behind marketing

• Ethics are needed in Marketing of pharmaceutical services

• Marketing ethical issues can be explained using 4P‘S of marketing:

o Ethics in Product & packaging

o Ethics in Price

o Ethics in Placing (distribution)

o Ethics in Promotion (advertising & branding

STEP 7: Evaluation (5 Minutes)

• What is ethical marketing?

• What are the benefits of marketing ethics?

• Outline ethics in marketing?

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References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

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Session 15: Establishment of Medicines and Medical

Supplies Outlets in Tanzania

Total Session Time: 120 minutes +1 hours of Tutorial

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Define medicines and medical supplies outlets

• Outline medicines and medical supplies outlets in Tanzania

• Explain the procedures for establishing medicines and medical supplies outlets

• Describe criteria for Establishing a medicines and medical supplies outlet

Resources Needed:

• Flip charts, marker pens, and masking tape

• Black/white board and chalk/whiteboard markers

• LCD Projector and computer

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

10 minutes Definition of Medicines and Medical Supplies

Presentation

2 Outlets

Buzzing

20 minutes Presentation Types of Medicines and Medical Supplies

Outlets in Tanzania

30minutes Presentation Procedures for Establishing Medicines and

Brainstorming Medical Supplies Outlet

35 minutes Presentation Criteria for Establishing an Medicines and

brainstorming Medical Supplies Outlet

6 05 minutes Presentation Key Points

7 05 minutes Presentation Evaluation

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SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of Medicines and Medical Supplies Outlets (20 minutes)

Activity: Buzzing (5 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

• What are medicines and medical supplies outlets?‖ ?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

• Medicines and medical supplies outlets means establishment that is engaged in

dispensing, delivery or distribution of drugs

o This is establishment can be:

 Any pharmacy

 Nursing home

 Shelter home

 Convalescent home

 Extended care facility

 drug abuse treatment center

 Penal institution

 hospital

 Family planning clinic

 Student health center

 Retail store

 Wholesaler

 manufacturer

 mail-order vendor or

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STEP 3: Types of Medicines and Medical Supplies Outlets in Tanzania

(10 Minutes)

• The common drugs and supplies outlets in Tanzania

o Community pharmacy

o Hospital pharmacy

o Whole sales

o Accredited drug dispensing outlet (ADDO)

STEP 4: Procedures for Establishing Medicines and Medical Supplies

Outlets (30 Minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• What are procedures for establishing medicine and medical supplies outlets?

ALLOW few students to respond?

WRITE their responses on the flip chart/ board

CLARIFY and SUMMARISE by using the content below

• Procedures for establishing an ADDO include the following area:

o Application to establish an ADDO

o Roles and responsibilities of various administrative levels

o Criteria for establishing ADDO

 Application to Establish an ADDO

 The application to establish an ADDO is done through the following

administrative levels:

• Village

• Ward

• Council

• Region

• Pharmacy Council

o An individual applying to establish an ADDO should do the following—

 Read and understand the Guideline for Establishing and Operating an ADDO.

 Copies of the guideline are available in the offices of Regional and Council

Pharmacists, Pharmacy Council Zonal Offices, and TFDA headquarters.

 Obtain the application form for permit to establish an ADDO

 Complete section A of the application form and then submit

 Pay the annual fee for the permit after receiving permission to operate an ADDO.

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• Roles of Various Administration Levels in Establishing ADDOs

o Application forms for establishing ADDOs have to pass through various

administrative levels whose members and their roles are as follows—

Village Level

At this level, the key responsible person is VEO/MEO who is supposed to:

• Provide application forms to the applicant

• Receive, review, and provide opinions related to the submitted application; this requires

filling in section B of the for

• Submit the completed form (sections A and B) to the WEO

Ward Level

The Ward Health Committee has the following members:

• WEO—chairperson

• Medical officer in-charge of the nearby health facility—secretary

• Ward health officer

• Ward extension officer dealing with livestock

• The Ward Health Committee is responsible for the following—

o To provide the application forms for establishing an ADDO

o To receive and go through completed application forms from VEO/MEO

o To interview applicants together with potential dispensers in accordance with

information in application form

o If conditions in the application form sections A and B have been satisfied, the

inspectors will inspect the premise for which the permit has been applied in

accordance with mapping and pre-inspection forms (Annex 2)

o To provide opinions on the submitted application to the committee by filling in

section C of the application form

o To submit completed application form together with results of the premise‘s

inspection to the CFDC secretary

Note: The applicant is advised to seek opinion from the Ward Health Committee on the

expected location of the ADDO before building/renovating the intended ADDO premise.

Council Level

The CFDC has the following members—

• Executive director—chairperson

• Medical officer—secretary

• Pharmacist

• Trade officer

• Health officer

• Veterinary officer

• Agriculture officer

• Treasurer

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• Any other co-opted member whose expertise will be needed by the committee.

Note: The CFDC secretary is district medical officer supported by the district ist or district

livestock officer, depending on the objectives/issues of the meeting.

• The Council is responsible for the following:

o To provide ADDO applications and yearly renewal forms

o To receive the completed application forms for establishing ADDO and inspection

forms from ward level and make decision

o Using a team of approved ADDO inspectors, inspect all ADDOs that have submitted

application forms to the council

o To accept or reject ADDO applications on behalf of Pharmacy Council in accordance

with criteria of getting ADDO permit

o To submit reports on decisions relating to establishment and operation of ADDOs to

Pharmacy Council and a copy to the Region Food and Drug Committee (RFDC)

Note: Reports submitted from one administrative level to another must be accompanied by

the meeting minutes of respective committee.

Regional Level

The RFDC has the following members—

• Commissioner—chairperson

• Medical officer—secretary

• Pharmacist

• Health officer

• Agriculture officer

• Livestock officer

• Trade officer

• The committee is responsible for:

• Receiving a copy of decision made by the council on establishing and operation of

ADDOs

• Receiving and acting on appeals from council level

• Seeking further information on steps taken by the council committees with respect to

information it has received and take appropriate measures when necessary in

collaboration with Pharmacy Council

• Providing technical support to CFDC regarding the establishment and operation of

ADDO

Pharmacy Council

Pharmacy Council is the highest level in issuing the ADDO permit and is responsible in

effecting the following:

• To receive and review decisions of establishment of ADDO from CFDC

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• To make the final decision related to establishment of ADDO including accepting or

revoking decisions made by lower administrative levels for the benefit of the general

public

• To issue permits to those who have fulfilled the ADDO requirements

The procedure for establishing a community pharmacy and whole pharmacy

• Pay pre inspection fee to Pharmacy councils

• Pharmacy council will conduct pre inspection to assess:

o Location

 Must be 300 metre from another pharmacy

o Space

 More than 25 square meter for pharmacy

 More than 35 square metres for whole sale pharmacy

o Condition of the building

• At the end of inspection recommendation whether to continual or discontinue will be

provided by the Pharmacy council

o In case of Pharmacy council recommends to continual

 The applicants improve the promise

Improving the dispensing, storage, POM locker cabinet for psychotropic

 Applicant will call pharmacy council for inspection after improving the premises

 If pharmacy council is satisfied with improvement of the premises the permit to

open community pharmacy or whole pharmacy will be issued to applicant

• Applicant will apply to Tanzania Revenue Authority for tax clearance and seek licence to

operate from the municipal council

STEP 5: Criteria for Establishing a medicines and medical supplies outlets

(35 minutes)

To be accredited and get a permit, an ADDO and its staff should meet the following criteria.

• ADDO Dispenser

o The potential ADDO dispenser will have to attend and successfully complete special

training to dispense in an ADDO.

o To qualify for training, the potential dispenser must be one of the following—

 Pharmaceutical technician

 Pharmaceutical assistant

 Nursing officer

 Nurse midwife

 Clinical officer

 Clinical assistant

 Nursing assistant

 Any other person seen as capable after being advised by TFDA

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o For veterinary ADDOs, the potential dispenser should have the following

qualifications—

 Livestock officer

 Assistant livestock officer

 Any other person seen as capable after being advised by TFDA

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• ADDO Owner

An ADDO owner should meet the following criteria—

o Should be a Tanzania citizen 18 years old or above and of sound mental health

o Must have undergone a TFDA authorized training on Ethics and Regulations

Operating of ADDO

o Contract Agreement between the ADDO Owner and ADDO Dispenser

According to the Regulations of Operating ADDO, the owner and dispenser need to

enter into a contractual agreement to facilitate smooth running of the outlet, and

assume roles and responsibilities that benefit both parties.

The importance of the agreement is as follows—

 To help owner and dispenser to abide to their agreement related to the terms of

employment.

 To provide modalities on how to resign or be terminated from work when

necessary without causing unnecessary inconvenience to either of the parties

• Location for Establishing an ADDO

o ADDOs are to be located in the following areas:

 Rural areas and small towns where the availability of medicines is problematic

 In peripheral areas of big towns or cities where the availability of medicines is

erratic

 In the small town with a population of about 3,000 to 5,000, the ADDO must be

established at a distance not less than 300 meters in each direction from the

nearest ADDO. In rural areas the distance should not be less than 200 meters from

the nearest ADDO and not less than 500 meters from a pharmacy. (Distance is not

taken into consideration for veterinary ADDOs.)

 ADDOs should not be located in or close by an area where there are open sewage

systems, dumping sites, or industries using toxic chemicals.

 ADDO Building (Premises)

• Should be a permanent, well-built structure

• Should have a sturdy, leak-proof roof and ceiling

• Should have a solid floor which can be easily cleaned

• Should have sturdy walls painted white which can be easily cleaned

• Should have two front doors—a strong outer door for security and an inner

glass door that should be kept closed to protect against dust, insects, and

rodents

• Should have at least two rooms; one for dispensing and the other for storage

• The dispensing room should be the following size: 3.04 meters long (10 feet)

by 2.74 meters wide (9 feet) and 2.43 meters in height (8 feet).

• The dispensing room should be arranged to allow customers to get into the

room—dispensing through windows in strictly prohibited.

• Should have a hand-washing facility in the dispensing room.

• The medicine storage room should be of adequate size and have shelves or

pallets.

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• Every room must have a sturdy window covered with mosquito gauze which

allows adequate ventilation and, where possible, the room should have a fan or

air conditioner (temperatures should not exceed 30°C).

• There should not be egress to other rooms that are not part of ADDO, such as

bedroom or living room.

• Should have a sign prohibiting smoking of any kind while inside the ADDO

(NO SMOKING)

• Should have a glass counter and display case and a movable section of counter

to allow access to shop

• Should have sign with an ADDO logo as shown below (to get the sign, the

owner should liaise with CFDC)

• Criteria for establishing a pharmacy or a whole sale pharmacy

o Must be pharmacist or to have superintendent who is a pharmacist

 If the pharmacist is government employee, there must be pharmaceutical

technician will be dispensing on consultation to pharmacist when need arise

STEP 6: Key Points (5 Minutes

• Medicines and medical supplies outlets

Medicines and medical supplies outlets means establishment that is engaged in

dispensing, delivery or distribution of drugs

• The common drugs and supplies outlets in Tanzania

o Community pharmacy

o Hospital pharmacy

o Whole sales

o ADDO

• Procedures for establishing an ADDO include the following area:

o Application to establish an ADDO

o Roles and responsibilities of various administrative levels

o Criteria for establishing ADDO

STEP 7: Evaluation (5 Minutes)

• What is medicines and medical supplies outlets

• List medicines and medical supplies outlets in Tanzania

• What are the procedures for establishing medicines and medical supplies outlets?

• List criteria for establishing a medicines and medical supplies outlets addo

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References

Buskirk, R. H (1994). The Entrepreneurs Handbook: Premier Entrepreneur Programs, Inc.

Denver, Co.

Charantimath, P. M (2006) Entrepreneurship Development Small Business Enterprises:

Delhi, India: Pearson Education,

Hisrich, R.D., Peters, M.P., & Shepherd, D.A. (2005). Entrepreneurship. (6th Ed.) Boston:

McGraw-Hill.

Kuratko, D.F., & Hodgetts, R.M. (2007). Entrepreneurship: Theory, Process & Practice. (7th

Ed.) USA: Thomson

Roy, R. (2011, 2008). Entrepreneurship. 2nd Ed. Oxford: Oxford University Press.

Stokes, D. & Wilson, N. (2002). Small Business Management and Entrepreneurship. (5th

Ed.) London: High Holborn House.

Zimmerer, T. W. & Scarborough N. M. (2008) Essentials of Entrepreneurship and Small

Business Management. (5th Ed) New Jersey: Pearson Education International

__________________________________________________________________________________________

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