ENTREPRENEURSHIP

SENIOR 6
TEACHER’S GUIDE

Kigali, January, 2019

 Copyright

© 2019 Rwanda Education Board

All rights reserved.
This Teacher’s Guide is the property of Rwanda Education Board.
Credit should be given to REB when the source of this book is quoted.
FOREWORD
Dear teacher,

Rwanda Education Board is honoured to present Senior 6 entrepreneurship teacher`s

guide which serves as a guide to competence-based teaching and learning to ensure
consistency and coherence in the learning of the entrepreneurship subject. The
Rwandan educational philosophy is to ensure that learners achieve full potential at
every level of education which will prepare them to be well integrated in society and
exploit employment opportunities.

In line with efforts to improve the quality of education, the government of Rwanda
emphasizes the importance of aligning teaching and learning materials with the syllabus
to facilitate their learning process. Many factors influence what they learn, how well
they learn and the competences they acquire. Those factors include the relevance of
the specific content, the quality of teachers’ pedagogical approaches, the assessment
strategies and the instructional materials available. We paid special attention to the
activities that facilitate the learning process in which learners can develop ideas and
make new discoveries during concrete activities carried out individually or with peers.
With the help of the teachers, learners will gain appropriate skills and be able to apply
what they have learnt in real life situations. Hence, they will be able to develop certain
values and attitudes allowing them to make a difference not only to their own life but
also to the nation.

This is in contrast to traditional learning theories which view learning mainly as a process
of acquiring knowledge from the more knowledgeable who is mostly the teacher. In
competence-based curriculum, learning is considered as a process of active building
and developing of knowledge and understanding, skills and values and attitude by the
learner where concepts are mainly introduced by an activity, situation or scenario that
helps the learner to construct knowledge, develop skills and acquire positive attitudes
and values.

In addition, such active learning engages learners in doing things and thinking about
the things they are doing and they are encouraged to bring their own real experiences
and knowledge into the learning processes. In view of this, your role is to:

•• Plan your lessons and prepare appropriate teaching materials.

•• Organize group discussions for learners considering the importance of social
constructivism suggesting that learning occurs more effectively when the learner
works collaboratively with more knowledgeable and experienced people.
•• Engage learners through active learning methods such as inquiry methods, group
discussions, research, investigative activities and group and individual work
activities.

Entrepreneurship Teacher’s Guide For Senior Six i

 •• Provide supervised opportunities for learners to develop different competences
by giving tasks which enhance critical thinking, problem solving, research,
creativity and innovation, communication and cooperation.
•• Support and facilitate the learning process by valuing learners’ contributions in
the class activities.
•• Guide learners towards the harmonization of their findings.
•• Encourage individual, peer and group evaluation of the work done in the
classroom and use appropriate competence-based assessment approaches and
methods.

To facilitate you in your teaching activities, the content of this teacher`s guide is self-
explanatory so that you can easily use it. It is divided in 3 parts:

The part 1:
Explains the structure of this book and gives you the methodological guidance;
The part 2:
Gives the sample lesson plans as reference for your lesson planning process;
The part 3:
Provides details the teaching guidance for each concept given in the student book.

Even though this teacher`s guide contains the answers for all activities given in the
learner’s book, you are requested to work through each question and activity before
judging learner’s findings.
I wish to sincerely appreciate all people who contributed towards the development of
this teacher`s guide, particularly REB staff who organized the whole process from its
inception. Special gratitude goes to the University of Rwanda which provided experts
in design and layout services, illustrations and image anti-plagiarism, lecturers and
teachers who diligently worked to successful completion of this book. Any comment
or contribution would be welcome for the improvement of this textbook for the next
edition.

Dr. NDAYAMBAJE Irénée

Director General of REB

ii Entrepreneurship Teacher’s Guide For Senior Six

ACKNOWLEDGEMENT
I wish to express my appreciation to all the people who played a major role in
development of this Senior 6 entrepreneurship teacher`s guide. It would not have been
successful without active participation of different education stakeholders.

I owe gratitude to different Universities and schools in Rwanda that allowed their staff
to work with REB in the in-house textbooks production project. I wish to extend my
sincere gratitude to lecturers, teachers and all other individuals whose efforts in one
way or the other contributed to the success of writing of this textbook.

Special acknowledgement goes to the University of Rwanda which provided experts in

design and layout services, illustrations and image anti-plagiarism.

Finally, my word of gratitude goes to the Rwanda Education Board staff particularly
those from Curriculum, Teaching and Learning Resources Department (CTLR) who
were involved in the whole process of in-house textbook writing.

Joan Murungi,
Head of CTLR

Entrepreneurship Teacher’s Guide For Senior Six iii

TABLE OF CONTENTS
FOREWORD....................................................................................................................... i
ACKNOWLEDGEMENT.....................................................................................................iii
TABLE OF CONTENTS...................................................................................................... iv
PART I. GENERAL INTRODUCTION................................................................................viii
Introduction.............................................................................................................. viii
1.1. The structure of the guide ................................................................................. viii
1.2 Methodological guidance.......................................................................................x
1.1.2 Developing competences.................................................................................................x
1.2.2 Addressing cross cutting issues...................................................................................... xi
1.2.3 Attention to special educational needs and inclusive education................................ xiii
1.2.4. Guidance on assessment .............................................................................................. xv
1.2.5 Students’ learning styles and strategies to conduct teaching and learning process.xviii
1.2.6. Skills Labs Method Of Teaching................................................................................... xxi
1.2.7. Student Business Club................................................................................................ xxiii
PART II: SAMPLE LESSON PLANS .............................................................................. xxvi
PART III: UNIT DEVELOPMENT .................................................................................. xxxi

UNIT 1: SOCIO-ECONOMIC DEVELOPMENT....................................... 1

1.1 Unit Prerequisite .......................................................................................................1
1.2 Cross-cutting issues to be addressed.......................................................................1
1.3 Generic competencies to be developed................................................................. 2
1.4 List of lessons (including assessment)...................................................................4
1.5 Use of Skills Lab Method: Lab 1.............................................................................21
1.6 Summary of the unit ............................................................................................. 23
1.7 Additional Information: ........................................................................................ 23
1.8 End of unit assessment ......................................................................................... 23
1.9 Additional Activities...............................................................................................29

UNIT 2: ENVIRONMENTAL IMPACT ASSESSMENT (EIA) .................. 31

2.1 Unit Prerequisite ....................................................................................................31
2.2 Cross-cutting issues to be addressed....................................................................31
2.3 Generic competencies to be developed .............................................................. 32
2.4 List of lessons (including assessment).................................................................36
2.5 Use of skills Lab Method: Lab 2.............................................................................51
2.6 Summary of the Unit............................................................................................. 53
2.7 Additional Information..........................................................................................54
2.8 End of Unit 2 Assessment..................................................................................... 55
2.9 Additional activities...............................................................................................58

iv Entrepreneurship Teacher’s Guide For Senior Six

Unit 3: CUSTOMS PROCEDURES .......................................................59
3.1. Unit Prerequisite...................................................................................................59
3.2. Cross-cutting issues to be addressed..................................................................59
3.3. Generic competencies to be developed.............................................................60
3.4. List of lessons (including assessment)................................................................ 61
3.5. Use of Skills Lab Method: Lab 3..........................................................................82
3.6. Summary of the Unit............................................................................................84
3.7. Additional Information.........................................................................................84
3.8. End Unit Assessment:..........................................................................................85
3.9. Additional Activities.............................................................................................87

Unit 4: FINANCIAL MARKETS............................................................. 91

4.1. Unit Prerequisite................................................................................................... 91
4.2.Crosscutting issues to be addressed.................................................................... 91
4.3.Generic Competencies.........................................................................................92
4.4.List of lessons (including assessment).................................................................95
4.5. Use of skills lab method: Lab 4.......................................................................... 120
4.6.Summary of the unit............................................................................................122
4.7.End of Unit 4 Assessment....................................................................................123
4.8.Additional Information....................................................................................... 126
4.9.Additional activities.............................................................................................127

UNIT 5: FINANCIAL STATEMENT...................................................... 129

5.1 Unit Prerequisite.................................................................................................. 129
5.2 Cross-cutting issues to be addressed................................................................. 129
5.3 Generic competencies ........................................................................................ 130
5.4 List of lessons (including assessment)............................................................... 136
5.5. Use of skills Lab Method: Lab 5......................................................................... 159
5.6 End Unit Summary.............................................................................................. 160
5.7 Additional Information........................................................................................ 162
5.8 End of unit 5 assessment ................................................................................... 166
5.9 Additional Activities ...........................................................................................174

UNIT 6: STOCK CONTROL177

6.1. Unit Prerequisite..................................................................................................177
6.2. Cross-cutting issues to be addressed.................................................................177
6.3. Generic competencies to be developed........................................................... 178
6.4.List of lessons (including assessment)............................................................... 182
6.5. Use of skills lab method: Lab 6.......................................................................... 197

Entrepreneurship Teacher’s Guide For Senior Six v

 6.6.Summary of the unit........................................................................................... 199
6.7.Additional Information.......................................................................................200
6.8.End unit 6 Assessment....................................................................................... 202
6.9.Additional Activities............................................................................................206

UNIT 7: BUSINESS PLAN FOR AN ENTERPRISE.................207

7.1.Unit Prerequisite ................................................................................................. 207
7.2.Cross-cutting issues to be addressed................................................................. 207
7.3.Generic competencies ........................................................................................208
7.4.List of lessons (including assessment)............................................................... 210
7.5.Use of Skills Lab Method: Lab 7...........................................................................231
7.6.End of unit Summary .......................................................................................... 233
7.7.Addition information........................................................................................... 234
7.8.End of Unit 7 Assessment................................................................................... 237
7.9.Additional Activities ...........................................................................................240

UNIT 8: OPERATIONAL BUSINESS PLAN FOR AN ENTERPRISE..... 241

8.1. Unit Prerequisite..................................................................................................241
8.2. Cross-cutting issues to be addressed.................................................................241
8.3. Generic competencies ....................................................................................... 242
8.4. List of lessons (including assessment)..............................................................244
8.5. Use of Skills Lab Method: Lab 8........................................................................263
8.6 End Unit Summary..............................................................................................264
8.7. Additional information.......................................................................................266
8.8. End of Unit 8 Assessment................................................................................. 267
3.9. Additional Activities............................................................................................271

UNIT 9: QUALITY ASSURANCE AND QUALITY COMPLIANCE IN

BUSINESS ................................................................ 273
9.1.Unit Prerequisite ................................................................................................. 273
9.2.Cross-cutting issues to be addressed................................................................. 273
9.3.Generic competencies to be developed ........................................................... 274
9.4.List of lessons (including assessment).............................................................. 278
9.5.Use of skills lab method: Lab 9........................................................................... 297
9.6.Summary of the Unit..........................................................................................299
9.7.Additional Information.......................................................................................300
9.8.End of Unit 9 Assessment.................................................................................. 301
9.9.Additional activities............................................................................................304

vi Entrepreneurship Teacher’s Guide For Senior Six

UNIT 10: WORK HABITS AND BEHAVIOR ....................................... 305
10.1. Unit Prerequisite...............................................................................................305
10.2. Cross-cutting issues to be addressed..............................................................305
10.3. Generic competencies......................................................................................306
10.4. List of lessons/sub-heading (including assessment).......................................309
10.5. Use of Skills Lab Method: Lab 10..................................................................... 323
10.6. Summary of the unit......................................................................................... 325
10.7. Additional information for teachers................................................................326
10.8. End unit assessment.........................................................................................326
10.9. Additional activities.......................................................................................... 328

UNIT 11: WORK SAFETY AND HEALTH ..............................................331

11.1. Unit Prerequisite.................................................................................................331
11.2. Cross-cutting issues to be addressed................................................................331
11.3. Generic competencies....................................................................................... 333
11.4 List of lessons /sub-heading (including assessment)........................................ 335
11.5. Use of Skills Lab Method:Lab 11........................................................................370
11.6. Summary of the Unit: Safety and Health at Workplace.................................. 373
11.7. Additional Information for teachers................................................................. 373
11.8. Additional Activities.......................................................................................... 382
11.9. End Unit Assessment........................................................................................384
Bibliography................................................................................................................. 385
ANNEXES...................................................................................................................... 390

Entrepreneurship Teacher’s Guide For Senior Six vii

PRESENTATION OF THE TEACHER`S GUIDE

PART I. GENERAL INTRODUCTION

Introduction
The purpose of this teacher guide is to help you implement the entrepreneurship
syllabus. It is designed to stimulate you to create exciting and meaningful lessons by
enabling you to choose relevant and purposeful activities and teaching strategies. I
will encourage you to research and look for new and challenging ways of facilitating
students’ learning. The teacher guide and the syllabus must be used side by side. The
syllabus states the learning outcomes for the subject and each unit, and outlines the
content and skills that students will learn, and the assessment requirements.

The teacher guide provides direction for you in using the outcomes approach in your
classroom using a step by step approach. This teacher guide provides examples of
teaching and learning strategies for entrepreneurship, elaboration of suggested
activities and content, detailed information on how to mark assessment tasks and the
resources needed to teach entrepreneurship.

1.1. The structure of the guide

This section presents the overall structure, the unit and sub-heading structure to help
teachers to understand the different sections of this guide and what they will find in
each section.

Overall structure
The whole guide has three main parts as follows:

Part I: General Introduction.

This part provides general guidance on how to develop the generic competences, how
to integrate cross cutting issues, how to cater for learners with special educational
needs, active methods and techniques of teaching entrepreneurship and guidance on
assessment.

Part II: Sample lesson plan

This part provides a sample lesson plan, developed and designed to help the teacher
develop their own lesson plans.

Part III: Unit development

This is the core part of the guide. Each unit is developed following the structure below.
The guide ends with references.

viii Entrepreneurship Teacher’s Guide For Senior Six

Structure of a unit
Each unit is made of the following sections:
1. Unit title: From the syllabus
2. Key unit competence: From the syllabus
3. Prerequisites (knowledge, skills, attitudes and values)

This section indicates knowledge, skills and attitudes required for the success of the
unit. The competence-based approach calls for connections between units/topics
within a subject and interconnections between different subjects. The teacher will find
an indication of those prerequisites and guidance on how to establish connections.

Cross-cutting issues to be addressed: This section suggests cross-cutting issues

that can be integrated depending on the unit content. It provides guidance on how to
come up with the integration of the issue. Note that the issue indicated is a suggestion;
teachers are free to take another cross-cutting issue taking into consideration the
learning environment.
Guidance on the introductory activity: Each unit starts with an introductory activity
in the learner’s book. This section of the teacher’s guide provides guidance on how
to conduct this activity and related answers. Note that learners may not be able to
find the right solution but they are invited to predict possible solutions or answers.
Solutions are provided by learners gradually through discovery activities organized at
the beginning of lessons or during the lesson.

List of lessons/sub-heading: This section presents in a table suggestion on the list of

lessons, lesson objectives copied or adapted from the syllabus and duration for each
lesson. Each lesson /subheading is then developed.

End of each unit: At the end of each unit the teacher’s guide provides the following
sections:
•• Summary of the unit which provides the key points of content developed in the
student’s book.
•• Additional information which provides additional content compared to the
student’s book for the teacher to have a deeper understanding of the topic.
•• End unit assessment which provides the answers to questions of end unit
assessment in the textbook and suggests additional questions and related
answers to assess the key unit competence.
•• Additional activities: remedial, consolidation and extended activities. The
purpose of these activities is to accommodate each learner (slow, average and
gifted) based on end unit assessment results.

Entrepreneurship Teacher’s Guide For Senior Six ix

Structure of each-sub heading
Each lesson/sub-heading is made of the following sections:
•• Lesson /Sub-heading title
•• Prerequisites/Revision/Introduction

This section gives a clear instruction to teacher on how to start the lesson
•• Teaching resources: This section suggests the teaching aids or other resources
needed in line with the activities to achieve the learning objectives. Teachers are
encouraged to replace the suggested teaching aids by the ones available in their
respective schools and based on learning environment.
•• Learning activities: This section provides a short description of the methodology
and any important aspect to consider. It provides also answers to learning
activities with cross reference to text book:
•• Exercises/application activities: This provides questions and answers for
exercises/ application activities.

1.2 Methodological guidance

1.1.2 Developing competences

Since 2015, Rwanda shifted from a knowledge based to a competency based curriculum
for pre-primary, primary and general secondary education. This called for changing the
way of learning by shifting from teacher centered to a learner-centered approach.
Teachers are not only responsible for knowledge transfer but also for fostering children’s
learning achievement, and creating safe and supportive learning environment. It implies
also that a learner has to demonstrate what he/she is able to do using the knowledge,
skills, values and attitude acquired in a new or different or given situation.

The competence-based curriculum employs an approach of teaching and learning

based on discrete skills rather than dwelling on only knowledge or the cognitive
domain of learning. It focuses on what learner can do rather than what learners know.
Learners develop basic competences through specific subject unit competences with
specific learning objectives broken down into knowledge, skills and attitudes. These
competences are developed through learning activities disseminated in learner-
centered rather than the traditional didactic approach. The student is evaluated against
set standards to achieve before moving on.

In addition to specific subject competences, learners also develop generic competences

which are transferable throughout a range of learning areas and situations in life.
Below are example of how generic competences can be developed in the subject of
Entrepreneurship
•• Critical Thinking: Learners analyze their environment or community for problems
or challenges faced and the causes. After they suggest possible remedies to the
identified problem during generation of business ideas and opportunities.

x Entrepreneurship Teacher’s Guide For Senior Six

 •• Research and problem solving: Learners collect data using interviews,
questionnaires and any other tool, analyse the data gathered and suggest
solutions regarding business customer behaviour in a research in business unit.
•• Creativity and Innovation: Learners analyse resources such waste materials
existing in the community or environment. They develop or come up with new
ways of utilizing such resources or how they can be put to use again in generating
business ideas and opportunities.
•• Communication Skills: Learners can present themselves and their abilities by
writing application letters or CVs to potential employers. Can write different
documents such Memos, Notices in a clear and understandable language to
convey on information effectively during interpersonal communication
•• Teamwork, Cooperation, Personal and Interpersonal management and life
skills: Learners in teams complete different tasks where each may take on a
different role while complementing each other’s strengths and weaknesses in
team leadership. Alternatively, teams compete to prepare and present a business
plan for their team projects to potential investors or financial institutions.
•• Lifelong Learning: Learners lead a problem solving and decision making process
in a team. Do a self-evaluation to identify own areas of strengths, areas of
weaknesses and propose strategies for enhancing and improving in a team
leadership. Alternatively, learners analyse a scenario involving conflicts at a
workplace, identify the causes, suggest solutions and propose how they will
apply the learned lessons to similar situations in real situations

1.2.2 Addressing cross cutting issues.

Among the changes in the competence-based curriculum is the integration of cross
cutting issues as an integral part of the teaching learning process-as they relate to and
must be considered within all subjects to be appropriately addressed. There are eight
cross cutting issues identified in the national curriculum framework. (See annex 2).

Some cross cutting issues may seem specific to particular learning areas/subjects but
the teacher need to address all of them whenever an opportunity arises. In addition,
learners should always be given an opportunity during the learning process to address
these cross cutting issues both within and out of the classroom.

Below are examples on how crosscutting issues can be addressed in your subject:
•• Gender education: Remind learners that both males and females have similar
opportunities, rights and obligations in the workplace, and therefore need to be
treated fairly and equally when dealing with contracts or resolving conflicts. People’s
opinion of gender roles should not deny or hinder one’s right or responsibilities
to meet his or her contractual obligations while teaching contracts in business
operations…

Entrepreneurship Teacher’s Guide For Senior Six xi

•• Environment and sustainability: During generation of business ideas and
opportunities, learners need to acknowledge that the greatest source of business
ideas and opportunities is the environment, and one cannot implement his/her
opportunity into a profitable business without the environment. So, throughout
the unit/lesson have appreciate the need to take great care for environment as it
is paramount for continued business ideas and opportunity generation as well as
survival of the business activities…..”

•• Inclusive education: All learners need to realize that universal laws do discriminate
as they do apply to all regardless of social, economic, political, physical background.
Emphasis in this unit should be on how we all have the same rights. During rights and
responsibilities of workers and employers unit, learners may discuss and appreciate
need to respect and advocate for employer’s and worker’s rights and responsibilities
at work place.

•• Peace and Values: Right before the lesson begins; there are quite a lot of
opportunities for teachers to promote peace and values among learners. Being
punctual for activities (time management), involvement in various aivities
(teamwork), keeping their school environment clean (responsibility), greeting
one another are among such opportunities (empathy). In a lesson the encourage
learners to greet one another, create a conducive learning environment, clean the
chalkboard, arrange the classroom, assist one another with pens, books, class work,
among others. Also in case of conflicts within a lesson, take time to address the
conflicts and discuss with learners the need to resolve conflicts amicably. You may
also give learners an opportunity to participate in conflict resolution and decision
making.

•• Comprehensive sexuality education (HIV/AIDS, STI, Family planning, Gender

equality and reproductive health): During the lessons/activities, learners should
be given an opportunity to discuss freely about the various changes they are
undergoing, as they are adolescents. They should be aware of how to manage the
changes in their bodies, discuss HIV/AIDS without stigmatization, STIs and how to
control them, family planning gender equality and reproductive health. Learners
should be encouraged to seek for appropriate help whenever needed. This may
not directly fit or come in the lessons but utilize opportunities observed among the
learners both in and outside of the class.

xii Entrepreneurship Teacher’s Guide For Senior Six

•• Financial Education: For example in setting personal goals, learners may be
requested to make a plan of what they plan to save, how much and when they plan
to achieve their saving goals. Learners may describe strategies to reduce spending
and increase savings to become financially fit. In every lesson, learners can share
briefly their progress towards their goals: how much, strategies that worked and
what needs to improve on. While looking at financial management and institutions,
learners need to appreciate the need for managing their finances and proper ways
of managing their finances such as opening a bank account among others.

•• Standardisation Culture: In every lesson take an opportunity to share with learners

that standards should be respected since they are part and parcel of our lives. From
school uniform, to class size, to lesson duration, language of instruction, among
others. So always, create opportunities to have learners discuss where standards
apply and when they need to be cautious about standards during their everyday and
business activities. Entrepreneurs require standards to be able to generate ideas,
create opportunities, gather resources, start and operate businesses successfully.

•• Genocide Studies: Learners need to become aware that all human beings are
equal and have equal rights. At the work place they should avoid and denounce all
instances that result into other’s rights being violated. Give learners opportunities
to share how an entrepreneur can promote the fight against genocide ideologies
during generating ideas, creating opportunities, gathering resources, starting and
operating businesses successfully. For example, during rights and responsibilities
session, learners relate the genocide of 1994 against the Tutsi and violation of
human rights.

1.2.3 Attention to special educational needs and inclusive education

In the classroom, learners learn in different way depending to their learning pace,
needs or any other special problem they might have. However, the teacher has the
responsibility to know how to adopt his/her methodologies and approaches in order
to meet the learning need of each learner in the classroom. Also teachers need to
understand that learners with special needs need to be taught differently or need some
accommodations to enhance the learning environment. This will be done depending to
the unit and the nature of the lesson.

In order to create a well-rounded learning atmosphere, teachers need to:

•• Remember that learners learn in different ways so they have to offer a variety of
activities (e.g. role-play, music and singing, word games and quizzes, and outdoor
activities)
•• Maintain an organized classroom and limits distraction. This will help learners
with special needs to stay on track during lesson and follow instruction easily.

Entrepreneurship Teacher’s Guide For Senior Six xiii

 •• Vary the pace of teaching to meet the needs of each learner. Some learners
process information and learn more slowly than others.
•• Break down instructions into smaller, manageable tasks. Learners with special
needs often have difficulty understanding long-winded or several instructions at
once. It is better to use simple, concrete sentences in order to facilitate them
understand what you are asking.
•• Use clear consistent language to explain the meaning (and demonstrate or show
pictures) if you introduce new words or concepts.
•• Make full use of facial expressions, gestures and body language.
•• Pair a learner who has a disability with a friend. Let them do things together and
learn from each other. Make sure the friend is not over protective and does not
do everything for the learner. Both learners will benefit from this strategy
•• Use multi-sensory strategies. As all learners learn in different ways, it is important
to make every lesson as multi-sensory as possible. Learners with learning
disabilities might have difficulty in one area, while they might excel in another.
For example, use both visual and auditory cues.

Below are general strategies related to each main category of disabilities and how
to deal with every situation that may arise in the classroom. However, the list is not
exhaustive because each learner is unique with different needs and that should be
handled differently.

Strategy to help a learner with developmental impairment:

•• Use simple words and sentences when giving instructions.
•• Use real objects that a learner can feel and handle. Rather than just working
abstractly with pen and paper.
•• Break a task down into small steps or learning objectives. The learner should start
with an activity that s/he can do already before moving on to something that is
more difficult.
•• Gradually give the learner less help.
•• Let the learner work in the same group with those without disability.

Strategy to help a learner with visual impairment:

•• Help learners to use their other senses (hearing, touch, smell and taste) to play
and carry out activities that will promote their learning and development.
•• Use simple, clear and consistent language.
•• Use tactile objects to help explain a concept.
•• If the learner has some sight challenges, ask them what they can see.
•• Make sure the learner has a group of friends who are helpful and who allow him/
her to be as independent as possible.
•• Plan activities so that learners work in pairs or groups whenever possible

xiv Entrepreneurship Teacher’s Guide For Senior Six

Strategy to help a learner with hearing impairment:
•• Always get the learner‘s attention before you begin to speak.
•• Encourage the learner to look at your face.
•• Use gestures, body language and facial expressions.
•• Use pictures and objects as much as possible.
•• Keep background noise to a minimum.
Strategies to help a learner with physical disabilities or mobility
difficulties:
•• Adapt activities so that learners who use wheelchairs or other mobility aids,
or other children who have difficulty moving, can participate.
•• Ask parents/caregivers to assist with adapting furniture e.g. The height of a table
may need to be changed to make it easier for a learner to reach it or fit their legs
or wheelchair under.
•• Encourage peer support .
•• Get advice from parents or a health professional about assistive devices

Adaptation of assessment strategies

Each unit in the teacher’s guide provides additional activities to help learners achieve
the key unit competence. Results from assessment inform the teacher which learner
needs remedial, consolidation or extension activities. These activities are designed
to cater for the needs of all categories of learners; slow, average and gifted learners
respectively.

1.2.4. Guidance on assessment

Assessment is an important part of teaching and learning. It is used to:
•• evaluate and improve teaching and learning
•• report achievement
•• Provide feedback to students on their progress.
Assessment is an ongoing process of identifying, gathering and interpreting information
about students’ achievement of the learning outcomes and can be integrated into the
students’ normal learning activities.

Assessment for learning (Continuous/ formative assessment)

Assessment for learning is often called formative assessment and is assessment that
gathers data and evidence about student learning during the learning process. It enables
you to see where students are having problems and to give immediate feedback, which
will help your students learn better. It also helps you plan your lessons to make student
learning, and your teaching more effective. Often it is informal and students can mark
their own work or their friends. An example is a quick class quiz to see if students
remember the important points of the previous lesson.

Entrepreneurship Teacher’s Guide For Senior Six xv

Assessment of learning (Summative assessment)
Assessment of learning is often called summative assessment. It is used to obtain
evidence and data that shows how much learning has occurred, usually at the end of
the term or unit. End of year examinations are examples of summative assessment. It is
usually done for formal recording and reporting purposes.

Assessing Entrepreneurship units

In the entrepreneurship syllabus, the key unit competences, which link to the broad
learning outcomes, are assessed through specified assessment tasks using a range
of assessment methods. Assessment criteria for each unit outcome provide clear
indications of how, and to what extent, the achievement of the learning outcomes may
be demonstrated. Performance standards, marking guides and assessment criterion
help teachers with the marking process and this ensures that assessment is consistent
across schools.

When you set a task, make sure that:

•• The requirements of the task are made as clear as possible to the student
•• The assessment criteria and performance standards or marking guides are
provided to the student so that they know what it is that they have to do
•• Any sources or stimulus material used are clear and appropriate to the task
•• Instructions are clear and concise
•• The language level is appropriate for the grade
•• It does not contain gender, cultural or any other bias
•• Materials and equipment needed are available to students
•• Adequate time is allowed for completion of the task.
Feedback
When you assess the task, remember that feedback will help the student understand
why he/she received the result and how to do better next time.

Feedback should be:

•• Constructive so that students feel encouraged and motivated to improve
•• Timely so that students can use it for subsequent learning
•• Prompt so that students can remember what they did and thought at the time
•• Focused on achievement, not effort the work should be assessed, not the student
•• Specific to the unit learning outcomes so that assessment is clearly linked to
learning.
Feedback can be:
•• Informal or indirect – such as verbal feedback in the classroom to the whole class,
or person to person
•• Formal or direct –I n writing, such as checklists or written commentary to
individual student either in written or verbal form

xvi Entrepreneurship Teacher’s Guide For Senior Six

 •• Formative – given during the topic with the purpose of helping the student know
how to improve. For example use portfolios as tool of assessment during or after
a lesson(s)
•• Summative – given at the end of the unit with the purpose of letting the students
know what they have achieved. For example use of portfolios as tool of end unit
assessment (Refer to labs at the end of every unit)
Tests
A test is a formal and structured assessment of student achievement and progress which
the teacher administers to the class. Tests are an important aspect of the teaching and
learning process if they are integrated into the regular class routine and not treated
merely as a summative strategy. They allow students to monitor their progress and
provide valuable information for you in planning further teaching and learning activities.
Tests assist student learning if they are clearly linked to the outcomes.

Evidence has shown that several short tests are more effective for student progress
than one long test. It is extremely important that tests are marked and that students
are given feedback on their performance.

There are many different types of tests. Tests should be designed to find out what
students know and about the development of thinking processes and skills. Open
questions provide more detailed information about achievement than a question to
which there is only one answer.

Principles of designing classroom tests

Tests allow a wide variety of ways for students to demonstrate what they know and can
do. Therefore:
•• Students need to understand the purpose and value of the test
•• The test must assess intended outcomes
•• Clear directions must be given for each section of the test
•• The questions should vary from simple to complex
•• Marks should be awarded for each section
•• The question types (true/false, fill-in-the-blank, multiple choice, extended
response, short answer, matching) should be varied.
Tests should:
•• Be easy to read (and have space between questions to facilitate reading and
writing)
•• Reflect an appropriate reading level
•• Involve a variety of tasks
•• Make allowance for students with special needs

Entrepreneurship Teacher’s Guide For Senior Six xvii

 •• Give students some choice in the questions they select
•• Vary the levels of questions to include gathering, processing and applying
information
•• Provide sufficient time for all students to finish.

Teacher assessment
Assessment is a continuous process. You should:
•• Always ask questions that are relevant to the outcomes and content
•• Use frequent formative tests or quizzes
•• Check understanding of the previous lesson at the beginning of the next lesson
through questions or a short quiz
•• Constantly mark/check the students’ written exercises, class tests, homework
activities
•• Use appropriate assessment methods to assess the tasks.

Self-assessment and peer assessment

Self and peer assessment helps students to understand more about how to learn.
Students should be provided with opportunities to assess their own learning (self-
assessment) and the learning of others (peer assessment) according to set criteria.
Self and peer assessment:
•• Continues the learning cycle by making assessment part of learning
•• Shows students their strengths and areas where they need to improve
•• Engages students actively in the assessment process
•• Enables students to be responsible for the learning
•• Helps students understand the assessment criteria and performance standards.

1.2.5 Students’ learning styles and strategies to conduct teaching and learning
process
How students learn
•• What I hear I forget.
•• What I hear and see I remember a little.
•• What I hear, see and discuss I begin to understand.
•• What I hear, see, discuss and do, I acquire knowledge and skill.
•• What I teach to another, I master.
(Active Learning Credo statement by Silberman 1996)

In support of this are the findings that we remember:

•• 20% of what we hear
•• 40% of what we see
•• 90% of what we see, hear, say and do or what we discover for ourselves.

xviii Entrepreneurship Teacher’s Guide For Senior Six

A student-centered approach to learning
Different students learn in different ways. Some students learn best by writing, others
by talking and discussing, others by reading and others by listening. Most students
learn by using a combination of those. All students learn skills through practicing and
repetition. You need to use a variety of teaching strategies to cater for the different
ways your students learn.

The selection of teaching method should be done with the greatest care and some of
the factors to be considered are: the uniqueness of subjects; the type of lessons; the
particular learning objectives to be achieved; the allocated time to achieve the objective;
instructional available materials; the physical/sitting arrangement of the classroom,
individual students’ needs, abilities and learning styles.

Teaching and learning strategies

In order to cater for different students’ learning styles and to assist and encourage
students to learn, teachers need to perform certain tasks. These are teaching strategies.
You need to engage students directly in learning but there are times when you have to
take charge of the learning in the class and teach particular concepts or ideas

Teaching strategies include:

•• Group work
•• Skills Lab
•• Research/inquiry
•• Class discussions/debates
•• Problem-solving activities
•• Teacher’s talk, instructions, explanations, lectures or loud reading.
•• Directed question and answer sessions
•• Audio-visual presentations
•• Text books or worksheets
•• Directed assignments
•• Demonstration and modelling
•• Guest speakers
•• Classroom displays.

Steps for a lesson in active learning approach

Generally, the lesson is divided into three main parts whereby each one is divided into
smaller steps to make sure that learners are involved in the learning process. Below are
those main part and their small steps:

Entrepreneurship Teacher’s Guide For Senior Six xix

1. Introduction: is a part where the teacher makes connection between the previous
and current lesson through appropriate techniques. The teacher opens short discussions
to encourage learners to think about the previous learning experience and connect it
with the current instructional objective. The teacher reviews the prior knowledge, skills
and attitudes which have a link with the new concepts to create good foundation and
logical sequencings.

2. Development of the new lesson: The development of a lesson that introduces a

new concept will go through the following small steps: discovery activities, presentation
of learners’ findings, exploitation, synthesis/summary and exercises/application
activities, explained below:

Discovery activity
Step 1
•• The teacher discusses with students to take responsibility of their learning
•• He/she distributes the task/activity, necessary resources and gives instructions
related to the tasks (working in groups, pairs, or individual to instigate
collaborative learning, to discover knowledge to be learned)

Step 2
•• The teacher let the students work collaboratively on the task.
•• During this period the teacher refrains to intervene directly in the working of
activity or results/findings of the task
•• He/she then monitors how the students are progressing towards the results,
output, results and expected knowledge to be learned and boost those who are
still behind (but without communicating to them the knowledge).

Presentation of learners’ productions

•• In this period, the teacher invites representatives of groups to share their
productions/findings.
•• After three/four or an acceptable number of presentations, the teacher decides
to engage the class into exploitation of the students’ productions.

Exploitation of learner’s productions

•• The teacher asks the students to evaluate the productions: which ones are
correct, incomplete or false
•• Then the teacher judges the logic of the students’ products, corrects those, which
are false, completes those, which are incomplete, and confirms those, which are
correct.

xx Entrepreneurship Teacher’s Guide For Senior Six

 Institutionalization (summary/conclusion/ and examples)
•• The teacher summarizes the learned knowledge and gives examples, which
illustrate the learned content. Then links the activities to the learning objectives,
and guide learners to make notes.

Exercises/Application activities
•• Exercises of applying processes and products/objects related to learned unit/sub-
unit
•• Exercises in real life contexts
•• Teacher guides learners to make the connection of what they learnt to real life
situations. At this level, the role of teacher is to monitor the fixation of process
and product/object being learned.

3. Assessment: In this step, the teacher asks some questions to assess achievement
of instructional objective. During assessment activity, learners work individually on
the task/activity. The teacher avoids intervening directly. In fact, results from this
assessment inform the teacher on next steps for the whole class and individuals. In
some cases, the teacher can end with a homework assignment, or additional activities

1.2.6. Skills Labs Method Of Teaching

a. What is Skills Lab?
Skills lab is a practical method of teaching where students are required to complete
learning activities while working in manageable groups. Skills Labs are a no cost, easy
method to change teacher’s pedagogy from theory-based to competence based
instruction.

The basic characteristics of Skills Lab are:

•• It takes place during a double period (80 minutes)
•• Students work in small groups (manageable teams )
•• Assessment takes place through portfolio activities
•• Students talk more than teachers (10% teacher talk time and the rest is for the
students)
•• Students receive constructive feedback on their work (Teacher gives quality
feedback on student presentations.
•• Skills lab consists of three components: build, practice and present.
•• Link to student business club as a plat form for practicing real life activities
through making of products.

Entrepreneurship Teacher’s Guide For Senior Six xxi

Note:
Skills lab is the time when lesson combines the competencies acquired during the unit
and previous units to make learning more practical. Although, the syllabus provides
more than one skills lab per unit, this teacher’s guide provides one model Skills lab lesson
which appears at the end of the unit for the practical application of the competencies
acquired.

Skills Lab follows a 3-part format, which helps teachers plan for practical and competency
based lessons. This format includes Build, Practice and Present, described below:

Practice

• Skill Building • Practicing skills in • Groups present skills

Build

Present
• Knowledge share: small groups • Presentations:
creatively introducing • Hands-on activities: Mastering visual, written
new concepts and Community or customer and spoken presentation
principles connecting to research, product skills
prior knowledge. making, problem • Reflections: Reflect on
• How-to skills: solving, experiments, concepts and principles
demonstrating or design. learned through real life
outlining steps for skills application.
development.

Questions to ask Build: Practice: Present:

yourself while using Do students Did all individual Were students
skills lab method know the guiding students get given feedback
in teaching and principles and know- a chance to on the work
learning how for the skill? practice? presented?

b. Use of Present Boards and Portfolios During Skills Lab

The biggest sign of a successful skills lab is the activities students complete. And how
do we know whether students completed their group activity? It’s through Present
Boards. Each team has their own board to display all the work they completed during
the Skills Lab. At the end of each Skills lab, each team makes a verbal presentation to
the class and shows their Present Board.

When? How? Where?

Last activity of each Made by students. Boards are hung

Skills Lab. Each lab Boards have cool on the walls of
Present
team/group has designs to showcase classroom and kept
Boards
their own 1 Present the notes and work there for others to
Board. product of each lab see

xxii Entrepreneurship Teacher’s Guide For Senior Six

c. Relationship between Portfolios and Present Boards

What is a Student Portfolio?

A portfolio is a collection of student work for individual assessment. Learners fill their
portfolios by completing a series of assignments. These individual assignments are the
evidence that students have mastered a learning objective. Each assignment requires
learners to apply the skill they learned in that unit practically.
Portfolios are the basis for Skills Lab. First, teachers create the portfolio assessment for
students to complete.

Skills Lab is when students will work on group activities to prepare for completing the
portfolio assessment individually. Skills Lab is one of your teacher’s normal lessons
(no extra time is needed) that are especially designated for the purpose of students
working in groups to complete their activities. Skills Lab prepares students to complete
portfolio assignments on their own after classes. So the classroom activity should
connect directly to the portfolio assignment.
For example, they set goals as a group in class, and set individual goals as portfolio
assignment.

d. Relationship between Portfolios and Back Home Projects (BHPs)

Back Home Projects (BHP) refer to projects of business activities that are started up
by students in their communities. These projects can be started during school or after
school. The teacher has a role of encouraging and supporting students to start up BHP
during school

BHPs are meant to help learners apply skills and attitudes acquired during skills lab and
club activities. However, they still require support and mentoring from the teacher on
how to start and maintain BHPs.
The portfolio assignments given to students should be able to challenge them to start
BHPs. For example, preparing a journal template for the businesses they intend to start

What are present boards?

Present boards are boards made by learners using locally available resources that contain
learners’ work/achievements. When learners finish their work from presentations as
a group, it’s hang on the present board. This can be used by both the teacher and
students for reference.

Done by? When? Where?

Present Groups During Skills Lab On Present Boards

boards

Portfolios An Individual As an Assignment In Portfolio Folder

Entrepreneurship Teacher’s Guide For Senior Six xxiii

1.2.7. Student Business Club
a) General Guidelines
The Club should be student run. Students should be actively engaged in idea generation,
planning, procurement, sales, record keeping, and decision making. Teachers should
only guide them. Clubs should start small with what the students can afford. In the
past Clubs have started with 0 capital and used recycled materials and seeds only!
Teachers should not ask the administration to give the Club huge sums of money to
start operating. The Club experience should reflect the real business world. No one will
just give them big capital for free when they graduate, so you should request only what
is realistic.

Club funds and profits should be kept in a safe and secure place. The best place is a club
account with the school bursar. Students should not keep Club money in their suitcases
as cases of theft and misuse of funds will arise.

The patron should organize inter Club competitions / exhibitions at the school to
motivate students to work to succeed and to showcase the Club work to the rest of
the stakeholders.
b. Objectives of the Student Business Club
i) Give learners the practical experience to do business.
ii) Enhance the learner’s entrepreneurial competencies.
iii) Apply the knowledge, skills, and attitudes learned.
iv) To inspire young people to succeed in the global economy.

c. School Stakeholder Business Club Roles:

School Administration To perform advisory and supervisory roles in the school.

To link the business club to the community and other schools.
To provide the business club with required facilities to operate such
as land, room.
To provide market for some students’ products and services.

Oversee the activities of the club.

Club Patrons /
Link students to the administration.
Entrepreneurship
Keep records regarding student’s performance in the business club
Teacher
Find resources and opportunities for students.

Support the club in its activities.

Staff Members · Offer expertise in the area of specialization when required.
Can invest in the business club.
Link the business club with other school clubs.

xxiv Entrepreneurship Teacher’s Guide For Senior Six

 Parents and Providing a favorable environment for students to develop
community and nurture their talents and skills. Community is the market to
students’ products or services.
Community members can also act as advisers to students’ projects
and clubs.
In case the students’ project is in the community and requires land,
the community members may offer land for students’ project.

Students · To be members of the business club.

To fundraise or find available resources to run the club.
To actively participate in the activities of the club.
To keep records of the business club.

Entrepreneurship Teacher’s Guide For Senior Six xxv

PART II: SAMPLE LESSON PLANS
Template of a Competence – based Lesson Plan

School Name: Teacher’s Name:

Term Date Subject Class Unit No Lesson Duration Class size

No
1 …… Entrepreneurship S.6 1 3 of 6 120 min 45 students
/……/ 2018

Type of Special Educational Needs to be catered Slow learners: 2

for in this lesson and number of learners in each Low Vision: 1
category Hearing impairment: 1
Unit title Environment Impact Assessment (EIA)

Key Unit To be able to analyze EIA as a tool for prevention and control of the social
Competence: economic development impacts on the environment
Title of the lesson Role of stakeholders in EIA process

Instructional Given different questions on the role of stakeholders in EIA process, learners
Objective will be able to appropriately create ways of involving stakeholders in the
projects they intend to start.
Plan for this Class In class or outside(optional)
(location: in /
outside)
Learning Materials EIA sample reports, EIA guidelines as from REMA,
(for ALL learners)
References General Guidelines and Procedures for Environment Impact Assessment.
(2006). Kigali: government of Rwanda, co, R. S. (August 2011). Environmental
Impact Assessment Report for Stone Crushing Factory. Kigali: Green World
Consultants.
Timing for Description of teaching and learning activity Generic competences and cross
each step cutting issues to be addressed +
Learners through pairs or groups as used by the teacher a short explanation
will discuss the stakeholders involved in EIA process and
their role.
Teacher activities Learner activities

xxvi Entrepreneurship Teacher’s Guide For Senior Six

 1.Introduction Use appropriate Learners respond to Generic competencies
15 Min method, could be the questions asked by
brainstorming, the teacher to clearly Creativity and innovation.
pairs or group and understand the purpose Problem solving and team
provide learners with of the introductory building
the introductory activity given.
activity 2.6, and give
instructions to the Learners ask questions
activity. for clarifications if
necessary.
Explain the purpose
of the introductory
activity in relation to
the objective of the
lesson.

Development of the lesson

Entrepreneurship Teacher’s Guide For Senior Six xxvii

2.1 Discovery Use an appropriate Learners form or join Generic competences
activity (25 method (could be their respective pairs or Critical thinking; through
Min) pairs, gallery walk, groups as directed by answering more challenging
discussions, and the teacher. questions.
groups). According
to the appropriate The learners respond Communication will be
method used, ask to the questions of developed through answering
learners to read each the activity as they questions and group work/class
of the stakeholders analyze the stakeholders presentation
carefully as guided by involved in the EIA
you. process and their role. Cooperation will be developed
through working together in
Guide learners as they Learners work together, groups/pairs.
answer questions that ask questions to each
follow on stakeholders. and seek guidance Cross cutting issues;
from the teacher where Peace and values education:
necessary.
The learners will interact
peacefully in their groups/pairs
and will be able to appreciate
each other and live in harmony/
peace.

Inclusive Education
Integrates all learners including
SEN. A learner with low vision
will be provided by large print
text to enable him/her to ready.

The teacher will ask learners in

the same group with hearing
impairment to speak loudly so
that he/she can participate in
the group discussion.

xxviii Entrepreneurship Teacher’s Guide For Senior Six

 2.2 The teacher gives the Learners present their Generic competences:
Presentation instructions for the findings as directed by Communication will be
of learner’s presentations and the the teacher. developed through answering
productions time they will take. questions and group work/class
(25 Min) The learners ask presentation
Teacher announces questions, complement
the end of the time of each other and ask for Cooperation will be developed
activity and asks them clarifications accordingly through working together in
to present accordingly. during presentations. groups.
The teacher notes
major things/issues Cross cutting issue
and what he/she Inclusive education
needs to clarify after
presentations. The whole classroom will be
encouraged to speak loudly
in order to help the one with
hearing impairment participate
in the classroom. Where
possible total communication
will be used to facilitate
the communication in the
classroom.

2.3 The teacher gives Learners take notes and Generic competences:
Exploitation(25 clarifications as ask clarifications where Critical thinking; through
Min) from the learners’ necessary from the answering more challenging
presentations. teacher. questions and as they relate to
what the teacher is emphasizing
He/she emphasizes The learners take notes to life real life experience.
the main points as and rectify mistakes in
per from each of the their notebooks. Cross cutting issue:
presentations relating Inclusive education:
them to the lesson Slow learners are facilitated to
objective. take clear and comprehensive
notes.

Entrepreneurship Teacher’s Guide For Senior Six xxix

2.4.Conclusion/ The teacher notes Learners take notes in Generic competences:
Summary (15 that entrepreneurs/ their notebooks Lifelong learning; as learners
Min) developers while doing discover more from the
EIA, they must involve teacher’s emphasis points, they
the stakeholders and eager to learn and discover
also have a clear plan more.
of how they will be
involved. Cross cutting issue:
The teacher provides a
The teacher writes favorable place to the student
on the blackboard with low vision, and ensures to
the ways of how the write clearly on the blackboard.
stakeholders can be
involved in EIA process. Cross cutting issues;
Environment and Sustainability:
3. Assessment To assess learners Learners write the
The learners appreciate the
(40 Min) about the lesson, give activity in their
need for being responsible with
them activity 2.7 notebooks and ask
the environment as they come
clarifications where
out it with ways of managing
Guide learners to do necessary.
environment
the individual work as
per the activity making They then do the activity
sure that instructions by answering the
are well followed. questions given.

Use the activity to As guided by the teacher

judge the learners’ they present their work
progress on the lesson. for marking.
Have a rubric to follow
while giving feedback
and marking.

Ensure that the

cross cutting issue
of environment and
sustainability is taken
into consideration on
the activity.

Observation The lesson was successfully taught as evidenced by the learners’ active participation
on lesson and enthusiastic involvement in the lesson and the positive responses provided
delivery proved that the pre-instructional objectives set were achieved.

xxx Entrepreneurship Teacher’s Guide For Senior Six

PART III: UNIT DEVELOPMENT
Following the structure below for all units
Note to the teacher:
As a teacher, you should consider the following as you prepare your lessons:

a. Students: What are the academic, social, physical, personal, and emotional needs of
my students?
b. Strategies: Which teaching strategies will best facilitate my students’ learning?
c. Grouping: Should I group heterogeneously or homogeneously? What size should my
groups be?
d. Timing: When is the best time to do this lesson? Are there prerequisites my students
should have mastered?
e. Materials: What materials and human resources do I need for the lesson to be
successful?
f. Success: Was the lesson successful? Were my students interested? Did my students
learn? What didn’t work? What will I do differently next time?
g. Sequence: What can I do next to build upon this lesson? How can I make it flow?
h. Rationale: What is the reason for doing this? What objectives will be accomplished?

Entrepreneurship Teacher’s Guide For Senior Six xxxi

xxxii Entrepreneurship Teacher’s Guide For Senior Six
UNIT 1: SOCIO-ECONOMIC DEVELOPMENT
1
Key unit competence: Be able to evaluate the contribution of entrepreneurship
towards socio-economic development

1.1 Unit Prerequisite

In senior 2, unit 1 you analyzed the role of an entrepreneur in socio-economic
development; Senior 2 unit 3 you also described the contribution of the various
types of work to socio-economic development while in senior 3 unit 4 you analyzed
different forms of enterprises. This prior knowledge, skills or competences should help
the learners to understand the contribution of entrepreneurship to socio-economic
development.

1.2 Cross-cutting issues to be addressed

Note: The examples below are just to guide you on how to address crosscutting issues
throughout the unit BUT THIS DOES NOT mean that these are the only ones. You can
address and give learners opportunities to discuss all the crosscutting issues where
possible taking consideration of their environment or community around them.

Gender education: emphasis throughout this unit has to be put on how both
males and females have same chance to create an activity which can generate an
income. So as to promote the standard of living of the family, the locality by creation
of employment opportunities and the country by paying taxes; this will lead to socio-
economic development.

Environment and society: The greatest source of entrepreneurship is the

environment and the society. One cannot be implemented without the other, both are
combined. Therefore, great care has to be taken for environment and society for the
survival of entrepreneurship.

Inclusive education: In addition to all having equal opportunities to become

entrepreneurs, attention will be made on how we all regardless of our background,
in socio-economic development have right to generate ideas that do not discriminate
as our needs are the same. Learners need to understand that the socio-economic
development should not discriminate but promote inclusiveness of all.

Entrepreneurship Teacher’s Guide For Senior Six 1

Throughout the business activities learners should be able to evaluate the contribution
of entrepreneurship to socio-economic development and then participate and support
people in different circumstances.

Peace and Values: You need to emphasize to learners the need to live in peace
and harmony with others. Learners need to identify potential contributions of
entrepreneurship to socio-economic development and promote peace. Learners
also need to develop positive attitude towards the society, customers, shareholders,
environment, and government, among others as the socio-economic development;
Security is important for people to live high standard of living.

Standardization culture: You need to emphasize to learners the need for socio-
economic development. This will help them to abide by the living standards and
wellbeing of the citizen.

Guidance on the introductory activity (refer to Students’ Book)

Kigali is a fast developing city in terms of social, economic infrastructural and
technological advancement as well as in other aspects of life. Entrepreneurs have
contributed a lot in constructing infrastructures by paying taxes; create employment
opportunities, improvement of technology, transport, education, creativity and
innovation etc.

Socio-economic development is the process of social and economic development in a

society. Development is a gradual process through which there is a persistent increase
both in quality and quantity of goods and services that are enjoyed by the people in a
community or a country. E.g. having schools in a community may not be sufficient, but
the quality of teachers who teach in such schools is also very vital.

1.3 Generic competencies to be developed

Throughout this unit, learners should be given opportunities to develop their generic
competences and this will especially be done through activities and the methodology
adapted. These have been discussed in the preliminary pages of this teacher’s guide.
Some of the generic competences that you should facilitate learners develop in this
unit include but not limited to the following:

Critical thinking: Learners analyze their home localities as well as their school
location for challenges and problems hindering socio-economic development, and
suggest possible measures to be taken and activities that can be carried out there to
improve the well-being of people residing in those areas.

Creativity and innovation: As prospective accountants or entrepreneurs, learners

are considered as the brains or engines for their business. Learners should be given
opportunities that will make them think in new and novel ways. For example, learners
should be trained for thinking about new ways of doing things which enables the
enhancement and well-being of people.

2 Entrepreneurship Teacher’s Guide For Senior Six

Research and problem solving: Learners should be given activities and
opportunities that require them to be resourceful while analyzing the socio-economic
aspect of the school location or home areas to find answers to different challenges
posed in different learning activities.

Co‐operation, interpersonal relations and life skills: Through different tasks

assigned, learners should demonstrate a sense of personal and social responsibility as
they live in society. They should be able to work as a team even outside classroom
activities to their societies as they solve challenges.

Lifelong learning: Learners must be given activities that help them develop the
culture of endless learning to keep improving on knowledge and skills. They must be
able to improve on knowledge and skills as they recognize the role of customs service
department in the exportation and importation of goods.

Communication: Entrepreneurs have the responsibility to communicate in a

respectful and orderly way. Through different learning activities worked on, learners
should be able to confidently and effectively communicate their findings and ideas
through speaking and writing to the targeted audience or recipient, and this will train
them for essence of effective communication at work.

Entrepreneurship Teacher’s Guide For Senior Six 3

1.4 List of lessons (including assessment)

No. Lesson title Learning objectives (From the syllabus Number

including knowledge, skills and attitude) of
periods

1 The Meaning of Explain the meaning of Socio-economic 2

Socio-economic development and describe some of its
development indicators

Factors and Analyze factor that lead to socio-

indicators of economic development
Socio-economic
development Develop positive attitude towards
payment of taxes

2 Role of Explain how entrepreneurship 2

entrepreneurship contributes to Socio-economic
in Socio- development
economic
development Explain the role of entrepreneurship in
employment creation

Explain the role of taxes in development

Identify a range of other contributions

entrepreneurship makes to Socio-
economic development

Develop positive attitude towards

payment of taxes

3 Meaning of Understand the relationship between 2

environment entrepreneurship, environment, society
and society, and socio-economic development
their types and
components

4 Positive and Identify potential negative effects of 4

negative effects entrepreneurship on the environment
of business
activities on
different types of
environment and
their components

4 Entrepreneurship Teacher’s Guide For Senior Six

 5 Managing and Suggest strategies to reduce the 3
preventing the negative effects of entrepreneurship on
negative effects the environment and using a completed
of a business on Environmental Impact Assessment (EIA)
different types of
environment and Appreciate that environmental
their components protection and conservation are
essential to ethical entrepreneurship

6 Entrepreneurs Know the meaning of social 2

and social responsibility and give examples
responsibility
Use notions of social responsibility to
evaluate entrepreneurial activities and
suggest possible areas of change

Proactive Social Responsibility

7 Lab 1 Apply Skills Lab Methodology 2

8 Can be able to Evaluate the contribution 2

of entrepreneurship towards socio-
End Unit economic development
assessment

Entrepreneurship Teacher’s Guide For Senior Six 5

 Lesson 1: The Meaning of Socio-economic Development, Factors and
Indicators of Socio-Economic Development

Prerequisites/Revision/Introduction:
Read the Key unit competence in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.
Use K-W-L (What learners already know-What they want to know-What they have
learnt) after the introductory activity to assess how much students already know and
what they would be interested in learning about the socio-economic development.
Learners write under (K-what I know; W-What I want to know, L-what I learned) about
the socio-economic development.

K-W-L Chart
Topic:

What I Know What I Want to know What I Learned

Teaching resources:
Learner’s books, Internet, case studies and Rwanda’s government budget for say
the last five years, local entrepreneurs who have contributed to the community’s
development
Learning activities 1.1. Lerner’s Book
Follow the guidance about the learning activity

Possible answers
a. Socio-economic development is the process of social and economic development
in a society. Development is a gradual process through which there is a persistent
increase both in quality and quantity of goods and services that are enjoyed by
the people in a community or a country. E.g. having schools in a community may
not be sufficient, but the quality of teachers who teach in such schools is also
very vital.

6 Entrepreneurship Teacher’s Guide For Senior Six

 b. Factors that may have affected the socio-economic development are the
following:

(i) Level of technology

(ii) Level of entrepreneurship,
(iii) Investment climate,
(iv) Education system,
(v) Availability and use of resources etc.
c. Some indicators of socio-economic development are the following:

(vi) High Gross Domestic Product (GDP) figures

(vii) Gross National Product (GNP).
(viii) High level of literacy, life expectancy.
(ix) High level of employment (Occupation structure of labor force).
(x) Availability of goods and services.
(xi) Developed infrastructure.
(xii) Improved security (Political stability).
(xiii) Improved health facility, improved shelter, access to clean water
A Case Study Activity Learners Book
Possible response to the Case Study Activity 1.1
1. Some of social economic changes that have occurred over the past five years are the
following:

(i) Construction of planned settlement /Agglomeration (villages = IMIDUGUDU)

(ii) Good roads, rural area connected to the electricity grid and water, schools, health
centers, security etc.
(iii) Good governance, etc.
2. Entrepreneurship activities might hold back social economic development rather
than promoting it by:
(i) Exploitation of workers through underpayment, delayed payment, deductions in
form of unjustified penalties etc.
(ii) Over exploitation of natural resources without considering the posterity; as we
exploit the resources for our survival today it is also important to think about the
future generation. Some resources are limited in nature and when they are used
without care for the future, the generation to come may not have what to live on.
(iii) Using defective weighing scales and measurements; some entrepreneurs use
defective scales and exploit their customers through under weighing of quantities.
(iv) Breaching of contracts when we realize that we stand to benefit less

Entrepreneurship Teacher’s Guide For Senior Six 7

Application Activity 1.2 Learners Book
Possible answers for Application Activity 1.2 refer to learners’ book
1) The socio-economic changes that occurred over the past five years are:
Good Infrastructures, construction of schools, health centres, electricity, water,
roads, planned settlement (IMIDUGUDU), etc.

2) Examples:
Ese URWIBUTSO/SINA GERARD Company has contributed to the social economic
development by constructing schools, helped the people to increase their standard
of living towards the creation of employment opportunities.

BRALIRWA enterprise located at RUBAVU district has contributed a lot to the social
economic development by increasing the standard of living by providing pure water,
employment opportunities to the local population, paying taxes and employees
which increase the revenue of the government.

3) a) “Umuganda” (community work day) contributes to social economic development

by supporting; the construction of the schools, health centres, roads, houses for the
poor (planned settlement = IMIDUGUDU) people, re-afforestation to avoid erosion,
radical terracing, etc.

b)The different challenges to social economic development of the community can

be; infertility of the land, high rate of the population growth, misuse of resources i.e
corruption and embezzlement of public funds, unfriendly environmental activities
like deforestation, ignorance and illiteracy of people etc.

c) For overcoming the above challenges, use the manure for increasing the fertility
of the land, use of family planning methods, participate actively to the construction
of the roads for developing the transports, encourage reafforestation, education for
all, proper disposal of wastes. etc.

8 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 2: Role of Entrepreneurship in Socio-economic Development
Prerequisites/Revision/Introduction:
Read the Key unit competency in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Teaching resources:
Learner’s books, internet, case studies and Rwanda’s government budget for say the last
five years, local entrepreneurs who have contributed to the community’s development.

Learning Activity 1.2: Case study

• Guidance : Read the case study and follow the guidance
Possible answers
a) MIZERO has contributed to the socio-economic development by creating an
employment for himself and give job opportunities to other people.

•• He supplies eggs to the local market at affordable price

•• The employees pay taxes which increase the government revenue
•• The citizen can use the farm manure in their field in order to increase the local
production then increase the farmer’s revenue
b) It creates employment opportunities to local citizens and so helping them to change
their standard of living.

•• It supplies eggs to the local communities which are an important source of nutrients
with high quality proteins.
•• It reduces malnutrition in the village as a result of cheap supplied eggs.
•• Villagers use the farm manure in their field in order to increase the local production.
Application Activity 1.2 Learners Book
1) The visions of socio-economic development must match with the national visions
that consist of improving peoples’ standards of living, construction of roads, schools,
health centres, education, etc.
The objectives of these visions will be achieved by the involvement and participation
of each citizen in the community.

2) A young entrepreneur (girl) created a small enterprise to promote Rwanda’s youth

employment policy by producing cakes in squash (amadegede/ibihaza). Nowadays
it has employed more than 100 people.
The second entrepreneur also is promoting the Rwanda’s youth employment policy
by producing oil from avocados. The enterprise employs many workers.

Entrepreneurship Teacher’s Guide For Senior Six 9

3) The problems the society would face if such entrepreneurs were not operating in
the society include;
•• Unemployment
•• Poor standard of living
•• Failure to educate their own children
•• Poor shelter
•• Increased number of beggars
4) Some entrepreneurial activities hinder socio-economic development. Those practices
include the following:

(i) Improper packaging: like polythene papers, paper bags, wooden and paper boxes,
plastic containers, metal containers, etc. for packaging products affect the drainage
system and soil texture

(ii) Out competing small scale entrepreneurs: The competition between small scale
and large scale entrepreneurs in the long run might lead to the collapse of the small
ones.

(iii) Harmful products like expired products: are harmful to people’s health. This
is common with such goods as foods, drinks and medicine. This applies to animal
health as well.

(iv) Pollution from factories/ industries: Businesses emit a lot of carbon dioxide, smoke,
ozone depleting gas, dust, sulfur dioxide that pollute the air which is dangerous
for animal and plant respiration. Manufacturing businesses also pollute water by
releasing their effluents into water ways and drainage systems hence endangering
human and plant life. The noise produced by manufacturing firms is also pollution.

(v) Income inequality: this shows the injustice between the workers who are doing
the same job but unfortunately earning unequal salaries.

(vi) Advanced technology that creates unemployment: different activities in the

enterprise are done by the robots which replace people at work

(vii) Industrial accident: Some enterprises do not pay the insurance for their workers
yet there are some incidences where workers get accidents in the course of work.

5) Entrepreneurship creates employment directly (self-employment) and indirectly

(for other persons) by starting many industrial units that offer jobs to people; thus
entrepreneurship is the best way to fight against unemployment. Entrepreneurship
has a vital role to play in creating small firms which are important sources of new
jobs.

10 Entrepreneurship Teacher’s Guide For Senior Six

 Enterprises that start as small scale end up employing hundreds and thousands of
people directly. This means that people earn salaries and wages from the enterprise.
Indirectly, employment is created when people are employed they also employ
others or people who are providing goods and services employ their own workers
to help them produce goods and services.

Entrepreneurship Teacher’s Guide For Senior Six 11

 Lesson 3: Meaning of Environment and Society, their Types and
Components

Prerequisites/Revision/Introduction: Read the Key unit competency in the

syllabus to determine what students will know and be able to do by the end of the unit.
Look at the action verb, concept and context of each learning objective. This will help
you see the skills, knowledge attitudes embedded in the learning objective. Remember
the learning objectives link to the key unit competence.

Teaching resources:
Learner’s books, Internet, case studies and Rwanda’s government budget for say
the last five years, local entrepreneurs who have contributed to the community’s
development.

Learning Activity 1.3 Learners Book

• Guidance: Read the Learning activity and follow the guidance

Possible answers to the Learning activities 1.3

1) Environment means everything that is around us in form of natural and artificial.
i.e (individuals, businesses or institutions, plants and animals, air. etc.);
Society means the aggregate of people living together in a more or less ordered
community. Society is a group of people living together within a given geographical
area, bound together by common norms, beliefs, values, culture and recognition
that make it possible for them to stay together.

2) Environment means everything that is around us (an individual or a business or an

institution). Environment mainly consists of atmosphere, hydrosphere, lithosphere
and biosphere. The relationship between the environment and society is that the
survival of an individual person or a business is largely influenced by the environment.
Anything that negatively affects the environment also affects the individual person,
a business or institution as well.

Application Activity 1.3 Learners Book

1) The environment can be divided into the following components:

a) Physical environment: This consists of all geographical features/topography such

as rocks, soil, mountains, hills, drainage systems, plateaus.

b) Biological environment: This consists of ecology that is to say plants and animals
of any kind both on land and in water.

c) Cultural environment: This is a set of beliefs, customs, practice and behavior that
are found in a population.

12 Entrepreneurship Teacher’s Guide For Senior Six

2) The positive entrepreneurial activities protect the natural environment are the
following;
(i) Optimizing the use of energy.
(ii) Ensuring effective use of materials and creating replacement for instance by
planting trees
(iii) Encouraging re-use and recycling of products and by-products and also incorpo-
rating the principle of sustainable use and development of natural environment.

It is important that businesses exercise some responsibilities towards society to en-

hance the positive effects or check the negative effects.
Businesses can do the following for the society:
(i) Production of goods and services.
(ii) Payment of taxes.
(iii) Contribution towards community development programs.
(iv) Proper disposal of waste products.

The following are some of the possible negative effects of business activities on the
environment and society.
•• Pollution.
•• Deforestation.
•• Depletion of resources.
•• Vibration of machines.
•• Land/soil degradation.
•• Wetland destruction/ reclamation.
•• Displacement of people.
•• etc.
3) The environment of a business enterprise falls under different categories namely,
internal environment and external environment.

Internal environment: The internal business environment is made up of the

factors and resources within the business enterprise itself which affect the way the
enterprise operates. The internal environment can be controlled by the management
of the enterprise. The internal business environment comprises of both tangible and
intangible resources.

External Business Environment: The external environment of a business is

made up of those factors and the conditions outside the business which affect the
business operations. The business enterprise always has limited control over the
external environment. The external business environment may be categorized into the
following environment.

Entrepreneurship Teacher’s Guide For Senior Six 13

Economic Environment: Economic environment includes the type of economic
system that exists in the economy, the nature and structure of the economy, the phase
of the business cycle (e.g., the conditions of boom or recession), the fiscal, monetary
and financial policies of the Government, foreign trade and foreign investment policies
of the government.

Social and Cultural Environment: Members of a society have important influence

over business firms. Activities of business firms may harm the physical environment and
impose heavy social costs. Besides, business practices may violate cultural ethics of a
society.
For example, advertisement by business firms may be nasty and hurt the ethical
sentiments of the people.

Political and Legal Environment: Businesses are closely related to the

government. The political philosophy of the government wields a great influence over
business policies.

Technological Environment: The nature of technology used for production of

goods and services is an important factor responsible for the success of a business firm.

Demographic Environment: Demographic environment includes the size

and growth of population, life expectancy of the people, rural-urban distribution of
population and educational levels of labor force.

The skills and ability of a firm’s workers determine to a large extent how well the
organization can achieve its mission. The demographic environment also affects both
the supply and demand sides of business organizations.

Natural Environment: Natural environment is the ultimate source of many inputs

such as raw materials, energy which business firms use in their productive activity.
Natural environment includes geographical and ecological factors such as minerals and
oil reserves, water and forest resources, weather and climatic conditions, etc.

Ecological environment: Driven by the motive of profits maximization, businesses

can cause irreparable damage to the exhaustible natural resources, especially minerals
and forests and pollution of environment. The governments have now become
conscious of the adverse effects of depletion of exhaustible natural resources and
pollution of environment by business activity.

14 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 4: Negative Effects of Business Activities on Different Types of
Environment and Their Components

Prerequisites/Revision/Introduction:
Read the Key unit competency in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Teaching resources:
Learner’s books, Internet, case studies and Rwanda’s government budget for say
the last five years, local entrepreneurs who have contributed to the community’s
development.

Learning Activity 1.4 Learners Book

Guidance: Read the activity

Possible answers for the Learning Activity 1.4

Some possible negatives effects which can affect the environment and the society in
the locality are:

a. Mining and quarrying cause noise pollution and some time there is an over-
exploitation of the natural resources.

b. Cutting down trees without re-afforestation causes the degradation of the

environment such as lack of rain, erosion, insufficient agriculture products, etc.

c. Fumes from some manufacturing enterprises pollute the atmosphere (air pollution).

Application activities 1.4. Learners Book

a. Referring to your respective localities, the entrepreneurial activities that are
causing or are likely to cause environmental degradation can be;

b. Mining and quarrying cause noise pollution, vibration, destroy the natural
environment and sometime cause the accident of the workers;

c. Deforestation causes climate change and the erosion; over exploitation of the
natural resources without considering the future etc.

Entrepreneurship Teacher’s Guide For Senior Six 15

 Lesson 5: Managing and Preventing the Negative Effects of a Business
and Different Types of Environment and Their Components

Prerequisites/Revision/Introduction:
Read the Key unit competency in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Teaching resources:
Learner’s books, Internet, case studies and Rwanda’s government budget for say
the last five years, local entrepreneurs who have contributed to the community’s
development.

Learning Activity 1.5. Learners’ Book

Guidance: Read and follow the guidance given

Answers to the learning activity

The strategies which can be used to reduce the negative effects of entrepreneurship on
environment are the following:

(i) Encourage the citizens and enterprises to use gas for cooking instead of using
wood or charcoal.

(ii) Encourage re-afforestation in order to fight against the changes of climate.

(iii) Modernize the technology with aim of reducing the fumes emitted by
manufacturing enterprises in the atmosphere.

(iv) Increase taxes for reducing the importation of old cars, motor vehicles which
emit fumes in the atmosphere.

(v) Eliminate the use of polythene products.

Application Activity 1.5. Learners’ Book

The reducing of the negative effects of business activities on the natural environment
requires a joint effort by the entrepreneurs and the government or society through
taking some of the following measures:

Recycling used products and by-products: By-product of the production

process and used products should be recycled back into the production process to be
made useful by using them to produce goods and services. E.g. shredding papers can
be recycled to get fragile product like trays. This will help to reduce the rate of pollution
caused by the careless disposal of waste.

16 Entrepreneurship Teacher’s Guide For Senior Six

Waste treatment and proper waste disposal: Entrepreneurs should always
treat waste materials to purify them and choose proper waste disposal grounds that
do not affect the environment negatively and also prolong animals and plant life.

Environment friendly packaging materials: Entrepreneurs should also choose

proper packaging materials like paper bags or cloth instead of plastic which affect the
soil structure

Reforestation: Refers to re-planting of trees to replace those that have been cut so
that the natural environment balance is not disturbed. This should be encouraged to
reduce the effect of deforestation on climate, soil fertility and water catchment.

Covering soil: This may involve mulching terracing, planting trees (afforestation)
and other ways that can be used to cover the soil to ensure that it is not left bare.
Organic manure maybe used to replace the depleted soils.

Use biological pest and disease control: Agribusiness entrepreneurs should

be encouraged to use biological disease control instead of chemical in their farming
process, farm yard manure and other natural fertilizers. Chemicals pollute the land and
affect human, plant and animals.

Development of new raw material saving technologies: Entrepreneurs

should be encouraged to invest in research to develop new technologies that save
raw materials and have improved methods of production that do not pollute the
environment.

Environmental education or protection sensitization campaigns: An

interdisciplinary approach should be used in and out of the school to sensitize both the
young and adults about the importance of living in a protected natural environment
and the consequences of living in the degraded environment and also how they can
protect the environment

Compulsory environment impact assessment: The government should

undertake compulsory environmental impact assessment before licensing businesses
such that businesses with potential dangers of the environment are known in advance
their effect and also measures to minimize such dangers are devised in advance.

Setting environmental standards: The government should ensure that

environment standards are set by the environmental protection bodies such as
Rwanda environment management authority (REMA), and also ensure that effective
supervision and monitoring is carried out to ensure that the businesses respect the set
environmental standards and regulations.

Businesses should be requested to contribute funds for environmental protection and

conservation programs such as cleaning of towns and setting up the garbage collection
centers and tree planting.

Entrepreneurship Teacher’s Guide For Senior Six 17

Encouraging sustainable use of natural resources: The resource exploitation
rate needs to be checked to avoid over exploitation and resource exhaustion especially
for the natural resources such as forests, fish etc. Strict laws should be put in place and
implemented regulating the exploitation of resources like about type and size on fish
net, laws encouraging replanting after cutting down trees etc.

Optimizing energy use: Using of energy saving system in production processes

and homes should be encouraged together with the use of other alternative energy
sources in place of wood fuel that do not degrade the natural environment like solar
electricity, biogas, hydro-electricity etc. this calls for government involvement to reduce
and stabilize prices of these alternative energy forms to make them affordable to the
people and business.

Laws against pollution: Government should enforce laws to penalize businesses

that use machinery that pollute the environment. Even very old vehicles that emit a lot
of fumes should be banned.

18 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 6: Entrepreneurs and Social Responsibility

Prerequisites/Revision/Introduction:
Read the Key unit competency in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Teaching resources:
Learner’s books, Internet, case studies and Rwanda’s government budget for say
the last five years, local entrepreneurs who have contributed to the community’s
development.

Activity 1.6. Learners Book

Guidance: Follow the guidance about the learning activity

Possible answers to the learning Activity 1.4.3

1. According to the images those enterprises involved are the following: Bank of
Kigali, hospitals, etc.

2. The businesses have proactively contributed to the social environment in the

following ways: example Bank of Kigali has supported Friends of Africa a campaign
focusing on increasing returns on investment in the fight against HIV/AIDS,
Tuberculosis and Malaria, diseases that have been among the leading causes of
death in Sub Saharan Africa;

Ese URWIBUTSO/SINA GERARD Company is currently supporting more than 3000

local farmers to grow crops and fruits. As a result the farmers get seeds, technical
advice and assistance as well as a secure market of their products from the
company. It is also committed to strong community training, with clear practical
training programs for farmers that include demonstration fields.

3. In supporting these activities the enterprises create good relationship with the
communities in which they operate; it is a way used to advertise their products, to
attract and maintain customers. Simply, social responsibility helps companies to
develop a good reputation.

4. They become famous, earn money, have good health, and improve their standard
of living.

Entrepreneurship Teacher’s Guide For Senior Six 19

Application Activity 1.6. Learners Book
Put answers with cross reference to textbook

a) Five urgent problems affecting the community are the following:

•• Poverty limits people especially in the villages such as feeding, health, education,
standards of living and sewing machine
•• Feeding: enterprise can participate in supporting some families living in extreme
poverty
•• Health: enterprise can pay health insurance for 50 families
•• Education: enterprise may support 10 students who are not able to pay the school
fees and uniforms
•• Standards of living: the enterprise can distribute some equipment such as mattress,
hoes, etc.
•• Sewing machine: enterprise can help some poor families to improve their standards
of living by offering them some sowing machines.

b) Every company has different CSR objectives though the main motive is the same. All
companies have a two-point agenda to improve qualitatively (the management of
people and processes) and quantitatively (the impact on society). The second is as
important as the first and stakeholders.
•• holders of every company are increasingly taking an interest in “the outer circle”-the
activities of the company and how these are impacting the environment and society.
The other motive behind this is that the companies should not be focused only on
maximization of profits.
•• While many corporations include social responsibility in their operations, it is still
important for those procuring the goods and services to ensure the products are
socially sustainable.
•• Social responsibility means that individuals and companies have a duty to act in the
best interests of their environments and society as a whole. Social responsibility
helps companies to develop a good reputation. The business increases its goodwill
and popularity in the community as caring business. Remember, any good corporate
citizen (business) must be driven by three Ps of investment namely: Profits, People,
and Planet.

20 Entrepreneurship Teacher’s Guide For Senior Six

Skills Lab Activity 1.4.4
1.5 Use of Skills Lab Method: Lab 1
1) Build (Max 15 min)
Through brainstorming, introduce the activity by asking the following questions

a) What positive role have clubs in your school played to the society?
b) What environmental problems have the clubs caused to the community?
c) How do the clubs in your school normally solve environmental problems caused
by the club activities?
Possible answers

Learners respond to the questions asked by the teacher

Positive role the clubs have played to the society:

a) Employment opportunities.
b) Provision of goods and services.
c) Raw materials have been bought from members in the society hence source of
income.
Environmental problems that clubs have caused

a) Cutting down of trees.

b) Poor disposal of unused and waste materials.

How clubs normally solve environmental problem:

a) Planting more trees in the society.

b) Sensitizing the society about environmental protection.
c) Designating areas for disposal of wastes.
From the answers to the questions above, acknowledge that whereas the clubs
especially business clubs have positive impact to the community; they may cause
environmental problems if the members/entrepreneurs are not responsible towards
the environment. Also note that this activity will help them to be responsible with the
environment as they carry out their club activities in in the community.

Thus introduce the purpose of the lab and its objective (Given a case study, Learners
will be able to apply appropriately environmental protection and conservation in their
businesses both in clubs and at home) to the learners.

Entrepreneurship Teacher’s Guide For Senior Six 21

2) Practice: (Max 25)
Get them into manageable groups, have them read and interpret the case study to
answer the given questions. Note that each group will answer all the questions. As the
teacher, you will move through groups ensuring the instructions are understood and
clarify respectively where learners have issues.

3) Present: (Max 25)

Give each group time to present their findings. During presentations emphasize the
key points and allow learners to ask questions to each other. Remember to be inclusive
where all learners irrespective of their backgrounds, gender, age and strength are given
opportunities to present their findings

4) Conclusion (Max 10)

Emphasize to the learners that entrepreneurs must have a clear measures/strategies of
stopping/reducing negative business effects on the environment.

Write on the blackboard some of the ways how entrepreneurs/business clubs can be
responsible with the environment.

•• Planting more trees

•• Designating specific areas for disposal of wastes
•• Adhering to various legislations set out by government such as Cut 1 Plant 2
•• Establish business in the zones legally allocated to reduce the impact of noise and air
pollution in residential areas
•• Being part or initiating environmental projects such as beach clean-up and planting
of trees.
5) Portfolio Assignment (Max 5)
As a take home for the Unit, give each leaner this assignment. Each learner should design
a plan of managing environmental consequences from the business club activities and
back home projects using the table provided below.

Project/ Strategies to manage Rationale of the strategy

Business environmental
activity consequences

E.g. Piggery Constructing the pig sty To avoid wastes being emitted/
project far away from the water deposited in the water body
body

Remember to give the learners the appropriate time when this assignment will be
handed in for your making.

22 Entrepreneurship Teacher’s Guide For Senior Six

1.6 Summary of the unit
This unit explains the meaning of socio-economic development and describes its
factors and indicators. In creating employment opportunities and increasing the
government revenue by paying taxes, entrepreneurship contributes to socio-economic
development of the country. The unit describes the interdependence of business and
the natural environment and explains how the negative effects can be managed or
reduced. As a way of creating good relationship with the communities in which the
enterprises operate, they impose on themselves responsibilities that may not be
imposed by law. Entrepreneurs engage in corporate social responsibility programs and
help the communities. They sponsor sports activities, medical facilities, support schools
and other community programs.

1.7 Additional Information:

This section provides additional content for the teacher to have a deeper understanding
of the topic.

Socio-economic development is the process of social and economic development in

a society. Socio-economic development is measured with indicators, such as GDP, life
expectancy, literacy and levels of employment. Changes in less-tangible factors are
also considered, such as personal dignity, freedom of association, personal safety and
freedom from fear of physical harm, and the extent of participation in civil society.
Causes of socio-economic impacts are, for example, new technologies, changes in laws,
changes in the physical environment and ecological changes.

Socio-economic development involves the economic growth and economic

development.

Economic growth refers to the quantitative changes in production in a country

during the specific period of time. While, the economic development refers to a
multidimensional process of transformation involving accumulated qualitative and
quantitative changes in an economy leading to better standard of living, cultural and
social changes, economic transformation, education reforms, political revolution.

1.8 End of unit assessment

Proposed answers
1) a) The positive effects a cement factory located in our sector is likely to affect the
natural environment include:
a) Provision of employment
b) Improved standard of living
c) Improved technology and infrastructure
d) Promotion of education, health
e) Etc.

Entrepreneurship Teacher’s Guide For Senior Six 23

b) The negative effects a cement factory to be located in your sector is likely to affect
the natural environment include;
a) Increased Pollution: air pollution and noise pollution
b) Health Challenges to the employees of the factory
c) Creative Destruction
d) Etc.
Note: The list proposed is not exhaustive; learners can give other points on all class can
discuss according to the location of the school.

2) The reducing of the negative effects of business on the natural environment requires
a joint effort by the entrepreneurs and the government or society through taking
some of the following measures:
•• Recycling used products and by-products.
•• Waste treatment and proper waste disposal.
•• Environment friendly packaging materials.
•• Reforestation: replanting trees for replacing those that have been cut.
•• Covering soil: It involves mulching terracing, planting trees (afforestation) and other
ways that can be used to cover the soil to ensure that it is not left bare.
•• Use biological pest and disease control.
•• Development of new raw material saving technologies.
•• Environmental education or protection sensitization campaigns.
•• Compulsory environment impact assessment.
•• Setting environmental standards.
•• Encouraging sustainable use of natural resources.
•• Optimizing energy use and reducing the use of wood fuel.
•• Laws against pollution.
•• Etc.
Note: Discuss on some points according to the locality

3) It is the responsibility of the business to care for and protect the natural environment
by optimizing the use of energy, ensuring effective use of materials and creating
replacement for instance by planting trees, encouraging re-use and recycling of
products and by-products and also incorporating the principle of sustainable use
and development of natural environment.

c) The responsibility of business to society

•• It is important that businesses exercise some responsibilities towards society to

enhance the positive effects or check the negative effects. Businesses can do the
following for the society:

24 Entrepreneurship Teacher’s Guide For Senior Six

•• Production of goods and services
•• Payment of taxes
•• Contribution towards community development programs
•• Proper disposal of waste products
4) Economic environment includes the type of economic system that exists in the
economy, the nature and structure of the economy, the phase of the business
cycle (e.g., the conditions of boom or recession), the fiscal, monetary and financial
policies of the Government, foreign trade and foreign investment policies of the
government while the legal environment of a business is closely related to the
government. The political philosophy of the government wields a great influence
over business policies.

1) Entrepreneurship contributes to socio-economic development in the following

ways:

Creates employment opportunities: Entrepreneurship creates employment

directly (own job) and indirectly (for other persons). Directly, by self-employment as an
entrepreneur, and indirectly by starting many industrial units they offer jobs to people.
Thus entrepreneurship is the best way to fight unemployment.
Entrepreneurship has a vital role to play in creating small firms which are important
sources of new jobs.

Increases Government revenue (Business Taxes): entrepreneurs pay licenses,

fees, taxes and other dues to the government which uses this revenue to cover public
expenditure.

Entrepreneurship contributes also to:

Social responsibility: Entrepreneurs engage in corporate social responsibility

programs and help the communities. They sponsor sports activities, medical facilities,
support schools and other community programs. This promotes socio-economic
development in those communities in the countries.

Provide variety of goods (products) and services: Enterprises produce goods

and services that are used every day. Without entrepreneurship, there would be scarcity
which in turn would lead to high prices and generally low standard of living.

Utilization of natural resources: Entrepreneurship makes possible use of natural

resources and transforms them into usable products. Without entrepreneurs, resources
like minerals, sand, fish, timber, oil, and others would stay unutilised.

Environmental protection: Entrepreneurship is a source of environment

protection. Entrepreneurs come up with energy saving products like solar energy, gas,
etc.

Entrepreneurship Teacher’s Guide For Senior Six 25

Research and development (Creativity and innovation): Entrepreneurs
engage in research and lead to the development of new products.

Infrastructure development: Entrepreneurs put up the infrastructure to facilitate

their enterprises but in the process lead to socio-economic development.

National Income National income consists of the total value of all final goods and
services produced in the country accruing to an economy in one accounting year. Goods
and services produced are for consumption within the country as well as to meet the
demand of export. The domestic and export demand increase to meet the needs of
people due to various reasons. An increased number of entrepreneurs is required to
meet this increasing demand for goods and services. Thus, entrepreneurship increases
the national income.

2) The following external business environment factors may negatively affect business
activities;

a) Negative economic effects can be: exploitation of consumers by charging high prices,
reduced profits due to increased competition, out competing of small businesses,
excessive use of infrastructure and utilities.

b) Legal environment: In its broad sense, the legal environment of a business refers
to and includes every law or regulation that affects the way individuals and
organizations do business. The various laws and regulations at national and local
level directly determine how businesses operate.

c) Natural environment: the natural environment refers to both living and nonliving
things that surround the business. The natural environment includes climate,
weather, natural resources, vegetation, water bodies and other components that
affect the economic activities.

d) Society: Activities of business firms may harm the physical environment and impose
heavy social costs. Besides, business practices may violate cultural ethics of a society.
For example, advertisement by business firms may be nasty and hurt the ethical
sentiments of the people.

3) According to the community the changes seen in regard to socio-economic

development can be the following: Infrastructure such as the construction of the
buildings, the roads, schools, health centres, improvement of standards of living,
increased level of technology, electricity, water, etc.

4) The major indicators of socioeconomic development and their advantages and

disadvantages are the following:

26 Entrepreneurship Teacher’s Guide For Senior Six

Level of technology is determinant because better technology means better goods
and services at lower prices. Technology also enables people to get better shelter,
medical facilities, education, transportation and generally better standard of living.
Some time, a high level of technology creates unemployment by replacing workers by
robots.

Level of entrepreneurship: Communities with high level of entrepreneurship tend

to experience faster socio-economic development than those without entrepreneurship;
this is because entrepreneurs create employment opportunities which increase people’s
income. Entrepreneurs produce goods and services, established medical facilities and
other products which improve people standard of living. Entrepreneurs also pay taxes
to the government which increases the government revenue. But entrepreneurs exploit
workers through underpayment, delayed payment, deductions in form of unjustified
penalties etc. They also exploit the natural resources without considering the posterity.
Some entrepreneurs use defective scales and exploit their customers through under
weighing of quantities.
Breaching of contracts when we realize that we stand to benefit less Corruption;
Entrepreneurs ought to do their businesses through proper channels.

Investment climate refers to the conditions under which investors in a particular

country operate. A good investment climate means that the conditions in the country
favor investors. These conditions include favorable taxes, proper laws, economic and
political stability.

When the investment climate is stable entrepreneurs create more goods and services,
give job opportunities, and generally socio-economic development will be obviously
seen; while when the investment climate is unstable, there exists less investment, few
jobs, scarcity of goods and services, high prices which lead to the low socio-economic
development.

Education system: Education is a key determinant of socio-economic development.

Education eliminates unproductive beliefs, and myths, give people skills to produce
goods and services in order to earn money/income, live hygienic, disease free life, etc.
Education system can be a limitation when the population is attached to their customs
because they do not accept to authorize their children to go to school

Availability and use of resources the resources that lead to the socio-economic
development may be human, natural or financial. The human resources in form of skilled
people create jobs, produce goods, start businesses, provide services like education,
medical care etc. Natural resources like fertile soil, timbers, fish and minerals generate
income, promote industries and earn government foreign income.
Financial resources in terms of access to finance help to start and expend existing
enterprises develop infrastructure and buy goods and services. Availability of these
resources determines the socio-economic development of a community or a country.

Entrepreneurship Teacher’s Guide For Senior Six 27

Level of savings: Savings refer to the financial resources set aside in the present
time for use them in the future. When money is saved and accumulated can then be
invested which lead to socio economic development.

Population growth rate: Population growth refers to the total number of people
in a given area at a time. When the population is growing rapidly, it means there are
more people per unit area. A rapidly growing population may create shortage of
goods, services and shelter and make it difficult for the government to provide goods
and services and other infrastructures. The combination of these factors may lead to a
reduction of socio-economic development.

Customs and traditions: Some customs and traditions limit socio-economic

development. This is because some of them discourage education and more effective
medical care and generally keep people backward. Such negative customs and traditions
keep people retard socio-economic development.

Social and physical infrastructure: Good roads, schools, hospitals, telephone

systems and other infrastructures significantly determine the rate of socio-economic
development in an economy. Such social and physical infrastructure makes business
easy; improve health, education, distribution of goods and services and general
wellbeing.

Political climate: Political climate is a key determinant of socio-economic

development. A society that is characterized by political instability and social strikes
cannot achieve socio-economic development. The political instability causes the
displacement of people, destruction of property and disorganization of the business
enterprises; create scarcity of commodities and hence low socio-economic development.

28 Entrepreneurship Teacher’s Guide For Senior Six

1.9 Additional Activities
Remedial activities
a) Explain how society benefits from business
b) Explain briefly the factors and indicators of socio-economic development

Extension activities
a) Briefly explain the interdependence of business and the natural environment
b) Explain briefly the impact of Business activities towards the society

Consolidation activities
a) How entrepreneurship contributes to socio-economic development
b) Identify some acts of social responsibility

Entrepreneurship Teacher’s Guide For Senior Six 29

30 Entrepreneurship Teacher’s Guide For Senior Six
UNIT 2: ENVIRONMENTAL
2
IMPACT
ASSESSMENT (EIA)

Key Unit Competency: To be able to analyze EIA as a tool for prevention and
control of the social economic development impacts on the environment.

2.1 Unit Prerequisite

In O’ level, learners were able to appreciate the role of work in society, factors and
indicators of business growth, effect of business activities on the environment and
while in A’ level, they managed to learn about business growth & development and
unit 1 of S6, they were able to evaluate the contribution of entrepreneurship towards
social economic development.

Given this back ground, learners should be able to appreciate that there exists a big
relationship between the natural and human environments and that it is very important
for them to try to assess the environmental and social impacts of economic activities,
projects and planned developments that may affect the quality of the environment and
well-being of people.

In this unit, they will analyze EIA as a tool for prevention and control of the social
economic development impacts on the environment.

2.2 Cross-cutting issues to be addressed

Note: The examples below are just to guide you on how to address crosscutting issues
throughout the unit BUT THIS DOES NOT mean that these are the only ones. You can
address and give learners opportunities to discuss all the crosscutting issues where
possible taking consideration of their environment or community.

• Peace and Values: In day to day activities both at school and community, learners
need to live in harmony and peace. Emphasize to Learners that they need to
provide mitigation measures of managing negative effects of project activities
that promote peace and are not against the values of the community they live in.
Learners also need to work in harmony during group activities and other activities
as provided by the teacher.

Entrepreneurship Teacher’s Guide For Senior Six 31

 • Environment and sustainability: The greatest reason why EIA is done to is to
preserve the environment and to make the natural resources sustainable for all
the current and future generations. Therefore, learners during this lesson should
be able to show great concern on natural resources and environment. They
should for instance be able to adopt programs like “cut one and plant two” to
promote afforestation.

• Gender education: Emphasis throughout this unit is on how both male and
females have same opportunities when it comes to participating in class and other
opportunities outside class like taking up leadership in their communities. When
they are presenting different activities, all learners irrespective of sex should be
given equal opportunities.

• Inclusive education: Emphasis has to be put on how we all regardless of our

background, economic or social setup have right to participate in EIA process
for the benefit of our communities. Learners need to appreciate that doing an
appropriate EIA report doesn’t require someone to be hailing from a special back
ground, that it requires following the right procedures and processes.

• Financial inclusion: Emphasis has to be put on how learners need to be financially

responsible and this requires them also to be careful with how they use all
resources around them. Through this unit, learners will be able to appreciate
the need to take care of resources and environment sustainably and therefore
note to them that utilizing resources efficiently is one way of being financially
responsible in the long run.

Refer to other cross-cutting issues as identified in the preliminary pages of the

teachers’ guide and curriculum framework.

2.3 Generic competencies to be developed

Throughout this unit, give learners opportunities to develop their generic competences
especially activities and the methodology adapted. These have been discussed in the
preliminary pages of this teacher’s guide. Some of the generic competences that you
should facilitate learners develop include but not limited to the following:

Communication: During and after learning activities, learners should be given a

chance to communicate/share/pass on the ideas, findings, results and EIA reports of
the businesses they intend to start.

Provide learners the opportunities to debate, make presentations, make arguments for
and against, make reports among others.

Co‐operation, interpersonal relations and life skills: Through different

tasks assigned, they should demonstrate a sense of teamwork, cooperation, working

32 Entrepreneurship Teacher’s Guide For Senior Six

with others as they write EIA reports. They should be able to work as a team even
outside classroom activities to their societies as they solve challenges.

Lifelong learning: After a task, activity or experience, learners should always share
what lessons they have learned, how they may use or link the experience to improve
on their knowledge and skills as they identify the components of EIA reports and the
process and procedures of EIA, and its impact on Social economic development.

Critical thinking: Learners are given activities for example case studies, pictures
to analyze and provide appropriate mitigation measures to stop or minimize negative
effects of project activities. These activities make learners think reflectively, logically
and imaginatively about the challenges encountered in a situation before arriving at a
conclusion.

Creativity and innovation: Learners are given activities to use and apply their
creative and innovative abilities in real life experiences. They will be able to creatively
use different resources sustainably and also use the environment responsibly and or
come up with solutions to challenges facing their community.

Research and problem solving: Learners should be able to discover and learn
on their own through research related activities. These activities give learners a chance
to do research or analyze the various problems or challenges faced in their community
and propose ways or strategies of overcoming or solving the identified problems.
Encourage learners to read different EIA reports on internet, library or as provided by
you so as to be able to write their own (EIA report) for the businesses they intend to
start.

Introduction
In the previous unit (social economic development), learners were able to assess the role
of economic activities on the environment. They noted that as a result of all economic
activities such as building infrastructure (i.e., roads and pipelines, mines, and tourism
facilities etc.), the natural surrounding environment can be affected in one way or the
other. This is evident when we consider the results of large-scale development like
open-pit mines, hotels for thousands of people and large hydroelectric dams that often
have irreversible impacts on the environment and the livelihoods of people because of
large-scale deforestation, excessive water use, habitat destruction and resettlement.

Because of the big relationship that exists between the natural and human
environments, it is very important to try to assess the environmental and social impacts
of economic activities, projects and planned developments that may affect the quality
of the environment and impact well-being. As the human population continues to
increase and natural resources become more limited, it is important to have mitigation
measures of solving environmental challenges arising from economic activities and
thus the need to have EIA.

Entrepreneurship Teacher’s Guide For Senior Six 33

 This unit is therefore designed to help learners be responsible and to ensure that
all environmental matters are taken into account quite early in the project planning
process while taking into consideration traditional aspects like impact on local people,
biodiversity, etc. It will equip learners with knowledge and skills as well as attitudes that
will enable them come out with appropriate EIA reports for the projects they intend to
start. It will also help learners predict the effects of proposed activity/project on the
environment and on social economic development.

Guidance on the introductory activity for the Unit

NOTE: The students won’t be able to answer all the questions at this stage; they can
answer the first two questions. The most important thing is that you want to challenge
learners to be expectant and to use their previous knowledge and background to
self-discover during teaching and learning of this unit. Tell learners that they will learn
more about EIA in the corresponding lessons.

Explain the purpose of the introductory activity of the lesson. This activity is intended
to provide interest and motivation for learners analyze EIA as a tool for prevention and
control of the social economic development impacts on the environment.

The introductory activity will also arouse learners’ interests about what to expect in this
unit as they answer the questions that follow in the activity.

Learners can build on previous knowledge, skills, values and attitudes to help you assess
the learner’s prior knowledge and help link with the new content.

Exploit and use appropriate learning methods that can foster collaborative learning for
(example small groups or pairs, gallery walk). Provide learners with the introductory
activity in the learners book, and give instructions to the activity to be done. During
grouping or pairing, ensure a balance between boys and girls and learners’ different
abilities.

During this activity ensure that learners have understood the instructions, prompt
and probe them through question and answer approach to make sure they are active
and their curiosity in learning and discovery is aroused. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method

such as pair-share, small group presentations on the introductory activity. Encourage
different learners from the groups to share the group’s work to avoid just a few learners
dominating. Also encourage other learners to listen and not disturb when other teams
are sharing unless it is a question. Encourage learners to appreciate each other’s work
especially the presentation

Appreciate the team’s presentations and remind them that this activity was not meant
to come to the very right answers but to help them become aware of what to expect

34 Entrepreneurship Teacher’s Guide For Senior Six

in the unit. Answers to the activity will be got as the unit progresses. You can support
learner’s answers by referring to possible answers to the introductory activity below:

Possible answers to the Introductory Activity:

a) The entrepreneurs according to EIA guidelines should be aware of;

The changes in the environment that their projects may cause.

•• The negative changes the materials and technology may cause and how the natural
resources may be affected for example projects causing deforestation may lead
to soil erosion. Among others (discuss reasons given by the groups & provide the
necessary constructive feedback where necessary).
b) Positive effects of projects to the economy;

•• The projects will enable people get jobs hence solving unemployment problem.
•• Projects provide availability of goods and services to the economy.
•• Increase in the income of the population working on the site and development of
small businesses that will serve the employee for the staff.
•• Possibility of meeting the fundamental social needs for the employees and their
families (health care, schooling children, “mutuelle de santé” etc;
•• Payment of taxes to the local and central government. Among others (discuss
reasons given by the groups)
c) Negative effects of business activities/projects to the environment;

•• Wastes and disposals may end up in water bodies.

•• Pollution of air, trees/forests are cut.
•• People may be displaced, swamps may be reclaimed, among others (discuss
responses from groups)
d) Strategies to mitigate environment challenges;

•• Noise pollution can be mitigated by use of public systems to alert people on time of
noise, and use of sound proof equipments in night clubs.
•• Erosion can be minimized by constructing radical terraces and planting grass and
trees.
•• Dust and emissions can be minimized by use of dust suppression machines. Among
others (provide constructive feedback and supplements from others provided by
learners.
e) Simple IEA report,

Entrepreneurship Teacher’s Guide For Senior Six 35

 NOTE: You should have a simple EIA report that learners will use as they write EIA
reports. Remember again that at this stage of the introductory lesson, they won’t
answer this question. It will be answered as they go through the entire unit.

2.4 List of lessons (including assessment)

No. Lesson title Learning objectives (from the syllabus Number

including knowledge, skills and of
attitudes): periods

1 Environmental Give an introduction and meaning of 4

Impact Assessment EIA

Understand the Historical background

and context of EIA in Rwanda

Objective, roles and benefits of EIA in

Rwanda

2 EIA Process Describe the EIA Process 2

3 Role of Describe the roles and responsibilities 3

stakeholders in EIA of the various stakeholders in the EIA
process process

4 EIA Procedure Describe the EIA procedure 2

5 Practical Activity Write simple EIA reports for the 4

on designing EIA project
reports of projects

6 Lab 2 Apply Skills Lab Methodology 2

7 Can identify the components of 2

EIA reports and the process and
End of Unit procedures of EIA, and its impact on
assessment Social economic development

36 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 1: Environmental Impact Assessment (EIA)
Learning objectives: Give an introduction and meaning of EIA, Understand the
Historical background and context of EIA in Rwanda and the Objectives, roles and
benefits of EIA in Rwanda.

Prerequisites for the lesson: Read the objective of the lesson to the learners to
determine what students will know and be able to do by the end of the lesson. Look
at the action verb, concept and context of this objective. This will help you see the
skills, knowledge attitudes embedded in the learning objective. Remember the learning
objectives link to the key unit competence

Teaching resources: EIA sample reports, EIA related pictures, case study and any
other relevant available materials.

Possible Teaching methods: Think pair & share; small group discussions, gallery
walk, brainstorm, case study analysis, research in the library and research on the
internet about EIA process.

Guidance on the lesson

1. Introduce the Introduction Activity (Refer to the guidance of this activity).

2. Leaners in manageable groups or pairs will discuss activity 2.2 to discover the
meaning and major purpose of EIA. During this activity, they can use an appropriate
method such as manageable groups or pairs. Ensure that there is a balance between
boys and girls and all learners’ needs are considered for example visual impaired
sitting in front and being loud enough so that they can hear.

3. Explain the purpose of the introductory activity of the lesson. This activity is
intended to provide interest and motivation for learners to understand the meaning
and major purpose of EIA. The learners will use the background knowledge from
the introduction activity of the unit and the picture to discover the meaning and the
major purpose of EIA. The introductory activity will also arouse learners’ interests
about what to expect in this lesson as they answer the questions that follow in the
activity.

4. Note that the learners may not answer with the best or appropriate definition and
major purpose of EIA during the introductory activity but gradually during teaching
and learning of this lesson, they will be able to critically understand the meaning of
EIA and its major purpose.

5. The learners can build on previous knowledge, skills, values and attitudes for
example unit 1 of social economic development notes the negative effects of
business activities on the environment, you can challenge learners to use this
background knowledge and experience to help them understand the major purpose
of environmental impact assessment.

Entrepreneurship Teacher’s Guide For Senior Six 37

 6. Monitor to confirm whether everyone is working on the activity, ensure that
instructions were understood, address any challenges or questions, ensure everyone
is given an opportunity and is contributing in-group discussions. Encourage learners
to work together, value each other’s contributions, share ideas, etc.

7. Learners present their findings, results, answers through an appropriate method

such pair-share, small group presentations on the introductory activity. Encourage
different learners from the groups to share the group’s work to avoid just a few
learners dominating. Also encourage other learners to listen and not disturb when
other teams are sharing unless it is a question. Encourage learners to appreciate
each other’s work especially the presentation.

8. Appreciate the team’s presentations and remind them this activity was not meant
come to the very right answers but to help them become aware of what to expect
in this lesson. Answers to the activity will be got as the lesson progresses. You can
support learner’s answers by referring to possible answers to the introductory
activity below:

Learning Activity 2.1 Learner`s Book

Analyzing Picture (Figure 2.1) refer in Learner`s book

Possible answers as from the picture

a) Environmental Impact Assessment;

•• (EIA) is a systematic process for identifying, predicting and evaluating the

environmental effects of proposed actions and projects.
•• Can be described as an assessment of the impact of planned activities on the
environment, including impacts on biodiversity, vegetation and ecology, water, and
air.
b) Major purpose of Environmental Impact Assessment.

Majorly meant to help decision makers understand a given project’s impact and to also
address any environmental or human challenges that could result from the project
implemented.

Understanding EIA (its history, national & international policies of EIA, objectives,
roles and benefits of EIA)

Activity: This activity is not in the learners’ book but you will use it to deliver the above.

Using an appropriate method (could be pairs, gallery walk, discussions,

and groups). According to the appropriate method used, assign learners
questions as indicated below.

38 Entrepreneurship Teacher’s Guide For Senior Six

History of EIA
i) Basing on the history of EIA, why did EIA become important?
ii) What led to increase in environmental challenges as per the historical background of
EIA?
National policy on EIA
i) What does national policy of EIA aim to achieve?
ii) What initiatives where adopted by the government of Rwanda to address
environmental issues?
International Policy on EIA
i) Name the 4 international environmental conventions.
ii What is the main objective of EIA process in Rwanda?
Objectives of EIA
i) What are objectives of EIA?
ii) Name the major categories of EIA and what are they responsible for?
Roles of EIA
•• What are the roles of EIA?

Benefits of EIA
•• What are the benefits of EIA?
EIA Development Planning & Strategic Environmental Assessment
(SEA)
i) Why does EIA require detailed environmental information during planning and EIA
process?
ii) What is strategic environmental impact assessment (SEA) and what is its main
purpose in EIA process and planning?
Ask learners depending on the method used to read carefully their topics from the
learners book analyze them and answer their given questions. Let learners make
presentations.

NOTE: During discussions and presentation as a teacher, you will provide the necessary
feedback and guidance. Remember as a facilitator, you guide or lead learners to the
discovery of the solution.

Entrepreneurship Teacher’s Guide For Senior Six 39

 Application Activity 2.1 Learner`s Book
Possible answers for the Application Activity 2.1

Measures she would take to mitigate the likely environmental challenges of her project.

Environmental challenges Mitigation measures

Proximity to areas with Establish the project in an area away from

many people many people to avoid accidents and other
inconveniences.

Dumping of wastes in water Have designed water bodies’ free areas where to
bodies dump wastes and other disposals

Risks of accidents Use of protective equipment and wear(helmets,

gloves)

Air emission by dust Soil watering during the time of soil works

Urinating and defecating Capacity building and training of personnel with

inappropriate places respect to environment and safety.

Construct a toilet to act as a place of convenience.

c) Why she needs to do EIA for her project.

i) To detect the effects of the project on the neighboring environment such as the
water bodies, the soil, he people, the infrastructure, the fauna, the flora and the
atmosphere;

ii) To propose alternative measures where it is noticed that adverse effect may
occur;

iii) To carry out a diagnosis of the existing environment and activities in the area of
the project;

iv) To propose enforcement measures where beneficial effects from the project
are detected;

v) To set up an environmental management plan that will govern all activities of

the project for the better protection of the environment.

40 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 2: Environmental Impact Assessment (EIA) Process
Learning objectives: Describe the EIA Process.

Prerequisites for the lesson:

Read the lesson objective for the lesson to determine what students will know and be
able to do by the end of the lesson. Look at the action verb, concept and context of
learning objective. This will help you see the skills, knowledge attitudes embedded in the
learning objective. Remember the learning objective link to the key unit competence.

Teaching resources:
EIA sample reports, EIA related pictures, case study and any other relevant available
materials.

Possible Teaching methods:

Think pair & share; small group discussions, brainstorm, gallery walk, research in the
library and research on the Internet about EIA process.

Guidance on the lesson

1. Explain the purpose of the introductory activity of the lesson. This activity is
intended to provide interest and motivation for learners to discover that during EIA
planning and process, entrepreneurs/developers have to understand the impact of
their projects on the environment and well-being of people. The activity will provide
learners with an appreciation of positive use of natural resources and will show
concern on how the resources are supposed to be sustainably used.
2. Note that the learners may not give appropriate or best answers during the
introductory activity but gradually during teaching and learning of this lesson, they
will be able to critically understand EIA process.
3. The learners can build on previous knowledge, skills, values and attitudes to help
them understand EIA processes or steps. You can also assess the learner’s prior
knowledge during the introductory activity of the lesson and see if there is a need
for an intensive recap of the previous lesson.
4. Use an appropriate method such as small groups or pairs, provide learners with the
introductory activity in the learner`s book and give instructions to the activity. They
will answer how people in their communities have used resources in a way that is
not sustainable and environmentally friendly and will also write a letter to REMA
showing concern of their environment and how it should be handled.
5. Monitor to confirm whether everyone is working on the activity, ensure that
instructions were understood, address any challenges or questions, ensure everyone
is given an opportunity and is contributing in-group discussions. Encourage learners
to work together, value each other’s contributions, share ideas, etc.

Entrepreneurship Teacher’s Guide For Senior Six 41

 6. Learners present their findings, results, answers through an appropriate method
such pair-share, small group presentations on the introductory activity. Encourage
different learners from the groups to share the group’s work to avoid just a few
learners dominating. Also encourage other learners to listen and not disturb when
other teams are sharing unless it is a question. Encourage learners to appreciate
each other’s work especially the presentation
7. Appreciate the team’s presentations and remind them this activity was not meant
come to the very right answers but to help them become aware of what to expect
in this lesson.
Note: You don’t have to take a lot of time on the introductory, pick a few learners, pairs
or groups to a void wastage of time. More time will be needed when you get to the
depth of the lesson. You can support learner’s answers by referring to possible answers
to the introductory activity below;

Learning Activity 2.2 Learner`s Book

Possible responses for Learning Activity 2.2

1. How natural resources are used unsustainably or non-environmentally friendly.

Natural resources Nature of destruction or misuse

Water bodies like lakes, Wastes and emissions deposited in the water bodies
rivers

Forests and trees Deforestation and fire

Bush and grass Fire

Swamps Encroachment when cleared for settlement or

business activities

Flora and fauna species. Destroyed, over used.

Soil Over used

2. Environmental concerns to be addressed to the district authorities. Refer to the

solutions for the application activity 2.1 from the learner’s book about environmental
challenges.

Under this question, you want learners to be cautious of what has been happening in
their societies that is not environmentally friendly by becoming proactive or solution
focused and one of the ways is to write a letter to the district REMA offices.

42 Entrepreneurship Teacher’s Guide For Senior Six

Sample letter to the district REMA offices
Kwizera Amos
Mukoni Sector
Burera District
Telephone No:
Date:1/01/20..

To:

REMA Offices,

Burera District

Dear Sir/Madam,

Greetings,

RE: Environmental Concerns Affecting Mukoni Sector

My name is Kwizera Amos a resident of Mukoni sector aged twenty years I am writing
to express my concerns on how the local government and our sector can join efforts in
order to address environmental problems affecting our community.

Mukoni sector is one of the sectors in the district that is endowed with natural resources
like lakes, minerals and others and as a result many entrepreneurs and people have
been attracted to the area. This has not only blessed people with jobs but also been able
to increase their standards of living. However projects started by the entrepreneurs
come with adverse effects on the environment and people. Pollution, soil erosion
and deforestation are some of the environmental issues that have been registered in
Mukoni sector.

The government being an advocate for green and sustainable environment, I am

concerned that without serious attention from the citizens and local government,
environmental challenges will continue to affect our society. There is a need for
adequate sensitization and local government follow up to advice and show people how
to protect natural resources and to use environment sustainably.

Sincerely,

Kwizera Amos

CC:

Sector Executive Secretary Mukoni Sector

Entrepreneurship Teacher’s Guide For Senior Six 43

 To get learners able to analyze and understand critically the EIA process,

Use an appropriate method (could be pairs, gallery walk, discussions, and groups).
According to the appropriate method used, ask learners to read each process carefully
as guided by you and have them answer this question on each stage.

What is the role of each in the EIA process? They will later present their findings.

Application Activity 2.2 Learner`s Book

Question 1 requires learners to use a project of their choice and integrate into the details
of a project brief (refer to the project brief above under the first stage)

Refer to the solutions of Application Activity 2.1 for question 2.

44 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 3: Role of Stakeholders in Environmental Impact Assessment (EIA)
Process

Learning objectives:
Describe the roles and responsibilities of the various stakeholders in the EIA process

Prerequisites for the lesson:

Read the objective of the lesson to the learners to determine what students will know
and be able to do by the end of the lesson. Look at the action verb, concept and context
of this objective. This will help you see the skills, knowledge attitudes embedded in the
learning objective. Remember the learning objectives link to the key unit competence.

Teaching resources:
EIA sample reports, EIA related pictures, case study and any other relevant available
materials.

Possible Teaching methods:

Think pair &share; small group discussions, gallery walk, brainstorm, case study analysis,
research in the library and research on the internet about EIA process.

Guidance on the lesson

1. Explain the purpose of the introductory activity. This activity is intended to
provide interest and motivation for learners to understand the role of stakeholder
participation in EIA process. Focus learner’s attention on stakeholders’ role in a
given project.

2. Note that the learners may not answer appropriately during the introductory
activity but gradually during teaching and learning of this lesson, they will be able
to critically understand the role of stakeholders in EIA process.

3. The learners can build on previous knowledge, skills, values and attitudes to help
them understand the role of stakeholders in EIA process. You can also assess the
learner’s prior knowledge and help link with this lesson.

4. Use an appropriate method such as manageable groups or pairs, provide learners

with the introductory activity from the learner’s book and give instructions to the
activity. During grouping or pairing, ensure a balance between boys and girls and
learners’ different abilities

5. Monitor to confirm whether everyone is working on the activity, ensure that

instructions were understood, address any challenges or questions, ensure everyone
is given an opportunity and is contributing in-group discussions. Encourage learners
to work together, value each other’s contributions, share ideas, etc.

Entrepreneurship Teacher’s Guide For Senior Six 45

 6. Learners present their findings, results, answers through an appropriate method
such as pair-share, small group presentations on the introductory activity. Encourage
different learners from the groups to share the group’s work to avoid just a few
learners dominating. Also encourage other learners to listen and not disturb when
other teams are sharing unless it is a question. Encourage learners to appreciate
each other’s work especially the presentation.

7. Learners in manageable groups or pairs will discuss Learning activity 2.3 in learner’s
book to come out with the different stakeholders that can be involved in Mutesi’s
project and how she can involve her community in her project.

8. Appreciate the team’s presentations and remind them this activity was not meant to
come to the very right answers but to help them become aware of what to expect
in this lesson. Answers to the activity will be got as the lesson progresses. You can
support learner’s answers by referring to possible answers to the introductory
activity below:

Activity 2.3: Learner`s Book

a) i) REMA since it has a responsibility to organise the EIA procedure by undertaking

screening, guiding developers on assessment procedures.

ii) Developers since they have direct responsibility for the project and should
provide necessary information about the project at all stages of the EIA process

iii) Lead agencies/Line ministries since they have the responsibility for management
and protection of environmental resources, public health and socio-economic
development.
Others
•• The public
•• EIA experts
•• International organisations
•• Academic institutions
b) Ways of including stakeholders

i) Identify stakeholders who may have a specific interest or concern regarding the
project including local community leaders.

ii) Meet with identified stakeholders or stakeholder leaders to listen to and

understand their respective interests, concerns, and/or expectation in regard to
this project. This can include seeking input from stakeholders through face-to-
face meetings, or attending public gatherings like umuganda day.

46 Entrepreneurship Teacher’s Guide For Senior Six

 iii) Develop means to address stake-holder’s interests or concerns as they arise.
This includes measures such as mitigating the project effects and /or modifying
project design.

iv) Provide timely and on-going updates to the stakeholders during this process.

v) Maintain an on-going and open communication with key stakeholders to ensure

transparent operations.

To get learners able to describe the roles and responsibilities of the various
stakeholders in the EIA process,

Use an appropriate method (could be pairs, gallery walk, discussions, and groups).
According to the appropriate method used, ask learners to read each of the stakeholders
in the learner’s book carefully as guided by you.

For each of the stakeholders, they should be able to;

•• Explain the responsibility and the role of each stakeholder in the EIA process? They
will later present their findings.

Application Activity 2.3. Learner`s Book

NOTE: Under this activity, you want learners to apply this lesson in real life by
incorporating how they would involve stakeholders in EIA process. Remember there is
a connection between the introductory activity and this one, for this one they need to
integrate real examples and the project they want to start.

Entrepreneurship Teacher’s Guide For Senior Six 47

 Lesson 4: Environmental Impact Assessment (EIA) Procedure
Learning objectives: Describe the EIA procedure.
Prerequisites for the lesson:
Read the lesson objective for the lesson to determine what students will know and be
able to do by the end of the lesson. Look at the action verb, concept and context of
learning objective. This will help you see the skills, knowledge attitudes embedded in the
learning objective. Remember the learning objective link to the key unit competence.

Teaching resources:
EIA sample reports, EIA related pictures, case study and any other relevant available
materials.

Possible Teaching methods:

Think pair & share; small group discussions, brainstorm, case study analysis, research in
the library and research on the internet about EIA procedure.

Guidance on the lesson

i) Explain the purpose of the introductory activity. This activity is intended to provide
interest and motivation for learners to discover that during EIA planning and
process, entrepreneurs/developers go through a certain process which is called EIA
procedure.

ii). The introductory activity will also arouse learners’ interests about what to expect in
this lesson as they answer.

iii) Note that the learners may not answer appropriately during the introductory
activity but gradually during teaching and learning of this lesson, they will be able
to critically understand EIA procedures or stages.

iv) The learners can build on previous knowledge, skills, values and attitudes to help
them understand EIA procedures or stages. You can also assess the learner’s prior
knowledge during the introductory activity of the lesson and see if there is a need
for an intensive recap of the previous lesson.

v) Use an appropriate method such as small groups or pairs, provide learners with
the introductory activity in the students’ book, and give instructions to the activity.
They will answer the process one goes through while preparing EIA report.

vi) Monitor to confirm whether everyone is working on the activity, ensure that
instructions were understood, address any challenges or questions, ensure everyone
is given an opportunity and is contributing in-group discussions. Encourage learners
to work together, value each other’s contributions, share ideas, etc.

48 Entrepreneurship Teacher’s Guide For Senior Six

vii) Learners present their findings, results, answers through an appropriate method
such as pair-share, small group presentations on the introductory activity. Encourage
different learners from the groups to share the group’s work to avoid just a few
learners dominating. Also encourage other learners to listen and not disturb when
other teams are sharing unless it is a question. Encourage learners to appreciate
each other’s work especially the presentation.

viii) Appreciate the team’s presentations and remind them this activity was not meant
to come to the very right answers but to help them become aware of what to expect
in this lesson. Answers to the activity will be got as the lesson progresses. You can
support learner’s answers by referring to possible answers to the introductory
activity below:

Activity 2.4 Learner`s Book

Possible solutions
i) Gathering general information about the project for example what is the name of
the project and what does it intend to solve in the community.

ii) Gathering of information from REMA about EIA process

iii) Plans how the general community will be involved in EIA process.

iv) Assessment of the project on the environment for example is there a risk that the
project may have negative effect on ecosystem and the environment? Can they be
avoided or minimized?

v) Planning and setting of mitigation measures of the project challenges

vi) Monitoring of environment techniques; that is how the project will be monitored to
assess its impact on the environment.

NOTE: Under this activity you want learners to note that there is a process of EIA.
However you don’t want them to pay attention to a systematic process but instead be
conscious in planning and to bear in mind that EIA goes through a process as well you
want them to be expectant as they go through the whole unit.

To get learners able to describe the EIA procedure, Use an appropriate

method (could be pairs, gallery walk, discussions, and manageable groups). According
to the appropriate method used, ask learners to read each of the processes of EIA in
the students’ book carefully as guided by you. For each of the procedures/stages, they
should be able to explain its purpose.

Entrepreneurship Teacher’s Guide For Senior Six 49

 Lesson 5: Practical Activity on Designing Environmental Impact
Assessment (EIA) Reports of Projects

Learning objective: Write simple EIA reports for projects.

Prerequisites for the lesson: Read the lesson objective for the lesson to determine
what students will know and be able to do by the end of the lesson. Look at the action
verb, concept and context of learning objective. This will help you see the skills,
knowledge, attitudes embedded in the learning objective. Remember the learning
objective link to the key unit competence.

Teaching resources:
EIA sample reports, EIA guidelines, REMA documents on the environment and
procedures, sample business plan and any other relevant available materials.

Possible Teaching methods:

Think pair & share; small group discussions, brainstorming, research in the library and
research on the internet about reports.

Guidance on the lesson

1. Explain the purpose of the activity. This activity is intended to provide interest and
motivation for learners to put into practice what they have learnt in this unit.

2. Review the previous lessons by making sure you tackle areas like EIA process &
procedures, roles of stakeholders in EIA process to mention but a few. This review
can be done in form of questions and answer approach, checking their previous
assignment activities.

3. Note: For learners to do this activity, they must describe the business project they
intend to start. Thus you must challenge them to think of any viable projects they
would want to start in their communities. Remember to have different EIA report
samples that learners can always refer to.

4. They will build on previous knowledge, skills, values and attitudes to help them
apply EIA components and processes while planning their projects.

5. Lead learners to review the EIA report summary in the students’ book. You can use
an appropriate method such as small groups or pairs to lead the review. Ensure
a favorable learning environment during this activity that supports collaborative
and inclusive learning for example learners irrespective of sex, age and other needs
should sit in a way that will supports their needs. Facilitate learners and answer any
questions they may have about EIA report guidelines.

6. Reviewing the application activity; the learners are expected to have a business or
project idea they will use to appropriately accomplish the activity successfully.

50 Entrepreneurship Teacher’s Guide For Senior Six

7. Using an appropriate method (could be pairs, groups, individual work), learners
will be required to write EIA reports for the projects they intend to start. Monitor
to confirm whether everyone is working on the activity, ensure that instructions
were understood, address any challenges or questions, ensure everyone is given an
opportunity and is contributing in-group discussions.

8. Depending on the appropriate method used above, learners will present their
findings, results (EIA reports for their projects). Encourage different learners to
share and learn from each other. Also encourage other learners to listen and not
disturb when other teams are sharing unless it is a question.

9. Appreciate learners’ presentations and support them accordingly. Encourage them

to always appreciate each other’s work especially the presentation. You can as well
use this activity in continuous assessment and record learners marks, if this is well
known from the beginning of activity; learners will be motivated to do it on time.

Skills Lab Activity 2.5

2.5 Use of skills Lab Method: Lab 2

1) Build Part (max 15 mins)
Using Think, Pair and Share, ask learners to answer the meaning of EIA and the
importance of EIA report. Choose few pairs to mention the meaning of EIA to the
general audience.

Possible answers

EIA is the process of evaluating environmental effects of a given project/business

activity so as to help minimize environmental risks and financial costs.

The importance of EIA report includes but not limited to the following;

•• Helps in risk management.

•• Reduces undesired costs.
Ask learners to mention some of key topics from the previous unit such as Factors
and indicators of Socio-economic development, Role of entrepreneurship in Socio-
economic development, Possible negative effects of business activities on different
types of environment and their components, Managing and preventing the negative
effects of a business….etc. . Explain that just as noted in the previous unit economic/
business activities have potential environmental impact, it is important that businesses
develop EIA reports showing how environmental risks will be minimized.

Entrepreneurship Teacher’s Guide For Senior Six 51

 Thereafter ask the learners to sit in their respective lab groups and emphasize that this
lab will help them to always assess the environmental effects of the businesses they
intend to start by developing an EIA report.

2) Practice (Max 25 mins)

Let learners read or review what EIA entails in the Students’ Book. Thereafter ask each
group to develop an EIA report for a project of their choice they want to present.

Inform learners of the time for the activity, make intentional movements to the groups,
ensuring that there is active participation and that all issues have been resolved.
Encourage learners into having viable projects that can solve community problems.

Make sure all learners in groups are active for example by asking silent learners to have
a voice and in the discussions or to ask their peers where they don’t understand.

Note that in this activity, they are creating EIA reports and thus ensure that all steps of
the report are incorporated accordingly.

3) Presentations (Max 25 mins)

Communicate the appropriate time for this activity to be done. Choose the appropriate
method they can use to present their findings for example gallery walk or one group
presenting at a time. During presentations encourage learners challenge/supplement
each other (control this as it makes time) as it will enable them to understand better.

Provide feedback after each group presentation as per the observations and emphasize
that their reports have to have clear mitigation plan showing how environmental
challenges will be dealt with.

4) Conclusion (Max 10)

Emphasize that since economic/business activities have potential environmental
impact, entrepreneurs need to have an EIA report that shows how environmental
issues caused by the business activities will be solved.

Write on the blackboard what an EIA report shows.

•• How Environmental damages resulting from the business activities will be reduced/
mitigated.
•• Costs and delays that would result from poor EIA reports.
•• How projects will be financially efficient.
•• Contribution of the project to sustainable development.

52 Entrepreneurship Teacher’s Guide For Senior Six

5) Portfolio Assignment (Max 5)
As a take way of this lab, provide learners a portfolio assignment which is meant to test
the skills learners have attained from this lab. Remember this is an individual activity
and thus each learner must do it.

Each learner should design an EIA report for the business club activities and back home
projects.

2.6 Summary of the Unit

Environmental Impact Assessment is a systematic process to identify, predict and
evaluate the environmental effects of proposed actions and projects.

Strategic Environmental Assessment is the assessment of impacts of policies, plans,

programmes which are higher than the project level.

The main objective of EIA is to promote sustainable development and ensure that
environmental issues are given proper priority. It allows decision makers to predict the
environmental and social impacts of programs, projects and planned developments
that may alter the quality of the environment and impact well-being.

The stakeholders involved in EIA process (REMA, pubic, EIA experts, international
funding organizations and academic institutions) share information and knowledge,
and may contribute to the project, so as to enhance the success of the project and
hence ultimately their own interests.

The EIA process aims at informing development decisions, mandating a consideration

of project alternatives and ways to prevent, mitigate, and control potential negative
environmental and social impacts.

The steps of EIA process generally include project screening, scoping, assessment,
impact management, EIA report development, public participation, review, decision,
and monitoring.

Impact management and environmental monitoring plan (EMP). This is a plan for
monitoring and management of impacts during the implementation and operation of
the project, where the responsibilities between the state and investor are differentiated.

Entrepreneurship Teacher’s Guide For Senior Six 53

 2.7 Additional Information
1) Other stakeholders in EIA Process
a) The Public: Communities have a right to take part in the EIA process. Public
participation allows important social and environmental problems to be
identified and gain consensus on nature and adequacy of proposed mitigation
measures and recommendations. The role of the public in the EIA process
includes contributing information and advice to EIA studies during scoping and
public hearing process. The public also advises project developers and REMA
on approaches to avoid, minimize or compensate for adverse environmental
impacts.

b) EIA Experts: EIA experts are professionals registered with REMA to undertake
impact studies. They help the developer to carry out EIA, design mitigation
measures, prepare EIA report, and design environmental management and
monitoring plans.

c) International Funding Organizations: All international funding organizations

require EIA for projects they are to fund.

d) Academic Institutions: Members of academic institutions are commonly co-

opted on EIA Technical Committees. They also institutionalize environmental
education in their curricula.

2) Terms of reference for EIAs

Once a project or development has gone through the screening and scoping phases,
the authority responsible for processing the EIA provides the client with a Terms of
Reference (TOR) document.

The TOR provides details of all the information required for the EIA review committee
to make an informed decision about awarding the Environmental License. Depending
on the country, TORs may be developed specifically for the project, or there may be a
general set of guidelines that apply to all projects in a sector. The terms of reference
include the following;

•• A description of the project

•• A list of the agencies or ministries responsible for overseeing the EIA process and
making decisions
•• The geographic area to be studied (also called the ‘impact zone’)
•• EIA requirements in applicable laws or regulations
•• Impacts and issues to be studied
•• Mitigation and/or monitoring systems to be designed

54 Entrepreneurship Teacher’s Guide For Senior Six

•• Provisions for public involvement
•• Key stakeholders
•• Timeframe for completing the EIA process
•• Expected work product and deliverables
•• Budget for the EIA

2.8 End of Unit 2 Assessment

Part A (Multiple choice questions) choose the most appropriate answers

1. EIA is defined as (select one):

a) A process of identifying, predicting, and evaluating the likely impacts of a

proposed project or development to define mitigation actions to reduce
negative impacts and to provide positive contributions to the natural
environment and well-being.

b) A report written by government representatives on the planned development

impacts of environment, socio-economic issues and culture.

c) Project life-cycle assessment.

2. What is essential in an EIA? (Select all that apply):

a) That it allows decision makers to assess a project’s impacts in all its phases

b) That it allows the public and other stakeholders to present their views and
inputs on the planned development

c) That it contributes to and improve the project design, so that environmental

as well as socioeconomic measures are core parts of it

3. What is the purpose of the “screening” step of EIA? (Select all that apply)

a) To assess the quality of the project design

b) To facilitate informed decision making by providing clear, well-structured,

factual analysis of the effects and consequences of proposed actions

c) To determine whether a full EIA is needed

4. Which type of project usually requires an EIA? (Select all that apply):

a) Small housing building

b) Dams and reservoirs

Entrepreneurship Teacher’s Guide For Senior Six 55

 c) Industrial plants (large scale)

d) Community garden development

e) Irrigation, drainage, and flood control (large scale)

f) Mining and mineral development (including oil and gas)

g) Port and harbour development

h) Development of wells in the community

i) Reclamation, resettlement and new land development;

j) Thermal and hydropower development

k) Outdoor recreation

5. EIA is usually required for a development project when (select all that apply):

a) Large changes are expected in the environment

b) Limited impacts are expected in the environment

c) A small area is expected to be affected by the project

d) There are potentials for transboundary impact

e) Many people are likely to be affected by the project

f) No cumulative impacts are expected

g) There are protected areas in the project area of influence

6. What specific aspects does a good EIA report and review include? (Select all that
apply)

a) Assessment, mitigation measures and related plans

b) A terms of reference (TOR)

c) A generalized set of assumptions about the project benefits described in

highly technical terms.

d) A satisfactory prediction of the adverse effects of proposed actions and their

mitigation using conventional and customized techniques.

e) Information that is helpful and relevant to decision making.

56 Entrepreneurship Teacher’s Guide For Senior Six

7. What kind of monitoring is referred to when we speak of monitoring a development
project (select all that apply?)

a) Monitoring indicators that measure the impacts on the environment and

communities as a result of the development project

b) Ensuring the fulfillment of all the commitments made in the approved EIA.

c) Keeping track of changes that may happen in the environment and

communities because of the project and other local and/or global changes,
such as changes in livelihoods due to economic crisis or migration, differences
in water availability due to drought, etc.

d) Keeping track of the political context, to ensure that the project retains its
licence.

Part B (True/False questions)

8. Frequency of monitoring will be determined by the nature of the project. True or

false?

9. A good quality EIA might still lead to the planned development not being permitted
to go ahead based on the identified impacts .True or false?

10. The EIA Report is compiled by the designated government agency. True or false?

Answers to the end of Unit assessment.

Question Right Explanation where necessary

Answer

1 A

2 a, b, c

3 b, c At the screening step, the project design is not

considered because it may not even require an EIA

4 b, c, e, f, g,
I, j

5 a, d, e, g

6 a, b, d, e

7 a, b, c

Entrepreneurship Teacher’s Guide For Senior Six 57

 8 False

9 True

10 True

2.9 Additional activities

These are activities that are meant to support teaching and learning of the unit; As a
teacher you should always refer to them during or after teaching and learning of the
lessons of the unit. Remember they facilitate you in making sure that different learners’
needs are taken into consideration.

Remedial Activities

1. Differentiate between EIA and SEA.

2. Highlight the role of major stakeholders involved in EIA process.
3. Highlight the process of EIA.

Consolidation Activities

1. Why does the national government of Rwanda through REMA expect project
developers to use proper EIA guidelines?
2. Explain the role of EIA towards the economy of Rwanda
3. Explain the main components of EIA reports
4. There are several processes that developers of project have to go through, explain
the role of each stage towards EIA process

Extension Activities

a) What is strategic environmental impact assessment (SEA) and what is its main
purpose in EIA process and planning?
b) As a student of entrepreneurship, you have been asked by the SEO of your sector to
screen one of the biggest projects in your community? What areas would emphasize
in your screening and why?

58 Entrepreneurship Teacher’s Guide For Senior Six

Unit 3: CUSTOMS PROCEDURES
3
Key unit competency: To be able to develop an ethical understanding of Rwanda
customs system

3.1. Unit Prerequisite

Learners were introduced in senior 2 unit 5 to the role of taxes in Rwanda, in senior 3
unit 5 to the role of Rwandan customs procedures and in senior 5 unit 3 to the taxes in
business. So, this prior knowledge and skills should help them to be able to develop an
ethical understanding of Rwandan customs system

3.2. Cross-cutting issues to be addressed

Note: The examples below are just to guide you on how to address crosscutting issues
throughout the unit BUT THIS DOES NOT mean that these are the only ones. You can
address and give learners opportunities to discuss all the crosscutting issues where
possible taking consideration of their environment or community around them.

Environment and sustainability: Environment is one of the greatest factors that can
affect both positively or negatively any business activity and one cannot start up a
business without the environment. Therefore, great care for environment is crucial.
Learners are to be advised to conduct environmental protection related to the customs
procedures so as to maintain the environment that promotes the business sector.

Gender education: Emphasis throughout this unit has to be put on how both males
and females have the equal opportunities to understand and explain the process of
customs procedures system in Rwanda. So that this will encourage people to take the
first step in paying their duties to the government.

Inclusive education: In addition to all having equal opportunities to carry out business
activities, emphasis has to be put on how we all regardless of our background, economic
or social setup have right to develop an ethical understanding of Rwandan system that
do not discriminate. Learners need to understand that the customs procedures should
not discriminate but promote inclusiveness of all etc.

Entrepreneurship Teacher’s Guide For Senior Six 59

Peace and Values: you need to emphasize to learners the need to live in peace and
harmony with others. Learners need to appreciate the business legal aspects that
promote peace and are not against the values of the community. Learners also need
to acknowledge the importance of business legal aspects promoting positive business
values especially towards society, customers, shareholders, environment, government
etc.

Standardization culture: You need to emphasize to learners the need for standard
business legal aspect. This will help them to abide by standards of customs procedures
as prospective business legal aspects.

Guidance on the introductory activity

The government of Rwanda has reinforced a policy of obligatory deductions for

imported and exported products; it is possible for the Government to tax products
which are not manufactured in the country. Based on your previous knowledge about
Rwandan customs, gained from S.3 unit 6 as well as knowledge about taxes in the
economy gained from S. 5 unit 3, therefore;

Tax: is a compulsory contribution to State revenue, levied by the government on

workers income and business profits, or added to the cost of some goods, services,
and transaction, rent buildings, from exports and imports; from value added to goods
and services; from services offered. etc.

Customs: is the government agency entrusted with enforcement of law and regulations
to collect, protect import-revenue, to regulate and document flow of goods in and
out of the country. Or customs is the official organization or department responsible
for collecting taxes on goods especially on goods leaving or entering the country and
preventing illegal trade.

Customs declaration: is a statement showing goods being imported and exported on

which duty will have to be paid.. It is a necessary document to facilitate the acceptance,
verification and payment of taxes before the goods can be handed over to the importer;
or Customs declaration: is the practice used by customs officers to clear goods into
a country and levy tariff include clearance procedures such as documentation and
inspection, method of determination goods clarification, and method of assigning its
value as the base for an ad valorem tariff.

3.3. Generic competencies to be developed

Throughout this unit, give learners opportunities to develop their generic competences
especially activities and the methodology adapted. These have been discussed in the
preliminary pages of this teacher‘s guide. Some of the generic competences that you
should facilitate learners develop include but not limited to the following:

60 Entrepreneurship Teacher’s Guide For Senior Six

Communication: During and after learning activities, learners should be given a chance
to communicate/share/pass on the ideas, findings, and results of what the customs
agencies do. Provide learners the opportunities to debate, make presentations of their
findings.

Co‐operation, interpersonal relations and life skills: Through different tasks assigned,
they should demonstrate a sense of teamwork, cooperation, working with others as
they describe the process related to customs procedures .They should be able to work
as a team even outside classroom activities to their societies as they solve challenges.

Lifelong learning: After a task, activity or experience, learners should always share
what lessons they have learned, how they may use or link the experience to improve
on their knowledge and skills as they distinguish different types of customs declaration
and identify partners in the process of customs declaration.

Research and problem solving: Learners should be able to discover and learn on their
own through research related activities. These activities give learners a chance to do
research or analyze why some goods may be exported and imported in Rwanda.

3.4. List of lessons (including assessment)

No. Lesson title Learning objectives (from the syllabus Number

including knowledge, skills and of periods
attitudes):

1 Meaning, Objectives Explain the meaning of customs and 2

of the customs service customs declaration
department
Recognize the role of customs service
department in the exportation and
importation of goods

2 Customs offices in Distinguish different types of customs 2

Rwanda declaration

Types of customs
declaration

3 Goods that may be Identify goods that may be exported 2

exported and imported and imported in Rwanda
in Rwanda ,

Customs exempt
goods

Entrepreneurship Teacher’s Guide For Senior Six 61

 4 Partners in the Identify partners in the process of 2
customs declaration customs declaration

5 Documents in customs Differentiate documents necessary for 2

declaration goods declaration in customs

Declaration forms in Fill sample documents involved in

customs customs declaration

6 Verification and Explain the procedures of verifying, 2

payment of customs paying of customs duties and taking
duties goods out of the customs

7 Administrative Describe the process related to 2

practices for taking customs procedures
goods out of the
customs

8 Practical Activity Advocate for compliance with 2

(role play on customs customs procedure
procedures)

9 Skills Lab 3 Apply Skills Lab Methodology 2

10 End Unit Assessment Can identify partners and types of 1

customs declaration in Rwanda

62 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 1: Meaning and Objectives of the Customs Service Department
Prerequisites/Revision/Introduction:
a) Read the Key unit competence in the syllabus to determine what students will
know and be able to do by the end of the unit. Look at the action verb, concept and
context of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

b) Use K-W-L (What learners already know-What they want to know-What they have
learnt) after the introductory activity to assess how much students already know and
what they would be interested in learning about what is Customs Service Department
and its objectives. Learners write under (K-what I know; W-What I want to know) about
Customs Service Department. Briefly discuss what is written under each section with
learners.

K-W-L Chart
Topic:

What I Know What I Want to know What I Learned

Teaching resources:
Learners books, internet, resource persons from RRA, debates, sample tax reports
from the government, newspapers, books or magazines, radio, television, computer,
projector and any other trustworthy and reliable resources to enhance learning.

Activity 3.1 Learner`s Book

Guidance: Follow the guidance about the learning activity.

Possible answers for learning activity 3.1 refer to the students’ book

a) Customs: Is the government agency entrusted with enforcement of law and

regulations to collect, protect import-revenue, to regulate and document flow of
goods in and out of the country. Or customs is the official organization or department
responsible for collecting taxes on goods especially on goods leaving or entering the
country and preventing illegal trade.

b) Upon arrival and entrance into the immigration area passengers are split into
multiple lines. There is generally a line for host country nationals (people with a

Entrepreneurship Teacher’s Guide For Senior Six 63

 passport from that country), sometimes a line for citizens of the region (EU,
ECOWAS, etc), and non-immigrant visitors. Be sure to enter the correct line to avoid
confusion and wasting your time and the time of the officials.

When going through immigration in a country in which you are not a host-country
national, you will likely go through the non-immigrant visitor line.Do NOT use your
cell phone or cameras in the immigration area. Cell phone calls are not allowed in
this area and could be subject to confiscation. It is a good practice to avoid using any
electronic device in the immigration and inspection area.Stay relaxed. As long as you
are honest and pay attention to instructions, there will be nothing to worry about.

c) Customs declaration Is a statement showing goods being imported and exported

on which duty will have to be paid. It is a necessary document to facilitate the
acceptance, verification and payment of taxes before the goods can be handed over
to the importer; or

Customs declaration: is the practice used by customs officers to clear goods into a
country and levy tariff including clearance procedures such as documentation and
inspection, method of determination of goods clarification, and method of assigning
its value as the base for an Ad valorem tax.

Learning Activity 3.2 Learner`s Book

Possible answers to the learning activity 3.2

Yes it is important to have customs services department because it helps the

administration of RRA to know the quality and the quantity of goods to be imported or
to be exported and the taxes and duties which will be paid.

Application Activity 3.1 Learner`s Book

Possible answers for Application activity 3.1

The objectives of the customs service department are the following:

a) Enforcement of Customs legislation and other relevant laws;

b) Facilitation of legitimate Trade;
c) Protection of society from illegal entry and exit of prohibited goods;
d) Compilation of trade statistics for economic planning
e) Take all actions necessary to identify and combat evasion of duties and to combat
fraud in its many forms;
f) Ensure efficiency and effectiveness of the Customs Services department through
enhanced management controls, training, increased accountability and the
expansion of computerization.

64 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 2: Customs Offices in Rwanda and Types of Customs Declaration
Prerequisites/Revision/Introduction:
Read the Key unit competency in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Teaching resources:
Learners books, internet, Resource person from RRA, debates, sample tax reports
from the government, newspapers, books or magazines, radio, television, computer,
projector and any other trustworthy and reliable resources to enhance learning.

Activities 3.3 & 3.4 Learner`s Book

Guidance: Follow the guidance about the learning activity

Possible answers for learning activity 3.3 in the students’ book

a) The main customs offices in Rwanda located on the map are:

•• Gicumbi
•• Ngoma
•• Musanze
•• International Kigali airport
•• Huye
b)
•• 11AB Akanyaru-Bas
•• 11AH Akanyaru-Haut
•• 11BU Butare
•• 11BZ Buziba11GA Gatuna
•• 11GI Gikondo
•• 11GT Gatsata oil Depots
•• 11KA Kagitumba
•• 11KB Kabuye oil Depots
•• 11NS Nshili

Entrepreneurship Teacher’s Guide For Senior Six 65

c) There are many customs in Rwanda because of trade facilitation but also the cost of
collecting customs taxes in Rwanda is relatively low, duty or tax determined by your
local customs office will apply to any transport wherever you are with a declared
value higher than the minimized value. These rates are exclusive, and we think you’ll
be very pleased with how much you can save with this discount.

Activity 3.4 Learner`s Book

a) Export customs declaration

This is an official document declaring designated goods or service produced in one

country to another which is called C17 form .Export of goods often require involvement
of customs authorities. An export’s counterpart is an importer.

b) The different types of customs declaration are the following:

Export customs declaration:

•• Policy statement: The Department shall endeavour to facilitate the exportation of
goods from Rwanda subject to such terms and relevant authorities in respect of
goods being exported may lay down conditions as. Goods may only be exported
or accepted for carriage for export after such declaration or other acceptable
documentation has been delivered to Customs, by the exporter or agent, and duly
processed.
•• Prohibitions and Restrictions of exports: The goods specified in Part A of the Third
Schedule are prohibited goods and the exportation of the goods is prohibited
(Section70 (1)) of the East African Community (EAC) Capital Market Authority (CMA).
The goods specified in Part B of the Third Schedule are restricted goods and the
exportation of the goods, save in accordance with any conditions regulating their
exportation, is prohibited ((Section70 (2)) of the EAC CMA. Customs Officers must
tensure that regulations in force for the control of restrictions and prohibitions of
exports of any particular goods are observed.
•• Import customs declaration: It is a government document declaring designated
goods or service produced to be moved or sold into the country from other countries.
In order to facilitate trade, RRA customs services department adopted some special
regimes.
•• Import Procedures: In order to facilitate trade, RRA Customs Services Department
has adopted some special regimes. This includes, Direct Delivery, Clearance on Truck,
and Quick Release Regime offloads and Re-load of goods.

66 Entrepreneurship Teacher’s Guide For Senior Six

Quick Release (Q.R)

There are two types of Q.R special regimes; namely:

Quick Release with Deposit: This is where goods can be granted quick release after
payment of the deposit, such goods include:

Perishable goods, factory machinery spare parts or other factory material that may
stop the functioning of the factory in case of shortage of Goods with doubtable origin
in case investigations are being conducted on the certificate of origin

Temporary importation: Is the import of goods into another country or territory

for a limited period of time; such goods are generally not subject to tariffs or similar
fees, though they must leave the country within a certain period of time. Temporary
Importation means that goods may be used in the Country without payment of duty
or VAT under certain conditions and re-exported afterwards in the same state as they
were in at import.

Warehousing: A warehouse is a commercial building for storage of goods. Warehouses

are used by manufacturers, importers, exporters, wholesalers, transport businesses,
customs, etc. Warehouses allow transport optimization along the supply chain, and
allow companies to work with an optimal inventory (economic order quantity) regarding
service quality. When an importer wishes to warehouse goods imported by parcels
post, an entry for warehousing in the prescribed form C.17 must be passed at the Post
Parcels Office and the full warehousing procedure observed. For more information on
warehousing regime, refer to Customs processes and procedure.

Private Bonded Warehouses: A Bonded warehouse is a building, installation or area

approved by and under the supervision of customs where goods may be stored under
the conditions laid down by the provisions in force.

Private operators are allowed to operate bonded warehouse. Are you interested in
operating one? All you need to do is apply to the Commissioner of Customs clearly
indicating the nature of the warehouse you want to operate

Customs transit: Transit refers to the movement of goods entering or leaving the
country’s borders under Customs control.

Transit Documentation: Documentation is done by a clearing agency on behalf of

the importer/exporter. Clearing Agencies present transit declarations (IM 8) to
Customs through the Bureau or Remote DTI. Agencies must be careful while filling the
documentation form, especially on section indicating the correct country of destination
and the exit office.

Entrepreneurship Teacher’s Guide For Senior Six 67

Here is an example: if the country of destination is Democratic Republic of Congo then
the possible codes of offices of destination are 31GC, 41MU, 41CY, 41BU.

Registered transit declarations with supporting documents are presented to Customs

through the Acceptance desk and follow the approved Declaration Processing Path.

Customs Operations: Customs examine the documentation to establish the correct

bond amount to be debited and generate a Transit document (T1) from the declaration
lodged by the Clearing Agent if it meets all the requirements during entry examination.

The transit document (T1) contains summarized information from the IM8 declaration
and constitutes the actual transit transaction is generated.

Activity 3.5 Learner`s Book

Possible answers for learning activity 3.5

1) The Goods that may be exported and imported to and from Rwanda are the following:
•• Tea
•• Coffee
•• Cotton
•• Cassitérite
•• Tin
•• Animal skin
•• Baskets and fine art
•• Mineral products: gold, wolfram, silver, Iron
•• Security service in international peace keeping missions
•• Human capital experts: Technicians, researchers, etc.
Application Activity 3.2 Learner`s Book

Possible answers Application activity 3.2

1) Procedure include:

The Clearing agent should fill the prescribed application form clearly specifying reasons
for request of this special regime.

This application should be addressed to the Commissioner for Customs & Excise.

The clearing agent submits the approved form to the special regime desk for processing.
If the application is approved, the Clearing agent prepares a provisional declaration and
submits a copy to Special Regime Team office to calculate the correct amount to be
deposited.

68 Entrepreneurship Teacher’s Guide For Senior Six

After payment of the deposit, the Head of Special Regime Team allocates special
regime officer to accompany the consignment and conduct physical examination at the
importer’s premises.

Required documents are;

•• Arrival notice where applicable

•• Bill of lading or Airway Bill
•• Original invoices
•• Packing list of the imported goods
•• A letter of guarantee to cover the duty and taxes on the goods signed by the
organization and the line Ministry; the convention ratified by Republic of Rwanda
and any other document that may be required by the Customs.
2. Differences between warehouse and warehousing customs

Warehousing form is the official document used by an importer who wishes to

warehouse goods imported by parcels post, an entry in the prescribed form C.17
must be passed on to the Post Parcels Office and the full warehousing procedure.

A warehouse is a commercial building for storage of goods. Warehouses are used by

manufacturers, importers, exporters, wholesalers transport, businesses, Customs,
etc. Warehouses allow transport optimization along the supply chain, and allow
companies to work with an optimal inventory. Economic order quantity regarding
service quality..When an importer wishes to warehouse goods imported by parcels
post, an entry for warehousing in the prescribed form C.17 must be passed on to
the Post Parcels Office and the full warehousing procedure observed. For more
information on warehousing regime, refer to Customs processes and procedure.

3) The documents used for goods which are in transit are the following:

Documentation is done by a clearing agency on behalf of the importer/exporter.

Clearing Agencies present transit declarations (IM 8) to Customs through the
Bureau or Remote DTI. Agencies must be careful while filling the documentation
form, especially on section indicating the correct country of destination and the exit
office. Here is an example: if the country of destination is Democratic Republic of
Congo then the possible codes of offices of destination are 31GC, 41MU, 41CY, 41BU

4) This is the customs procedure under which goods are transferred under customs
supervision from the importing means of transport (vehicle) to another means of
transport.

Entrepreneurship Teacher’s Guide For Senior Six 69

Activity 3.6. Learner`s Book

Possible answers

1) Some goods and services that should not be charged duties are the following: Fish
fresh vegetables, fertilizers used in agriculture health service and supplies e.g. drugs,
medicine and materials for blind or disabled, Education services and supply of education
materials to learning institutions, books, journals, cassettes, discs, Machinery for
industries, Raw materials for industries, Building and finishing materials imported by
an investor fulfilling the requirements determined by an order of the Minister in charge
of finance, Refrigerating vehicles, tourist vehicles, ambulances, fire-extinguishing
vehicles..

2) I think that some goods and services are more important for the real life and may
help people to acquire those goods and services which are not available in the country
such as the construction, alteration, repair, extension, demolition or dismantling of any
building or structure, including offshore installation, that is to say, installations which
are maintained or are intended to be established for underwater exploitation; etc.

3) Exempted goods are goods imported which, because of various Acts or decisions of
Parliament, are not subject to Customs Duty. The owner must still report the import
of such goods to Customs in the same way every other person is required to report
imports, but where the goods would normally have attracted duty, Customs instead
applies a zero rate. Goods exemption is based on legislation that provides the basis for
the exemption. Refer to the legislation to determine whether a specific commodity is
taxable or exempt. Goods that do not fit the specific terms of the relevant legislation
are not exempted.

4) The duty-free exemption, also called the personal exemption, is the total value of
merchandise you may bring back to the United States without having to pay duty. You
may bring back more than your exemption, but you will have to pay duty on it.

In most cases, the personal exemption is $800, but there are some exceptions to
this rule, which are explained below.

70 Entrepreneurship Teacher’s Guide For Senior Six

Application Activity 3.3 Learners’ Book

Possible answers for Application activity 3.3

Exempted goods are goods imported which, because of various Acts or decisions of
Parliament, are not subject to Customs Duty

1) The duty-free exemption, also called the personal exemption, is the total value of
merchandise you may bring in the country without having to pay duty.

2) Fish, fresh vegetables, fertilizers used in agriculture, health services and supplies e.g
drugs, medicine and materials for blind or disabled, Education services and supply of
education materials to learning institutions, books, journals, cassettes, discs, Machinery
for industries, Raw materials for industries, Building and finishing materials imported by
an investor fulfilling the requirements determined by an order of the Minister in charge
of finance, Refrigerating vehicles, tourist vehicles, ambulances, fire-extinguishing
vehicles..

Entrepreneurship Teacher’s Guide For Senior Six 71

 Lesson 4: Partners in the Customs Declaration
Prerequisites/Revision/Introduction:
Read the Key unit competency in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge, attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Teaching resources:
Learners’ books, internet, Resource person from RRA, debates, sample tax reports
from the government, newspapers, books or magazines, radio, television, computer,
projector and any other trustworthy and reliable resources to enhance learning.

Activity 3.4. Students’ book

Guidance: Follow the guidance about the learning activity.

Possible answers to Activity 3.4.

The following are main Stakeholders involved in customs declaration:

(i) Customs administration: It manages all the operations in collaboration with the
customs agent in charge.

(ii) Customs warehouse: It is a warehouse where goods are stored waiting to be cleared.
e.g. MAGERWA

(iii) Rwanda Standards Board (RSB): It verifies and accredits the conformity of the
quality of goods and services following the international norms/ standards

(iv) Transport Companies: Include national and international transport companies

(v) Customs Agent also called declarant: refers to an agent who is in charge of customs
declaration for importer’s account who pays him/her agreed fees.

(vi) Rwanda National Police: It is a unit of national police in charge of protecting rights of
customs administration. It sues customs and fiscal infractions. e.g. Rwanda Protective
Department.

72 Entrepreneurship Teacher’s Guide For Senior Six

Application Activity 3.4. Learner`s Book

Possible answers for application activity3.4

There are many partners such as:

Banks, Post office, exporter, importer, International Civil Aviation Organization,

International Maritime Organization, Universal Postal Union, United Nations Conference
for Trade and Development, The United Nations Educational, Scientific and Cultural
Organization etc.

Imter- Governmental Organizations

Organization for Economic Co-operation and Development (OECD), Organization for

Security and Co-operation in Europe (OSCE), The World Bank, International Trade
Center (ITC) International Cooperation.

The European Union (EU), European Free Trade Association (EFTA), International Standards
Organization (ISO), International Air Transport Association (IATA), Global Facilitation,
Partnership for Transportation and Trade (GFP), The International Road Union (IRU)
The Bureau International des Containers et du Transport Intermodal (B.I.C.), Global
Express Association (GEA), The International Air Cargo Association(TIACA), International
Chamber of Commerce (ICC), International Association of Ports and Harbors (IAPH).

Entrepreneurship Teacher’s Guide For Senior Six 73

 Lesson 5: Documents in Customs Declaration and Declaration Forms in
Customs

Prerequisites/Revision/Introduction:
Read the Key unit competency in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Teaching resources:
Learners books, internet, Resource person from RRA, debates, sample tax reports
from the government, newspapers, books or magazines, radio, television, computer,
projector and any other trustworthy and reliable resources to enhance learning.

Activity 3.5. Learner`s Book

Guidance: Follow the guidance about the learning activity.

Possible answers activity 3.5

1) Documents in customs Declaration: are customs documents used to declare what

goods have been brought on to the nation, as some may have limit or customs excise
tax or are banned from entry. These may include: transaction invoices, transport
documents, import license, packing list, certificate of origin, certificate of analysis.

2. Transaction Invoice: is a non-negotiable commercial document issued by a seller to a

buyer. Showing a list of goods bought on credit.

i) Transport documents: are documents which show information about cargo that
is being transported. Transport documents lie at the heart of international trade
transactions. These documents are issued by shipping line, airline, international trucking
companies, railroad, freight forwarder all logistics company.

ii) There is a type of transport document for each mode of transport.

iii) CMR: the CMR (Convention relative au Contrat de transport international de

Marchandise par Route) transport document is an international consignment note
used by drivers, operators and forwarders that govern the responsibility and liabilities
of the parties to a contract for the carriage of goods by road internationally.

iv) Air waybill: is a transport document used for air freight. An air waybill (AWB) is a non-
negotiable transport document covering transport of cargo from airport. It indicates
only acceptance of goods for carriage. This document is prepared by IATA Transport
Agent or the airline itself and is addressed to the exporter, the airline and the importer.

74 Entrepreneurship Teacher’s Guide For Senior Six

v) Bill of Lading: is a transport document for sea freight. Bill of lading B/L is used by the
agent of a carrier to shipper, signed by the captain, agent, or owner of vessel.

vi) Import license: An import license is a document issued by a national government

authorizing the importation of certain goods into its territory.

vii) Packing list: is a more detailed version of the commercial invoice but without price
information. It shows a list of all packaged goods in transit.

viii) Certificate of origin: It shows that goods in particular shipment have been wholly
obtained, produced, manufactured or processed in a particular country.

ix) Certificate of analysis: is a document which confirms that specific goods have
undergone specified testing with specified results and adhere to product specification
and standard of production.

x) Goods arrival notice: is a document sent by a carrier or agent to the consignee to

inform about the arrival of the shipment and number of packages, description of goods,
the weight, and collection charges(if any).

xi) Assessment Notice: is a document issued by a taxing authority specifying the

assessed value of a property.

NOTE: Import documentation to Rwanda

Import Declaration Form (IDF). (from the Importer); Importer’s Tax Identification
Number (TIN) and Value Added Tax (VAT) numbers; Duties and Taxes Exemption
Certificates

Application Activity 3.5 Learner`s Book

Possible answers

i) Bill of lading: is a transport document for sea freight. A bill of lading B/L is issued by
the agent of a carrier to a shipper, signed by the captain, agent, or owner of a vessel.

ii) Certificate of Fumigation: is the proof that wooden packing materials issued in
international sea freight shipping e.g. wooden pallets and crates, wood, wool etc. have
been fumigated or sterilized prior the international shipment

iii) Goods invoice: is a document sent by a seller to a buyer. It specifies the amount and
cost of goods that has been provided by a seller

iv) Payment receipt: is a simple document that shows that payment was received in
exchange for goods or services.

Entrepreneurship Teacher’s Guide For Senior Six 75

v) Phytosanitary certificate: is a certificate stating that a specific crop was inspected a
predetermine number of times and a specified disease was not found or a certificate
based on an area surveillance stating that a specific disease, as far as known, does not
occur in the area of production.

vi) Warehouse handling fees invoice: is a document given by a warehouseman for

items received for storage in his or her warehouse which services has evidence of title
to the stored goods.

76 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 6: Declaration Forms In Customs
Prerequisites/Revision/Introduction:
Read the Key unit competency in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Teaching resources:
Learners’ books, internet, Resource person from RRA, debates, sample tax reports
from the government, newspapers, books or magazines, radio, television, computer,
projector and any other trustworthy and reliable resources to enhance learning.

Activity 3.6.Learner`s Book

Guidance: Follow the guidance about the learning activity.

Possible answers activity 3.6

From your prior knowledge answer the following questions:

1) Explain the meaning of declaration form?

2) Mention the different types of the declaration forms you know

i) Declaration form: Is a form that is required by most nation countries when a citizen
or a visitor or goods are entering that nation’s borders, called import. The purpose of
the import form is to declare what goods are being brought into the nation, as some
countries may have import quota (limits), customs excise taxes, or bans from entry on
some goods or quantities of goods. The form is also used to calculate any applicable
tariffs or duties.

ii) Types of declaration forms: There are two forms of declaration:

a) Customs arrival card or a lading card when traveling with your goods. The traveler
or family members are required to complete the form, sign it, and then submit it to
the customs and/or border protection official before arriving into the nation. Most
nations require declaration of alcoholic drinks, tobacco product, animals, fresh food,
plant material, seeds, soils, meats etc

Entrepreneurship Teacher’s Guide For Senior Six 77

 b) Commercial invoice or a Pro-forma invoice, or an import declaration form, or a
re-export declaration. If not traveling with the goods, which are shipped, one must
use other customs declaration forms. Incoterm on these forms define the shipment
and customs declaration. Also, the forms normally require the traveler to note the
country of origin of the goods and may sometimes require a certificate of origin.
These forms can also be used when hand carrying goods across a border. Errors on
the forms can cause delays or confiscation of the goods. For that reason, importers
often use a customs brokerage to clear goods through customs.

Application Activity 3.6: Learner`s Book

Possible answers to the application activity

Customs arrival card or a lading card when traveling with your goods. The traveler
or family members are required to complete the form, sign it, and then submit it to
the customs and/or border protection official before arriving into the nation and
Commercial invoice or a Pro-forma invoice, or an import declaration form, or a re-
export declaration. If not traveling with the goods, which are shipped, one must use
other customs declaration forms. Incoterm on these forms define the shipment and
customs declaration. Also, the forms normally require the traveler to note the country
of origin of the goods and may sometimes require a certificate of origin.

78 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 9: Verification and Payment Of Customs Duties
Prerequisites/Revision/Introduction:
Read the Key unit competency in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Teaching resources:
Learners books, internet, Resource person from RRA, debates, sample tax reports
from the government, newspapers, books or magazines, radio, television, computer,
projector and any other trustworthy and reliable resources to enhance learning.

Activity 3.9.Learner`s Book

Guidance:
Follow the guidance about the learning activity. Possible answers for activity 3.9

1. The importer must submit the necessary documents at the nearest Customs branch
office, alternatively the importer may appoint a clearing agent to do the clearance on
their behalf. Clearances can also be done electronically. Customs clearance procedures
can be found at the e-Regulations Rwanda website.

The importer must also be registered as importer and exporter. Before the payment
of customs duties, there is the declaration of commodities which has the following
process.

Clearing through customs: Clearing through customs is the implementation of

necessary formalities so that commodities can be consumed, exported or put under
other customs regulations.

Clearance of goods on truck (“D.S.C”): Goods, which can be granted this regime, fall
into:
i) Identical goods that can be easily identified and verified when loaded on the trucks
e.g. Sugar, Rice etc.

ii) Goods that are not allowed in the Public Warehouse due to their nature e.g. Cement,
Salt etc.

iii) Heavy and bulky items that can be easily identified and examined when loaded on
the trucks e.g. Machines, rolls for making iron sheets etc

Entrepreneurship Teacher’s Guide For Senior Six 79

Procedures

(i) The clearing agent fills a prescribed form applying for “D.S.C” special regime. This
application form, accompanied by the manifest is submitted to the Cargo Control office.

(ii) Cargo Controller or Warehouse Team Leader (depending on where the truck is
parked) verifies the goods and establishes whether “D.S.C” regime should be granted
or not, based on the nature of the goods.

(iii) Submits a detailed report to the commissioner for Customs & Excise

(iv)The Commissioner’s decision is returned to the Cargo Controller who notes the
granted regime.

(v) The clearing agent prepares the declaration, which is submitted to the cargo
controller for verification of goods and taxes and duties due.

(vi) When verification is done, the agent pays taxes and duties and then goods are
released.

The documents that are required in such an examination are the following:

(i) Arrival notice of a commodity;

(ii) A commercial invoice;
(iii) Transport invoice;
(iv) Certificate of origin;
(v) Certificate of quality;
(vi) Waybill.
(vii) Certificate of inspection for a car;
(viii) Identification of the importer.

After the examination of all these documents, the customs officer makes his declaration
testifying that the commodity can be consumed and affixes a validation stamp.

Verification of a stored commodity

This is about physical verification of a commodity put in a warehouse, its location, etc.
It is the arrival notice that guides the controller in his work; In this step, the declaring
officer replaces the importer.

The purpose of the verification is to confirm not only the existence of the commodity,
but also its value and the respect of the customs legislation by the importer. At the end
of the verification, the controller signs on the verified documents.

80 Entrepreneurship Teacher’s Guide For Senior Six

This verification is carried out by technicians who verify the conformity of data at their
disposal and the customs law. These are the people who confirm the exact value of a
commodity, its state and tax together with customs duties to be paid.

Payment of the invoice

In reality, this invoice is settled at the beginning of clearing through customs operations.
In this step, the issue is to confirm the payment of the bill and the making of the bill.
This allows a delivery of the commodity to its owner

Application Activity 3.9. Learner`s Book

1) Explain clearly the steps/process in clearing and paying customs duties

Possible answers

•• The clearing agent fills a prescribed form applying for “D.S.C” special regime. This
application form, accompanied by the manifest is submitted to Cargo Control office.
•• Cargo Controller or Warehouse Team Leader (depending on where the truck is
parked) verifies the goods and establishes whether “D.S.C” regime should be
granted or not, based on the nature of the goods.
•• Submits a detailed report to the commissioner for Customs & Excise.
•• The Commissioner’s decision is returned to the Cargo Controller who notes the
granted regime.
•• The clearing agent prepares the declaration, which is submitted to the cargo
controller for verification of goods and taxes and duties due.
When verification is done, the agent pays taxes and duties and then goods are released.
2) The documents that are required in such an examination are the following:

(i) Arrival notice of a commodity;

(ii) A commercial invoice;
(iii) Transport invoice;
(iv) Certificate of origin;
(v) Certificate of quality;
(vi) Waybill.
(vii) Certificate of inspection for a car;
(viii) Identification of the importer.

After the examination of all these documents, the customs officer makes his declaration
testifying that the commodity can be consumed and affixes a validation stamp.

Entrepreneurship Teacher’s Guide For Senior Six 81

 Lesson 10: Administrative Practices for Taking Goods Out of the Customs
Prerequisites/Revision/Introduction:
Read the Key unit competency in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Teaching resources:
Learners books, internet, Resource person from RRA, debates, sample tax reports
from the government, newspapers, books or magazines, radio, television, computer,
projector and any other trustworthy and reliable resources to enhance learning.

Skills lab activity 3.10

3.5. Use of Skills Lab Method:Lab 3

1) Build (Max 15 min)

Using Think, Pair and Share. Prompt learners to answer the following questions;

(i) What is customs?

(ii) What department regulates the flow of goods and services across borders?
(iii) Where are the various customs offices in Rwanda?
(iv) Mention the types of customs declaration.
(v) What are the various customs forms declared in Rwanda?

Possible answers

(i) Customs is an authority or agency in a country responsible for collecting tariffs and for
controlling the flow of goods, including animals, transports, personal, and hazardous
items, into and out of a country.
(ii) Customs services department
(iii) Some customs offices in Rwanda include;
Cyanika, Gatuna, Kagitumba etc
(iv) Types of customs declaration are;
•• Export declaration
•• Import declaration

82 Entrepreneurship Teacher’s Guide For Senior Six

(v) Customs forms declared in Rwanda.
•• Import declaration form
•• Importer’s Tax Identification Number
•• Passport of the individual for clearance of personal effects
•• Suppliers invoice
2) Practice (Max 20 Min)

Role plays on customs procedures:

Note:
Make sure that learners/groups have the goods to use as examples during role-playing.

Instructions to the learners:

Inform learners that in their respective lab groups, they will

(i) Role play what happens during customs declaration

(ii) Roles of groups:

••Group 1: Exporters
••Group 2: Customs Declaration Administration
••Group 3: Rwanda Standards Board (RSB)
••Group 4: Warehouse
••Group 5: Rwanda Police
(iii) Each group should make sure they improvise the necessary documents

(iv) Each group has 15 minutes to prepare/practice

3) Present ( max 30 Min)

After 15 minutes, have learners start the role-play.

During the role-play, make sure everyone is actively participating. In addition, you can
ask learners the following questions after the role-play:

1) What documents did every group use?

2) Where the goods declared are legally accepted by Rwanda?

3) Did the customs officers give enough guidelines to the traders during the
declaration process?

After every group presentation, give feedback and ask the group to post their findings
on the Present Boards.

Entrepreneurship Teacher’s Guide For Senior Six 83

4) Conclusion (Max 10 min)

The teacher notes that customs offices are not only meant to collect revenue but also
to carry out the following services;

•• Ensure there is legal trade across borders.

•• Ensure that there is no wastage of time during the declaration process.
•• Guide traders on the expected code of conduct on the flow of goods and services.

5) Portfolio Assignment (Max 5 min)

After every group presentation, gives feedback and ask the group to post their findings
on the Present Boards

3.6. Summary of the Unit

Customs declaration is a form that is required by most nation, country when a citizen or
a visitor or goods are entering that nation’s borders, called importer. The purpose of
the import form is to declare what goods are being brought into the nation, as some
countries may have Importer (limits), customs excise taxes, or bans from entry on
some goods or quantities of goods. The form is also used to calculate any applicable
tariffs or duties

Types of forms

If traveling with your goods the form is called a customs arrival card or a land card, or an
entry voucher. The traveler or family members are required to complete the form, sign
it, and then submit it to the customs and/or border protection official  before arriving
into the nation. Most nations require declaration of: alcoholic drinks, tobacco products,
animals, fresh food, plant material, seeds, soils, meats, and animal products.

If not traveling with the goods, which are shipped, one must use other customs
declaration forms, such as: a commercial, or a proforma invoice, or an import declaration
form, or a re-export declaration, the forms normally require the traveler to note the
country of origin of the goods and may sometimes require a certificate of origin. These
forms can also be used when hand carrying goods across a border. Errors on the forms
can cause delays or confiscation of the goods. For that reason, importers often use a
customs brokerage to clear goods through customs.

3.7. Additional Information

Required documents

Warehousing form is the official document used by an importer who wishes to

warehouse goods imported by parcels post, an entry in the prescribed form C.17 must
be passed at the Post Parcels Office and the full warehousing procedure.

84 Entrepreneurship Teacher’s Guide For Senior Six

A warehouse is a commercial building for storage of goods. Warehouses are used by
manufacturers, importers, exporters, wholesalers transport, businesses, Customs, etc.
Warehouses allow transport optimization along the supply chain, and allow companies
to work with an optimal inventory. Economic order quantity regarding service quality,
when an importer wishes to warehouse goods imported by parcels post, an entry for
warehousing in the prescribed form C.17 must be passed at the Post Parcels Office
and the full warehousing procedure observed. For more information on warehousing
regime, refer to Customs processes and procedure.

The documents used for goods which are in transit are the following:

Documentation is done by a clearing agency on behalf of the importer/exporter.

Clearing Agencies present transit declarations (IM 8) to Customs through the Bureau or
Remote DTI. Agencies must be careful while filling the documentation form, especially
on section indicating the correct country of destination and the exit office. Here is
an example: if the country of destination is Democratic Republic of Congo then the
possible codes of offices of destination are 31GC, 41MU, 41CY, 41BU. This is the customs
procedure under which goods are transferred under customs supervision from the
importing means of transport (vehicle) to another means of transport.

Goods may not be unloaded or transshipped from their means of transport except with
written authorization from customs and in the presence of Customs officers. Unloading
or transshipment must take place according to the conditions determined by Customs
and in accordance with the legal provisions in force.

3.8. End Unit Assessment:

Possible answer for question 1

1) In group of students, identify a business project they can operate after school. For
this project identified, explain how the business will contribute to promote export of
the products to the foreign countries. List and explain what you can do to encourage
entrepreneurs to go for delivering their products out of Rwanda.

2) Identify some of the measures to help people develop a positive attitude towards
customs declaration.

3) Identify some challenges encountered at customs department.

Possible answers for unit assessment question 2

1) The Foreign Market Development (FMD) Program aids in the creation, expansion, and
maintenance of long-term export markets for Rwanda agricultural products. There are
several programs in place, from Market Access Program (MAP) and Emerging Markets
Program (EMP) to the Quality Samples Program (QSP), each with the goal of promoting
Rwanda commodities overseas.

Entrepreneurship Teacher’s Guide For Senior Six 85

2) State Trade and Export Promotion (STEP): The State Trade and Export Promotion
Program (STEP) is a three-year pilot trade and export initiative authorized by the Small
Business, the STEP Program is designed to help increase the number of small businesses
that are exporting and to raise the value of exports for those small businesses that are
currently exporting.

3) The Trade Promotion Coordinating Committee (TPCC): is an interagency task

force that ensures the coordination and development of a government wide export
promotion plan. The TPCC was established to coordinate governmental efforts to
increase Rwanda exports. It also actively participates in the drafting of the TPCC annual
National Export Strategy report delivered to Congress, which serves as an effort to
guide the national export promotion policy, goals and activity.

4) Export-import Bank: The Bank has provided financing that has led to Exports. For
example, the Export-Import Bank supports for small business help.

5) Business center overseas private: mobilizes private capital to help solve critical
development challenges and, in doing so, helps Rwanda businesses, including small
businesses, gain footholds in emerging markets and catalyze revenues, jobs and growth
opportunities both at home and abroad.

6) Office of the Rwanda trade representative: Trade Representative (USTR) is

responsible for developing and coordinating U.S. international trade, commodity and
direct investment policy, as well as overseeing negotiations with other countries.

7) Department of treasury: The Treasury Department works with other agencies,

foreign governments, and international financial institutions to encourage global
economic growth, to raise standards of living, and, to the extent possible, predict and
prevent economic and financial crises.

8) In conducting their responsibilities for managing borders and collecting revenue,

customs administrations operate in environments of uncertainty and change. It is not
easy to predict, for example, how many people, craft, and goods crossing a border will
break the law or how they will do so by entering a country illegally, smuggling drugs,
or not paying tariffs. And it is not feasible to manually check every person, craft, and
goods that enter or leaves a country.

9) Coordinated Border Management: is a new approach for successful border

control harmonizing the operational activities of border control agencies as it is no
longer possible to maintain traditional control approaches due to the increase in the
movement of passengers and goods crossing the border and foreign trade, the number
of newly introduced goods, the new tendencies in offences and the rapid technological
developments.

86 Entrepreneurship Teacher’s Guide For Senior Six

Possible answer for unit assessment question 3  

Challenges encountered by customs department

•• Insufficient detective equipment like CCTV cameras

•• Ignorance by some business people regarding clearing procedures
•• Theft of goods under customs
•• Smuggling of commodities
•• etc.
3.9. Additional Activities
Remedial activities

a) Fill in the following gaps:

1) ………………Custom declaration………………Is a statement showing goods being

imported and exported on which duty will have to be paid. It is a necessary document
to facilitate the acceptance, verification and payment of taxes before the goods can be
handed over to the importer.

2. A commercial building for storage of goods that are used by manufacturers,

importer, exporter, wholesalers, transport businesses, customs is called ………………
a warehouse ………………

b) List any four supplies that are exempted from Value Added tax and explain the
reason why?

Answer

1) Water supply services. The supply of main water and sewerage services made for
non-profit motive, excluding sewerage pump out services.

2. Health supplies

a) The supply of health and medical services

b) Articles designed for use by the blind or disabled.

c) The supply or importation by, eligible persons, of equipment and drugs to hospitals
and health centers

d) Supply or importation of drugs and medical equipment made by persons recognized

by Rwandan laws, for medical use, by patients and disabled persons.

Entrepreneurship Teacher’s Guide For Senior Six 87

e) The eligible bodies for the exemption under paragraph (b) of this item shall be
those recognized by the laws of Rwanda as public institutions, not for profit social
organizations and any other form of voluntary or charity institution.

3) Educational services

a) Educational services provided to pre-primary, primary or secondary students.

b) Educational services provided by social organizations, to students and other youths,

meant for promoting the social, physical, educational or spiritual development of
the members otherwise than for profit.

c) Educational services provided to vocational and to other tertiary institutions.

d) Educational materials supplied directly to learning institutions.

The eligible bodies for this exemption shall be those recognized by the laws of Rwanda
as public institutions, not for profit social organizations and any other form of voluntary
or charitable institution.

4) Books, newspapers, journals, cassettes and diskettes used as educational materials.

5) Transport Services

a) Transportation of persons by road in a bus or coach licensed under the Roads and
Road Traffic Law and having a seating capacity for fourteen or more adult persons.

b) Transportation of persons by air or any scheduled flight..

c) Transportation by railway .

d) Transportation of persons or vehicles by boat .

6) Transfer of property

a) The sale or lease of an interest in land.

b) Sale or transfer of a building or part of a building, flat or tenement meant for

residential purposes.

c) The renting of, or other grant of the right to use, accommodation in a building
used - predominantly as a place of residence of any person and his family, if the
period of accommodation for a continuous term exceeds 90 days.

88 Entrepreneurship Teacher’s Guide For Senior Six

Consolidation activities

1) Is/ are the goods in transit sold in Rwanda? Explain your answer

2) Explain how the customs department protects the economic interest of a country
such as Rwanda.

Answer

1) The goods in transit are not sold in Rwanda, because they do not pay the required
duties. If the business wants to sell the goods in Rwanda, it must make a customs
declaration and pay the required duties.

2) The learners will point out that duties make imported goods more expensive to
encourage made in Rwanda to become more competitive. This is also important to the
employment therefore reduce unemployment rate, improves standard of living, more
tax will be paid, more infrastructures will be build etc.

Extension activities

1) Do you think citizens’ rights are protected by the customs?

2) It is said “a custom declaration is a legal document” what is meant by this?

3) What do you think is the reason behind the country to have customs declaration?

Answer

1) Yes, the citizens’ rights are protected by the customs. Some goods are prohibited
(banned) and it is illegal to bring these into a country. In Rwanda, it is illegal to bring
in illegal drugs or animal products such as elephant tusks and rhino horns. Customs
officials inspect the goods to ensure that only legal goods arrive in Rwanda.

2) A customs declaration is a legal document: this means that an importer makes sure
that the information declared on a customs declaration is true. If it is not true, then the
importer can be penalized, for example, by a fine

3)It is reasonable for a country to have customs declaration because this protects a
country from being harmed by products from abroad E.g. drugs, narcotics.

Entrepreneurship Teacher’s Guide For Senior Six 89

Unit 4: FINANCIAL MARKETS
4
Key Unit Competency: To be able to evaluate the role of financial market
4.1. Unit Prerequisite
Learners were introduced to the market in senior 2, unit 2 where they learned its
meaning. In senior 4, unit 9 they were introduced to financial institutions and learned
products and services offered by those institutions. The acquired knowledge, skills and
attitudes acquired from the above lesson related to the financial markets and serve
as backbone for this unit content. This prior knowledge should help them be able to
understand and evaluate the role of financial market.

4.2.Crosscutting issues to be addressed

NOTE: The examples below are just to guide you on how to address crosscutting issues
throughout the unit BUT THIS DOES NOT mean that these are the only ones. You can
address and give learners opportunities to discuss all the crosscutting issues where
possible taking consideration of their environment or community.
Gender education: Emphasis throughout this unit has to be put on how both male and
females have equal right on family’s financial management and appropriate decision
to financial investment. Learners have to understand that both sex/gender have equal
right to access to financial markets’ services and products.

Inclusive education: In addition to all having equal rights to financial access

opportunities, emphasis has to be put on how we can all regardless of our background,
economic or social setup have a right to financial markets. In case of field trip, learners
with mobility impairment especially like wheelchair users should be given special care
by doing arrangements early in terms of transportation and site accessibility. Provide
plenty of warning such as a personal assistant or adaptive equipment can be arranged
as appropriate for field trips.

Unit 4 in considering alternative forms of assessment, equal opportunity to guarantee

expected outcome should be the objective. You are not expected to lower standards to
accommodate students with a disability, but rather required to give them a reasonable
opportunity to demonstrate what they have learned.

Entrepreneurship Teacher’s Guide For Senior Six 91

Financial education: In this lesson, emphasis needs to be put on promotion of saving and
investment culture among learners. Learners will set plan of their saving and financial
investment strategies and set goals of how they will achieve their goals. Learners will
appreciate the need of investing through capital markets.

4.3.Generic Competencies
Throughout this unit, give learners opportunities to develop their generic competences
especially activities and the methodology adapted. These have been discussed in the
preliminary pages of this teacher’s guide. Some of the generic competences that you
should facilitate learners develop include but not limited to the following:

Critical thinking: This will be developed through different activities that make learners
think reflectively, logically and imaginatively about the advantages of financial markets
on the country’s economy as a whole and an individual person.

Creativity and innovation: This should be developed through various activities that
envisage making learners be able to analyze case study that relate to financial markets
and come up with good solution.

Research and problem solving: Learners should be resourceful in finding answers to

different challenges posed in different learning activities and in assisting the community
in understanding financial markets and how to take advantage of them.

Communication: This will be developed through group discussion and preliminary

session where learners will be given opportunities to confidently and effectively
communicate their findings and ideas through speaking and writing to the targeted
audience or recipient. Debates also will be used to develop communication skills during
this lesson.

Co-operation, interpersonal relations and life skills: Through different tasks assigned,
learners should demonstrate a sense of personal and social responsibility as they work
in teams.

Lifelong learning: Be able to exploit available resources/ opportunities to improve on

knowledge and skills. Be able to transfer the acquired skills, knowledge and attitudes
in the real life.

92 Entrepreneurship Teacher’s Guide For Senior Six

Introduction
The financial market plays a key role in the economy by stimulating economic growth,
influencing economic performance of the actors, affecting economic welfare. This is
achieved by capital market, in which entities with funds allocate those funds to those
who have potentially more productive ways to invest those funds.

This unit is designed to help learners explore more about financial markets operation
as one strategy of linking investors and lenders where they will learn more on capital
market instruments and how investors are protected at the capital markets

Guidance on the introductory activity

Explaining the purpose of the introductory activity

This activity is intended to:

•• Provide interest and motivation to the learners about financial markets.

•• Focus learner’s attention on financial markets and their functions.
•• Bring learners’ attention to this new lesson.
•• Interest learners on the benefit of this new lesson .
It can
•• Build on previous knowledge, skills, values and attitudes to help the teacher assess
the learner’s prior knowledge and help link with the new content,
•• be new content to help arouse learner’s interest about what to expect in the new
content,
•• be answered in one lesson,
•• gradually over a period as the unit progresses. There are no right or wrong answers.
Use an appropriate method such as small groups or pairs, provide learners with the
introductory activity from the learners’ book, and give instructions to the activity. During
grouping or pairing, ensure a balance between boys and girls and learners’ different
abilities. Learners in small groups or pairs refer existing investment opportunity and
government saving strategy to answer the questions asked. Encourage learners to do
more research on a country’s saving policy.

Monitor to confirm whether everyone is working on the activity, if instructions were

understood, and address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Entrepreneurship Teacher’s Guide For Senior Six 93

Learners present their findings, results, answers through an appropriate method such
as-share, small group presentations on the introductory activity. Encourage different
learners from the groups to share the group’s work to avoid just a few learners
dominating. Also encourage other learners to listen and not disturb when other teams
are sharing unless it is a question. Encourage learners to appreciate each other’s work
especially the presentation.

Appreciate the team’s presentations and remind them this activity was not meant to
come to the very right answers but to help them become aware of what to expect in
the unit. Answers to the activity will be got as the unit progresses. You can support
learner’s answers by referring to possible answers to the introductory activity below:

Possible answer to introductory activity:

a)Mr. MANIRAFASHA`s family was worried about their future financial capacities and
wellbeing because financial means to the humans‘ life is like blood for the person‘s
body. It is difficult for a person to live without finances. It is in this regard that people
are worried of the future financial capacity and wellbeing because they will no
longer be able to perform their daily activities as usual if they don‘t take precaution
measures of their financial management beforehand.

b)Many people in their seventies age start becoming weak and weaker; they no
longer have the same energy as they were and thus their productivity in most cases
decreases remarkably.

c)There are different investment portfolio that the families may choose to invest in
estate building, transportation, education (building school), but also the family can
invest in financial market through stock exchange by buying shares in recognized
listed companies. Also the family may invest in government treasury bonds.

d)In reference to the country‘s saving policy, it encourages people to save by capital
accumulation, which in turn depends on investment and an equivalent amount of
savings to match with it regardless of his/her income.

Throughout the unit, learners should appreciate the rationale for people to create a
pool of funds which in turn are invested in highly yielding investment portfolio under
facilitation of recognized investment agencies. There are also other saving venues
where people may invest their money through capital market where they may buy
shares in reputable companies listed on stock exchange or buy the government bonds
that are regularly listed.

94 Entrepreneurship Teacher’s Guide For Senior Six

4.4.List of lessons (including assessment)

No. Lesson title/ Learning objectives (from the syllabus Periods

probable heading including knowledge, skills and attitudes):

1 Financial markets Explain the meaning and types of financial 2

markets
Meaning and
functions Recognize the role of capital markets as a
source of finance

2 Types financial Explain the meaning and types of financial 2

markets markets

Distinguish between the various types of

financial markets

3 Capital Markets Advocate for capital markets as a source of 2

investment
Meaning and
functions

4 Stock Exchange Explain how the stock market operates and 2

the functions of stock exchange
Capital Market
Authority (CMA)

5 Capital Market Describe the instruments of a capital market 2

Business

Capital market
instruments

6 Capital market Identify the various capital markets 2

Participants participants

Benefits of Explain the benefits of investing through the

investing through capital markets
capital markets
Describe how investors in a capital market
How investors are are protected
protected

7 How to invest in Make informed decision when investing in 2

capital market? the capital markets

Entrepreneurship Teacher’s Guide For Senior Six 95

 8 Procedures to join Identify the requirements and procedure of 2
the Rwanda stock listing on the Rwanda Stock Exchange
exchange
Analyze the procedures and requirements of
joining the Rwanda Stock Exchange

9 Skills Lab 4 2
Apply Skills Lab methodology

10 End Unit To be able to Evaluate the role of financial 1

Assessment markets

Total Number of Periods 19

96 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 1: Meaning and functions of financial markets
Learning objectives: Explain the meaning and types of financial markets and recognize
the role of capital markets as source of finance.

Teaching resources: Basic materials for a class/ lesson to be conducted: Learners books,
internet, case studies and any other trustworthy and reliable resources to enhance
learning.

Possible methods: Pair share; small group discussion, brainstorm, field study to capital
market or inviting a guest speaker from any financial market agency, research in the
library, and research on the internet.

Read the key unit competence in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Ensure a conducive learning environment and lead a review of the previous units/lesson.

Use K-W-L (What learners already know-What they want to know-What they have
learnt) after the introductory activity to assess how much students already know and
what they would be interested in learning about financial markets. Learners write under
(K-what I know; W-What I want to know) about financial markets. Briefly discuss what is
written under each section with learners.

K-W-L Chart
Topic:

What I Know What I Want to know What I Learned

Activity 4.1 Learner’s Book

This is a discovery activity, guide learners through observation and comparison of both
illustrations and help them answer the questions and guide them to draw a conclusion
on the types of the markets illustrated there.

Learners in small groups, pairs or individual, do research and analyze the illustration
to derive the meaning of capital market. During grouping or pairing, ensure a balance
between boys and girls and learners’ different abilities.

Entrepreneurship Teacher’s Guide For Senior Six 97

Monitor to confirm whether everyone is working on the activity, instructions were
understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results from the activity. Encourage different learners
from the groups to share the group’s work to avoid just a few learners dominating.
Encourage learners to respect other learners’ contributions to the activity.

Harmonize their findings or answers referring to possible responses, and link the
findings to the learning objective, help them draw conclusions/summary on the meaning
of financial markets and its functions. Answer or address any questions or challenges
about the activity. Guide them to make notes in their books referring to the learner’s
book.

Application activity 4.1 Learner’s Book

This activity can be done individually, in pairs, small groups, whole class discussion.
Referring to what they learnt, learner answers the questions and find more on the
meaning and functions of financial markets. Give clear instructions and ensure a
balance in the groups. Monitor the activity to ensure learners are on track and actively
participating.

Learners discuss their answers with the whole class. Assess their answers depending
on the purpose of the application activity. Refer to the possible answers below as you
assess their work.

Conclude the lesson by guiding the learners on the meaning and functions of the
financial markets refer also to Rwandan situation.

Possible responses to the activity 4.1

a. By observation both pictures people are involved in buying and selling. One is in
capital market and others are in commodity market.

b. Both are buying and selling in different financial markets. Some are in financial
market while others are in commodity market.

c. Financial market is a market in which people and entities trade financial securities,
commodities, and other tangible items of value at low transaction costs and at
prices that reflect supply and demand. Securities include stocks and bonds, and
commodities include precious metals or agricultural goods.

98 Entrepreneurship Teacher’s Guide For Senior Six

Responses to the Application activity 4.1
a. A financial market is a market in which people and entities trade financial securities,
commodities, and other tangible items of value at low transaction costs and at prices
that reflect supply and demand. Securities include stocks and bonds, and commodities
include precious metals or agricultural goods.

b. The role of Financial markets is to facilitate:

•• The raising of capital (in the capital markets)

•• The transfer of risk (in the derivatives markets)
•• Price discovery
•• Global transactions with integration of financial markets
•• The transfer of liquidity (in the money markets)
•• International trade (in the currency markets),
•• Financial Markets are used also to match those who want capital to those who have
it.

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 LESSON2: Types of Financial Markets
Learning objectives: Explain the meaning and types of financial markets, Distinguish
between the various types of financial markets

Teaching resources: Basic materials for a class/ lesson to be conducted: Learners books,
internet, case studies and any other trustworthy and reliable resources to enhance
learning.

Possible methods: Pair share; small group discussion, brainstorm, field study to capital
market or inviting a guest speaker from any financial market agency, research in the
library, research on the internet.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills; knowledge
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Ensure a conducive learning environment and lead a review of the previous lesson ;
financial market and its functions, handle any homework or assignments.
Use a discovery activity; learners come up with different types of markets and their
meaning. Help learners link some markets to the previous lesson and the discovery
activity to the current lesson.

Activity 4.2 Learner’s Book

Learners in small groups, pairs or individual identify different types of financial markets
and the product they deal with following the instructions given. During grouping or
pairing, ensure a balance between boys and girls and learners’ different abilities.
Monitor to confirm whether everyone is working on the activity, instructions were
understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
as pair-share, small group presentations from the activity. Encourage different learners
from the groups to share the group’s work to avoid just a few learners dominating.
Encourage other learners to listen and not disturb when other teams are sharing unless
it is a question. Encourage learners to respect every one’s contribution. Encourage
learners to appreciate each other’s work especially after presentation.

Harmonize their findings or answers referring to possible responses, and link the
findings to the learning objective, help them draw conclusions/summary on things/
on different types of financial markets and service offered by those financial markets.
Answer or address any questions or challenges about the activity. Guide them to make
notes in their books referring to the learner`s book.

100 Entrepreneurship Teacher’s Guide For Senior Six

 Application activity 4.2 Learner’s Book

This activity can be done individually, in pairs, or small groups. Learners analyze the
case study and advice KAMANA on the type financial market where he can invest his
money depending on advantages offered by that market. Give clear instructions and
ensure a balance in the groups. Monitor the activity to ensure learners are on track and
actively participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work.

Conclude the lesson by guiding the learners on drawing a conclusion on the differences
between different markets and guide them on what to do in terms of next lesson. You
can give them homework.

Possible answers to activity 4.2

•• Capital market that deal in trade of financial securities
•• Stock markets that allow investors to buy and sell shares in publicly traded companies
•• Bond markets where investors loans money to an entity
•• Money market where financial instruments with high liquidity and very short
maturities are traded
•• Cash or spot markets where gold are sold for cash and delivered immediately
•• Derivatives markets where the contract price is determined by the market price of
the core assets
•• Forex and interbank market, etc.
Possible answers to the application activity 4.2
KAMANA can be advised to invest in either capital market through Primary markets or
Secondary markets.

Primary market is the market where investors raise new capital and sometimes through
their initial public offer, shares are issued at a discount. So investing in this type of
market would be a good investment choice as it will yield a high return on investment
in the near future. The issue here is that most of companies are already listed on stock
exchange, so to find out the company newly listing on capital market may be difficult;
so the next advice will be to invest on secondary market where existing, already
outstanding securities are traded among investors.

Government bond also presents an opportunity for KAMANA for investment.

Government bonds are good investment venue as they are of a defined period of time
at a fixed interest rate.

Entrepreneurship Teacher’s Guide For Senior Six 101

 LESSON 3: Meaning and Functions of Capital Markets
Learning objectives: Advocate for capital markets as a source of investment

Teaching resources: Basic materials for a class/ lesson to be conducted: Learners

books, internet, sample contract, case studies and any other trustworthy and reliable
resources to enhance learning.

Possible methods: Pair share; small group discussion, brainstorm, field study to capital
market or inviting a guest speaker, research in the library, research on the internet.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge and
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember that the learning objectives link to the key unit competence.

Ensure a conducive learning environment and lead a review of the previous lesson on
elements of a written and valid contract, handle any homework or assignments.

Use a discovery activity to introduce meaning and functions of the capital markets and
benefits learners will get while investing through capital markets. Help learners link the
previous lesson and the discovery activity to the current lesson.

Activity 4.3 Learner’s Book

Learners analyze the case study “Kigali Friends Supply Ltd Facing Economic Crisis” and
answer questions that follow.

Learners in small groups, pairs or individual brainstorm on the meaning of capital

market and explain its functions. During grouping or pairing, ensure a balance between
boys and girls and learners’ different abilities.

Monitor to confirm whether everyone is working on the activity, instructions were

understood, address any challenges or questions, ensure that everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
as pair-share, small group presentations from the activity. Encourage different learners
from other groups to share their views and avoid just a few learners dominating.
Encourage learners to come up with the importance of raising investment money
through capital markets. Also, encourage other learners to listen and not disturb when
other teams are sharing unless it is a question. Encourage learners to appreciate each
other’s work especially after presentation.

Harmonize their findings or answers referring to possible responses, and link the findings
to the learning objective, help them draw conclusions/summary on the meaning and

102 Entrepreneurship Teacher’s Guide For Senior Six

functions of the capital markets. Answer or address any questions or challenges about
the activity. Guide them to make notes in their note books referring to student book.

Application activity 4.3 Learner’s Book

Read the Application activity 4.3 in the learner’s book and answer questions that follow.

This activity can be done individually or in small groups. Learners analyze the different
benefits of investing through capital markets and come up with benefits through
capital markets enjoyed by Rwandan investors. Give clear instructions and ensure a
balance in the groups. Monitor the activity to ensure learners are on track and actively
participating.
Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work.

Conclude the lesson by guiding the learners on what needs to be retained in terms of
next lesson. You may give home works or assignment.

Possible responses to the activity 4.3

a. The company used borrowed funds and savings to finance its expansion.

b. Company had invested much money from its saving that would have helped it to
overcome the hard time it was facing. Working capital is money that is meant to
meet the day to day running of the organisation in time of recurrent expenses. So
since the company doesn’t have a working capital it is difficult to meet its contractual
obligations for its customers and suppliers.

c. Company would have borrowed money for its expansion through capital markets by
issue of shares to the public.

d. A capital market is a place in which financial securities are traded by individuals and
institutions/organizations.

Capital market functions are:

i. Mobilization of Savings: Capital market is an important source for mobilizing idle
savings from the economy. It mobilizes funds from people for further investments in
the productive channels of an economy. In that sense it activates the ideal monetary
resources and puts them in proper investments.

ii. Capital Formation: Capital market helps in capital formation. Capital formation is
net addition to the existing stock of capital in the economy. Through mobilization
of ideal resources it generates savings; the mobilized savings are made available to
various segments such as agriculture, industry, etc. This helps in increasing capital
formation.

Entrepreneurship Teacher’s Guide For Senior Six 103

iii. Provision of Investment Avenue: Capital market raises resources for longer periods
of time. Thus it provides an investment avenue for people who wish to invest
resources for a long period of time. It provides suitable interest rate returns also
to investors. Instruments such as bonds, equities, units of mutual funds, insurance
policies, etc. Definitely provides diverse investment avenue for the public.

iv. Increases Economic Growth and Development: Capital market enhances production
and productivity in the national economy. As it makes funds available for long
period of time, the financial requirements of business houses are met by the capital
market. It helps in research and development. This helps in, increasing production
and productivity in economy by generation of employment and development of
infrastructure.

v. Regulation of Funds: Capital markets not only helps in fund mobilization, but it
also helps in proper allocation of these resources. It can have regulation over the
resources so that it can direct funds in a qualitative manner.

vi. Service Provision: As an important financial set up, capital market provides various
types of services. It includes long term and medium term loans to industry,
underwriting services, consultancy services, export finance, etc. These services help
the manufacturing sector in a large spectrum.

vii.Continuous Availability of Funds: Capital market is place where the investment

avenue is continuously available for long term investment. This is a liquid market
as it makes funds available on a continuous basis. Both buyers and sellers can easily
buy and sell securities as they are continuously available. Basically capital market
transactions are related to the stock exchanges. Thus marketability in the capital
market becomes easy.

Possible responses to the Application activity 4.3

The following are some of the benefits of investing through capital
markets:
a. Access capital: By issuing shares or debt directly to the public through the Rwanda
Stock Exchange (RSE) private sector businesses and government can raise funds for
expansion of existing business or new projects

b. Discover the value of its business: By listing on the RSE issuers or owners of business
are able to discover the price of their securities and therefore the value of their
business. This enables them to realize the market worth of their wealth.

c. Raise a company’s visibility and enhance its status with customers and suppliers at
home and overseas: A listing on the capital market raises the profile of a company
through continuous media coverage. This is free publicity and enhances the product
presence of the issuer among its customers.

104 Entrepreneurship Teacher’s Guide For Senior Six

d. Have better bargaining position with financiers: Increased capitalization of an issuer
over time enables the issuer to raise capital at a lower cost due to their improved
rating in the market.

e. Management practices: The capital market requires a minimum level of disclosure and
corporate Governance and this encourages the quality of management practices.

Example 1: Government of Rwanda Bonds were issued to the public to raise money to
build Bugesera international airport and to finance other infrastructure projects.

Example 2: Have you heard on radio how different shares are being traded? You will find
that there some shares that are highly traded than others. This reflects the value that
the public place on the company. By investing through capital markets the company
discovers the value that the public place on its business. Also the company best
management practices is enhanced as there are to some extent information disclosure
to the public.

Entrepreneurship Teacher’s Guide For Senior Six 105

 LESSON 4: Stock Exchange
Learning objectives: Explain how the stock market operates and the functions of stock
exchange

Teaching resources: Basic materials for a class/ lesson to be conducted: Learners books,
internet, case studies and any other trustworthy and reliable resources to enhance
learning.

Possible methods: Pair share; small group discussion, brainstorm, interview with stock
exchange employees, field visit to stock Exchange, research in the library, research on
the internet.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge and
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Ensure a conducive learning environment and lead a review of the previous lesson
on the Importance and termination of business contracts, handle any homework or
assignments.

Use a discovery activity to introduce the meaning of capital market and stock exchange
and their operations. Guide learners to brainstorm and come up with functions of
stock exchange. Help learners link the previous lesson and the discovery activity to the
current lesson.

Activity 4.4 Learner’s Book

Learners analyze the case in activity 4.4 in the learner`s book and answer questions that
follows.

Learners in small groups, pairs or individual analyse the case of UWIMANA and her
husband KALISA to derive the meaning and functions of stock exchange that include
marketability of securities following the instructions given. During grouping or pairing,
ensure a balance between boys and girls and learners’ different abilities.

Monitor to confirm whether everyone is working on the activity, instructions were

understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
pair-share, small group presentations from the activity. Encourage different learners
from the groups to share the group’s work to avoid just a few learners dominating.
Encourage learners to show how contracts promote peace and values. Also, encourage

106 Entrepreneurship Teacher’s Guide For Senior Six

other learners to listen and not disturb when other teams are sharing unless it is
a question. Encourage learners to appreciate each other’s work especially after
presentation.

Harmonize their findings or answers referring to possible responses, and link the
findings to the learning objective, help them draw conclusions/summary on meaning
and functions of Stock Exchange. Answer or address any questions or challenges about
the activity. Guide them to make notes in their books referring to the learners’ book.

Application Activity 4.4 Learner’s Book

Learners analyze application activity 4.4 and answer the questions that follow.

This activity can be done as an individual, pairs, and small groups. Learners analyze the
statements given to identify advantages of stock exchanges. Give clear instructions
and ensure a balance in the groups. Monitor the activity to ensure learners are on track
and actively participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work.

Conclude the lesson by guiding the learners on what to do in terms of next lesson,
home works, organizing the class, etc.

Possible responses to the activity 4.4

For the family to get back the money, it needs to sell the shareholding at stock
exchange. Stock exchange being a market or a place where different types of securities
are bought and sold; they will find a broker who will sell them on their behalf.

Possible responses to application activity 4.4

1. Stock exchange is a market or a place where different types of securities are bought
and sold. Securities traded on a stock exchange include shares issued by companies,
unit trusts, derivatives, pooled investment products and bonds.

2. Functions of stock exchanges include the following:

i. Marketability of Securities: The stock exchange provides for easy marketability of
securities as securities can be bought and sold conveniently on the floor of the stock
exchange. The Stock Exchange provide companies with the facility to raise capital
for expansion through selling shares to the investing public and on the other hand
provides investors with a platform to trade these shares.

Entrepreneurship Teacher’s Guide For Senior Six 107

ii. Price Determination and Continuity: Since transactions take place regularly on
a stock exchange there is continuity in the dealings. Supply and demand in stock
markets are driven by various factors and this balance of supply and demand affects
the price of stocks. These prices gets duly recorded and reported in the newspapers
for the benefit of investing public. Besides, stock exchanges have defined rules and
regulations to moderate price fluctuations to ensure continuity in buying and selling.

iii. Surplus Savings: Stock exchange is an integral part of the capital market of a country.
When people draw their savings and invest in shares (through an IPO or the issuance
of new company shares of an already listed company), this leads to mobilization
of funds to help companies finance their organizations. They facilitate the process
by which the savings from all parts of country gets channelized as investment
into industrial and commercial undertakings financing their capital requirements.
This promotes business activity resulting in stronger economic growth and higher
productivity levels of firms.

iv. Barometer of the Economy: The share prices fluctuate on stock exchanges as a
result of underlying market forces. The intensity of buying and selling of securities
and the corresponding rise or fall in the prices of securities reflects the investors’
assessment of the economic and business conditions. Share prices tend to rise or
remain stable when companies and the economy show signs of stability and growth
whereas they might fall sharply at the time of an economic recession, stagnation,
depression, or financial crisis. Changes in security prices are known to be highly
sensitive to changing economic, social and political conditions and hence act as a
barometer of economic and business conditions.

v. Mobility of Capital: Investing in other businesses require huge capital outlay

whereas investing in shares is open to both the large and small stock investors.
Stock exchanges furnish an open and continuous market for small investors and
their savings that are invested in securities are converted into cash for reinvestment
in other securities. Thus, stock exchanges provide mobility to capital and facilitate
sound investment. Savings are encouraged when people come to invest in stock
exchange.

vi. Sharing and Resource Allocation: As a result of stock market transactions, funds flow
from the less profitable to more profitable enterprises. All types of stock investors
whether they are individuals, professional stock investors, institutional investors
earn capital gains through dividends and stock price increases. This enables them
to share in the wealth of profitable businesses. Industries which have potentials of
growth are able to attract the savings of people towards their ventures relatively
more than those which have no such prospects. Thus, financial resources of the
economy are allocated on a reasonable basis. Unprofitable and troubled businesses
may result in capital losses for shareholders.

108 Entrepreneurship Teacher’s Guide For Senior Six

vii.Speculation: The stock exchanges are also fashionable places for speculation and
bring equilibrium in the prices of securities which are bought and sold by speculators.
In a financial context, the terms “speculation” and “investment” are actually quite
inter-related because “investment” means the act of placing money in a financial
vehicle with the intent of producing returns over a period of time. Speculators
generally buy securities in anticipation of rise in the prices. As a result of their buying,
prices do not decline as low as might have been the case without their buying and
vice versa hence regulating excessive price fluctuations.

viii.Liquidity: This is the most important function provided by the stock exchanges.
The capital investments are generally long term and if a shareholder wants their
investment back, in a physical scenario, it will result in winding up the company and
selling its assets to discharge the money. Investors usually prefer liquidity of their
investment. The stock markets facilitate and provide that assurance to investors.
These are markets which facilitate buying and selling of securities assuring liquidity
of investments which goes to serve the investor’s need.

ix. Corporate Governance: As stock exchanges facilitate ownership of companies to be

helped by a wide and varied scope of owners, companies generally tend to improve
management standards and efficiency to satisfy the demands of these shareholders.
To safeguard the interest of investors more stringent rules are imposed by public
stock exchanges and the government on public corporations when compare to
privately owned enterprises. Every stock exchange defined its own rules and
regulations for the control of operations of the exchange. Only members are allowed
to deal in securities and make transactions. As the members have to transact their
business strictly according to the rules, the investors’ interests are safeguarded
against dishonesty or malpractices. Traded public companies tend to have better
management records than privately held companies.

Entrepreneurship Teacher’s Guide For Senior Six 109

 Lesson 5: Capital Market Authority (C MA),Business and instruments.
Learning objectives: Describe the instruments of a capital market

Teaching resources: Basic materials for a class/ lesson to be conducted: Desks, Learners
books, internet, sample contract, case studies and any other trustworthy and reliable
resources to enhance learning.

Possible methods: Pair share; small group discussion, brainstorm, interview with
business people, research in the library, research on the internet.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge and
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Ensure a conducive learning environment and lead a review of the previous lesson on
the Rwanda stock exchanges’ functions.

Use a discovery activity to introduce Rwanda Capital market authority, CMA’s business
and instruments. Guide learners to come up with the reason the capital market authority
is very important to the country’s economy. Help learners link the previous lesson and
the discovery activity to the current lesson.

Activity 4.5 Learner’s Book

Learners answer to the activity 4.5 using the prior knowledge and research on different
institutions; especially CMA that help MINECOFIN deliver its mandate of promoting
dynamic, efficient and stable financial market accessible to all segments of the
population.

Learners in small groups, pairs or individual identify different functions, business and
instruments of Rwanda capital market Authority following the instructions given.
During grouping or pairing, ensure a balance between boys and girls and learners’
different abilities.

Monitor to confirm whether everyone is working on the activity, instructions were

understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
as pair-share, small group presentations from the activity. Encourage different learners
from the groups to share the group’s work to avoid just a few learners dominating.
Encourage learners to show how contracts promote peace and values. Also, encourage

110 Entrepreneurship Teacher’s Guide For Senior Six

other learners to listen and not disturb when other teams are sharing unless it is
a question. Encourage learners to appreciate each other’s work especially after
presentation.

Harmonize their findings or answers referring to possible responses, and link the
findings to the learning objective, help them draw conclusions/summary on the Capital
Market Authority’s business and instruments. Answer or address any questions or
challenges about the activity. Guide them to make notes in their books while referring
to the learner’s book.

Possible responses to the activity 4.5

a. The functions of the capital market in the country/economy:
i. Implementing the Government policy on Capital Market;
ii. Preparing draft policies on capital market;
iii. Advising Government on policy relating to the capital market;
iv. Promoting public awareness on the capital market and develop such market;
v. Elaborating action plans and conducting studies in order for CMA to achieve its
mission;
vi. Formulating principles and regulations for the capital market;
vii. Making regulations governing capital market business in accordance with the Law
regulating capital market in Rwanda;
viii. Controlling and supervising all capital market activities with a view to maintain
proper code of conduct and acceptable practices on the capital market;
ix. Registering capital market business and related instruments provided for by the Law
regulating capital market in Rwanda;
x. Issuing, suspending, and withdrawing licenses and approvals related to capital
market business;
xi. Seeking to achieve fairness, efficiency and transparency in the functioning of the
capital market;
xii. Protecting citizens and investors in capital market from unfair and unsound practices
or practices involving fraud, deceit, cheating or manipulation;
xiii. Monitoring, supervising, and take actions with regard to the compliance with this
Law and regulations thereto related as well as with the Law regulating capital market
in Rwanda and regulations thereto related;
xiv. Co-operating and collaborating with other regulatory bodies in accordance with
the provision of the Law regulating capital market in Rwanda;

Entrepreneurship Teacher’s Guide For Senior Six 111

xv. Consulting concerned organs prior to making any decision to modify principles and
regulations of the profession that may have impact on the functioning of the capital
market;
xiv. Keeping adequately and timely records of decisions made in the accomplishment
of CMA mission;
xvii. Accomplishing any other mission assigned by the Law regulating capital market in
Rwanda.
b. Capital market instrument include but are not limited to the following:
i. Shares: A share is a unit of ownership in a limited company and gives the holder claim
over any dividends that the corporation/company may pay on it in future and on its
face/ residual value in case the company is liquidated or closed. Owners of shares are
called shareholders and receive dividends on their shares from the company’s profits
usually at the end of financial year.
ii. Debentures: A debenture is a type of debt instrument that is not secured by physical
assets or collateral. Debentures are backed only by the general creditworthiness and
reputation of the issuer. Both corporations and governments frequently issue this type
of bond to secure capital.
iii. Debenture stock: Loan contract issued by a company or public body specifying an
obligation to return borrowed funds and pay interest, secured by all or part of the
company’s property. Certificates specifying the amount of stock, with coupons for
interest attached, are usually issued to the lenders
iv. Loan stock: Loan stock is shares of common or preferred stock that are used as
collateral to secure a loan from another party. The loan earns a fixed interest rate, much
like a standard loan, and can be secured or unsecured. A secured loan stock may also be
called a convertible loan stock if the loan stock can be directly converted to common
shares under specified conditions and with a predetermined conversion rate, as with an
irredeemable convertible unsecured loan stock (ICULS).
v. Bonds: Bond is a debt instrument created for the purpose of raising capital. They
are essentially loan agreements between the bond issuer and an investor, in which the
bond issuer is obligated to pay a specified amount of money at specified future dates.
vi. Certificate of deposit: A certificate of deposit is an agreement to deposit money for
a fixed period with a bank that will pay you interest. You can choose to invest for three
months, six months, one year or five years, etc. You will receive a higher interest rate
for the longer time commitment

112 Entrepreneurship Teacher’s Guide For Senior Six

vii. Treasury Bills: Treasury Bills (T-bills) are short term debt securities (one year or
less) issued as a primary instrument for regulating money supply or raising funds via
open market operations to finance the budget gap. T-bills are always issued through
the country’s central bank, and commonly pay no explicit interest but are sold at a
discount, their yield being the difference between price and the par-value also called
redemption value.
In Rwanda; T-Bills are issued by auction on weekly basis with maturity dates of 28
days, 91 days, 182 days and 364 days. T-Bills market is announced via BNR website,
each Monday for auction on Thursday (T), and settlements take place on Friday
(T+1). The minimum purchase is 100,000 Frw. T-bills market is open for all investors
(Banks, non Banks, Insurance companies, Pension Fund, individuals, etc.

c. Treasury Bonds
A Treasury Bond/Government bond is a debt instrument issued by a national
government through the Central Bank in its capacity of Government agent, generally
with a promise to pay periodic interest payments and to repay the face value on the
maturity date.

The terms on which a Government can sell bonds depend on how creditworthy
the market considers it to be. Government bonds are usually denominated in the
country’s own currency. Bonds issued by national governments in foreign currencies
are normally referred to as sovereign bonds, although the term “sovereign bond”
may also refer to bonds issued in a country’s own currency.

Activity 4.6 Learner’s Book

Learners analyze the case study and answer the questions that follow.

This activity can be done as an individual, pairs, and small groups. Give clear instructions
and ensure a balance in the groups. Monitor the activity to ensure learners are on track
and actively participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the activity. Refer to the possible answers below as you assess their work.

Conclude the lesson by guiding the learners on what to gain from this lesson and what
information needed in terms of next lesson.

Entrepreneurship Teacher’s Guide For Senior Six 113

Possible answers for activity 4.6
1. Institutions and players who contribute in the good running of capital market
business: Capital Market Authority (CMA), Rwanda Stock Exchange (RSE), Brokers,
sponsors, dealers and traders.

2. CMA: CMA is the Regulator

RSE: RSE raises capital for businesses and mobilizes savings for investment

Brokers: They represent clients to buy or sell stocks and other securities.

Dealers: They trade equities under their own. They may be clients of brokers.

Traders: They trade equities but maintain their own account with brokers.

Sponsors: Providers and entities supporting the goals and objectives of a capital market.

3. Advantages of investing in capital market:

Savings: Investing in securities that are listed in the Capital or Stock market encourages
investors to accumulate their savings in small amounts over time

Income: Investment in the stock market provides a source of income. Shares pay
dividends when companies declared profits and decide to distribute part of the profits
to shareholders. Bonds pay an interest income to the bondholders. Sometimes the
income earned from listed securities is higher than interest earned from the money or
banking sector.

Wealth or Capital gain: Whenever the prices of securities listed in the market go up,
the value of the investment of the holders of those securities increases. This is called
capital gain and is an important way of growing wealth through the stock market. It
is important to note that a one –off investment in the Capital market does not make
sense. It is therefore the accumulative investment over time that creates opportunities
for growth in wealth through the Capital Market.

Securities as Collateral: Listed securities are easily acceptable as collateral against loans
from financial institutions.

Liquidity: Liquidity is the ability to convert shares or bonds into cash by selling within
the shortest time possible without losing much value. When one needs funds urgently,
listed securities could be very useful because they are more liquid than most other
forms of assets.

114 Entrepreneurship Teacher’s Guide For Senior Six

Application Activity 4.5 Learner’s Book
Learners analyze application activity 4.5 and answer the questions.

This activity can be done as an individual, pairs, and small groups. Learners discuss and
come up with the benefits of investing in treasury bonds and how investing through
capital markets raises visibility of the company. Give clear instructions and ensure a
balance in the groups. Monitor the activity to ensure learners are on track and actively
participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work.

Possible answers for application activity 4.5

1. The benefits of investing in Treasury Bonds:

•• Saving through Treasury Bond is a good way to plan for your future as it pays you a
regular interest rate
•• The interests are paid to you by the National Bank on behalf of the Government.
•• The Treasury bond holder can also use it as collateral to acquire other financial
facilities.
•• They also enjoy the capital market tax incentives.
•• By investing in the Treasury Bond you enable the Government to speed up and
implement its development agenda
•• Treasury Bonds are time efficient because you can sell your Bond at the capital
market and get your money
2. Investing through capital markets raises the visibility of the company:

Investing on the capital market raises the profile of a company through continuous
media coverage. This is free publicity and enhances the product presence of the issuer
among its customers.

Entrepreneurship Teacher’s Guide For Senior Six 115

 Lesson 6: Capital Market Participants, Benefits of Investing Through
Capital Markets and How Investors are Protected

Learning objectives: Identify the various capital markets participants, explain the
benefits of investing through the capital markets and describe how investors in a capital
market are protected.

Prerequisites/Revision/Introduction: Use a discovery activity to explain to the learners,

benefits of investing through capital markets and how investors are protected. Help
learners link the previous lesson and the discovery activity to the current lesson.

Teaching resources: Basic materials for a class/ lesson to be conducted: Learners’

books, internet, laws, orders, regulations and guidelines related to capital market, case
studies and any other trustworthy and reliable resources to enhance learning.

Possible teaching methods: pair share; small group discussion, brainstorm, interview
with business people, research in the library, research on the internet.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge and
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Activity 4.7 Learner’s Book

Learners analyze the illustrations and answer questions above them.

Possible responses to the activity 4.7

1. To invest in capital market, you have to join Rwanda Stock Exchange.

If you want to invest in primary market, the first step will be to approach the broker
who will help to apply to Capital Market Authority to list your securities on the market.
Once admitted, you will be listed on RSE.

If you want to invest in secondary market, the first step will be to approach the broker
who will help to open an account (CSD Account). Dealers, traders and stockbrokers are
there to sell their securities to investors.

2. You can invest in primary market, or in secondary market.

3. Companies selling their shares in RSE: for this question, the teacher will make
research to give updated information. Possible response is BK, KCB, EQUITY BANK
GROUP LTD, I&M BANK, UCHUMI SUPERMARKET LTD, NATIONAL MEDIA GROUP,
BRALIRWA, CRYSTAL TELECOM, etc.

116 Entrepreneurship Teacher’s Guide For Senior Six

Application Activity 4.6 Learner’s Book
Guidance: Learners analyze application activity 4.6 and answer the questions that
follow.

This activity can be done as an individual, pairs, and small groups. Learners analyze the
statements given to identify how to save and invest through treasury bonds. Give clear
instructions and ensure a balance in the groups. Monitor the activity to ensure learners
are on track and actively participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work.

Conclude the lesson by guiding the learners on what to do in terms of next lesson,
home works, organizing the class, etc.

Possible answers for application activity 4.6

This is how you can save and invest through the Treasury bonds:

If you have required money to buy at least one bond or more (in general 100,000 Frw),
you visit your Stock Broker or any Commercial Bank and you fill the application form,
and submit it to the Central Bank. The Central Bank will let you know when to pay for
the Treasury bonds.

After a given period of time (in general every six months) you will be paid interests. You
can sell your bond any time at the secondary market of the Rwanda Stock exchange.

Read the Application activity 4.6 in the learner’s book and answer questions that follow.

Entrepreneurship Teacher’s Guide For Senior Six 117

 Lesson 7: How to Invest In Capital Market
Learning objectives: Make informed decision when investing in the capital markets

Prerequisites/Revision/Introduction: You can introduce your lesson by role play, where

a chosen team of students will assimilate capital market participants and their roles.
Then, you will conduct a debate with learners about this game and process of investing
in capital market.

Teaching resources: Basic materials for a class/ lesson to be conducted: Learners’

books, internet, laws, orders, regulations and guidelines related to capital market, case
studies and any other trustworthy and reliable resources to enhance learning.

Possible methods: pair share; small group discussion, brainstorm, interview with
business people, research in the library, research on the internet.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge and
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

NOTE: For this lesson, there is no specific activity in the learners’ book but as a teacher
organize a debate in relation to what is to be covered in this lesson.

118 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 8: Procedures to join the Rwanda stock exchange
Learning objectives: Identify the requirements and procedure of listing on the Rwanda
Stock Exchange and analyze the procedures and requirements of joining the Rwanda
Stock Exchange

Prerequisites/Revision/Introduction: This lesson requires learners to have basic

knowledge about legal systems in Rwanda. You can introduce the lesson with summary
of unit 4, S4: Laws in business operations.

Teaching resources: Basic materials for a class/ lesson to be conducted: Learners’

books, internet, laws, orders, regulations and guidelines related to capital market, case
studies and any other trustworthy and reliable resources to enhance learning.

Possible methods: pair share; small group discussion, brainstorm, interview with
business people, research in the library, research on the internet.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge and
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Use a discovery activity to explain to the learners, benefits of investing through capital
markets and how investors are protected. Help learners link the previous lesson and
the discovery activity to the current lesson.

Activity 4.8 Learner’s Book

Learners analyze the case study and answer questions that follow.

Possible responses to the activity 4.8

1. Needed documents to registrar the company at RSE:

•• Original certificate of incorporation together with its photocopy.

•• If the organization registered in any other way, there is a need to provide the original
certificate of registration and its photocopy.
•• Submit the signed form in the presence of your Stockbroker.
2. Basic requirements to sell or buy shares of companies listed in Rwanda Stock
Exchange:

•• The basic requirement is to have a Central Securities Depository/ Central Exchange

Depository account (CSD account).

Entrepreneurship Teacher’s Guide For Senior Six 119

Application Activity 4.7 Learner’s Book
Guidance: Read the Application activity 4.7 in the learner’s book and answer questions
that follow.

Possible responses to the activity 4.7

1. The CSD account (Central Exchange Depository account or Central Securities
Depository account) is an account opened by investor in order to buy or sell shares of
companies listed in Rwanda Stock Exchange.

2. The Central Exchange Depository System can be compared to a bank where the
records of all shareholding of listed companies are kept. It is database where investors
can open CSD accounts and debit them with shares/bonds for the purpose of trading.

3. The process of opening a CSD account:

•• You will need to identify the stockbroker of choice

•• Provide two (2) recent passport size photographs
•• Provide your original national identity card or passport together with a photocopy.
•• If you are a company you will need to provide an original certificate of incorporation
together with a photocopy.
•• If you are an organization registered in any other way e.g. Society, you will need to
provide the original certificate of registration and photocopy.
•• You will hand in sign the form in presence of your Stockbroker
•• You will be left with the duplicate of account opening form your records.
•• Your Stockbroker will provide you with your own CSD account number, to be kept
confidential.
•• You are free to open several CSD account with different stockbrokers.
•• You can migrate from one broker to another simply by completing and signing the
exchange transfer form. This form is available from your broker and must be signed
by your current stockbroker and your new stockbroker.

Skills lab Activity 4.8 Learner’s Book

4.5. Use of skills lab method: Lab 4

1. Build part (Max 15 min)
Using Think, Pair and Share, ask learners to answer the meaning of Financial markets
and the importance of financial markets to the economy. Choose few pairs to answer
the above questions to the general audience.

120 Entrepreneurship Teacher’s Guide For Senior Six

Possible answers
A financial market is a market in which people and entities trade financial securities,
commodities, and other tangible items of value at low transaction costs and at prices
that reflect supply and demand. Securities include stocks and bonds, and commodities
include precious metals or agricultural goods

The importance of financial markets includes but not limited to the following;

Financial markets facilitate:

•• The raising of capital (in the capital markets)

•• The transfer of risk (in the derivatives markets)
•• Price discovery
•• Global transactions with integration of financial markets
•• The transfer of liquidity (in the money markets)
•• International trade (in the currency markets),
Ask learners to mention some of the ways they have used to raise capital for the school
club activities like fundraising, savings, borrowing and others.

Explain that obtaining capital for a business startup is not a simple thing and requires
clear measures of managing the obtained funds.

Thereafter ask the learners to sit in their respective lab groups Emphasize that in this
lab, they will be able to apply appropriate ways of managing the shares of members
and will also be able to plan and save for their future.

2. Practice (Max 25 min)

Let learners read or review the given case study on page X in the learner’s book.

Inform learners of the time for the activity; make intentional movements to the groups,
ensuring that there is active participation and that all issues have been resolved.

Case Study (Provide learners with case study in learner’s book)

Make sure all learners in groups are active for example by asking silent learners to have
a voice and in the discussions or to ask their peers where they don’t understand.

3. Presentations (Max 25 min)

Communicate the appropriate time for this activity to be done. Choose the appropriate
method they can use to present their findings for example gallery work or one group
presenting at a time. During presentations encourage learners challenge/supplement
each other (control this as it makes time) as it will enable them to understand better.

Entrepreneurship Teacher’s Guide For Senior Six 121

Provide feedback after each group presentation as per the observations and emphasize
that their reports have to have clear mitigation plan showing how environmental
challenges will be dealt with.

4. Conclusion (Max 10)

Emphasize that as aspiring entrepreneurs, they have to prepare and plan for their
future by investing in financial markets

Write on the note board the following ways of saving for their future

•• Starting up business
•• Buying shares from stock exchange markets
•• Buying bonds
5. Portfolio Assignment (Max 5)
As a take home for the Unit, give each leaner this assignment. Each learner should
propose one activity and show how it will help them save for their future.

4.6.Summary of the unit

1. Financial markets bring suppliers of funds and users of funds together. Suppliers of
funds will seek a positive return in exchange for the use of their funds. Primary markets
allow fund users to raise money through new securities issues. Secondary markets
provide diversity and liquidity by allowing the selling and buying of previously
issued securities.

They facilitate the flow of funds between fund suppliers and fund users. Those with
excess funds (fund suppliers) will offer the use of their funds to those in need of
funds (fund users). The fund suppliers will expect to receive a rate of return on their
investment.

2. Financial institutions serve as middlemen between fund suppliers and fund users.
Fund suppliers and fund users frequently find that financial institutions provide the
most cost-effective way to channel funds to each other. Financial institutions
provide monitoring and asset transformation services that, in turn, reduce costs,
provide liquidity, and reduce risks for the investor.

3. Initial public offerings (IPOs) are first-time issues of equity by firms allowing their
shares to be publicly traded on stock markets for the first time.

4. A derivative security is a financial instrument whose value is linked to the performance

of an underlying security. Options are an example of a derivative security.

122 Entrepreneurship Teacher’s Guide For Senior Six

5. Securities that have already been issued are traded in the secondary markets.
Economic agents (consumers, corporations, governments) with excess funds buy
secondary market securities. Economic agents in need of funds sell secondary market
securities.

6. Money markets are markets where investors can trade debt securities or other
instruments that will mature within one year.

7. Money market instruments are securities with maturities of one year or less or long-
term debt with one year of maturity remaining. Examples of money market instruments
are commercial paper, repurchase agreements, negotiable CDs, and Treasury bills.

8. From the beginning of activity; learners will be motivated to do it on time

4.7.End of Unit 4 Assessment

1.Answers for the question 1
1.The important functions and role of the capital market are the following:

•• Mobilization of Savings: It mobilizes funds from people for further investments in

the productive channels of an economy. In that sense it activates the ideal monetary
resources and puts them in proper investments.
•• Capital Formation: Through mobilization of ideal resources it generates savings;
the mobilized savings are made available to various segments such as agriculture,
industry, etc. This helps in increasing capital formation.
•• Provision of Investment Avenue: Capital market raises resources for longer periods
of time. Thus it provides an investment avenue for people who wish to invest
resources for a long period of time. It provides suitable interest rate returns also
to investors. Instruments such as bonds, equities, units of mutual funds, insurance
policies, etc. definitely provides diverse investment avenue for the public.
•• Speed up Economic Growth and Development: As it makes funds available for long
period of time, the financial requirements of business houses are met by the capital
market. It helps in research and development. This helps in, increasing production
and productivity in economy by generation of employment and development of
infrastructure.
•• Proper Regulation of Funds: Capital markets not only helps in fund mobilization, but
it also helps in proper allocation of these resources. It can have regulation over the
resources so that it can direct funds in a qualitative manner.
•• Service Provision: As an important financial set up capital market provides various
types of services. It includes long term and medium term loans to industry,
underwriting services, consultancy services, export finance, etc. These services help
the manufacturing sector in a large spectrum.

Entrepreneurship Teacher’s Guide For Senior Six 123

•• Continuous Availability of Funds: Capital market is place where the investment
avenue is continuously available for long term investment. This is a liquid market
as it makes fund available on continues basis. Both buyers and seller can easily
buy and sell securities as they are continuously available. Basically capital market
transactions are related to the stock exchanges. Thus marketability in the capital
market becomes easy.
2. Answers for the question 2
The role of stockbrokers in stock exchange process:

A stock broker is an agent who represents clients to buy or sell stocks and other securities.
A broker’s primary service is to buy and sell stocks on an exchange for members of the
investing public who wish to own part of a company. In addition, they help investors to
open CSD accounts which are mandatory for buying and selling securities.

3. Answers for the question 3

Advantages of investing at the Rwanda Stock Exchange:

•• The Rwanda Stock Exchange is a fair market place

•• Shares bought or sold at the stock exchange are liquid. This means that it is easy for
an investor to quickly convert this investment into cash if the need arises.
•• The price of the shares is determined fairly through the forces of demand and supply.
•• Easy access and exit. There are minimal restrictions if any, to investing at the RSE.
You can be a shareholder of a listed company in seconds and exit just as fast.
•• There is continuous reporting of their prices so an investor is always up to date with
the status of his/her investment.
•• There is a variety of companies in which one can invest. This allows the investor to
diversify his investment in industries that he is attracted to.
•• The shares of most companies at the exchange pay dividends. This way, you make
your money work for you.
•• Full and accurate information is available on the listed companies that one is
interested in investing in. This enables the investor to make informed decisions on
where to invest.
•• The Rwanda Stock Exchange provides an avenue through which companies can
access capital for growth and expansion.
•• There are strict regulations for the protection of those who buy and sell shares at
the Stock Exchange.
•• A vibrant capital market is integral to the overall economic development of Rwanda.

124 Entrepreneurship Teacher’s Guide For Senior Six

4. Answers for the question 4
Difference between primary capital market and secondary capital market:

The Primary market is the market where securities are sold for the first time, while
Secondary Market is the market where already existing securities are bought and
sold through licensed brokers. The primary capital market handles the trading and
investments in the new issues while the secondary capital market takes care of the
trading of existing securities.

5. Answers for the question 5

The process of joining RSE:

1. To identify the stockbroker of choice

2. To open a CSD account in Central Exchange Depository System

3. To attend the open outcry trading session which is conducted at the RSE Secretariat
or over the counter market the following business day.

6. Answers for the question 6

If the Frw declines over the maturity of the bonds, the dollar value of the cash flows
from the bonds will fall, as well as the dollar value of the bonds’ principal. Janet
also faces “country, or sovereign,” risk (although it may not be a large one), the risk
that the Rwandan government will interfere with her repayments through a change in
national policy. Another risk Janet bears is the risk that interest rates will rise, and the
value of her fixed rate bonds will fall.

The bank’s ability to diversify its portfolio reduces the risks associated with buying
these bonds. The bank could hedge the currency risk by buying bonds denominated
in other currencies. It could reduce its exposure to the country, or sovereign, risk
by obtaining securities in countries where that risk is extremely small (i.e., the U.S.).
It could reduce the interest rate risk by matching the maturities of other assets to the
bonds.

7. Answers for the question 7

In the secondary markets, the transfer of funds flows between the holder of the
financial instrument and the buyer; there is no flow of funds to the issuer. Floruty
studied the secondary markets to track the trading of its existing financial instruments
to obtain information about their current market value. This told Floruty if it was
effectively using the funds it had already raised. It also gave Floruty an idea of how
much money it could raise and at what cost with another offering. The goal of Floruty
was to obtain the required amount of funds needed at the lowest cost.

Entrepreneurship Teacher’s Guide For Senior Six 125

8.Answers for the question 8
Users of funds would have a harder time obtaining funds from suppliers of funds.
Monitoring costs would discourage potential investors from supplying funds for
investment. Or, in some cases, investors might try to avoid monitoring costs by just
not monitoring their fund borrowers sufficiently (increasing their default risk). Fund
suppliers would also want to hold on to their cash instead of tying up their funds in
long-term commitments. Fund suppliers would also hesitate to invest due to the fact
that they would have to bear the full risk that an asset’s sale price would be less than
its purchase price.

4.8.Additional Information
1. Financial markets and institutions
Financial managers and investors don’t operate in a vacuum. They make decisions
within a large and complex financial environment. This environment includes financial
markets and institutions, tax and regulatory policies, and the state of the economy.
The environment both determines the available financial alternatives and affects the
outcomes of various decisions. Thus, it is crucial that investors and financial managers
have a good understanding of the environment in which they operate.

History shows that a strong financial system is a necessary ingredient for a growing and
prosperous economy. Companies raising capital to finance capital expenditures as well
as investors saving to accumulate funds for future use require well-functioning financial
markets and institutions.

Direct funds transfers are more common among individuals and small businesses
and in economies where financial markets and institutions are less developed. While
businesses in more developed economies do occasionally rely on direct transfers, they
generally find it more efficient to enlist the services of one or more financial institutions
when it comes to time to raise capital. Major categories of financial institutions are
the following: Investment banking houses, Commercial banks, Financial services
corporations, Savings and loan associations, Mutual savings banks, Credit unions,
Pension funds, Life insurance companies and Mutual funds.

2.Financial market and technology

Technology has facilitated increased cross-border participation in financial markets.
This has allowed investors to diversify their portfolio holdings and corporate issuers to
access new pools of capital. In some cases this trend has lead to activity in some markets,
for example the foreign exchange market and the debt capital market, to become
increasingly concentrated in a small number of geographic locations. Economies of scale
and the creation of efficient global platforms for financial transactions have significantly
reduced the cost of transacting in markets and led to more active markets with large
pools of liquidity, all of these factors benefit participants in these global markets.

126 Entrepreneurship Teacher’s Guide For Senior Six

4.9.Additional activities
Remedial activity
Through remediation activities, teachers help a student improve his skills through
direct instruction. Remedial instruction is focused on the specific concepts with which
the student struggles. Remediation strategies include re-teaching, using alternative
instructional strategies, task analysis, additional practice and one-on-one tutoring. For
this unit, the teacher will give homework to students to visit a commercial bank and ask
information about how they can save and invest through the Treasury Bonds. A small
report will be presented in class.

Extension activities
1. Explain why you should advise VSLAs (Village Savings and Loans Associations) to
invest in capital market.

2. Suppose you are a leader of a VSLA (Village Savings and Loans Association). Describe
the process through which you will go until when your VSLA may buy a treasury bond.

Consolidation activities
1. Explain the following concepts:

a. Capital market
b. Stock exchange
c. Bonds
d. Certificate of deposit

2. Indicate the functions/roles of following institutions in Rwanda Capital Market

a. Rwanda Capital Market

b. Rwanda Stock Exchange

3. Summarize the process of joining Rwanda Stock Exchange

Entrepreneurship Teacher’s Guide For Senior Six 127

UNIT 5: FINANCIAL STATEMENT
5
Key Unit Competency: To be able to prepare financial statements
5.1 Unit Prerequisite
Learners learned in Senior 5 in unit 10 the accounting prime books where they learned
Accounting and book –keeping, accounting system, double entry accounting system,
journalizing, ledger entry and trial balance preparation and adjustments. This prior
knowledge, skills or competences should help them to be able to prepare financial
statements

5.2 Cross-cutting issues to be addressed

Note: The examples below are just to guide you on how to address cross-cutting issues
throughout the unit but this does not mean that these are the only ones. You can
address and give learners opportunities to discuss all the crosscutting issues where
possible taking consideration of their environment or community.

Financial Education: EmphasiS shall be put on the culture of efficiency and effectiveness
in use of finance. Emphasize that financial fitness starts from good financial management
and this can be assessed through financial reports and analysed through ratios.
Emphasis shall be put also on the proper way of financial management of people and
business finances.

Standardization Culture: there are international standards that are followed while
preparing financial statements; therefore learners shall apply the existing accounting
and reporting standards while preparing financial statements.

Gender education: Emphasis throughout this unit has to be put on how both male
and females have same capacity when it comes to financial statements preparation
and when it comes to business performance. Both men and female can effectively
and efficiently run their business and prepare good financial statements regardless of
gender.

Inclusive education: emphasis shall be put on how all; regardless of our background,
economic or social setup; have ability to prepare good financial reports. Learners need
to understand that good financial statement and good financial analysis is not based on
anything else apart from business data.
Refer to other crosscutting issues as identified in the curriculum framework.

Entrepreneurship Teacher’s Guide For Senior Six 129

5.3 Generic competencies
Throughout this unit, give learners opportunities to develop their generic competences
especially activities and the methodology adapted. These have been discussed in the
preliminary pages of this teacher’s guide. Some of the generic competences that you
should facilitate learners to develop include but not limited to the following:

Critical thinking: learners are given activities to analyze transactions involving purchase
and sale of goods to determine gross profit/loss, analyze given transactions involving
expenses and revenues and use them to calculate Net profit/loss. Learners analyze also
the financial ratio and come up with constructive recommendations.

Creativity and innovation: learners are given activities to use their creative and
innovative abilities to calculate ratio and prepare good report for management.

Communication: During and after learning activities, learners should be given a chance
to communicate/share/pass on the ideas, findings, and results from learning activities
through speaking to her/his peers. Debate shall be used so that learners challenge
themselves/each other on the results of their activities.

Co-operation, interpersonal relations and life skills: Through different tasks assigned,
learners should demonstrate a sense of teamwork, cooperation, working with others
as they prepare financial statements through working in groups, teams, pairs…

Lifelong learning: after learning activity, learners shall apply what they learned to their
daily activities and their businesses to analyze the level of efficiency and effectiveness
in their operations.

Introduction

Finance is a word that brings good or bad memories to people. The reason behind
such conception is that finance can be considered as the art of handling money. As
you might know most organizations if not all run on money. Be it a family, a church, a
school, a hospital, governments, none of them can operate without money. Everything
we do has to be connected to money either directly or indirectly. We don’t normally see
finance when there is a new house that is coming up in our neighborhood. We neither
see finance when we pay school fees for our children. But it is there, and without it most
of the things that we do see would not exist. In order to solve most of the challenges
that people or organizations face, money should be there.

This unit will enhance learners understanding of the main financial statements namely
Income statements, balance sheet, cash flow statements and statement of owners’
equity and linkages between these financial statements.

130 Entrepreneurship Teacher’s Guide For Senior Six

This information will be useful in analyzing financial performance by way of ratio analysis;
the techniques used in analyzing the financial position of a company and, having gained
that knowledge then to assist in interpreting current and potential future performance
of the business.

Guidance on the introductory activity

This introductory activity is intended to:

•• Bring learners attention and introduce them to trading, profit and loss account
•• Bring learners attention and introduce them to the balance sheet using the
accounting equation that they learned in senior 2; UNIT 7: initial accounting entries
for a business
•• Bring learners attention and introduce them to the cash flow statement
•• Motivate learners to discover what makes up expenses and income
•• Bring attention of learners towards financial statements
•• Attract learners’ attention on the benefits they will get from this unit.
The introductory activity help:

Teachers to assess previous skills, knowledge, competences and attitudes of learners

that can be built on to achieve this unit’s learning objective.

Create a linkage between previous skills, knowledge, competences and attitudes of

learners with this leaning unit’s content.

Attract learner’s interest about new skills, knowledge, attitudes and competencies to
be acquired in this unit’s content.

This activity may be answered in one lesson, or gradually, over a period as the unit
progresses.

Use an appropriate method such as small groups or pairs, provide learners with the
Unit 5 introductory activity, and give instructions to the activity. During grouping or
pairing, ensure a balance between boys and girls and learners’ different abilities.

Learners in small groups or pairs analyze the Unit 5 introductory activity to describe to
calculate purchases, sales, expenses and profit of the business and assets and liabilities
of UWINEZA. Guide learners in the whole process and monitor to confirm that every
learner is working on the activity, instructions were understood, address any challenges
or questions, ensure everyone is given an opportunity and are contributing in-group
discussions. Encourage learners to work together, value each other’s contributions,
share ideas, etc.

Entrepreneurship Teacher’s Guide For Senior Six 131

Learners present their findings, results, answers through an appropriate method
such as pair-share, small group presentations on the introductory activity. Encourage
different learners from the groups to share the group’s work to avoid just a few learners
dominating. Also encourage other learners to listen and not disturb when other teams
are sharing unless it is a question. Encourage learners to appreciate each other’s work
especially the presentation.

Appreciate the team’s presentations and remind them this activity was not meant come
to the very right answers but to help them become aware of what to expect in the unit.
Answers to the activity will be got as the unit progresses. You can support learner’s
answers by referring to answers to the introductory activity below:

Answers to the introductory activity

a) How much did she pay for purchases?

The purchases costed 5,000,000 Frw

b) What are total expenses for UWINEZA during this trading period?
Total expenses: 980,000 Frw

c)How much did she earn from sales?

Sales income: 7,000,000 Frw

c) What is the amount of other income?

Other income: rental fees 1,200,000 Frw

e) Did UWINEZA make a profit during this trading period?

Particulars Frw Frw

Sales 7,000,000
Less COS
Opening stock 1,000,000
Purchases 5,000,000
6,000,000
Less: closing stock 1,200,000
4,800,000
Gross profit 2,200,000
Add: other income
Rent received 1,200,000
3,400,000
Less: Expenses
Wages and salaries 500,000
Rent and rates 360,000
Postage and telephone 120,000
980,000
Net profit 2,420,000

132 Entrepreneurship Teacher’s Guide For Senior Six

Yes. UWINEZA made a profit of 2,420,000 Frw

f) Accounting equation can be justified by completing the book of accounts and

balancing them to find elements of the balance sheet.

Dr Cash a/c Cr
Frw Frw
Capital 850,000 Purchases 1,000,000
Tom 100,000 Purchases 5,000,000
Bank loan 50,000 Wages and salaries 500,000
Sales Income 7,000,000 Rent and rates 360,000
Rent received 1,200,000 Postage and telephone 120,000
Balance c/d 2,220,000
9,200,000 9,200,000
Balance b/d 2,220,000

Entrepreneurship Teacher’s Guide For Senior Six 133

134 Entrepreneurship Teacher’s Guide For Senior Six
 Uwineza Balance sheet for the year ended June 30, 2010
Assets Frw Frw Frw
Stock 1,200,000 Capital 850,000
Cash 2,220,000 Add Net Profit 2,420,000
3,270,000
Add Liabilities
Bank loan 50,000
Tom 100,000
150,000
3,420,000 3,420,000

Capital= Assets- Liabilities

Capital= 3,270,000 Frw

Assets= 3,420,000 Frw

Liabilities= 150,000 Frw

3,270,000 Frw= 3,420,000 Frw- 150,000 Frw

Entrepreneurship Teacher’s Guide For Senior Six 135

5.4 List of lessons (including assessment)

Lesson title Learning objectives (from the syllabus Periods

including knowledge, skills and attitudes):

1 Meaning and •• Explain the meaning of financial statements 2

Importance •• Adjust necessary entries

of Financial •• Identify the various financial statements and
Statements their purpose
•• Appreciate the need for end of accounting
period reports
•• Advocate for preparing of financial
statements

2 The Income •• Distinguish gross profit and net profit 4

Statement •• Prepare income statement for the business

3 Balance sheet •• Prepare the balance sheet 3

•• Prepare end of period reports

4 Interpreting •• Calculate Financial statement analysis ratios 2

Financial •• Compute and analyze financial ratios
Statements

5 Cash Flow •• Prepare a cash flow statement 4

Statements •• Explain how the statement of cash flows
assists users in evaluation of business
•• Interpret the format and content of the
statement of cash flows

6 Statement of •• Prepare the statement of Owners Equity 2

Owners Equity

7 Skills Lab 5 •• Apply Skills Lab Methodology 2

8 End Unit •• Be able to prepare financial statements 2

Assessment

Total Number of Periods 21

136 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 1: Meaning and Importance of Financial Statements
Learning objectives:
Explain the meaning of financial statements, adjust necessary entries, identify the
various financial statements and their purpose, appreciate the need for end of
accounting period’s reports and advocate for preparing of financial statements

Teaching aids: Basic materials for a class/ lesson to be conducted/ Handout of case
study, Learners’ books and any other resources to enhance learning.

Possible methods: pair share; small group discussion, brainstorm, interview with
business people, research in the library, research on the internet.

Prerequisites/Revision/Introduction: Read the Key unit competence in the syllabus to

determine what students will know and be able to do by the end of the unit. Look at the
action verb, concept and context of each learning objective. This will help you see the
skills, knowledge attitudes embedded in the learning objective. Remember the learning
objectives link to the key unit competence:

−− Ask learners what they understand by financial statements

−− Use the brainstorming strategy/methodology to get more information from each
learner;
−− Make sure that you engage each learner to get his individual contribution;
−− Take a good note of every aspect of response provided by each learner in order to
identify individual knowledge about financial statements.

Entrepreneurship Teacher’s Guide For Senior Six 137

Introductory activity, Unit 5

Follow the guidance about the introductory activity.

Activity 5.1: JYAMBERE Cooperative’ case study

Learners in small groups, pairs or individual read and analyze the case study to come up
with the answer to different questions asked

Assist learners to answer all questions and help them discover that the calculations
made are used in preparation of financial statements.

Through guided group discussion and exchange learners come up with the meaning of
financial statements and importance of their preparation for the business unit.

Ask group to present meaning of financial statements and their importance on business.

Ensure that every learner participates in their respective group and give them an
opportunity to give their point of view.

Summarize their answers and help them draw a conclusion on the meaning and
importance of financial statements.

Answer or address any questions or challenges about the activity. Guide them to make
notes in their books referring to learners’ books.

Application Activity 5.1

Learners analyze the given scenario which relates to the case between the cashier and
the shop manager either in groups or in pairs and come up with answers that show
information needed to prepare a good trading report which are sales and purchases.
This activity may be given as a research question or homework to enable learners to
come up with many different answers.

This application activity has the purpose of assisting learners to appreciate the
importance of proper records keeping in preparation of financial statements, therefore,
choose an appropriate method to assess learners’ findings, answers or responses.

Depending on the performance or results, you may decide to give remedial or extension
activities.

138 Entrepreneurship Teacher’s Guide For Senior Six

Possible answers for activity 5.1 (case study)

Leaning activity 5.1

1. Amount paid to 360,000 kg x 250 Frw/Kg = 90,000,000 Frw

farmers

2.Sales Income 360,000 kg x 315 Frw/kg = 113,400,000

3.Cooperative’s Transport= 20 Frw/kg x = 7,200,000 Frw

total expenses: 360,000

Package= 10 Frw/kg x 360,000 = 3,600,000 Frw

Salaries =300,000 x 12 months = 3,600,000 Frw

Electricity = 20,500 x 12 months = 246,000 Frw

Overheads= 41,254 x 12 months = 495,048 Frw

Total expenses = 15,141,048 Frw

d) Cooperative report will contain information that shows to the members the
total cooperative’s annual income (Total sales revenues) and total annual expenses
(operating expenses and farmers payment). The report will show also the difference
between total income and total payment that is the surplus/ profit.

Cooperative Surplus= Total income- payment to farmers- all cooperative expenses =

113,400,000Frw - 90,000,000Frw - 15,141,048Frw = 8,258,952 Frw.

Possible answers for the Application Activity 5.1, refer learner’s book

a) It will be difficult to determine the sales per item as there is no records of sales that
was taken.

Sales use one item can be determined by deducting the current inventory from the
previous day’s inventory. This will take time and will require the business to close. This
is time consuming and very difficult.

b) Referring to this case, financial information needed to prepare a good report are
names of items sold, unit price per item, quantity of each item sold, discount allowed
if any and other sales expenses. Also there might have been purchases, so need to be
considered while preparing financial information

Entrepreneurship Teacher’s Guide For Senior Six 139

c) Users of financial statements are:

There are many users of the financial statements produced by an organization. The
following list identifies the more common users of financial statements, and the reasons
why they need this information:

•• Company management. The management team needs to understand the

profitability, liquidity and cash flow of the organization every month, so that it
can make operational and financing decisions about the business.
•• Competitors. Entities competing against a business will attempt to gain access
to its financial statements, in order to evaluate its financial condition. The
knowledge they gain could alter their competitive strategies.
•• Customers. When a customer is considering which supplier to select for a major
contract, it wants to review their financial statements first, in order to judge the
financial ability of a supplier to remain in business long enough to provide the
goods or services mandated in the contract.
•• Employees. A company may elect to provide its financial statements to employees,
along with a detailed explanation of what the documents contain. This can be
used to increase the level of employee involvement in and understanding of the
business.
•• Governments. A government in whose jurisdiction a company is located will
request financial statements in order to determine whether the business paid
the appropriate amount of taxes.
•• Investment analysts. Outside analysts want to see financial statements in order
to decide whether they should recommend the company’s securities to their
clients.
•• Investors. Investors will likely require financial statements to be provided, since
they are the owners of the business, and want to understand the performance
of their investment.
•• Lenders. An entity loaning money to an organization will require financial
statements in order to estimate the ability of the borrower to pay back all loaned
funds and related interest charges.
•• Rating agencies. A credit rating agency will need to review the financial
statements in order to give a credit rating to the company as a whole or to its
securities.
•• Suppliers. Suppliers will require financial statements in order to decide whether
it is safe to extend credit to a company.
•• Unions. A union needs the financial statements in order to evaluate the ability
of a business to pay compensation and benefits to the union members that it
represents.
In short, there are many possible users of financial statements, all having different
reasons for wanting access to this information

140 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 2: The Income Statement
Learning objectives: Distinguish gross profit and net profit and prepare income
statement for the business

Possible methods: Think-pair-share; small group discussion, brainstorm, hand out of

a case study, interview with business owners in community, research in the library,
research on the internet, etc.

Prerequisites/Revision/Introduction: Read the learning objective to determine what

students will know and be able to do at the end of this lesson. This will help you see the
skills, knowledge attitudes embedded in the learning objective. Remember the learning
objectives link to the key unit competence.

Learners brainstorm and briefly explain what are income statements and its components
which are trading, profit and loss accounts.

Guide learners in identification of accounts transferred in trading account. Correct any

homework or assignment from the previous lesson. Help learners link the previous
lesson to the current lesson by explaining them that income statement is one of the
financial statements.

Activity 5.2.1 Learner’s Book

Using an appropriate method, such as small groups or pairs learners make research in
the library or on internet, do group discussions following instructions given to calculate
total expense, total sales income and profit for the business.

Through guided brainstorming, learners identify items to be included in trading account

Guide learners to build a format of a trading account to come up with gross profit.

Using participatory approach, in small groups or pairs guide learners in preparation

of trading account using example 5.2 a) provided in learners book in horizontal and
vertical formats.

Ensure that every learner is actively involved and assist them to give their answers.

Help learners to share their findings with their peers and with the rest of the class.

Harmonize their findings or answers, and help them draw conclusions/summary of

trading account preparation.

Answer or address any questions or challenges about the preparation of trading

account. Guide them to make notes in their books referring to learners’ book.

Through guided brainstorming, learners identify items to be included the profit and loss
account.

Entrepreneurship Teacher’s Guide For Senior Six 141

Guide learners to build a format of a profit and loss account to come up with Net profit.

Using participatory approach, in small groups or in pairs, guide learners in preparation

of profit and loss account using example 5.2b) provided in learners book in horizontal
and vertical formats.

Ensure that every learner is actively involved in this activity and assist them to give their
answers.

Help learners to share their findings with their peers and with the rest of the class.

Harmonize their findings or answers, and help them draw a conclusions/summary of

profit and loss accounts preparation. Answer or address any questions or challenges
about the preparation of profit and loss account. Guide them to make notes in their
books referring to learners’ book.

Application Activity 5.2 Learner’s Book

Learners analyze trial balance in group or in pairs and prepare trading profit and loss
account for the year ended.

This activity may be given as homework.

This activity intends to evaluate achievement of learning objectives of this lesson

so choose an appropriate method to assess learners’ answers. Depending on the
performance or results, you may decide to give remedial or extension activities.

Possible answer to activity 5.2.

a) Expenses incurred by DUSABE and his wife KEZA are:

−− Laborers 4,500,000
−− Transport 1,000,000
−− Seeds 200,000
−− Lease 1,000,000

Total expenses are 6,700,000 Frw

b) Earning from sales of Tomatoes= 45,000 kg*200 Frw/ kg= 9,000,000 Frw

c) Difference between income and expenses =9,000,000 Frw- 6,700,000 Frw= 2,300,000
Frw

d) Income statement is a financial statement that reports a company’s financial

performance over a specific accounting period. Financial performance is assessed by
giving a summary of how the business incurs its revenues and expenses through both
operating and non-operating activities

142 Entrepreneurship Teacher’s Guide For Senior Six

e) Preparation of income statement is very important because it helps the business to
evaluate its past performance, helps in assessing the risk of not achieving certain level
of income in the future

Answers for application activity 5.2.1

Horizontal format

Trading

Carriage inwards

Entrepreneurship Teacher’s Guide For Senior Six 143

Vertical format

Trading account

returns

Carriage inwards

IKUZWE’s business gross profit is 98,300 Frw and the net profit is 15,300 Frw

144 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 3 : Balance Sheet
Learning objectives: Prepare the balance sheet and prepare end of period reports

Teaching aids: Basic materials for a class/ lesson to be conducted: Learners books,
internet, handout of case study, newspapers, textbooks, Balance of any other
trustworthy and reliable resources to enhance learning.

Possible methods: Small group discussion, brainstorm, research on internet, etc.

Prerequisites/Revision/Introduction: Review the learning objective to determine what

students will know and be able to do by the end of the lesson. This will help you see the
skills, knowledge attitudes embedded in the learning objective. Remember the learning
objectives link to the key unit competence.

Assist learners to review the accounting equation and assist them to handle any
homework or assignments, and ensure a conducive learning environment. Help learners
link the previous lesson to the current lesson.

Activity 5.2.2 Learner’s Book

Using an appropriate method, learners in reference to the business in their community,
identify the business assets, capital and liabilities. Learners suggest the meaning of
balance sheet, its elements and why it is important for the business.

Guide learners to brainstorm on preparation of a balance sheet using horizontal and

vertical formats.

Make a follow up as learner’s do the activity. Ensure everyone is actively participating

and heard, instructions clearly followed and address any challenges/issues identified.

Guide learners to share their findings on the activity, ensure learners of different needs
and abilities are given opportunities share or present their findings. Harmonize their
findings or answers, and help them draw conclusions/summary on what makes up a
balance sheet and its advantages to assess the business’ financial position. Answer or
address any questions or challenges about the activity. Guide them to make notes in
their books referring to learner`s book.

Entrepreneurship Teacher’s Guide For Senior Six 145

Application Activity 5.2.2 Learner’s Book

Learners in groups analyze the trial balance to come up with a well prepared balances
sheet. This activity may be given as homework.

Depending on the purpose of the application activity, choose an appropriate method

to assess learners’ findings, answers or responses. Depending on the performance or
results, you may decide to give remedial or extension activities.

Possible answers for activity 5.2.2

a) To be able to find out what does belong to the business, we need to post the
transactions of that month in their respective ledgers and balance them off as follows:

From the above posting, as at the end of the month, the business had 2,360,000 Frw of
cash, equipment valued at 80,000 Frw and stock of 300,000 Frw. The business owns a
debt for goods sold on credit to Kalisa worth 160,000 Frw.

b) Also from the above postings, we observe that the business owed 600,000 Frw to
UWINEZA for credit purchases and 15,600 Frw outstanding/ unpaid salary owed to its
employees.

c) The business’s property are called Assets.

146 Entrepreneurship Teacher’s Guide For Senior Six

d) What the business owes to outsiders are called Liabilities.

e) A balance sheet is a statement that shows what you own, what you owe, and what
you are worth. It is a statement of assets and liabilities of a business organization at any
particular date.

f) Items to be included in a balance include amongst others:

−− Assets (building, land, motor vehicle, equipment, stock, cash, debtors, bank,
furniture ...)

−− Capital (owners’ equity, net profit/ net loss, drawings.....)

−− Liabilities (short/long term Bank loan, creditors, outstanding expenses ...)

g) A balance sheet is prepared in order to have a clear understanding of its assets and
liabilities, which indicate the financial position of the concerned business.

Answer to application activity 5.2.2

Kaneza & Kamali LTD Company

Balance Sheet
31st March 2010
Assets Frw Frw
Fixed Assets:
Plant & Machinery 75,000
Motor Vehicle 50,000
Furniture and Fittings 25,000
Total 150,000

Current Assets:
Total Fixed Assests 35,000
Debtors 60,000
Cash at Bank 45,000
Total Current assets 140,000

Less: Current liabilities

Creditors 40,000
Working Capital 100,000
Total Capital Employed 250,000

Entrepreneurship Teacher’s Guide For Senior Six 147

 Financed by Capital/Owners’ Equity:
Capital 150,000
Add: Net Profit 117,500
267,500
Less: Drawings 17,500
Net Capital 250,000

Balance Sheet
31st March 2010

Furniture and Fittings

Total Assets T. Liabilities & Capital

148 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 4: Interpreting Financial Statements
Learning objectives: Calculate financial statement analysis ratios,
Compute and analyze financial ratios

Teaching resources: Learners book, internet, sample financial report and any other
reliable resources to enhance learning.

Possible methods: Think-pair-share; small group discussion, brainstorm, research on

website of some business, etc.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills; knowledge
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Lead a review of the previous lesson on balance sheet, its preparation and its advantages
on the business, handle any homework or assignments and ensure a conducive learning
environment. Help learners link the previous lesson to the current lesson.

Activity 5.3 Learner’s Book

Give instructions to the learning activity, learners in small groups or pairs analyze the
trading, profit and loss accounts and answer the questions that relate to it. Guide
learners in calculation of net profit margin, Gross profit margin, earning per share ratio
and current ratio and guide learners to find out that they were calculating ratios.

Guide learners in identification of relevant information needed in calculation of ratios.

Guide learners through research to find out more about liquidity ratios, profitability
ratio, debt to equity ratios and assets management ratios, their calculation and their
interpretation.

Guide learners to share their findings on the activity, ensure learners of different needs
and abilities are given opportunities to share or present their findings. Harmonize their
findings or answers, and link the findings to the learning objective, help them draw
conclusions/summary computation and interpretation of financial ratios. Answer or
address any questions or challenges about the activity. Guide them to make notes in
referring to their learner`s book.

Application Activity 5.3 Learner’s Book

This activity can be given as group assignment, to allow learners do more research
on ratio calculation, analysis and interpretation. Give clear instructions and ensure a
balance in the groups. Learners are to give a report of their interpretation of calculated
ratios.

Entrepreneurship Teacher’s Guide For Senior Six 149

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work.

Possible answers for activity 5.3

(i) Net profit ratio to sales = (Net profit/ sales)*100= (200,000 Frw/7,000,000)
*100= 2.86%

(ii) Gross profit ratio to sales = (Gross profit/ sales)*100= (2,000,000 Frw/7,000,000)
*100= 28.57%

(iii) Earning per 1 Frw of capital employed = (Net profit/capital employed)*100=

(200,000/30,600) = 65.36 Frw

(iv) Current assets to current liabilities = 16000 Frw/2500 Frw=6.4

(v) Financial statement analysis is the process of reviewing and evaluating a company’s
financial statements, thereby gaining an understanding of the financial health of the
company and enabling more effective decision making. It is an evaluative method of
determining the past, current and projected performance of a company

Possible answer to application Activity 5.3

(i) Mark up percentage= (Gross profit/ Cost of sales)*100= (320,000

Frw/280,000)*100=114.3%

Form the above answer, gross profit markup is 114.3% which is very high for a business.
This ratio means that the business is earning more 1.143 Frw in per 1 Frw invested

150 Entrepreneurship Teacher’s Guide For Senior Six

 which is a good deal for the business. The business is in good position considering
its trading activities.

(ii) Acid test ratio/ quick assets ratio=( (current assets- stock): current liabilities)=
(100,000-60,000)/40,000= 40,000/40,000= 1:1

The recommended acid test ration is 1:1. Therefore, this business is performing well
because its acid test ratio is equal to the recommended one. The business needs
to maintain this position or improve.

(iii) Current assets ratio = Current assets/ current liabilities=100,000/40,000=2.5:1

The recommended acid test ration is 2:1. Therefore, this business is performing well
with its 2.5:1 ratio which is above the normal/ recommended one. The business
needs to maintain this position or improve more.

(iv) Gross profit margin=(Gross profit/sales)*100= (320,000/600,000)*100= 53.3%

This ratio indicates the amount of gross profit per sales. From the above data,
per 100 Frw of sales, there are 53.3 Frw in gross profits which looks good for the
business.

(v) Net profit ratio=( Net profit/total sales)*100= (200,000/600,000)*100= 33.3%.

The business net profit is 33.3% of sales which is a good indication for business’
profitability.

(vi) Stock turnover ratio= Cost of sales/average stock

Average stock= (opening stock+ closing stock)/2= (80,000+60,000)/2= 70,000
Stock turnover= 280,000/70,000= 4 times

This shows the number of times the stock is used up to reflect the extent to which
the capital is being tied up. The higher the stock turnover, the higher the cash
flows from sales, means more cash to settle liabilities, in holding stock for long
(lower stock turnover) then the business is not able to get cash from stock. If this
is an annual stock turnover then it would be lower stock turnover which is risky
for the business but if this is a monthly stock turnover then it looks good for the
business’ performance.

(vii) Return on capital employed = (Net profit/capital employed)*100=

(200,000/500,000)*100= 40%.

From the above figure, we observe that each 100 Frw invested; the business gets
40 Frw as net profit. This is a good ratio for a good business.

In a nutshell, based on all calculation; it is remarkable that the business is performing

well in terms of profitability, liquidity and debt management.

Entrepreneurship Teacher’s Guide For Senior Six 151

 Lesson 5: Cash Flow Statements
Learning objectives: Interpret the format and content of the statement of cash flows,
prepare a cash flow statement, explain how the statement of cash flows assists users
in evaluation of business,

Teaching resources: Basic materials for a class/ lesson to be conducted: Learners’

books, financial reports for sample business, books and any other trustworthy and
reliable resources to enhance learning.

Possible methods: Think-pair-share; small group discussion, brainstorm, research on

internet, etc.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills; knowledge
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Ensure a conducive learning environment and lead a review of the previous lesson,
financial statements analysis and handle any homework or assignments. Help learners
link the previous lesson to the current lesson using an appropriate discovery activity.

Activity 5.4 Learner’s Book

Use an appropriate method such as small groups or pairs, provide learners with the
activity 5.4 in the learner`s book and give instructions on how to solve the case study.
During grouping or pairing, ensure a balance between boys and girls and learners’
different abilities.

Learners in small groups or pairs analyze the case study using the prior knowledge
,skills and attitudes acquired and do research to identify what made up cash inflow
and cash outflow. Guide learners in brainstorming on the meaning of cash flow and the
activities that make cash to flow in business which are operating activities, investing
activities and financing activities.

Learners through brainstorming identify the importance of preparing cash flow for
business.

Monitor to confirm whether everyone is working on the activity, instructions were

understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
pair-share, small group presentations from the activity. Encourage different learners
from the groups to share the group’s work to avoid just a few learners dominating.

152 Entrepreneurship Teacher’s Guide For Senior Six

Guide learners to share their findings on the activity, ensure learners of different needs
and abilities are given opportunities to share or present their findings. Harmonize their
findings or answers, and link the findings to the learning objective, help them draw
conclusions/summary on interpretation of format and content of the statement of cash
flows, its preparation and how it assists users in evaluation of business. Refer to the
possible solutions to the activity below

Appreciate the team’s presentations and answer or address any questions or challenges
about the activity. Guide them to make notes in their books referring in their learner`s
book on cash flow preparation.

Application Activity 5.4 Learner’s Book

This activity can be given as a group assignment or homework. Learners analyze given
comparative balance sheet and prepare the statement of cash flow for the business.
Give clear instructions and ensure a balance in the groups. Monitor the activity to
ensure learners are on track and all are actively participating.

Possible answers for activity 5.4

a) Mutware money expenses were as follows:

b) Mutware has money income got from the sales which is equivalent to 2,180,000 Frw

c) The difference between money received and money spent is equal to 690,000 Frw
(2,180,000 Frw-1,490,000 Frw).

Yes this sum of difference between money received and money paid differ from the
business’ profit reason being that in profit and loss calculation, depreciation and loss on
sales of the business’ asset were counted.

d) Cash flow statement is a statement that provides valuable information about a

company’s gross payments and receipts and allows insights into its future income
needs.

e) Sections of cash flow statements are:

Operating section to records cash inflow ad out flow from operating activities.
Investing section to records cash inflow ad out flow from investing activities.
Financing section to records cash inflow ad out flow from financing activities.

Entrepreneurship Teacher’s Guide For Senior Six 153

f) It is important to prepare cash flow statement because:

−− It helps to identify the source of cash inflows in the business and also identify how
cash was used.
−− It helps management in proper cash planning to avoid excess cash or cash deficits
in the business.
−− It reports the total amount of cash used during a given period in long term investment
activities such as purchase of fixed assets.
−− It shows the amount of cash received from various financing sources such as long
term loans and sale of shares.
−− It helps management to avoid liquidity problems by anticipating when cash is
expected to flow in and plan payments accordingly.
−− It helps investors to understand how a company’s operations are running where its
money is coming from and it is spent.
Additional activities

Exercise1.central trading company cash flow statement

Solution
Central trading company’s cash flow statement for the month of April, May and June.

Details April May June

Cash inflows Frw Frw Frw
Cash balance b/d 10,000,000 14,100,000 11700,000
Sales 5,000,000 5,000,000 5,000,000
Credit sales 3,500,000 4,000,000
Rent income 1,000,000 1,000,000 1,000,000
Bank loan 10,000,000
Total cash inflows (A) 26,000,000 23,600,000 21,700,000
Cash outflows
Cash purchases 6,000,000 6,000,000 6,000,000
Calaries/ wages 800,000 800,000 800,000
Interest payment 100,000 100,000 100,000
Raw material 5,000,000 5,000,000 5,000,000
Total cash outflows (B) 11,900,000 11,900,000 11,900,000
Cash balance (A-B) 14,100,000 11,700,000 9,800,000
Net position 9,800,000

154 Entrepreneurship Teacher’s Guide For Senior Six

Possible answers for application activity 5.4
XYZ Company Statement of Cash Flows

Particulars Frw
Cash flow from operating activities
Net Income 110,500
Depreciation 50,000
Increase in Accounts Receivables (30,000)
Increase in Inventory (20,000)
Decrease in Prepaid Expenses 10,000
Increase in Accounts Payable 35,000
Decrease in Accruals (5,000)
Net Cash Flows from operating activities (A) 150,500
Cash flow from Investing activities
Increase in Investments (30,000
Increase in Plant & Equipment (100,000)
Net Cash Flows from investing activities (B) (130,000)
Cash flow from Financing activities
Increase in Long Term Bank Loans 50,000
Dividends Paid (65,000)
Net Cash Flows from financing activities (C) (15,000)
Net increase in cash flows (A+B+C) 5,500

Entrepreneurship Teacher’s Guide For Senior Six 155

 Lesson 5: Statement of Owners Equity
Learning objectives: Prepare the statement of Owners Equity

Teaching resources: Basic materials for a class/ lesson to be conducted: Learners books,
internet, financial reports, books or magazines and any other trustworthy and reliable
resources to enhance learning.

Possible methods: Think-pair-share; small group discussion, brainstorm, research on

internet, etc.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills; knowledge and
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Ensure a conducive learning environment and lead a review of the previous lesson on
interpretation of the format and content of the statement of cash flows, preparation of
a cash flow statement and on explaining how the statement of cash flows assists users
in evaluation of business and handle any homework or assignments. Help learners link
the previous lesson to the current lesson using an appropriate discovery activity.

Activity 5.5 Learner’s Book

Use an appropriate method such as small groups or pairs, provide learners with the
activity 5.5 in the learner`s book, and give instructions to the activity. During grouping
or pairing, ensure a balance between boys and girls and learners’ different abilities.

Learners in small groups or pairs calculate the cooperative’s total assets and total
liabilities to come up with the total cooperative’s equity. Learners brainstorm on the
meaning and importance of the statement of owners’ equity.

Guide learners in preparation of the statement of owners’ equity. Learners should

relate the statement of owners’ equity to the balance sheet.

Monitor to confirm whether everyone is working on the activity, instructions were

understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
pair-share, small group presentations from the activity. Encourage different learners
from the groups to share the group’s work to avoid just a few learners dominating.
Learners explain the meaning of the statement of owners’ equity and its importance
and the process of its preparation. Involve each and every learner and encourage
learners to appreciate each other’s work especially after presentation.

156 Entrepreneurship Teacher’s Guide For Senior Six

Guide learners to share their findings on the activity, ensure learners of different needs
and abilities are given opportunities share or present their findings. Harmonize their
findings or answers, and link the findings to the learning objective, help them draw
conclusions/summary the meaning and importance of statement of owners’ equity and
its preparation. Refer to the possible solutions to the activity below.

Appreciate the team’s presentations and answer or address any questions or challenges
about the activity. Explain the meaning and importance of statements of owners’
equity, its importance and its preparation. Guide learners to make notes in their books
referring in the learners’ book on preparation of statement of owners’ equity.

Application Activity 5.5 Learner’s Book

This activity can be done in small groups or individually. Learners analyze the given
question and answer it. Give clear instructions and ensure a balance in the groups.
Monitor the activity to ensure learners are on track and actively participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work.

Conclude the lesson by guiding the learners summarizing the meaning, importance and
preparation of statement of owners’ equity.

Possible answers for activity 5.5

a) Calculate the total assets and liabilities

Particulars Frw Frw

Assets
Truck 150,000,000
Building 64,000,000
Other assets 11,000,000
Total Fixed Assets 225,000,000
Less Current Liabilities
Farmer’s arrears 6,000,000
Working Capital 219,000,000

Financed by Capital and Liabilities

Capital/ Equity 177,000,000

Entrepreneurship Teacher’s Guide For Senior Six 157

 Long Term Liabilities
Long Term Loan 42,000,000
219,000,000

The cooperative’s total assets is worth 219,000,000 Frw and Total liabilities is 177,000,000
Frw (farmers’ arrears is 6,000,000 Frw and long term loan 42,000,000 Frw)

b) Cooperative equity also known as Capital is equivalent to 177,000,000 Frw

c) Statement of owners’ equity is a financial statement that shows the changes in

owner’s equity during a given time period. It shows the equity balance at the beginning,
additions and subtractions and ending balance.

This statement is very important because it explains changes in equity from net income
or net loss and from any owner investments and withdrawals over a period of time.
Increases in owner’s equity come from owner investments and net income

d)Its preparation follows the following step:

Beginning capital
+ Additional investments
+ Net income (or - Net loss)
- Owner withdrawals
= Ending capital

Possible answers for application activity 5.5

XYZ Company Statement of Cash Flows

Frw
Net Income 110,500
Depreciation 50,000
Increase in Accounts Receivables (30,000)
Increase in Inventory (20,000)
Decrease in Prepaid Expenses 10,000
Increase in Accounts Payable 35,000
Decrease in Accruals (5,000)
Net Cash Flows from operating activities 150,500
Increase in Investments (30,000
Increase in Plant & Equipment (100,000)

158 Entrepreneurship Teacher’s Guide For Senior Six

Net Cash Flows from investing activities (130,000)
Increase in Long Term Bank Loans 50,000
Dividends Paid (65,000)
Net Cash Flows from financing activities (15,000)
Net increase in cash flows 5,500

Skills lab activity 5.6: Learners’ book

5.5. Use of skills Lab Method: Lab 5

1) Build (Max 15 minutes)

Through brainstorming, the learners answer the following questions;

(i) What should an entrepreneur track in his/her business?

(ii) What is the importance of keeping records for the business you intend to start.

1) Possible responses

What an entrepreneur tracks in his/her business is;

a) His or her income, expenses of the business, assets and liabilities.

b) It has helped them to know profits made, losses made, value of their business club
among others. The teacher should emphasize that the entrepreneur has to keep
records in business to ascertain whether they are making a profit or loss. The teacher
then explains that day’s lesson is going to help them prepare profit and loss account.

Emphasize it is important to keep track of all transactions or financial activities in

business if it is to achieve its goals. The business needs financial records to be able
to calculate profit or loss. Therefore, this lab will enable learners calculate profit/loss
through “preparation of profit and loss account”.

2) Practice (Max 20 Min)

Learners in their lab groups make a Profit and Loss statement in relation to activity in
learners’ book on page X based on the given transactions.

Inform learners of the time for the activity. Check whether all group members are
actively participating.

Entrepreneurship Teacher’s Guide For Senior Six 159

3) Present (Max 30 Min)

Teacher reminds the learners about the end of the time for doing group activity and
asks group representatives to present group work

After every group presentations, the teacher gives feedback and asks the group to post
their findings / answers on the Present Boards.

4) Conclusion: (Max 10 min)

Conclude the lesson by reminding learners of the importance of preparing a profit &
loss account to the business. Emphasize that no matter the size of the business, it has
to prepare a P&L account to be able determine whether the business made a profit or
a loss.

5) Portfolio Assignment: (Max 5 min)

As a take home for the Unit, give each leaner this assignment. Each learner should
calculate a profit and loss account for his or her Back Home Project.

5.6 End Unit Summary

In this Unit you learnt to prepare financial statements discovered the purpose and
importance of preparing income statement and balance sheet. You learnt also the
financial analysis/interpretation, cash flow statement and preparation of statement of
owners’ equity.

Financial statements are useful for the following reasons:

1) To determine the ability of a business to generate cash, and the sources and uses of
that cash.

2) To determine whether a business has the capability to pay back its debts.

3) To track financial results on a trend line to spot any looming profitability issues.

4) To derive financial ratios from the statements that can indicate the condition of the
business.

5) To investigate the details of certain business transactions, as outlined in the

disclosures that accompany the statements.

Income statement is a financial statement that reports a company’s financial

performance over a specific accounting period

160 Entrepreneurship Teacher’s Guide For Senior Six

Balance sheet is a statement of assets and liabilities of a business organization at any
particular date

Financial statement analysis is the process of reviewing and evaluating a company’s

financial statements, thereby gaining an understanding of the financial health of the
company and enabling more effective decision making. It is an evaluative method of
determining the past, current and projected performance of a company.

Its purpose is to examine past and current financial data so that a company’s
performance and financial position can be evaluated and future risks and potential
can be estimated. Financial statement analysis can yield valuable information about
trends and relationships, the quality of a company’s earnings, and the strengths and
weaknesses of its financial position. This is done by use of ratios that include but not
limited to the following:

−− Liquidity ratios: These measure the ability of the enterprise to meet its short term
maturing obligations. Therefore, they assess the level of current assets and current
liabilities. These ratios include the following.

−− Profitability ratio: There are ratios that indicate the ability of the business to
generate enough profit or returns on the investment made. They measure
commercial effectiveness of the business in generating profits. Those ratios measure
the efficiency with which the firm is using its various assets/resources to generate
return/profit.

−− Debt to equity ratio: This is the ratio of total debt to the total equity of the business.
It measures the extent to which the borrowed funds are covered by the business
owners’ funds.

−− Assets management ratio: This is also referred to as asset turnover ratio which
measures how many Frw’s worth of sales a company can generate from its net
assets. Net assets are non-current assets plus net current assets less non current
liabilities. In other words they are equal to total equity

−− Cash flows statement is a statement that provides valuable information about a

company’s gross payments and receipts and allows insights into its future income
needs.

−− Statement of owners’ equity is a financial statement that shows the changes

in owner’s equity during a given time period. It shows the equity balance at the
beginning, additions and subtractions and ending balance.

Entrepreneurship Teacher’s Guide For Senior Six 161

5.7 Additional Information
END OF YEAR ADJUSTMENTS

These are the changes which are made in business at the end of the trading period.
It is very important to be aware of these changes which mostly affect the income
statement(mainly profit and loss account section) and balance sheet. These adjustments
made in the books of accounts include:
•• Depreciations
•• Accruals
•• Pre-payments
•• Provisions
•• Reserves
1) DEPRECIATION: This refers to the loss of value in a fixed asset. Depreciation is an
expense to the business which is supposed to be charged to the profit and loss account
at the end of the trading period so as to get the net profit or net loss of the business.
In the balance sheet the value of depreciation is deducted from the particular asset in
question.

Illustration:

Profit and loss account a/c

Operating expense

Depreciation 500,000

Balance sheet

Assets Capital + Liabilities

Asset in question

Less: Depreciation

2) ACCRUED EXPENSES/ OUTSTANDING /UNPAID EXPENSES: These are expenses that

remain unpaid at the end of the trading period. These costs are also called unpaid
expenses, expenses owing or expenses paid in arrears (Money that is owed and
should have been paid earlier = outstanding payments = debts = liabilities = dues) such
expenses should be included in the profit and loss account by adding them to the value
of expenses.

In the balance sheet they appear as current liabilities e.g. rent paid is 500,000, rent
outstanding is 200,000.

162 Entrepreneurship Teacher’s Guide For Senior Six

Illustration:

Dr Profit and loss account a/c Cr

Operating expense (Frw)

Rent 500,000

Add: Rent outstanding

200,000

700,000

Balance sheet

Liabilities (Frw) Assets

Current liabilities

Outstanding rent 200,000

3) PREPAID EXPENSES: These are expenses which have been paid for but not yet fully
used up by the business at the close of the trading period. Such expenses are also
referred to as expenses paid for in advance, prepayments. Such expenses are subtracted
from the expenses for the year and in the balance sheet they appear as current assets
e.g. assuming that a business 3 month rent of 1500000 in advance starting with January
2009, 2 months would have been used up and one month will still not be used up.

Illustration:

Dr Profit and Loss account Cr

Operating expense (Frw)

Rent 1,500,000

Less: Prepaid 500,000

1,000,000

Entrepreneurship Teacher’s Guide For Senior Six 163

Balance Sheet

Liabilities Assets (Frw)

Current assets

Prepaid rent 500,000

Illustration:

4) ACCRUED INCOME/UNPAID INCOME/OUTSTANDING INCOME/AREARS: This is

the income which the business has earned but has not yet received it. This income is
expected to be added to the income which is already received in the profit and loss
account at the end of the trading period and in the balance sheet it will appear as a
current asset. E.g. during the trading period a business received commission of 600000
Rwf and 45000 of the commission was not being paid. It can be illustrated as below.

Dr Profit and Loss Account Cr

Operating expense
Gross profit b/d ******

Additional income

Commission received 600,000

Add: accrued commission 45,000

645,000

Balance sheet

Liabilities Assets (Frw)

Current assets

Commission accrued 45,000

5) PREPAID INCOME/INCOME RECEIVED IN ADVANCE: Income paid for in one

accounting period but relates to the next accounting period. A prepaid income is an
advance payment by customers and services but the business has not yet supplied
those with the goods and services paid for by the close of the financial year. Prepaid
incomes appear as current liabilities in the balance sheet because they are owed to the
outside parties. e.g: a business received 500,000 in 2010 for the supply of goods in
2011. Record the above transactions in the profit and loss account and balance sheet.

164 Entrepreneurship Teacher’s Guide For Senior Six

Illustration:

Dr Profit and loss account Cr

Operating expense
Gross profit b/d ******

Additional income

income received xxxxx

Less: Advance 500,000

Balance sheet

Liabilities (Frw) Assets

Current liabilities

Income received in advance.500,0000

Provisions

Money put aside to cater for any eventuality e.g. bad debts, depreciation.

Necessary records concerning provision for bad and doubtful debts:

a)
To write off a bad debt: (b) To create a provision for bad debts

Dr: Bad debts account Dr: Profit and loss account

Cr: Debtor’s account Cr: Provision for bad and doubtful debts a/c

Bad debts written off: (c) To increase a provision for bad & doubtful debts

Dr: Profit and loss account Dr: Profit and loss account

Cr: Bad debts account Cr: Provision for bad and doubtful debts a/c

(d) To reduce a provision for bad debts

Dr: Provision for bad and doubtful debts a/c

Cr: Profit and loss account

Entrepreneurship Teacher’s Guide For Senior Six 165

5.8 End of unit 5 assessment
Note: The answers below are not standards, where applicable, considers other
learners answers that are in line with the provided ones

1. a. Recording the transactions in a journal

Date Account titles and explanation Debit (Frw) Credit (Frw)

Month Day
Jan. 2 Cash 1 320 000
Equipment 100 000
Madenge, Capital 1 420 000
(Cash investment by Madenge)
3 Furniture 60 000
Cash 60 000
(Cash purchase of furniture)
5 Rent expense 50 000
Cash 50 000
(Cash payment of rent)
7 Equipment 320 000
Account payable 320 000
(Purchase of equipment on
account/on credit)
15 Cash 625 000
Revenue 625 000
(Cash collection from services)
16 Account receivable 98 000
Revenue 98 000
Services offered on account
17 Cash 98 000
Account receivable 98 000
(Cash collection from services on
account/Credit)
19 Salary expense 75 000

166 Entrepreneurship Teacher’s Guide For Senior Six

 Cash 75 000
(Cash payment for an employee
salary)
30 Cash 804 000
Revenue 804 000
(Cash collection from services)
30 Account payable 230 000
Cash 230 000
(Cash payment for purchase on
account)
31 Madenge, withdrawal 310 000
Cash 310 000
(Madenge cash withdrawal)
TOTAL IN JOURNAL 4 090 000 4 090 000

b. Posting the transactions from the journal to the ledger and preparing
the trial balance

Cash account (in Frw)

Date Explanation Debit Credit Balance
Month Day
Jan. 2 Cash investment by 1320 000 1320 000
Madenge
3 Cash purchase of 60 000 1260 000
furniture
5 Cash payment of rent 50 000 1210 000
15 Cash collection from 625 000 1835 000
services
17 Cash collection from 98 000 1933 000
services on account

19 Cash payment for an 75 000 1858 000

employee salary
30 Cash collection from 804 000 2662 000
services

Entrepreneurship Teacher’s Guide For Senior Six 167

 30 Cash payment for 230 000 2432 000
purchase on account

31 Madenge cash 310 000 2122 000

withdrawal

Account receivable ledger account (in Frw)

Date Explanation Debit Credit Balance
Month Day
Jan. 16 Services offered 98 000 98 000
on account
17 Payment by the 98 000 0
customer

Furniture ledger account (in Frw)

Date Explanation Debit Credit Balance
Month Day
Jan. 3 Purchase of furniture 60 000 60 000

Equipment ledger account (in Frw)

Date Explanation Debit Credit Balance
Month Day
Jan. 2 Investment by Madenge 100 000 100 000
17 Purchase of additional 320 000 420 000
equipment

Account payable ledger account (in Frw)

Date Explanation Debit Credit Balance
Month Day
Jan. 7 Purchase of 320 000 320 000
equipment on
account

168 Entrepreneurship Teacher’s Guide For Senior Six

 Cash payment 230 000 90 000
for purchase on
account

Madenge, Capital ledger account ((in Frw)

Date Explanation Debit Credit Balance

Month Day

Jan. 2 Madenge 1 420 000 1 420 000

investment in
the business

Madenge Withdrawal ledger account (in Frw)

Date Explanation Debit Credit Balance
Month Day
Jan. 31 Cash withdrawal by 310 000 310 000
Madenge

Revenue Ledger account (in Frw)

Date Explanation Debit Credit Balance
Month Day
Jan. 15 Cash collection 625 000 625 000
from services
16 Services offered 98 000 723 000
on account
30 Cash collection 804 000 1527000
from services
Rent expense ledger account (in Frw)
Date Explanation Debit Credit Balance
Month Day
Jan. 5 Cash withdrawal 50 000 50 000
by Madenge

Entrepreneurship Teacher’s Guide For Senior Six 169

 Salary expense ledger account (in Frw)
Date Explanation Debit Credit Balance
Month Day

Jan. 19 Cash payment 75 000 75 000

for salary

c. Madenge’s Trial Balance For the Month ended January 31

Total

e. Prepare an income statement

Madenge’s Income Statement For the Month ended January 31, 2017

Revenue
Cash collected from services offered 1,527,000
Less: Expenses
Rent expense 50,000
Salary expense 75,000
Total expense (125,000)
Net income (or loss) 1,402,000

170 Entrepreneurship Teacher’s Guide For Senior Six

f. Prepare statement of owner equity
Madenge’s Statement of Owner’s Equity For the Month ended January
31, 2017
Madenge, Capital, January 1 0

Plus: Investments 1,420,000

Net Income 1,402,000
2,822,000
Less: Withdrawals by owner 310,000
Madenge, Capital, January 31, 2017 2,512,000

g. Prepare the balance sheet

Madenge Balance Sheet January 31, 2017
Assets Liabilities
Cash 2,122,000 Account Payable 90,000
Furniture 60,000 Total Liabilities 90,000
Equipment 420,000 Equity
Madenge, Capital 2,512,000
Total Assets 2,602,000 Total Liabilities plus Equity 2,602,000

h. Prepare a statement of cash flows

Madenge Statement of Cash Flows for month ended January 31, 2017
Cash flows from operating activities

Cash received from customers 1,527,000

Cash paid for rent (50,000)
Cash paid for salary (75,000)
Net cash provided by operating activities 1,402,000

Cash flows from investing activities

Purchase of furniture (60,000)
Purchase of Equipment (230,000)
Net cash used by investing activities (290,000)

Cash flows from financing activities

Investments by owner 1,320,000
Withdrawals by owner (310,000)
Net cash provided by financing activities 1,010,000
Net increase in cash 2,122,000
Cash balance, January 1, 2017 0
Cash balance, January 31, 2017 2,122,000

Entrepreneurship Teacher’s Guide For Senior Six 171

2.a
INGENZI Ltd trading, P rofit and Loss account
for the year ended 31 December 2012
Frw Frw
Sales 92,340
Less Cost of goods sold
Opening Stock 18,160
Purchases 69,185
Carriage inwords 420
Returns outwards (640)
Closing stock (12,000) 75,125
Gross P rofit 17,215
Less expenses
Carriage outwords 1,570
Wages and Salaries 10,240
Rent 3,015
Communication 624
Commission payable 216
Insurance 405
Sundry expenses 318 16,388
Net P rofit 827

INGENZI Ltd balance sheet as at 31

December 2012
Frw Frw
Non Current Assets
Building 20,000
Fixtures 2,850 22,850

Current assets
Debtors 14,320
Cash at bank 2,970
Cash in Hand 115
Closing stock 12,000
29,405
Less current Liabilities
Creditors 8,160 21,245
44,095
Financed by
Openin g Capital 50,888
Add net profit 827
Less drawings (7620) 44,095

172 Entrepreneurship Teacher’s Guide For Senior Six

b. Prepare the following ratios:

−− Acid test ratio/ quick assets ratio=( (current assets- stock) current liabilities)=
(29,405-18,160)/8160= 1.5:1

By recommendation, acid test ratio would be 2:1 but here it is found that the ratio
is below the recommended one. So the business may fall short to meet its current
liabilities which is a risk on the business operation

−− Mark up percentage= (Gross profit/ Cost of sales)*100= (Frw17,215/75,125)*100=

22.9%

By this ratio, it is observable that the gross profit ratio is not good for the business
considering other associated expenses like overheads.

−− Gross profit margin=(Gross profit/sales)*100= ( 17,215/92,340)*100= 18.6%

This ratio states that per 100 Frw of sales, there is a gross profit of 18.6 Frw. Depending
on the associated overheads; the business shall review the pricing policy in order to
increase this ratio or to maintain it.

−− Stock turnover ratio= Cost of sales/average stock=75,125/15,080= 5 times

−− Average stock= (opening stock+ closing stock)/2= (18,160+12,000)/2=15,080

This ratio shows to what extent the business is trading. By observation, only the stock
turns over 5 times which is on very too few considering the number of months. So there
is a cost of handling stock, and also it is observable that the company’s trading activities
are not in good move. Management shall find out how to deal with this issue.

−− Return on capital employed = (Net profit/capital employed)*100=

(827/43,268)*100= 0.02%

This ratio set an alarm for the company to act very quickly to avoid that their business
may collapse. The capital is likely to be used up because there no profitability in such.

So the management shall find out the way to increase their profitability so that they
may find money.

Entrepreneurship Teacher’s Guide For Senior Six 173

c. Statement of owners’ equity

INGENZI Ltd
Statement of Changes in Owner’s Equity
For the Year ended 31 December 2012
Frw
TWIYUBAKE, Capital – beginning 50,888
Net Income 827
Less: Withdrawals 7,620
INGENZI Ltd capital ending 44,095

5.9 Additional Activities

Remedial activities

1) Differentiate final accounts from a trading account

2) Given that sales: 20,000,000Frw, opening stock: 2,000,000Frw; closing stock:

5,000,000Frw and margin rate: 25%.

Calculate
a) Gross profit

b) Purchases

c) Rate of stock turnover and explain it

Answers

1) Final accounts is a term used to refer collectively to the financial statements which
consists of the trading account, the profit and loss account and the balance sheet,
while trading account is an account drawn / prepared at the end of the trading period
to determine the gross profit or loss made by a business over a period of time.

2) a) Gross profit = Sales – Costs of Sales

Where cost of sales = 75/100 * 20,000,000 = 15,000,000Frw

Gross profit = 20,000,000Frw – 15,000,000Frw = 5,000,000Frw

b) Purchases = Cost of sales + closing stock – opening stock

Purchases = 15,000,000Frw + 5,000,000Frw – 2,000,000Frw = 18,000,000Frw

174 Entrepreneurship Teacher’s Guide For Senior Six

c) Rate of stock turn over = Cost of sales = 15,000,00Frw = 150 = 4.28
Average stock 3,500,000Frw 35

This means that the stock will be exhausted 4.28 times and be replaced accordingly.

Extension activities

Akaliza started a new business, AkaFlo Solutions, which completed the following
transactions during its first year of operations:

−− Akaliza invests 47 500Frw cash and office equipment valued at 10 000Frw in the
business.

−− Purchased a 60 000 Frw building to use as an office. Akaliza paid 10 000 Frw in cash
and signed a note payable promising to pay the 50 000Frw balance over the next
two years.

−− Purchased office equipment for 10 000Frw cash

−− Purchased 700 of office supplies and 1 500 of office equipment on credit.

−− Paid local newspaper 200Frw cash for printing an announcement of the office’s
opening.

−− Completed a financial plan for a client and billed that client 900Frw for the service

−− Designed a financial plan for another client and immediately collected a 1 000Frw
cash fee.

−− Akaliza withdrew 2 500Frw cash from the company bank account for personal use.

−− Received 900Frw cash from the client described in transaction Munezero.

−− Made a 1 000 cash payment on the equipment purchased in transaction Ntwari.

−− Paid 1 000Frw cash for the office secretary’s salary.

Required:

I) Arrange the following transactions using the accounting equation

II) Record all the transactions in a journal

III) Post the transactions into balance column account format

IV) Prepare the income statement, the statement of owner’s equity, and the
balance sheet.

Entrepreneurship Teacher’s Guide For Senior Six 175

UNIT 6: STOCK CONTROL
6
Key unit competence: To be able to assess the need for proper inventory
management

6.1. Unit Prerequisite

In senior 4, unit 7, you described the importance of management in a business
organization; while in senior 5 unit 5, you evaluated the factors that lead to business
growth. In addition, in S5 unit 6, you described the role of technology and its impact
on businesses. This prior knowledge, skills or competences should help the learners to
understand the need for proper inventory management and the contribution of stock
control in any business.

6.2. Cross-cutting issues to be addressed

Note: The examples below are just to guide you on how to address crosscutting issues
throughout the unit BUT THIS DOES NOT mean that these are the only ones. You can
address and give learners opportunities to discuss all the crosscutting issues where
possible taking consideration of their environment or community.

Environment and sustainability: Integration of Environment, Climate Change and

Sustainability in the curriculum focuses on and advocates for the need to balance
economic growth, society well-being and ecological systems. Learners during this
lesson should be able to show great concern on natural resources and environment.
They should for instance be able to integrate environmental protection dimension in
their procurement procedures.

Peace and Values Education: Peace and Values Education (PVE) is defined as education
that promotes social cohesion, positive values, including pluralism and personal
responsibility, empathy, critical thinking and action in order to build a more peaceful
society.

Through this stock control unit, a teacher should demonstrate that good stock
management will promote good relations between employees and employers,
managers and shareholders/business owners, etc. Learners also need to work in
harmony during group activities and other activities provided by the teacher.

Entrepreneurship Teacher’s Guide For Senior Six 177

Gender: Teacher should address gender as a cross-cutting issue through assigning
leading roles in the management of groups to both girls and boys and providing equal
opportunity in the lesson participation and avoiding any gender stereotype in the whole
teaching and learning process.

Financial education: The integration of Financial Education into the curriculum is

aimed at a comprehensive Financial Education program as a precondition for achieving
financial inclusion targets and improving the financial capability of learners. Emphasis
has to be put on how learners need to be financially responsible and this requires them
also to be careful with how they can use available resources in the whole process of
stock management. Through this unit, learners will be able to appreciate the need to
take care of resources and therefore note to them that utilizing resources efficiently is
one way of being financially responsible in the long run.

Standardization Culture: Standardization Culture will be promoted through formal

education and plays a vital role in terms of health improvement, economic growth,
industrialization, trade and general welfare of the people through the effective
implementation of Standardization, Quality Assurance, Metrology and Testing.
Emphasis has to be put on standard business legal aspect. Learners should for instance
be aware that in procurement procedures and during perpetual and periodical inventory
control, business owners and stock managers will verify whether goods and services
are designed, manufactured and supplied in a manner that matches the needs of the
entire society, expectations and requirements of the purchasers and consumers, as well
as those of the regulatory authorities in the local, regional and international markets.

Inclusive Education: Inclusion is based on the right of all learners to a quality and
equitable education that meets their basic learning needs, and understands the
diversity of backgrounds and abilities as a learning opportunity. Firstly, teachers need
to identify/recognize learners with special needs. Then, by using adapted teaching and
learning resources while conducting a lesson and setting appropriate tasks to the level
of learners, they can cater for learners with special education needs.

6.3. Generic competencies to be developed

This unit should give learners opportunities to develop their generic competencies,
especially through activities and the methodology adapted. Some of the generic
competences that you should facilitate learners to develop include but not limited to
the following:

Communication: During and after learning activities, learners should be given a chance
to communicate and share inventory management related experiences. Provide
learners the opportunities to debate, make presentations, discuss, etc.

Cooperation, interpersonal relations and life skills: through different tasks and
activities, learners should demonstrate a sense of teamwork, cooperation, working

178 Entrepreneurship Teacher’s Guide For Senior Six

with others as they learn stock management and control techniques. They should be
able to work as a team even outside classroom activities. Awareness of learners on
the contribution of cooperation and good relationships in effective sock and business
management should be increased through this unit.

Lifelong learning: learners should always share what lesson they have learned from the
task, activity or experience, how they may use it for improvement of stock management
and inventory control, and its impact on business management.

Critical thinking: learners are given activities (for example case studies and scenarios),
and are invited to analyze and provide appropriate responses. These activities make
learners think reflectively, logically and imaginatively about the challenges encountered
in daily life, especially in business.

Creativity and innovation: learners are given activities through which they use and
apply their creative and innovative abilities in real life experiences. They will be able
for example to create documents and tools to use in stock management adapted to
different realities and businesses.

Research and problem solving: learners should be able to propose and discover the ways
and strategies of overcoming or solving the identified problems. Encourage learners to
use earned skills to solve problems related to stock management, procurement and
supply.

Entrepreneurship Teacher’s Guide For Senior Six 179

Introduction

This unit is designed to equip learners with knowledge, skills and attitudes that will
enable them to manage stock effectively and make an inventory, to comply with
the standards, policies and procedures to be followed in the procurement of goods,
services and works in supply chain management. All institutions, organizations and
companies hold stocks. These are the stores of materials they keep until needed.
Whenever an organization has materials that it does not use immediately, it puts them
into stock. Through this unit, learners will know how to use basic documents needed in
stock management, how to conduct perpetual and periodical inventory, procurement
procedures, as well as evaluation methods on supplied stock.

Guidance on the introductory activity for the Unit

This activity is intended to provide interest and motivation for learners to appreciate
the need for stock management and inventory control in business. The introductory
activity will also arouse learners’ interests about what to expect in this unit as they
answer the questions that follow in the activity. Previous knowledge, skills, values and
attitudes of learners can help you to link with the new content.

Exploit and use appropriate learning methods that can foster collaborative learning (for
example small groups or pairs, experience sharing, case studies, etc.). Provide learners
with the introductory activity in the learners’ book, and give instructions to the activity
to be done. During grouping or pairing, ensure a balance between boys and girls and
learners’ different abilities.

During this activity ensure that learners have understood the instructions, prompt
and probe them through question and answer approach to make sure they are active
and their curiosity in learning and discovery is aroused. Encourage learners to work
together, value each other‘s contributions, share ideas, etc. Learners present their
answers through an appropriate method such as pair-share, small group presentations
on the introductory activity. Encourage different learners from the groups to share the
group work to avoid just a few learners dominating. Also encourage other learners to
listen and not disturb when other teams are sharing unless it is a question. Encourage
learners to appreciate each other’s work especially the presentation. Appreciate the
team’s presentations and remind them that this activity was not meant to come to the
very right answers but to help them become aware of what to expect in the unit.

The students won‘t be able to answer all the questions at this stage. The most
important thing is that you want to challenge learners to be expectant and to use their
previous knowledge and background to self-discover during teaching and learning of
this unit. Tell learners that they will learn more about stock management and inventory
control in the corresponding lessons. Answers to the activity will be got as the unit
progresses. You can support learner’s answers by referring to the following guidelines
on responding to the introductory activity:

180 Entrepreneurship Teacher’s Guide For Senior Six

1. The main causes of poor inventory control:
•• Limited skills and competencies
•• Ineffective inventory management system
•• Lack of experience about procurement procedures and clients’ needs
•• To be overloaded
•• Poor communication between concerned persons
•• Lack of clear guidelines, etc.
2. Main effects of poor stock management and inventory control on the business:
•• Missing items in the stock, despite their need by clients (product shortages),
•• Goods rejected due to the expiration and damage (as effect of overstocking),
•• Clients not satisfied,
•• Decreased number of customers,
•• Decreased revenues,
•• Difficulties in financial analysis and reporting
3. Advise to Kamana and his employee:
•• Making inventory control a priority
•• Review of their stock management system and prepare basic documents to be used,
guidelines, etc.
4. What can be done in order to avoid incidents related to poor stock management in
businesses:
•• To have documents and templates to be used in stock management process
•• Have clear guidelines/policies
•• Competent and skilled persons
•• Use modern Information Technology, etc.

Entrepreneurship Teacher’s Guide For Senior Six 181

6.4.List of lessons (including assessment)

No. Lesson title Learning objectives (From the sylla- Number of

bus including knowledge, skills and Periods
attitude)

1 Meaning of Explain the meaning of stock, stock 2

stock, stock management and inventory
management
and inventory Appreciate the need for inventory
management in business

2 Necessary Identify the necessary documents for 4

documents stock management
for stock
management Fill in documents in relation to stock
management

3 Procurement Describe the procedures of procurement 5

procedures in a business

Demonstrate procurement process

4 Perpetual and Perform perpetual and periodical 4

periodical inventory
inventory

5 Evaluation Describe the different methods of stock 3

methods on valuation
supplied stock:
Prepare stock cards using LIFO, FIFO and
WAC valuation methods

6 Lab 6 Apply Skills Lab Methodology 2

7 Unit Assessment Can assess the need for proper inventory 2

management

182 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 1: Meaning of stock, stock management and inventory
Learning objectives: Explain the meaning of stock, stock management and inventory
and appreciate the need for inventory management in business.

a)Prerequisites/Revision/Introduction:

A. Read the objective of the lesson to the learners to determine what learners will
know, be able to do and their attitudes at the end of the lesson. Look at the action
verb, concept and context of this objective. This will help you see the skills, knowledge,
attitudes and values embedded in the learning objective. Remember the learning
objectives link to the key unit competence.

Use K-W-L Chart (What learners already know-What they want to know-What they have
learnt) after the introductory activity to assess how much students already know and
what they would be interested in learning about stock control. Learners write under
(K-what I know; W-What I want to know, L-what I learned) about stock management
and inventory control. Briefly discuss what is written under each section with learners.

K-W-L Chart:

Topic: Stock management and inventory control

what I Know what I Want to know what I Learned

b)Teaching resources:

Learners’ books, internet, books, inventory records, resource person from Logistic or
Finance unit, local entrepreneurs, and any other reliable resources to enhance learning.

a) Possible Teaching methods: Think pair & share; small group discussions, brainstorm,
visit of neighboring businesses, research in the library and research on the internet
about stock management and inventory control.

Entrepreneurship Teacher’s Guide For Senior Six 183

b) Activity 6.1
Guidance: Read the activity and answer the questions that follow;

Possible answers to the activity 6.1.

1) Basic initiatives that you will take to safeguard organization’s assets:

•• Engage a person in charge of stock (storekeeper/stock manager)
•• Set rules and regulations related to assets management (Policy/procedures manual)
•• Prepare tools, documents and templates/form to be used for good stock
management
•• Organizing training on stock management and inventory control
•• Avail stock management related infrastructures: warehouses, computers &
software, etc.
2) Identify key persons who will support you to implement those initiatives and their
responsibilities.
•• Accountant
•• Logistic officer
•• Data manager
•• IT officer
•• Human Resources Manager,
•• Etc.
Application activity

1) For this application activity, you can request students to visit the storekeeper or
bursar of the school, ask him/her about stock management system in this school and
then, write a small report.
The following ideas can help you to describe the stock management system in the
school:
Depending on the school, stock management can be under responsibilities of the
bursar, the accountant or Headmaster. As the school often need different materials
and goods which cannot be stored together, the administration create separate
stocks and inventories: Library inventory, Lab materials inventory, ICT materials
inventory, Furniture inventory and Food stuffs inventory. The suitable customer
addresses the request to the stock manager who can proceed with next steps,
until when goods will be availed. For instance, didactic materials are requested by
teachers, while requisition related to food stuffs are prepared by cooks or kitchen
manager. Finance unit often collaborates with storekeepers. In general, there are
forms/templates/documents filled for entry or exit of goods/products.

184 Entrepreneurship Teacher’s Guide For Senior Six

2) Importance of inventory control in an organization:
Possible answers:

•• Inventory control can help organization to assess current assets, balance accounts,
and provide financial reporting.
•• Inventory control is also important to maintaining the right balance of stock in
warehouses.
•• When you have control over your inventory, you are able to provide better customer
service. Key to proper inventory control is a deeper understanding of customer
demand for your products.
•• It will also help you get a better, more real-time understanding of what’s selling and
what isn’t.
•• You also don’t want to have excess inventory taking up space in your warehouses
unnecessarily. Too much inventory can trigger profit/losses whether a product
expires, gets damaged, or goes out of season.

Entrepreneurship Teacher’s Guide For Senior Six 185

 Lesson 2: Necessary documents for stock management
Learning objectives:

Identify the necessary documents for stock management and fill in documents in
relation to stock management

a)Prerequisites/Revision/Introduction:

Ask students the importance of inventory control as it has been seen in the previous
lesson. Students will learn better if they have competencies in Information Technology,
especially Microsoft Excel.

b)Teaching resources:

Learners’ books, computer, internet, books, inventory records, resource person from
Logistic or Finance unit, local entrepreneurs, other reliable resources to enhance
learning.

c)Teaching methods:

Active learning is a recommended pedagogical approach for this lesson. Learners will
be encouraged to bring their own experience and knowledge into the learning process.

•• The teacher engages learners through active learning methods such as inquiry
methods, group discussions, research, discovery activities and group and individual
work activities.
•• He/she encourages individual, peer and group evaluation of the work done in the
classroom and
•• He/she provides supervised opportunities for learners to develop different
competences by giving tasks which enhance critical thinking, problem solving,
research, creativity and innovation, communication and cooperation.
A particular attention will be paid to children with mental/developmental disabilities
and children with visual disabilities. You will have to make sure that their specific needs
are satisfied, they are actively participating in lesson and school life, and that they are
achieving learning objectives.

186 Entrepreneurship Teacher’s Guide For Senior Six

Activity 6.2

Guidance: Read the activity and answer questions that follow;

Possible answers to the activity 6.2.

1) Documents that can be used for proper stock management in business:

• Material/ purchase requisition note
• Receipt note
• Return-outward note
• Return-inward note
• Stock sheet (Inventory form)/ Stock record card
2) Circumstances under which employees can record information:
• When they receive new items in the stock
• When they sell items
• When a client request items which are not available
• When they want to make requisition
• When there are items sold which come back (return inwards)
• When they identify items which cannot be sold (suggested to be returns outwards)
• When they prepare reports
Application activity 6.2

This activity will be done in such way that students will be able to differentiate between
documents used in stock management: when and how they are used. You will have
to emphasize some differences between these documents, with practical examples.
For instance, in this case, “Legend 30 cl” item can help you to explain how Purchase
Requisition and Receipt note can be different.

Entrepreneurship Teacher’s Guide For Senior Six 187

a)Receipt note

RECEIPT NOTE

Requisition No: 4 Company: SABANA LTD

Name of requisitioning officer: Nyiraneza Date: 12/3/2018

Delivery note No: 4

Handed over by: Musoni Date 12/3/2018

Received by: Nyiraneza Date 12/3/2018

Unit Quantity Total Unit Quantity Total Signature Remarks
Items price ordered price price delivered price
(frw) (frw) (frw) (frw)
Primus 20 20 -
8,100 8,100
72cl 162000 162000
Primus 0 0 -
8,100 8,100
33cl 0 0
Mutzig 15 15 -
10,100 10,100
65cl 151500 151500
Mutzig 30 30 -
10,200 10,200
33cl 306000 306000
Legend 0 0 - Not
12,100 12,100
30 cl 0 0 available
Amstel 10 10 -
14,100 14,100
33cl 141000 141000
Turbo 10 10 -
10,200 10,200
King 33cl 102000 102000
Heineken 5 5 -
20,000 20,000
33cl 100000 100000
Soft 30 30 -
Drinks 6,700 6,700
30cl 201000 201000
Soft 0 0 -
Drinks 8,000 8,000
50cl 0 0

TOTAL 1,163,500 1,163,500 -

188 Entrepreneurship Teacher’s Guide For Senior Six

b)Stock sheet for SABANA LTD on March 12th, 2018

SABANA LTD

Stock sheet/Stock record Card

Date: 12/03/2018
Items Initial Received Issued Balance

Qty P/U Total Qty P/U Total Qty P/U Total Qty P/U Total

(frw) (frw) (frw) (frw) (frw) (frw) (frw) (frw)

Primus 72cl 12 8,100 97200 20 8,100 162000 15 8,100 121500 17 8,100 137700

Primus 33cl 6 8,100 48600 0 8,100 0 6 8,100 48600 0 8,100 0

Mutzig 65cl 4 10,100 40400 15 10,100 151500 6 10,100 60600 13 10,100 131300

Mutzig 33cl 0 10,200 0 30 10,200 306000 0 10,200 0 30 10,200 306000

Legend 30 cl 4 12,100 48400 0 12,100 0 4 12,100 48400 0 12,100 0

Amstel 33cl 8 14,100 112800 10 14,100 141000 8 14,100 112800 10 14,100 141000

Turbo King 1 10,200 10200 10 10,200 102000 1 10,200 10200 10 10,200 102000

33cl

Heineken 33cl 0 20,000 0 5 20,000 100000 0 20,000 0 5 20,000 100000

Soft Drinks 3 6,700 20100 30 6,700 201000 12 6,700 80400 21 6,700 140700

30cl

Soft Drinks 6 8,000 48000 0 8,000 0 6 8,000 48000 0 8,000 0

50cl

TOTAL 425,700 1,163,500 530,500 1,058,700

Entrepreneurship Teacher’s Guide For Senior Six 189

Purchase requisition

SABANA LTD

Purchase Requisition N°: 7

Date: 13/03/2018
Items Quantity Unit Price Total Price Remarks
(frw) (Frw)

Primus 72cl 0 8,100 0

Primus 33cl 10 8,100 81,000

Mutzig 65cl 0 10,100 0

Mutzig 33cl 0 10,200 0

Legend 30 cl 10 12,100 121,000

Amstel 33cl 0 14,100 0

Turbo King 33cl 0 10,200 0

Heineken 33cl 10 20,000 200,000

Soft Drinks 30cl 0 6,700 0

Soft Drinks 50cl 10 8,000 80,000

TOTAL 482,000

190 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 3: Procurement Procedures
Learning objectives:

Describe the procedures of procurement in a business and demonstrate procurement

process.

a)Prerequisites/Revision/Introduction:

This lesson requires students to have basic skills in business organization and
management. You will need to revise with students the organizational structures and
their roles, including procurement, divisions, departments, sections, etc. In addition,
students will learn better this lesson if they understand managerial functions: planning,
budgeting, organizing, leading, controlling, etc. Link these skills with procurement
concept.

b)Teaching resources:

Learners’ books, internet, books, procurement policies and manuals, resource person
from Logistic or Finance unit, local entrepreneurs, other reliable resources to enhance
learning.

c)Teaching methods:

Think pair and share, small group discussions, brainstorm, visit of procurement units in
local institutions, research in the library and research on the internet about procurement
procedures.

Activity 6.3

Guidance: Read carefully the activity and answer the questions . The students won‘t
be able to answer all the questions at this stage. The most important thing is that you
want to challenge learners to be expectant and to use their previous knowledge and
background to self-discover during teaching and learning of this unit. Tell learners that
they will learn more in this lesson about meaning of procurement and procurement
procedures.

Possible response to the activity 6.3

1. Meaning of procurement as in Leaner’s book:

•• A Process of finding, agreeing terms and acquiring goods, services or works from an
external source, often via a tendering or competitive bidding process.
•• A business management function that ensures identification, sourcing, access and
management of the external resources that an organization needs or may need to
fulfill its strategic objectives.

Entrepreneurship Teacher’s Guide For Senior Six 191

•• A complete range of events from the identification of a need for a good or service
through to its disposal or cessation.
2. Process through which the food and other materials are purchased: you can use the
figure in learner’s book to identify the item to describe the procurement procedures;
for example the bread, beans, milk, etc. The leaner will have to discover that the
item/good is supplied because there has been procurement;
•• Procurement process begins with Restaurant manager to make purchase requisition
and purchase order for food stuffs to the farmer or another supplier.
•• When items are supplied, the store keeper receives the products/ items and forwards
the delivery note to the account to prepare payment voucher in order to pay for the
items supplied.
•• The kitchen unit makes requisition for needed items for preparation of meals.
•• Finally, the client addresses his/her command/order to the waiter or waitress who
proceeds for supply with his/her coworkers as the unit progresses.
Application activity 6.3

Possible answers.

1. The question requires learners to use a project of their choice and go through
procurement procedures, step by step: needs recognition or needs identification,
identification and examination of suppliers, prices and terms, purchase order,
delivery and expedition, receipt, invoice, payment and records. Needs, Suppliers,
Purchase order, etc. will depend on the chosen project.
Procurement process for building a clinic/ in your sector:
2. As building a clinic may be a public procurement affair, it may be a good opportunity to
inform learners about public procurement process and related law. This procurement
process will go through the following steps: need recognition and procurement plan,
Creation of tender, preparation of bidding documents, advertisement, receiving
and closing the bids, evaluation of tenders, award of contract, contract signature,
contract implementation, evaluation, invoice, payment and record keeping.

192 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 4: Perpetual and Periodical Inventory
Learning objectives: Perform perpetual and periodical inventory

a)Prerequisites/Revision/Introduction:

Based on the importance of inventory control, tell students that it can be done continually
or regularly. When inventory control is done continually, it is called perpetual inventory,
while when it is done periodically, it is called periodical inventory control.

b)Teaching resources:

Learners’ books, internet, books, inventory records, resource person from Logistic or
Finance unit, local entrepreneurs, any other reliable resources to enhance learning.

c)Teaching methods:

Think pair & share, small group discussions, brainstorm, visit of procurement units in
local institutions, research in the library and research on the internet about procurement
procedures.

Activity 6.4 learners’ book

Guidance: Read the activity and follow the guidance. The students won‘t be able to
answer all the questions at this stage. The most important thing is that you want to
challenge learners to be expectant and to use their previous knowledge and background
to self-discover during teaching and learning of this unit. Tell learners that they will
learn more about perpetual and periodic inventories.

Possible answers to the activity 6.3.

1. Difference between perpetual and periodic inventories:

• A perpetual system keeps an ongoing record of the inventory balance, while a
periodic system records the amount every once in a while.
• Perpetual inventory is a regular system of recording and controlling the physical
movements of stock and establishing its Current balance while Periodic inventory is
a system of inventory in which updates are made on a periodic basis. The value of
stock is determined by a physical counting on a specific date (before the date of
preparation of the final accounts).
2. Referring to your school, briefly explain how perpetual and periodical inventories
are carried out by the accounting department.
•• You will help learners to know that the two systems can be applied in one institution
for instance, furniture inventory can be periodical, while food stuffs inventory will be
perpetual (continuous).

Entrepreneurship Teacher’s Guide For Senior Six 193

Application activity 6.4

Responses to the application activity 6.4

1. a)The system used by Nishimwe is perpetual inventory system, while the system
used by Rugwiza is periodic inventory system
b) The system used by Nishimwe is perpetual because she records and controls the
physical movements of stock day to day.
c) The system used by Rugwiza is periodic because he performs inventory control at
the end of the month, meaning periodically.
2. Advantages of each system.
a) Advantages of perpetual inventory system:
• Quick valuation of closing stock.
• Lesser investment in materials.
• Helpful in formulating proper purchase policies.
• Immediate detection of theft and leakages etc
• Adequacy of working capital.
• Beneficial in ascertaining efficiency of stores’ organization.
b) Advantages periodic inventory system
• Since no permanent employee is required for physical counting of merchandise
inventory under this system, it is less expensive.
• It is applicable for all business organizations, large or small, dealing with specific or
a variety of goods.
• Since stock taking is done at the end of a period, under this system the normal
activities of the business are not hampered.
• Since the stock taking of merchandise is done on a particular date, the quantity of
stock of merchandise is reliable.

194 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 5: Valuation Methods on Supplied Stock
Learning objectives:

Describe the different methods of stock valuation and prepare stock cards using LIFO,
FIFO and WAC valuation methods

a)Prerequisites/Revision/Introduction:

Introduce this lesson by challenging learners through analysis of this scenario:

Mugenzi, Kamana and zaninka are shareholders of a business selling computers. They
were informed that their stock has 1 remaining computer among 12 supplied computers,
respectively at 220, 000 frw (4 computers), 250,000 frw (4 computers), and 280,000
frw (4 computers). What is the value of their stock and why? Some of them will say
220,000 frw, others will say 280,000 frw and others will say 250,000 frw. Based on
their arguments, you will tell them that most of them may be right, depending on the
valuation method. Tell them that in this lesson, you will learn different valuation method
on supplied stock.

b)Teaching resources:

Learners’ books, internet, books, inventory records, resource person from Logistic or
Finance unit, local entrepreneurs, any other reliable resources to enhance learning.

c)Teaching methods:

You will use the active learning approach for this lesson. Learners will be encouraged to
bring their own experience and knowledge into the learning process.

•• The teacher will engage learners through active learning methods such as inquiry
methods, group discussions, research, investigative activities and group and
individual work activities.
•• He/she will encourage individual, peer and group evaluation of the work done in the
classroom and uses appropriate competence-based assessment approaches and
methods.
•• He will provide supervised opportunities for learners to develop different
competences by giving tasks which will enhance critical thinking, problem solving,
research, creativity and innovation, communication and cooperation.
•• Teacher will support and facilitate the learning process by valuing learners
‘contributions in the class activities.
Make sure that specific needs for children with mental/developmental disabilities
and children with visual disabilities are satisfied. You will verify if they are actively
participating in lesson and school life, and that they are achieving learning objectives.

Entrepreneurship Teacher’s Guide For Senior Six 195

Activity 6.5

Guidance: Read carefully the activity and answer the questions there after.

Answers to the activities 6.5

a) At 31 December, the five items will be valued at a cost of 15, 000 FRW each,
i.e. 5 x 15,000 FRW = 75,000 FRW.
b) Twelve months later, the three items remaining unsold will be valued at a net
realizable value of 10,000 FRW each,
i.e. 3 x 10,000 FRW = 30,000 FRW.

Application activity 6.5

Stock card using FIFO method

STOCK CARD: WHEAT FLOUR

Date Receipts Issues Balance

2017 Quantity Cost Total Quantity Cost Total Quantity Cost Total
Kg per cost Kg per cost Kg per cost
kg Frw kg Frw kg Frw
Balance at

1 1,000 1,000 1,000,000

December

6 2,000 1,100 2,200,000 1,000 1,000 1,000,000

December
2, 000 1,100 2,200,000

3,000 3,200,000

10 1,000 1,000 1,000,000 1,000 1,100 1,100,000

December
1,000 1,100 1,100,000

2,000 2,100,000

17 2,500 1,200 3000,000 1,000 1,100 1,100,000

December
2,500 1,200 3,000,000

3,500 4,100,000

196 Entrepreneurship Teacher’s Guide For Senior Six

 20 1,000 1,100 1,100,000 2,000 1,200 2,400,000
December
500 1,200 600,000

1,500 1,700,000

25 1,000 1,200 1,200,000 1,000 1,200 1,200,000

December

Skills lab activity 6.6: Learners’ book

6.5. Use of skills lab method: Lab 6

1.Build (Max 15 min):

Through brainstorming, the learners answer the following questions;

•• What kind of materials have you purchased for the business club
activities and why have you purchased them?
•• What kind of documents have you used while making the above
purchases?
Possible responses

• Kind of materials purchased for business club activities

Different clubs will require and therefore purchase different materials
for their activities. Encourage learners to mention as many materials as
possible for their various business clubs
• Documents used while making purchases
Again based on the different business club activities, encourage learners
to mention as many documents as possible they use while making
purchases. Such may include: purchase order, requisition note, delivery
note, etc
Let learners mention some of the things learnt in the previous unit on
financial statements such as the trading account, profit and loss account,
balance sheets, cash flows statement, and statement of owner’s equity
while explaining the importance of each. Emphasize that just as it is
important to record business transactions for calculation of profit/loss, so
is the stock control in the management of business inventory/stock.

Explain that the buying process goes through a process called procurement
process and this lab will help learners fully acknowledge that success of the
business also depends on good management of stock/inventory.

Entrepreneurship Teacher’s Guide For Senior Six 197

2.Practice: (Max 20 Min)

Interviewing the school Bursar

Note: You should have informed the resourceful person (cashier/bursar) in advance and
about the intentions of the lab as well as the questions that he/she will answer.

Inform learners that in their groups they are going to interview a guest speaker with
each group asking one question for which they will share the responses with the whole
class in the present session. Remind groups of how much time each will use

Invite the resourceful person, and guide learners in their respective lab groups to ask
questions giving ample time to resourceful person to respond. You can further give
clarifications in case the question/answer is not clear.

3.Present (Max 30 Min)

Thank the resourceful person and escort him/her out of the class. Have each group
present their findings/responses from the interview to the whole class. Remind each
group of the time they have for presenting. Encourage other groups to supplement or
add any other thing the group might have left out.

After every group presentation, give feedback and ask the group to post their findings
on the Present Boards.

4.Conclusion (Max 10 min)

Emphasize that no matter the size of the organization/business, they always have to go
through procurement process because it;

•• Helps to decide what to buy as needed by the organization

•• Helps reduce raw material costs since many bargaining takes place.
•• Helps identify the better sources of supply as it involves contacting many suppliers
to get the best.
•• Aids planning and reduces the unnecessary costs.
5.Portfolio Assignment (Max 5 min)

As a take home for the Unit, give each leaner this assignment. Each learner should
design a Procurement process they will go through as they purchase any resource and
the documents they will use to control stock for their Back Home Projects.

198 Entrepreneurship Teacher’s Guide For Senior Six

Table 6: Procurement process and documents used for stock control

Back Resource Procurement process Documents for stock

Home to be management
Project bought

E.g. Making Yellow Determining the quantity of Stock sheet (Inventory

Pancakes Bananas bananas needed form)

Looking for different suppliers Material requisition

of yellow bananas note

Placing an order for yellow Goods Receipt note

bananas from the best supplier
Stock bins/cards
Receiving and paying for the
yellow bananas

Transporting the yellow

bananas to the business
premise

Recording stock of goods in

documents

6.6.Summary of the unit

The terms stock and inventory are often used interchangeably. Stock consists of all
the goods and materials that are stored by an organization, while an inventory is a list
of the items held in stock. Organizations use stock control to maintain an appropriate
level of materials on hand to meet customer demand. It is very closely related to other
activities in the supply chain, especially procurement. Organizations are continually
looking for ways to improve their management.

Material/Purchase Requisition, Receipt note/Goods received note, Return-inwards,

Return-outwards and Stock sheet/Inventory form are basic documents used in stock
management. For tracking organizations’ inventories, two main types of inventory
systems are applied: perpetual inventory and periodic inventory systems. The stock of
materials held by a business has considerable value and ties up a lot of money. It is
essential for an organization to make a physical stock-take and to value its stock for
use in the financial statements, in the calculation of profit, and for the balance sheet.
First-in, first-out (FIFO); last-in, first-out (LIFO) and Weighted Average Cost (WAC) are
the three commonly used stock valuation methods.

Entrepreneurship Teacher’s Guide For Senior Six 199

6.7.Additional Information
This section provides additional content for the teacher to have a deeper understanding
of the topic.

6.7.1.Types of stock/inventory

There are different types of businesses such as trading or merchandising, manufacturing,

and service. Trading businesses buy inventory at a low price and sell it to someone else
at a higher price. Examples of trading businesses are clothing stores, hardware stores
and supermarkets. Retail stores are always trading businesses as they buy inventory
at a low price from a wholesaler or manufacturer and sell these at a higher price to
consumers.

On the other hand, manufacturing businesses make products, which they then sell.
Some examples of manufacturing businesses are computers manufacturers, fertilizer
production, bag manufacturers and bakeries (bakeries manufacture cakes, cookies,
bread, etc.). There is another category of business apart from service, trading and
manufacturing businesses: businesses like mining companies and farmers which
extract or gather natural resources and sell them. They don’t manufacture (make) gold
or coltan. They also don’t buy it at a low price and sell it at a higher price. They extract
it in nature themselves.

Based on nature of business, there are Merchandise and Manufacturing Inventories.

Merchandise Inventory

It is the inventory of trading goods held by the trader. Merchandise inventory are
goods that a company purchases and plans to resell to customers at a higher price.
Typically, retailers and wholesalers are the only businesses with merchandise inventory.

Manufacturing Inventory

It is the inventory held for manufacturing and selling of goods. Based on the value
addition or stage of completion, the manufacturing inventories are further classified
into 3 types of inventory: Raw Material, Work-In-Progress, and Finished Goods. Another
type is MRO inventories (Maintenance, Repair, and Operating supplies) which are to
support the whole manufacturing and administrating operation.

Types of manufacturing inventories

•• Raw materials: Raw materials inventory are the materials or goods purchased by
the manufacturer from suppliers that the business uses to produce its goods and/
or services which are kept until needed for operations. For example, if you manage
an ice cream business, raw materials inventory could include milk you use to make
ice cream.
•• Work in progress (WIP): These are the partly processed raw materials lying on the

200 Entrepreneurship Teacher’s Guide For Senior Six

 production floor. These are also called semi-finished goods which are currently, being
worked on. For example, if the business makes and sells chairs, work-in-process
inventory would include any unfinished chairs on hand that the business has made.
•• Finished goods: Finished goods inventory includes any finished goods that are ready
for sell. They are waiting to be shipped to customers. If you have a retail business
that buys and sells soaps, the soaps you buy would be finished goods inventory.
•• Maintenance, Repair, and Operating supplies (MRO) .They are also called as
consumables. They are like a support function. Maintenance and repairs goods like
bearings, lubricating oil, bolt, nuts etc. are used in the machinery used for production.
Operating supplies mean the stationery etc. used for operating the business (Borad,
2009).
To take a specific example, UTEXRWA makes a range of clothes, and their raw materials
are wool, cotton, fabrics and other materials waiting to be made into articles; work
in progress is the articles being worked on at the moment; finished goods are articles
waiting to be delivered to customers; MRO supplies include cleaners, stationery and
other material to keep the operations going.

NOTES: One organization’s finished goods may be raw materials for another
organization.

Another less widely used classification of stock of basic inventories.

•• Buffer Inventory: Buffer inventory is the inventory kept or purchased for the purpose
of meeting future uncertainties. Also known as safety stock, it is the amount of
inventory besides the current inventory requirement. The benefit is smooth business
flow and customer satisfaction and disadvantage is the carrying cost of inventory.
Raw material as buffer stock is kept for achieving nonstop production and finished
goods for delivering any size, any type of order by the customer.
•• Anticipatory Stock: Based on the past experiences, a businessman is able to foresee
the future trends of the market and takes certain decisions based on that. Expecting
a price rise, a spurt in demand etc some businessman invests money in stocking
those goods. Such kind of inventory is known as anticipatory stock. It is normally the
raw materials or finished goods and this strategy is executed by traders.
•• Decoupling Inventory: In manufacturing concern, plant and machinery should always
keep running. The act of stopping machinery, costs to the entrepreneur in terms of
additional set up costs, repairs, idle time depreciation, damages, trial runs etc. The
reason for halt is not always demand of the product. It may be because of availability
of input. In a production line, one machine/process uses the output of other machine/
process. The speed of different machines may not always integrate with each other.
For that reason, the stock of input for all the machines should be sufficient to keep
the factory running. Such WIP inventory is called decoupling inventory.

Entrepreneurship Teacher’s Guide For Senior Six 201

6.7.2.Public procurement in Rwanda

The Government of Rwanda has been engaged in a number of initiatives

aimed at streamlining its public procurement system in order to align it with
fundamental principles of transparency, competition, economy, efficiency, fairness
and accountability. It is in this regard that in March 2007, the Law on public
procurement was enacted followed by the Law establishing the Rwanda Public
Procurement Authority in December 2007. In January 2008, procurement regulations
and standard bidding documents were issued.

Public procurement in Rwanda is governed by the Law on Public Procurement no.

12/2007 of 29/03/2007 and ministerial order no. 001/08/10/MIN of 16/01/2008 establishing
the procurement regulations and standard bidding documents. The Law on Public
Procurement applies to procurement conducted by Central Government authorities,
Local Government authorities, public institutions, Commissions, Government projects,
parastatals, agencies or specialized institutions. The main institutions or players
involved in public procurement are: Rwanda Public Procurement Authority (RPPA),
Procuring Entities, Independent Procurement Review Panel and Bidders.

Remember to give the learners the appropriate time to hand in the assignment for your
making.

6.8.End unit 6 Assessment

Answers to End Unit 6 Assessment

1. The importance of stock and inventory management as in Learner’s book

2. The scenario must include the business person/company, the supplier and the client.
Supplied items which are returned to the supplier are Returns outwards, while items
returned by the client are Returns inwards.
3. Disadvantages of perpetual inventory system:
• High cost of implementation
• Recorded inventory may not reflect actual inventory/ the recorded figures may not
match with the actual inventory.
• Greater complexity
• More time-consuming
• Etc.
4. Disadvantages of Periodic Inventory System
• On the day of the physical counting of merchandise stock, normal activities of
business remain almost suspended.
• The act of counting of merchandise stock is to be completed hurriedly due to a
shortage of time.

202 Entrepreneurship Teacher’s Guide For Senior Six

• Under this system, chance of fraud and forgery lies, because here continuous control
over merchandise is absent.
• Under this system on expiry of the particular period, the reasons for differences
between merchandise at hand and merchandise shown in the books of accounts
cannot be sorted out easily.
• Under this system, the stock control device is very weak. Their employees get a
chance to adopt corruption.
5. Purchase requisition for office materials
An example of a purchase requisition

MPORE HOSPITAL
DEPARTEMENT OF FINANCE
Requisition N°: 1
N° Items Quantity Estimated Estimated Total Remarks
Unit Price Price (frw)
(frw)
1. Chairs 8 50,000 400,000

2. Tables 2 80,000 160,000

3. Bookshelf 1 150,000 150,000

4. Computer 1 350,000 350,000

5. Printer 1 200,000 200,000
TOTAL PRICE 1,260,000

Requested by Mugiraneza Signature: ……………………

Director of Finance

6. Relationship between purchase requisition and purchase order:

The Purchase Requisition is a means whereby an employee of an organization can
request materials or equipment. Once the employee has completed the Purchase
Requisition and it has been authorized, it can be taken to the purchasing department
for a Purchase Order to be created. I.e. Purchase order is prepared based on purchase
requisition.

Entrepreneurship Teacher’s Guide For Senior Six 203

 7. a) Stock card using FIFO

STOCK CARD: CEMENT

Date Receipts Issues Balance
Quantity Cost Total Quantity Cost Total Quantity Cost Total cost
per cost Frw per cost Frw bags of per Frw
bags of bag bags of bag 50 kg bag
2016
50 kg 50 kg
Balance at 200 10,000 2,000,000

January
February 100 1,0000 1,000,000 100 10,000 1,000,000
March 60 9500 570,000 100 10,000 1,000,000

60 9,500 570,000

160 1,570,000
April 100 1,0000 1,000,000 60 9,500 570,000
May 150 9800 1,470,000 60 9,500 570,000

150 9,800 1,470,000

210 2,040,000

b) Stock card using LIFO

STOCK CARD: CEMENT

Date Receipts Issues Balance
Quantity Cost Total Quantity Cost Total Quantity Cost Total cost
per cost Frw per cost bags of per
bags of 50 bag bags of bag (Frw) 50 kg bag Frw
2016
kg 50 kg
Balance 200 10,000 2,000,000
at

January
February 100 10,000 1,000,000 100 10,000 1,000,000
March 60 9,500 570,000 100 10,000 1,000,000

60 9,500 570,000

160 1,570,000

204 Entrepreneurship Teacher’s Guide For Senior Six

 April 40 10,000 400,000 60 10,000 600,000

60 9,500 570,000

100 970,000
May 150 9,800 1,470,000 60 10,000 600,000

150 9,800 1,470,000

210 2,070,000

c) Stock card using WAC

STOCK CARD: CEMENT

Date Receipts Issues Balance
Quantity Cost Total Quantity Cost Total Quantity Cost per Total
per cost per cost bags of bag cost Frw
bags of bag bags of bag 50 kg
2016
50 kg Frw 50 kg (Frw)
Balance at 200 10,000 2,000,000
January

February 100 10,000 1,000,000 100 10,000 1,000,000

March 60 9,500 570,000 100 10,000 1,000,000

60 9,500 570,000

160 1,570,000

April 100 9,812.5 981,250 60 9,812.5 588,750

May 150 9,800 1,470,000 60 9,812.59,800 588,750

150 1,470,000

210 2,058,750

Entrepreneurship Teacher’s Guide For Senior Six 205

6.9.Additional Activities
Remedial activities

Through remediation activities or lessons, teachers help a student improve his skills
through direct instruction. Remedial instruction is focused on the specific concepts with
which the student struggles. Remediation strategies include teaching, using alternative
instructional strategies, task analysis, additional practice and one-on-one tutoring.

It is in such way that teacher will help students to differentiate between documents
used in stock management: material requisition, purchase requisition, purchase order,
receipt note, invoice, etc. Scenarios, case studies and shared practical experiences are
good methods to help students to understand well the content of this stock control
unit.

Extension activities

•• Briefly explain the contribution of effective stock management in business

management success.
•• With supporting examples, demonstrate the relationship between failure of
businesses and poor stock control.
Consolidation activities

•• Indicate necessary documents used in stock management, when and how they are
used.
•• Differentiate between perpetual and periodical inventories.
•• Summarize stock valuation methods and their principles.

206 Entrepreneurship Teacher’s Guide For Senior Six

UNIT 7: BUSINESS PLAN FOR AN ENTERPRISE
7
Key Unit Competency:
To be able to prepare a business plan for an enterprise (Part 1)

7.1.Unit Prerequisite
Learners were introduced to business plan preparation (O level, Senior 3, UNIT 7)
where they learned the business plan meaning and how a business plan is prepared.
This acquired this prior knowledge, skills and attitudes will help learners in preparation
of a business plan for an enterprise. Learners have also experience in developing
different plans that will be helpful in developing a business plan for an enterprise. This
prior knowledge, skills or competences should enable them prepare a good business
plan for their enterprises.

7.2.Cross-cutting issues to be addressed

Note: The examples below are just to guide you on how to address cross-cutting
issues throughout the unit but this does not mean that these are the only ones. You
can address and give learners opportunities to discuss all the crosscutting issues where
possible taking consideration of their environment or community.

Gender education: Emphasis throughout this unit has to be put on how both male
and females have same ability when it comes to preparation of a business plan for an
enterprise. All regardless of their gender are able to prepare a winning business plan
for an enterprise.

Environment and sustainability: Business plan shall take into consideration the
environment. The greatest source of business is the environment, and one cannot
implement his/her business without the environment. Therefore, great care for
environment is paramount for continued business as well as survival of the business
operations.

Inclusive education: In addition to all having equal opportunities to do business,

emphasis has to be put on how we all regardless of our background, economic or
social setup have ability to do good business plan. Learners need to understand that
to start the business and prepare a business plan should not discriminate but promote
inclusiveness of all…etc.

Entrepreneurship Teacher’s Guide For Senior Six 207

Refer to other crosscutting issues as identified in the curriculum framework.

7.3.Generic competencies
Throughout this unit, give learners opportunities to develop their generic competences
especially activities and the methodology adapted. These have been discussed in the
preliminary pages of this teacher’s guide. Some of the generic competences that you
should facilitate learners to develop include but not limited to the following:

Critical thinking: learners are given activities to do Strengths, Weakness, Opportunity

and Threats analysis, business environment analysis, analyze available financial capacity,
Human resource requirement etc.... and come up with a well prepared business plan.

Creativity and innovation: learners are given activities to use their creative and
innovative abilities to do situational analysis, gather resources and prepare a business
plan for a given business. Through creativity and innovation, learners also identify
available opportunities in their neighborhood and develop a business plan to capitalize
on those opportunities.

Lifelong learning: after a task, activity or experience, learners should always share
learnt lessons and how they may use or link the lesson learnt to their daily life. This will
help them transfer what they learnt into their daily life.

Guidance on the introductory activity

This introductory activity is intended to:

•• Provide interest and motivation to the learners about preparation of business plan
•• Focus learner’s attention on the purposes of a business plan and how and when to
prepare a business plan.
•• Convince learners about what they will benefit from the unit
It can
•• build on previous knowledge, skills, values and attitudes to help the teacher assess
the learner’s prior knowledge and help link with the new content, or
•• be new content to help arouse learner’s interest about what to expect in the new
content
•• be answered in one lesson, or
•• be gradually, over a period as the unit progresses. There are no right or wrong
answers
Use an appropriate method such as small groups or pairs, provide learners with the
Unit 7’s introductory activity, and give instructions to the activity. During grouping or
pairing, ensure a balance between boys and girls and learners’ different abilities.

208 Entrepreneurship Teacher’s Guide For Senior Six

Learners in small groups or pairs analyze the Unit 7’s introductory activity to describe
the questions and answers that can be asked before setting off for training and justify
the reason they have to ask themselves a number of questions before engaging in a
certain event.

Monitor to confirm whether everyone is working on the activity, instructions were

understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Monitor to confirm whether everyone is working on the activity, instructions were

understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
pair-share, small group presentations on the introductory activity. Encourage different
learners from the groups to share the group’s work to avoid just a few learners
dominating. Also encourage other learners to listen and not disturb when other teams
are sharing unless it is a question. Encourage learners to appreciate each other’s work
especially the presentation.

Appreciate the team’s presentations and remind them this activity was not meant come
to the very right answers but to help them become aware of what to expect in the unit.
Answers to the activity will be got as the unit progresses. You can support learner’s
answers by referring to possible answers to the introductory activity below.

Possible answers to the introductory activity

Note: These responses may be shared or not with the learners. They are specifically to
guide the teacher while harmonizing learners’ responses during presentation.

No Question Answer

1 When will I be going? E.g. Sunday

2 Where will I be residing? In a hotel, relatives if any, etc.

E.g. Clothes, beddings, up keeping Pocket

3 What should I take with me?
money, Stationary, etc.

Immediately after the completion of the

4 When will I start the job?
workshop? A month after the workshop, etc.

Entrepreneurship Teacher’s Guide For Senior Six 209

 How much will I be earning 100,000Frw, 150,000Frw, 300,000Frw,
5
as the salary? 500,00Frw, etc.

Immediately after the completion of the

6 When will I start the job?
workshop? A month after the workshop, etc.

7 Etc. Etc.

c. The importance of asking myself and answering the questions (in 1 & 2 above)
before I set off on the journey to the workshop in Huye is because:

•• I`m concerned about my 2 week future in Huye during my career development

•• Future outcomes are a function of today’s decisions on how prepared I am for the
workshop and its success.
•• I know planning is vital to overcome the random inherent uncertainties associated
with the future so I can increase the probability of successfulness,
•• Etc.
7.4.List of lessons (including assessment)

No. Lesson title Learning objectives (from the syllabus

Periods
including knowledge, skills and attitudes):

1 Introduction to Explain the meaning of a business plan 2

business plan
Explain why a business plan should be
prepared

Recognize the importance of a business plan in

the successful operation of a business

2 Users of a Describe the users a business plan 2

business plan and
how they use it. .

3 The structure of a Review a sample business plan and determine 4

business plan if it has all the necessary information

Develop personal and business plans for daily

activities

210 Entrepreneurship Teacher’s Guide For Senior Six

 4 Business Describe the components of business 4
description description

Prepare some components of the business

plan such as business description

5 Marketing plan Describe the components of marketing plan 5

Prepare some components of the business

plan such as:

Marketing plan,

Organization and

management plan,

etc

6 Skills Lab 7 Apply Skills Lab Methodology 2

7 End Unit Can identify the elements of a business plan, 2

assessment and elaborate a business plan for a small
enterprise

Entrepreneurship Teacher’s Guide For Senior Six 211

 Lesson 1: Introduction to Business Plan
Learning objectives: Explain the meaning of a business plan, Explain why a business
plan should be prepared; recognize the importance of a business plan in the successful
operation of a business.

Teaching aids: Basic materials for a class/ lesson to be conducted: Learners books,
internet, case studies and any other trustworthy and reliable resources to enhance
learning.

Possible methods: Pair share; small group discussion, brainstorm, interview with
business people, research in the library, research on the internet

Prerequisites/Revision/Introduction: Read the Key unit competence in the syllabus to

determine what students will know and be able to do by the end of the unit. Look at the
action verb, concept and context of each learning objective. This will help you see the
skills, knowledge attitudes embedded in the learning objective. Remember the learning
objectives link to the key unit competence.

Use K-W-L (What learners already know-What they want to know-What they have learnt)
after the introductory activity to assess how much students already know and what
they would be interested in learning about preparation of business plan. Learners write
under (K-what I know; W-What I want to know) about Business ideas and opportunities.
Briefly discuss what is written under each section with learners.

K-W-L Chart:

Topic:
what I Know what I Want to know what I Learned

Introductory activity, Unit 7

Follow the guidance about the introductory activity.

Activity 7.1

Learners in small groups, pairs or individual read and analyze the question and come up
with personal plan with a clear timeline and strategies for reaching their plan. You may
ask two or three learners to act out the interview as the rest listen and follow

212 Entrepreneurship Teacher’s Guide For Senior Six

During the activity, make sure everyone is following and actively participating. Those
who are not acting may have to listen attentively without disturbing and should applaud
the actors after.

Learners share their findings, responses or answers to the activity using an appropriate
method such as group presentation, pair-share or large group discussion. Ensure all
learners are given an opportunity to give their views and should be respected.

Harmonize their findings or answers, and help them come up with the meaning of a
business plan, why is needed in business and its importance for the business. Answer
or address any questions or challenges about the activity. Guide them to make notes in
their books referring to learner’s book.

Application activity 7.1 Learner`s Book

Learners read the case study either in groups or in pairs to find out that Mugabo’s
problem was caused with lack of business plan to guide his business’ activity. This
activity may be given as a research question or homework.

Depending on the purpose of the application activity, chose an appropriate method to

assess learners’ findings, answers or responses.

Possible answer for activity 7.1

Note: These responses may be shared or not with the learners. They are specifically to
guide the teacher while harmonizing learners’ responses during presentation

1) Every group of learners present their personal plan daily, weekly, monthly and yearly
activities using the class time table, school timetable and Rwandan school calendar
in order to show all activities that they are supposed to do and time to do them.
2) To answer that question, remember that every learner has a dream to do any career
after her/his study in order to survive. So consider every learner’s answer that
contains activities to be done after completion of their senior 6 studies
3) For this question, the learners must describe what to do in other to start that chosen
career and show the time he/she want to start that career.
4) Using the figure 7.1 to interpret the meaning of business plan where you show that
the business plan is a written document that gives the reader an overview from
business idea and what the intended business or project will look like, how it will
work and what activities must take place to reach the final goals.

Entrepreneurship Teacher’s Guide For Senior Six 213

Possible answers for application activity 7.1 (case study)
The source of the loss of Mugabo’s capital is planning where he didn’t do plan of his
business where he would have thought of the market.

I would advise Mugabo that before to start any business, there is a need to prepare a
business plan where customers’ needs and expectations are identified and the market
potential assessed. (For more refer to purpose of preparing a business plan)

Mugabo should know that a business plan is like a roadmap which shows him all
necessary requirements and all activities needed to start a business and how to operate
it until the end result. (For more refer to purpose of preparing a business plan).

214 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 2: Users of a Business Plan and how they use it
Learning objectives: Describe the users a business plan

Possible methods: Think-pair-share; small group discussion, brainstorm, field study,

gallery walk, interview with entrepreneurs in community, research in the library,
research on the internet, etc.

Prerequisites/Revision/Introduction: Read the learning objective to determine what

students will know and be able to do by the end of the lesson. This will help you see the
skills, knowledge attitudes embedded in the learning objective. Remember the learning
objectives link to the key unit competence.

Learners in small group or in pairs brainstorm on different users of business plan and
the kind of information they need from the business plan. Assist learners to come up
with different users of business plan such as business owners, government agents
managers, employees.... . Briefly explain to learners different users of business plan
and how they use it. Correct any homework or assignment from the previous lesson.
Help learners link the previous lesson to the current lesson.

Activity 7.2 Learner’s Book

Using an appropriate method, such as small groups or pairs learners may interview
an entrepreneur; make research in the library or internet, group discussions following
instructions given to identify users of a business plan and how they use it. Ensure a
balance among the groups or when pairing and that the instructions are clearly
understood.

Make a follow up as learner’s do the activity. Ensure everyone is actively participating

and heard; instructions clearly followed; and address any challenges/issues identified.
Encourage learners to think about different users of a business plan as they come up
with how they use it

Learners share their findings on different users of business plan and how they use it
through an appropriate method such as group presentation, pair-share. Ensure learners
of different needs and abilities are given opportunities share or present their findings.
Learners give reasons why identified users of business plan will need it and how they
will use it.

Harmonize their findings or answers, and help them draw conclusions/summary

on different users of business plan and how they will use it. Answer or address any
questions or challenges about the activity. Guide them to make notes in their books
referring to learner’s book.

Entrepreneurship Teacher’s Guide For Senior Six 215

Application Activity 7.2 Learner’s Book

Learners analyse the case study for MUBERARUGO in groups or in pairs and identify
how her business plan will help her get funding for her business. This activity may be
given as homework.

Depending on the purpose of the application activity, choose an appropriate method

to assess learners’ findings, answers or responses depending on their performance or
results.

Possible answers for activity 7.2

Users of business plan are the following:

a) Yourself as Business owners. You use a business plan - to establish the right steps
to starting a new business, including what you need to do, what resources will be
required, and what you expect to happen.
- To better understand your customer and competition.
- To help you to ask a loan to a bank and to attract investors
b) The government agents. A business plan helps government to determinate the
specific incentives that the government may give to entrepreneur, ensures which
tax a business should be taxed and to plan the infrastructures needed.
c) Managers .Business plan helps managers allocate scarce resources appropriately.
d) The business plan gives the employees assurance about the duration of their
employment and helps define tasks and responsibilities of each of the workers and
so helps reduce conflict.
e) Most financiers will closely look and verify some documents of a business plan such
as, the balance sheet is probably the first thing your loan officer will turn to and
the profit or loss and the cash flow to approve if the business is profitable.
f) Investors need to see a business plan before they decide whether or not to invest.
They’ll expect to gain profit from business.
Possible solutions to the application activity 7.2
Guide learners to come up with their own thinking about the extract such as:

•• A good business plan attracts investors to invest in profitable business. In this way
some investors should be attracted by this business plan and invest in Muberarugo’s
business.
•• A well prepared business plan will help her as a business owner to borrow money
from banks to run her business. Muberarugo can borrow money to his bank after
bank analysed his balance sheet, Trading, profit and loss statement and cash flows
from her business plan.

216 Entrepreneurship Teacher’s Guide For Senior Six

Guide learners to give their own thoughts on how one can use a business plan in
different ways.

After the activity, guide learners in sharing their findings with the whole class. Give
all learners with different need opportunities to share with the rest of the class their
findings.

Close the lesson by guiding the learners on what to retain in terms of next lesson, give
home works, etc.

Entrepreneurship Teacher’s Guide For Senior Six 217

 Lesson 3: The structure of a Business Plan
Learning objectives: Review a sample business plan and determine if it has all the
necessary information, develop personal and business plans for daily activities

Teaching aids: Basic materials for a class/ lesson to be conducted: Learners books,
internet, newspapers, books or magazines and any other trustworthy and reliable
resources to enhance learning.

Possible methods: Think-pair-share; small group discussion, brainstorm, field study,

interview with entrepreneurs in community, research on internet, etc.

Prerequisites/Revision/Introduction: Review the learning objective to determine what

students will know and be able to do by the end of the lesson. This will help you see the
skills, knowledge attitudes embedded in the learning objective. Remember the learning
objectives link to the key unit competence.

Lead a review of the previous lesson on the users of a business plan and how they use it,
handle any homework or assignments, and ensure a conducive learning environment.
Help learners link the previous lesson to the current lesson.

Learners in small group or in pairs brainstorm on the structure of a business plan. Assist
learners to do brainstorming and come up with the elements that constitute business
plan’s structure such cover page, table of contents, executive summary. Briefly guide
learners to identify contents of identified parts of business plan. Correct any homework
or assignment from the previous lesson. Help learners link the previous lesson to the
current lesson.

Activity 7.3 Learner’s Book

Using an appropriate method, such as small groups or pairs learners may interview an
entrepreneur in their school; make research in the library or internet, group discussions
following instructions given to identify different information that are included a business
plan. Ensure a balance among the groups or when pairing and that the instructions are
clearly understood.

Make a follow up as learner’s do the activity. Ensure everyone is actively participating

and heard; instructions clearly followed; and address any challenges/issues identified.
Encourage learners to think about the content of business plan.

During the activity, make sure everyone is following and actively participating. Those
who are not acting may have to listen attentively without disturbing and should applaud
the actors after.

Learners share their findings on different information to be included in business plan

using an appropriate method such as group presentation, pair-share.

218 Entrepreneurship Teacher’s Guide For Senior Six

Ensure learners of different needs and abilities are given opportunities share or present
their findings. Learners give reasons why they think that information is to be included
in business plan.

Harmonize their findings or answers, and help them draw conclusions/summary on the
structure of the business plan. Answer or address any questions or challenges about
the activity. Guide them to make notes in their books referring to learner’s book.

Application Activity 7.3 Learner’s Book

Learners read the questions either in groups or in pairs to identify a business of their
choice and develop its cover page and executive summary. This activity may be given
as homework.

Depending on the purpose of the application activity, choose an appropriate method

to assess learners’ findings, answers or responses. Depending on the performance or
results, you may decide to give remedial or extension activities.

Possible answers of activity 7.3

The information which must be in the business plan is the following:

- Name of the owners and his contact details who submitted the plan, date and
business name
- Company logo
- Business address including: Location, telephone, fax, email and company website,
- Tables of contents where all pages of a business plan should be correctly numbered
and the table of contents should include page numbers.
- Executive summary which is an overview or summary of all the sections of the
business plan such as business idea and goals, marketing, operations, finances and
sales.
Possible answers for application activity 7.3
a) The cover page of your business plan:
- Company logo : A picture of bread
- Business name: AKARYOSHYE BAKERY
- Location : BUKINANYANA- NGORORERO
- Telephone : +250 781111111
- Fax: +250 5860
- Email: [email protected]
- Website: www.akaryoshye.com
- Name of the owner: KAMALI Felix

Entrepreneurship Teacher’s Guide For Senior Six 219

- Phone Number : +250 789999999
- Email: [email protected]
- Date: 1st May 2018
b) Summary of a business
1) Name of business:
- Business name: AKARYOSHYE’S BAKERY
2) Contact address and phone number :
• Location : BUKINANYANA- NGORORERO
- Telephone : +250 781111111
- Fax: +250 5860
- Email: [email protected]
- Website: www.akaryoshye.com
3) Legal form: Sole Proprietorship
4) Type of business: Manufacturing and retail
5) Description of business idea and market:
Products or services: Akaryoshye Bakery will sell white bread and a variety of cakes. It
will be located on a road with several small boutiques and is very near the district office
and Secondary school. Orders will be accepted and delivered by bicycle, motorcycle and
a pick-up, if it is necessarily. The bakery will serve customers in the neighborhood and
offers a type of bread currently not sold by the main competitor in the whole district.

Customers: My customers will be people who live in my neighborhood boutiques, the

district staff and secondary school learners. If I am open 6 days a week, I expect to sell
between 150 - 200 loaves of bread and 100 cakes per day.

6) Information about the owner of the business

(Background, experience, Qualifications and skills ):

•• Background/experience/ Qualifications:
- Helped his family for running restaurant
- Helped family prepare foods and bread
- Serve foods and bread in restaurant
- Finished senior six and got his/her secondary certificate.

220 Entrepreneurship Teacher’s Guide For Senior Six

 •• Skills
- Baking white and a variety of cakes
- Selling baked goods to customers
- Knowing some basic accounting for a business
7) Start-up capital
Investment 200,000Frw
Working capital 300,000Frw

Total 500,000Frw

8) Source of capital
Own savings 250,000Frw
Partner 100,000Frw
Friends' loan 50,000Frw
Bank loan 100,000Frw

Entrepreneurship Teacher’s Guide For Senior Six 221

 Lesson 4: Business Description
Learning objectives: Describe the components of business description; prepare
some components of the business plan such as business description

Teaching resources: Basic materials for a class/ lesson to be conducted: Learners books,
internet, newspapers, books or business magazines and any other trustworthy and
reliable resources to enhance learning.

Possible methods: Think-pair-share; small group discussion, brainstorm, field study,

interview with entrepreneurs in community, research on internet, etc.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Lead a review of the previous lesson on the structure of a business plan, handle any
homework or assignments and ensure a conducive learning environment. Help learners
link the previous lesson to the current lesson.

Learners in small group or in pairs brainstorm on components that describe well the
business. Assist learners to do brainstorming and come up with the components that
describe the business such as name of business, contact address, legal form, and types
of business, description of the business idea and market, information about the owner.
Conclude the lesson telling them the components of a business description. Correct
any homework or assignment from the previous lesson. Help learners link the previous
lesson to the current lesson.

Activity 7.4 Learner’s Book

Give instructions to the learning activity, learners in small groups or pairs choose one
small business they may decide to start and describe it. Monitor group activities to
ensure everyone is actively participating and heard; instructions clearly followed; and
address any challenges/issues identified. Encourage learners to think components of
business description and the reason they find them to be relevant while describing the
business.

Guide learners to share their findings on the activity, ensure learners of different needs
and abilities are given opportunities share or present their findings. Harmonize their
findings or answers, and link the findings to the learning objective, help them draw
conclusions/summary on the different components of business description. Answer or
address any questions or challenges about the activity. Guide them to make notes in
referring in their learner`s book.

222 Entrepreneurship Teacher’s Guide For Senior Six

Application Activity 7.4 Learner’s Book

This activity can be given as a research activity in group or individually where learners
set mission, vision and objectives of a business. Give clear instructions and ensure
a balance in the groups. Learners are to give a report of their findings. Monitor the
activity to ensure that all learners are actively participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work.

Possible answers of Activity 7.4.

Akaryoshye’s Bakery Business Description
a) The name of a business : AKARYOSHYE BAKERY
b) Contact address:
- Telephone : +250 781111111
- Fax: +250 5860
- Email: [email protected]
- Website: www.akaryoshye.com
- Location : BUKINANYANA CELL
KABEZA SECTOR

NGORORERO DISTRICT

WESTERN PROVINCE

RWANDA

c) Legal form: Sole proprietorship

d) Types of business: Manufacturing and retail
e) Description of the business idea and market
» Products or services: Akaryoshye Bakery will sell white bread and a variety of cakes.
It will be located on a road with several small boutiques and is very near the district
office and Secondary school. Orders will be accepted and delivered by bicycle,
motobycle and a pick-up, if it is necessarily. The bakery will serve customers in the
neighborhood and offers a type of bread currently not sold by the main competitor
in the whole district.
» Customers: My customers will be people who live in my neighborhood boutiques, the
district staff and secondary school learners. If I am open 6 days a week, I expected to
sell between 300 - 350 loaves of bread and 200 cakes per day.

Entrepreneurship Teacher’s Guide For Senior Six 223

» Business location: BUKINANYANA CELL
KABEZA SECTOR
NGORORERO DISTRICT
WESTERN PROVINCE
RWANDA
» Business history: I expect to start my business next month means that on 1st June
2018
» Vision. To deliver bread and cakes known for quality, efficiency, reliability and
customer satisfaction.
» Mission: To deliver to our customers quality bread and cakes from reliable and quality
suppliers and delivered to our customers when and where they need it in hygienic
conditions while ensuring efficiency, integrity, sustainability and profitability.
» Objectives.
Short term objectives (one year)
- Sign a minimum of 400 customers by 30 July to December
- Achieve a profitability target of at least 30% by June 2019
- Recruit at least 6 staff by 31 June 2019
Long term objectives
- Expand our business in the whole country where in every province you will find our
business branch.
» Description of market:
Akaryoshye Bakery will be located on the main road near several small boutiques
and is very near the district office and Secondary school.

My customers will be people who live in my neighborhood boutiques, the district staff
and secondary school learners. If I open 6 days a week, I expected 300 customers
(district staff, boutiques, secondary students and neighbors) every day

Our competitor’s weaknesses: low quality bread, long distance from customers, no
accessibility to persons with mobility impairment or wheelchair users, limited variety
and unhygienic display.

224 Entrepreneurship Teacher’s Guide For Senior Six

» The analysis of strengths, weaknesses, opportunities and threats (SWOT Analysis)
of AKARYOSHYE ‘BAKERY business :

STRENGTHS WEAKNESSES

Product quality

Convenient good location

Qualified personnel Insufficient working capital,

Good customer service Small distribution network, etc.

Adequate production capacity

Modern technology

Skilled motivated staff, etc.

OPPORTUNITIES TREATS

High population growth rate

International and national events

Invention of new technology, New competitors,

New favourable government policies World insecurity or terrorism,

Favorable changes in consumer tastes Increased taxation,

Preferences, possibility of securing a big order,

Reduction in poverty levels,

F. Information about the owner: (background, experience, Qualifications and skills):

•• Background/experience/ Qualifications:
- Helped his family for running restaurant
- Helped family prepare foods and milk
- Serve foods and milk in restaurant
- Received TVET certificate in Hospitality

Entrepreneurship Teacher’s Guide For Senior Six 225

•• Skills
- Good customer care
- Counting money and calculating the balance.

Possible answers for application activity 7.4

a) Vision. To be the best provider of quality food through unequaled customer service.

b) Mission: To deliver to our customers quality food items and soft drinks sourced
from reliable and quality suppliers and delivered to our customers when and where
they need it in hygienic conditions while ensuring efficiency, integrity, sustainability and
profitability.

c) Objectives.

Short term objectives (one year)

- Sign a minimum of 200 customers in every week
- Achieve a profitability target at least 50% by December 2018
- Recruit at least 5 staff by 31 December 2018
Long term objectives
- Expand a business at least in three provinces.
- Conclude the lesson by guiding the learners on what to retain in terms of next lesson,
home works, organizing the class, etc.

226 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 5: Marketing Plan
Learning objectives: Describe the components of marketing plan; prepare some
components of the business plan such as:

•• Marketing plan,
•• Organization and
•• Management plan,
•• etc.
Teaching resources: Basic materials for a class/ lesson to be conducted: Learners books,
internet, newspapers, books or business magazines and any other trustworthy and
reliable resources to enhance learning.

Possible methods: Think-pair-share; small group discussion, brainstorm, field study,

gallery walk, interview with entrepreneurs in community/ school, research on internet,
etc.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Ensure a conducive learning environment and lead a review of the previous lesson
on business description, handle any homework or assignments. Help learners link the
previous lesson to the current lesson using an appropriate discovery activity.

Learners in small group or in pairs brainstorm on components of a marketing,

organizational and management plan. Assist learners to do brainstorming and come
up with the elements that need to be considered while developing a marketing plan,
organizational plan and management plan of the business. Conclude the lesson telling
them the elements that need to be considered while developing a marketing plan,
organizational plan and management plan of the business. Correct any homework
or assignment from the previous lesson. Help learners link the previous lesson to the
current lesson.

Activity 7.5 Learner’s Book

Use an appropriate method such as small groups or pairs, provide learners with the
activity 7.5 in the learner`s book, and give instructions to the activity. During grouping
or pairing, ensure a balance between boys and girls and learners’ different abilities.

Learners in small groups or pairs, use prior knowledge, and research in different
entrepreneurship documents, to describe their business, identify target customers and
promotional activities to be undertaken to reach out to customers.

Entrepreneurship Teacher’s Guide For Senior Six 227

Monitor to confirm whether everyone is working on the activity, instructions were
understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
pair-share, small group presentations from the activity. Encourage different learners
from the groups to share the group’s work to avoid just a few learners dominating.
Also, encourage other learners to listen and not disturb when other teams are sharing
unless it is a question. Encourage learners to appreciate each other’s work especially
the presentation.

Guide learners to share their findings on the activity, ensure learners of different needs
and abilities are given opportunities share or present their findings. Harmonize their
findings or answers, and link the findings to the learning objective, help them draw
conclusions/summary on marketing plan. Refer to the possible solutions to the activity
below.

Appreciate the team’s presentations and answer or address any questions or challenges
about the activity. Guide them to make notes in their books referring in their learner`s
book on marketing plan.

Application Activity 7.5 Learner’s Book

This activity can be given as an individual, pair or small group activity. Learners identify
a business of their choice and make a marketing plan. Give clear instructions and ensure
a balance in the groups. Monitor the activity to ensure learners are on track and actively
participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work.

Conclude the lesson by guiding the learners on what to do in terms of next lesson,
home works, organizing the class, etc.

Possible answers of activity 7.5

a) Product Description: Akaryoshye Bakery will sell white bread and a variety of cakes. It
will be located on a road with several small boutiques and is very near the district’s office
and Secondary school. Orders will be accepted and delivered by bicycle, motorcycle
and a pick-up, if it is necessarily. The bakery will serve customers in the neighborhood
and offers a type of bread currently not sold by the main competitor in whole district.

228 Entrepreneurship Teacher’s Guide For Senior Six

b) Target customers: My target customers will be people who live in my neighborhood
boutiques, the district staff and secondary school learners. If I am open 6 days a week,
I expect to sell between 150 - 200 bread and 100 cakes per day.

c) Promotional activities: To promote my products, I will advertise with signs, on the

local radio and have my friends announce the opening in my neighborhood. I will paint
a picture of delicious looking bread and different cakes .I will put that picture on the
bread packages. I will launch my business where I offer free samples of different bread
and cakes so people can taste how good the products are.

Possible solutions to the application activity 7.5

Based on the activity 7.5, guide learners to describe all parts of market plan and guide
them how to present them:

a) Product description: Akaryoshye Bakery will sell quality white and brown bread and
a variety of cakes. It will be located on a road with several small boutiques and is very
near the district office and Secondary school. All bread and cakes will be packed in
paper bags. Orders will be accepted and delivered by bicycle, motorcycle and pick-up,
if it is necessarily.

b) Customer description, demand/ need for the product, competition

1) Customer description: My target customers will be people who live in my

neighborhood small boutiques, the district staffs and secondary school students. If I am
open 6 days a week, I expected to sell between 150 - 200 bread and 100 cakes per day.

2) Demand/Need for the product: The Akaryoshye Bakery will serve customers in the
neighborhood and offer a type of bread currently not sold by the main competitors in
whole district. People in the neighborhood tell me that they need a specialized bakery
and that they like the bread and cakes I bake. I will make and offer different types of
white and brown bread and cakes since my competitors offer few types of bread.

Some of my competitors don’t sell white and brown bread and cakes on everyday so
people will come to me if I sell them daily. Keza’s bread and Cyiza’s cakes are located in
the market but their quality is not as good. I will also offer a variety of bread and cakes,
which no body sells in the area. It is hard to estimate but I hope to get at least 60% of
the market share since I will have a new type of bread and cakes and then a higher
percentage as customers realize the high quality of my bread and cakes.

3) Competition: My competitors are small boutiques located near my business.

Entrepreneurship Teacher’s Guide For Senior Six 229

List of Competitors

Competitor Products Target Tactics and Akaryoshye’s

and service customers strategies bakery tactics
offer by and strategies
competitor

1. Keza - White Bread - Neighborhood - Documented - Better quality

Boutique with invoice and production
- Brown bread - District staff
receipts
- Delivery service
-Secondary
- One source for
Students
different items
- Passengers
- Shopping bags
and porters

2. Cyiza diary - Brown bread - Neighborhood - Proper storage - High quality

ensure quality all raw materials
- Chapatis - District staff
the time - Saves time
- Secondary
- Permanent - Saves
Students
address expenditures on
- Passengers
parking

3. Coffee -Cakes - Neighborhood - Accept cash,

- Accept cash,
shop - Chapatis - District staff cheques
Mobile money,
-Bagel - Secondary - Variety of
cheques and visa
- Zopf Students products
card transfer
- Passengers

4. Urwibutso - Food - Neighborhood - Defined timetable - Variety bread

restaurant - White Bread - District staff and cakes
- Able to market
- Brown bread - Secondary - Proper storage
and promote
Students and delivery
products and
- Passengers
business

a) Current production: I have capacity to make 300 white and brown bread and 200
cakes per day. Keza Boutique ‘bread seems less consistent, with perhaps 30 bread per
day. Urwibutso restaurant focuses on food. Cyiza diary focused on milk and Coffee
shop focused on coffee and cakes.

230 Entrepreneurship Teacher’s Guide For Senior Six

b) Price: I am going to sell a bread at 80frw and 800frw according the size and a cake
at 100frw, slightly higher than the main competitor but a common price in other parts
of the district. I will be offering higher quality bread and cakes so I think customers will
come. If not I will reduce price to 70frw, 700frw accordingly and 80frw for a cake.

c) Sales forecast for next 12 months: If I open 6 days a week, I expect to sell between
280 - 300 bread and 200 cakes per day. On overage I will sell 7,200 bread (576,000Frw)
and 4,800 cakes (480,000Frw) per month. This average will bring in 1,056,000Frw per
month.

It is hard to estimate but I hope to get at least 60% of the market since I will have a new
type of bread and cakes and then a higher percentage as customers realize the high
quality of my bread and cakes.

d) Business location or business place: Akaryoshye Bakery will be located on the main
road near several small boutiques and is very near the district office and Secondary
school. It is a busy area and very accessible to clients. I will reach to the customers by
selling to individuals, retailers, wholesalers. Orders will be accepted and delivered by
bicycle, motorcycle and pick-up, if it is necessarily.

e) Promotion: I will advertise with brochures, posters, signs, on radio and have my
friends announce the opening in my neighborhood. I will paint a picture of delicious
looking bread and different cakes .I will put that picture on the bread packages.

•• I will launch my business in opening ceremony where I offer free samples of different
bread and cakes so people can taste how good the products are.
•• I will offer credit facilities and offering discount if customers will buy in large
quantities.
•• I will freely offer my business cards and brochures to promote my products.
•• I will invite all my friends and nearborhood community people for special event to
welcome them and to share some drinks.
Skills Lab Activity 7.6 Learner`s Book

7.5.Use of Skills Lab Method: Lab 7

1) Build part (max 15 min)
Using Think, Pair and Share, learners to answer the following questions.

a) What is a business plan?

b) Why and when should we prepare a business plan?
c) Who are the users of the Business Plan?

Entrepreneurship Teacher’s Guide For Senior Six 231

Choose few pairs to answer the above questions to the general audience.

Possible answers
a) A business plan is a written document that describes in detail how a business is to
achieve its goals.
b) If you are serious to start the business, better to write a business plan because it acts
as a guide to business operations, which contributes, to its success.
c) The users of a Business plan include: Managers, owners, banks etc
Let learners to mention some of the key things about business plan such as marketing
plan, production plan and others. Explain that just as noted that while making marketing
or production plans, the entrepreneur has to make research so that he/she is informed,
it’s also important that while making business plans, one carries out enough research
or feasibility study about the business project of his/her interest.

Thereafter learners sit in their respective lab groups and emphasize that this lab will
help them to be able to make simple business plans for the projects they intend to start.

2) Practice (Max 30 min)

Let each group prepare the business description and marketing plan sections of a
business plan for business activity of their choice.

Inform learners of the time for the activity; make intentional movements to the groups,
ensuring that there is active participation and that all issues have been resolved.

NOTE: Each team will agree on which projects they will prepare the description and
marketing plans.

Encourage learners into having viable projects that can solve community problems.

Make sure all learners in groups are active for example by asking silent learners to have
a voice and in the discussions or to ask their peers where they do not understand.

3) Presentations (Max 20 min)

Communicate the appropriate time for this activity to be done. Choose the appropriate
method they can use to present their findings for example gallery work or one group
presenting at a time. During presentations encourage learners challenge/supplement
each other (control this as it make time) as it will enable them to understand better.

4) Conclusion (Max 10)

Conclude by emphasizing that entrepreneurs have to always write businesses plans for
their businesses and that as entrepreneurs to be this will be their first step

232 Entrepreneurship Teacher’s Guide For Senior Six

Write on the blackboard what a business description and marketing sections of the
business plan should have.

•• Business description:
○ Name of business,
○ Contact address,
○ Legal form,
○ Type of business,
○ Description of the business idea and market,
○ Information about the owner
•• Marketing plan:
○ Product description,
○ Customer description,
○ Demand/need for the product,
○ Competition,
○ Current production,
○ Price,
○ Sales forecast for next 12 months,
○ Business location,
○ Promotion

5) Portfolio Assignment (Max 5 Min)

As a take way of this lab, provide learners a portfolio assignment, which is meant to test
the skills learners have attained from this lab. Remember this is an individual activity
and thus each learner must do it. Each learner writes the business description and
marketing plans for for the projects they want to start at home.

7.6.End of unit Summary

•• A business plan describes all the steps necessary in opening and operating a successful
business. It is setting out the business idea and showing how it is to be financed,
marketed and put into practice. It spells out in some details the business owner’s
intentions for the future of the firm. This implies that the business plan is a road map
of the enterprise showing where the enterprise wishes to go (future of business
indicated by operational and financial objectives) and how to get there (detailed plans
on how to achieve the objectives set). Whether starting a new business or looking to
expand an established business, it’s essential to have an up-to-dated business plan for
your business.
•• Users of a business plan are: business owners, managers, government agents,
employees, investors and financial institutions
•• The components of a business plan are :

Entrepreneurship Teacher’s Guide For Senior Six 233

- Cover page
- Table of contents
- Executive summary
- Business description
- Marketing plan
- Production plan
- Financial plan
- Risk assessment and contingency plan
- Action plan
•• SWOT the acronym stands for Strengths, Weaknesses, Opportunities, and Threats.
It helps entrepreneurs to evaluate their business and to compare themselves with
their competitors and therefore determine whether his/her business is in better
position to compete or not.
7.7.Addition information
The Seven Key Sections of a Business Plan
1) Executive summary: Your executive summary should be 1–2 pages long, and provide
an overview of your business concept, key objectives of your business and your plan,
ownership structure, management team, your product or service offering, target
market(s), competitive advantages, marketing strategy, and a summary of your
financial projections. Your executive summary should be written last, after you’ve
written the rest of the plan; each paragraph should be a summary of the more
detailed, related section of the plan.
2) Business Overview: In your overview, include details regarding your business’s
history, vision and/or mission, objectives, and your ownership structure.
3) Products and Services: Expand upon your products and services including features
and benefits, competitive advantages, and if marketing a product, how and where
your products will be produced.
4) Industry overview: The industry overview is your opportunity to demonstrate the
viability of your business by discussing the size and growth of your industry, the
key markets within your industry, how your customers will buy your products or
services, and which markets you’ll be targeting.
5) Marketing Strategy: Here you describe your target market segments, your
competition, how you’ll differentiate your products or services, and your products’
or services’ unique selling proposition (USP). (Marketing Variables)
•• Discuss product or service pricing and promotion, including how your promotional
programs will appeal to each of your target market segments.
•• Provide a plan of traditional and guerrilla marketing tactics, such as tradeshows,
press-magnet events, social media marketing (e.g. Facebook, Twitter, etc.),
networking, and print, media, or online advertising. Include the cost associated with
each tactic.

234 Entrepreneurship Teacher’s Guide For Senior Six

•• Describe how your products or services will be sold (e.g. storefront, online,
wholesalers), and your target markets’ buying cycle.
1) Operations Plan: Provide a profile of your management team, your human resources
plan, your business location(s) and facilities, your production plan (if selling a
product), and an overview of day-to-day operations.
2) Financial plan: Some believe this is the most important part of a plan – so much
so, it’s worth dedicating up to 80% of your time to writing this section. You’ll need
to show three years’ worth of projected financial statements, including income
statements, pro-forma balance sheets, and monthly cash flow and annual cash flow
statements. Summarize each statement into a few easy-to-understand sentences
and put these in a cover page for the statements. Be sure to document all of the
assumptions you used in forecasting your revenues and expenses.
Sample of business plan
Table of Content:
1.0 Executive Summary
Chart: Highlights
1.1 Objectives
1.2 Mission
1.3 Key Success Factors
2.0 Company Summary
2.1 Company Ownership
2.2 Start-up Summary
Table: Start-up
Chart: Start-up
3.0 Services
4.0 Market Analysis Summary
4.1 Market Segmentation
Table: Market Analysis
Chart: Market Analysis (Pie)
4.2 Target Market Segment Strategy
4.3 Service Business Analysis
4.3.1 Competition and Buying Patterns
4.3.1.1 Competitor Overview
5.0 Strategy and Implementation Summary
5.1 SWOT Analysis
5.2 Competitive Edge
5.3 Marketing Strategy
5.3.1 Marketing Tactics
5.4 Sales Strategy
5.4.1 Sales Forecast

Entrepreneurship Teacher’s Guide For Senior Six 235

Table: Sales Forecast
Chart: Sales Monthly
Chart: Sales annually
5.5 Milestones
Table: Milestones
Chart: Milestones
6.0 Management Summary
7.0 Financial Plan
7.1 Start-up Funding
Table: Start-up Funding
7.2 Important Assumptions
7.3 Break-even Analysis
Table: Break-even Analysis
Chart: Break-even Analysis
7.4 Projected Profit and Loss
Table: Profit and Loss
Chart: Profit Monthly
Chart: Profit Yearly
Chart: Gross Margin Monthly
Chart: Gross Margin Yearly
7.5 Projected Cash Flow
Table: Cash Flow
Chart: Cash
7.6 Projected Balance Sheet
Table: Balance Sheet
7.7 Business Ratios
Appendix
Table: Ratios
Table: Sales Forecast
Table: Personnel
Table: Profit and Loss
Table: Cash Flow
Table: Balance Sheet

236 Entrepreneurship Teacher’s Guide For Senior Six

7.8.End of Unit 7 Assessment
1) In your opinion, explain the meaning of business plan.
A business plan is a written document that sets out the business strategy and goals
and how the business is going to achieve those goals. It will also contain some other
information including what it sells, to whom and how and when it will make a profit.

2) After your study you have a dream to study a small business and you have to
just write your business plan. Explain how Rwanda Revenue Authority can use that
business plan.

Rwanda Revenue Authority can use my business plan to assess the viability of my
business to determinate specific incentives like tax exemptions, credit guarantees and
subsidies that the government may give to me.

The business plan helps the government to plan for infrastructures and other services
that it may want to put up.

Rwanda Revenue Authority can use my business plan to ensure which tax my business
should be taxed.

3) You have just established a mushroom growing business in your home area. You
intend to launch your business to create community awareness. Prepare your launch
program.

A plan for launching my mushroom growing business. The following programme will be
used for launching the project:

1. Name of business
2. Publicity
3. Seeking permission relevant authorities
4. Invitation of guests
5. Printing of information about the business e.g. price lists, catalogues, flyers,ect
6. Preparation of launching venue
7. Identification of the public address system/entertainments
8. Identify eyes and ears on ground for launch e.g. people who are going to make
observations and listen to ascertain public impression about the product.
9. Selection of day and date

Entrepreneurship Teacher’s Guide For Senior Six 237

MUSHROOM BUSINESS LTD

P.O.BOX 333333

Producer of MUSHROOM, high quality and safe

LAUNCHING PROGRAMME

Venue: KABAYA – NYABIHU

Date: Friday 30th March 2018

Time: 12:00PM

TIME ACTIVITY PERSON

RESPONSIBLE

10.00- Arrangement of venue and seats ,organization of

11.00Am stage and installation of public address or musical
system

12.00Pm Arrival of guest and registration

12.30Pm Arrival of chief guest

12.40Pm Prayer

12.45Pm Welcoming guests and introducing of the directors

and managerial staff

01.00pm Presentation and display of business products and

demonstrating the benefits of the products

01.20pm Organizing price winning raffles and giving free prices

and samples to people

01.30pm Marketing manager’s speech highlighting about the

products being launched and answering people’s
questions and complaints

02.00pm Speech and official launch of the products by Chief

guest

03.00pm Music interlude ( Butera Knowless and King James)

04.00pm Promotional selling at reduced prices ( Music in the

background)

06.00pm Closure

238 Entrepreneurship Teacher’s Guide For Senior Six

4) Describe three challenges that a new enterprise might face.

- Poor planning or not planning

- Small or no capital start-up
- Bad location
- Poor quality raw materials
- Outdated technology
- No or few customers
- Unskilled workers
- Poor management
5) A business that fails to plan will plan to fail. Discuss.

Many entrepreneurs write a business plan only when they need to secure start-up
financing. However, the plan is far more than a document for banks and investors to
read; it’s an invaluable roadmap for launching and growing a business.

In order to put your business concept on paper, you need to think through and research
the many factors that are needed to make sure your business is a success. With a plan,
not only can you spot potential weaknesses, opportunities, and threats, your plan
can help entrepreneur make informed decisions about his/her venture before she/he
commit himself/herself legally or financially.

6) Explain the term “marketing mix” as could be used in business planning.

Take an example of Akaryoshye bakery business and the market mix –What should
she consider?

- Product: How can he make his product stand out? He can make different types
of bread and cakes than the other neighborhood bakery. He could find out what
potential customers might like.
- Price: He should find out what prices of competitors are charging for bread and
cakes. He will then need to consider how much its costs his for the raw materials and
make sure the price he sets will help cover the costs and be competitive.
- Place : He will need to sell his bread and cakes in a location that is easy to get to or
near other boutiques, restaurants or coffee shop and diary ,he consider delivering
his bread and cakes by bicycle, motorcycle and pick-up if it is necessary. He could sell
bread and cakes to boutiques, restaurants, coffee shop and diary.
- Promotion : He will need to advertise his bakery word of mouth, put up signs, paint
a bread and cakes sign for his bakery, give free samples the first week

Entrepreneurship Teacher’s Guide For Senior Six 239

7.9.Additional Activities
Extended activities
“If you don’t know where you are going any road leads you there” and ‘’ If you don’t
know where you are going then you will go nowhere’’. Discuss the relationship between
the two phrases referring to business plan.

240 Entrepreneurship Teacher’s Guide For Senior Six

UNIT 8: OPERATIONAL BUSINESS PLAN
FOR AN ENTERPRISE
8
Key Unit Competency: To be able to prepare an enterprise business plan (Part 2)

8.1. Unit Prerequisite

Learners were introduced to the business plan preparation, its structure, business
plan description and marketing plan in previous unit (A level-S.6, unit 7). This prior
knowledge, skills or competences should help them to be able to prepare a complete
enterprise business plan.

8.2. Cross-cutting issues to be addressed

Note: The examples below are just to guide you on how to address cross-cutting issues
throughout the unit but this does not mean that these are the only ones. You can
address and give learners opportunities to discuss all the crosscutting issues where
possible taking consideration of their environment or community.

Gender education: Emphasis throughout this unit has to be put on how both male and
females have the same ability in business plan preparation.

Inclusive education: you need to put emphasize on the working conditions that allow all
learners to perform required task regardless of their status. Learners shall be facilitated
to accomplish their tasks especially the blind learners.

Environment and sustainability: The greatest source of business plan and its
implementation is the environment, and one cannot implement his/her opportunity into
a profitable business without the environment. Therefore, great care for environment
is paramount for continued business activities

Peace and Values: Teachers need to emphasize to learners the need to live in peace and
harmony with others especially when working in group. Learners need to appreciate
themselves about the business plan generated. Learners also need to promote positive
business values especially towards society, customers, shareholders, environment,
government, among others as they generate business plans for being implemented.

Financial education: An emphasis is needed to learners for managing properly their

business revenues and any other monetary issues. This will help them to be financially
fit because of successful business plan implementation.

Entrepreneurship Teacher’s Guide For Senior Six 241

8.3. Generic competencies
Throughout this unit, give learners opportunities to develop their generic competences
especially activities and the methodology adapted. These have been discussed in the
preliminary pages of this teacher’s guide. Some of the generic competences that you
should facilitate learners to develop include but not limited to the following:

Critical thinking: learners are given activities to analyze different information

requirement, different resources for a given business to come up with a business plan.
The logical thinking shall apply in business plan development before coming up with a
full complete business plan.

Research and problem solving: Learners are given a case study where they have to
collect data on business plan development, develop it and draw a conclusion from the
data analysed.

Creativity and innovation: learners are given activities to use their creative and
innovative abilities to develop a business plan that can be presented to the bank.

Research and problem solving: Through activities, that gives learners a chance to
do research or analyze the various business opportunities that are present within
their community and develop a business plan that that can be used as guiding tool in
exploiting those opportunities.

Lifelong learning: after a task, activity or experience, learners should always share
what lessons they have learned, how they may use or link the experience to improve
on their knowledge, skills and attitudes in business plan preparation and to what extent
those will be exploited.

Guidance on the introductory activity

This introductory activity is intended to:

•• Provide interest and motivation to the learners about business plan preparation
•• Focus learner’s attention on business operational plan
•• Convince learners about what they will benefit from the unit
It can

•• Build on previous knowledge, skills, values and attitudes to help the teacher assess
the learner’s prior knowledge and help link with the new content, or
•• be new content to help arouse learner’s interest about what to expect in the new
content be answered in one lesson, or

242 Entrepreneurship Teacher’s Guide For Senior Six

•• Be gradually, over a period as the unit progresses. There are no right or wrong
answers use an appropriate method such as small groups or pairs, provide learners
with the unit 8 introductory activity, and give instructions to the activity. During
grouping or pairing, ensure a balance between boys and girls and learners’ different
abilities.
Learners in small groups or pairs analyze the Unit 8 introductory activity to identify
business start up cost and describe factors to be considered while choosing the business
location and production process of a given commodity.

Monitor to confirm whether everyone is working on the activity, instructions were

understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method

such as pair-share, small group presentations on the introductory activity. Encourage
different learners from the groups to share the group’s work to avoid just a few learners
dominating. Also encourage other learners to listen and not disturb when other teams
are sharing unless it is a question. Encourage learners to appreciate each other’s work
especially the presentation.

Appreciate the team’s presentations and remind them this activity was not meant to
come to the very right answers but to help them become aware of what to expect in
the unit. Answers to the activity will be got as the unit progresses. You can support
learner’s answers by referring to possible answers to the introductory activity below:

Possible answers to the introductory activity:

1.a Example of startup cost

•• Advertising and promotion

•• Borrowing costs
•• Employee expenses
•• Equipment and supplies
•• Insurance, license and permit fees - Research expenses
•• Technological expenses
b. Factors to be considered while choosing location of the business

Distance to your customers and suppliers: transportation costs are usually a large
component of total supply chain costs. Generally, the further you are from your
customers and suppliers, the higher the transportation costs will be. To better
understand your transportation costs, you will also need to understand the frequency
of deliveries and pickups from customers and suppliers. Industry practitioners use the
center of gravity and load distance technique to determine the ideal location, purely
focusing on transportation costs.

Entrepreneurship Teacher’s Guide For Senior Six 243

Access to the transportation network: Operating an effective supply chain is contingent
upon having good access to your transportation network. This may include alternate
transportation methods. Depending on your commodity, you will rate modes of
transport differently. As an example, a courier may require close proximity to an airport,
whereas a grain producer would require close proximity to a transport loading facility.

Security: The location of a business can increase the probability of being affected by
insecurities. So, it‘s better to choose a location which is more secure and safe for your
business.

Labor availability: Has become a significant challenge in warehousing and truck

transportation. Understanding the labor market situation in the area will assist in
determining projected labor costs and the availability of workers with the skills you
require. In addition, transportation access to your facility for your staff is very important.
If public transit is limited or inconvenient, you may have challenges in the hiring process.

8.4. List of lessons (including assessment)

No. Lesson title Learning objectives (from the syllabus including periods
knowledge, skills and attitudes):

1 Production Describe the production plan 3

Plan

2 Business Identify the necessary required costs to start a 3

Operation business
and Cost Plan
Describe the parts of the business operation and
costs plan

Calculate various business operation costs

3 Financial Plan Explain the various components of the financial 3

plan

Prepare: Sales plan, Cost forecast (6months/1

year), Cash flow plan, monthly net profit
estimation, Operating balance sheet

4 Risk Describe various risks encountered in business 2

assessment operations
and
contingency Assess business risks
plan
Devise contingency measures to reduce risks

244 Entrepreneurship Teacher’s Guide For Senior Six

 5 Action Plan Develop an action plan for successful operation 2
of the business

6 Sample Describe the elements of a business plan 4

Business Plan
Develop a business plan from an identified
business idea

Encourage others to develop plans whether for

personal or business purposes

Take moderate life and business risks

7 Lab 8 Apply Skills Lab Methodology 2

8 End Unit Can identify the elements of a business plan, and 2

Assessment elaborate a viable business plan for an enterprise

Total periods for the unit 21

Entrepreneurship Teacher’s Guide For Senior Six 245

 Lesson 1: Production Plan
Learning objectives:

Describe the production plan

Teaching aids:

Basic materials for a class/ lesson to be conducted: Learners books, internet, case
studies and any other trustworthy and reliable resources to enhance learning.

Possible methods:

pair share; small group discussion, brainstorm, interview with business people, research
in the library, research on the internet

Prerequisites/Revision/Introduction:

Read the Key unit competence in the syllabus to determine what students will know
and be able to do by the end of the unit. Look at the action verb, concept and context
of each learning objective. This will help you see the skills, knowledge attitudes
embedded in the learning objective. Remember the learning objectives link to the key
unit competence.

Use K-W-L (What learners already know-What they want to know-What they have
learnt) after the introductory activity to assess how much students already know and
what they would be interested in learning about business plan preparation. Learners
write under (K-what I know; W-What I want to know) about business plan preparation.
Briefly discuss what is written under each section with learners.

K-W-L Chart:

Topic:
what I Know what I Want to know what I Learned

Activity 8.1

Learners in small groups, pairs or individual read the question and through brainstorming
learners come up with the meaning of production plan and factors to be considered
while developing production plan following the instructions given. You may ask two
learners to act out the interview as the rest listen and follow.

246 Entrepreneurship Teacher’s Guide For Senior Six

During the interview act out or activity, make sure everyone is following and actively
participating. Those who are not acting may have to listen attentively without disturbing
and should applaud the actors after.

Learners share their findings, responses or answers to the activity using an appropriate
method such as group presentation, pair-share or large group discussion. Ensure all
learners are given an opportunity to give their views and should be respected.

Harmonize their findings or answers, and help them draw conclusions/summary to the
meaning of business plan and factors to be considered while selecting location of the
business. Answer or address any questions or challenges about the activity. Guide them
to make notes in their books referring to learners’ book.

Application Activity 8.1

Learners analyse the given problem about the bakery business and in groups prepare
a financial plan, identify human resource requirements, draw measures for quality
control and utility requirements. This activity may be given as a research question or
homework.

Depending on the purpose of the application activity, chose an appropriate method

to assess learners’ findings, answers or responses. Depending on the performance or
results, you may decide to give remedial or extension activities.

Possible answers for activity 8.1

1. Suppose you want to open a bakery in your village.

a) The answer to this question varies from one learner to another. You have to consider
that the learner has provided the justification of her/his choice taking into consideration
factors for location of business such as:

•• Distance to your customers and suppliers

•• Access to the transportation network
•• Security
•• Labor availability
b) Equipment required for bakery business includes but is not limited to:

•• Bakery oven
•• Dough mixer
•• Bread slicer
•• Planetary mixer
•• Dough sheeter
•• Dough divider and round
•• Deck oven
•• Molders
•• Electric prove

Entrepreneurship Teacher’s Guide For Senior Six 247

c) Raw material required for bakery business include but are not limited to: Flour, salt,
eggs, water, yeast, Fat, sugar, honey, raisins and nuts (Consider other raw material
provided that clear explanation are given by learners)

Possible answers for the Application Activity 8.1

a) Consider all answers provided by learners provided that they have given clear
explanation of production process of that product and have identified raw materials.

248 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 2: Business Operation and Cost Plan
Learning objectives: Identify the necessary required cost to start a Business,
describe the parts of the business operation and costs and calculate various business
operation costs

Possible methods: Think-pair-share; small group discussion, brainstorm, field study,

gallery walk, interview Small and Medium enterprise’s owners in their community,
research in the library, research on the internet, etc

Prerequisites/Revision/Introduction: Read the learning objective to determine what

students will know and be able to do by the end of the lesson. This will help you see the
skills, knowledge attitudes embedded in the learning objective. Remember the learning
objectives link to the key unit competence.

Learners through brainstorming identify different types of start up costs, different

sources of capital available and do a monthly cost forecast. Guide learners to draw a
conclusion on element to be considered while developing start up costs and available
alternative source of finance. Guide theme in developing a sales’ plan and monthly
cost forecast through brainstorming. Correct any homework or assignment from the
previous lesson. Help learners link the previous lesson to the current lesson.

Activity 8.2 Learner’s Book

Using an appropriate method, such as small groups or pairs learners may interview
an entrepreneur in bakery business; make research in the library or internet, group
discussions following instructions given to all cost requirements to start bakery business
and different available financing options. Ensure a balance among the groups or when
pairing and that the instructions are clearly understood.

Make a follow up as learner’s do the activity. Ensure everyone is actively participating

and heard; instructions clearly followed; and address any challenges/issues identified.
Encourage learners to brainstorm on different start up costs for identified business and
the different sources of finance available for entrepreneurs.

Learners share their findings on different start up costs for identified business and
the different sources of finance available for entrepreneurs through an appropriate
method such as group presentation, pair-share. Ensure learners of different needs
and abilities are given opportunities share or present their findings. Learners draw
conclusion on different cost involved for starting and the reason they think that those
cost are relevant and different sources of finance available while thinking on the best
alternative source of finance

Entrepreneurship Teacher’s Guide For Senior Six 249

Harmonize their findings or answers, and help them draw conclusions/summary on
identified startup costs and source of finance. Answer or address any questions or
challenges about the activity. Guide them to make notes in their books referring to
learner’s book.

Application Activity 8.2 Learner’s Book

Learners read the questions either in groups or in pairs to differentiate to develop

a sales plan of a certain business of their choice and total monthly plan for a bakery
business. This activity may be given as a research question or homework.

Depending on the purpose of the application activity, chose an appropriate method

to assess learners’ findings, answers or responses. Depending on the performance or
results, you may decide to give remedial or extension activities.

Possible answers for activity 8.2

1. You have to consider all answers from learners provided that they have given
supporting opinions. The answer provided below is an example:

Particulars Cost estimation (Frw)

Advertising and promotion 100,000
Borrowing costs 45,000
Employee expenses 125,000
Equipment and supplies 2,400,000
Insurance, license and permit fees 73,000
Research expenses 200,000
Technological expenses 175,000
3,118,000

2. Sources of money for business include the following:

•• Personal savings/your own money or personal funds or Equity financing: Personal

funds or equity capital is money raised by a company in exchange for a share of
ownership in the business. Ownership is represented by owning shares of stock.
Equity financing allow business to obtain funds without incurring debt, or without
having to repay a specific amount of money at a particular time.

•• Partners or shareholders: Selling part of the business to others. This can be done
in a number of ways such as getting partners to inject in some money or selling
shares to outsiders either informally or formally through the capital market system
by converting the business into a public limited liability company.

250 Entrepreneurship Teacher’s Guide For Senior Six

•• Contribution from Family and Friends: One can acquire money from your family and
friends. In some incidences, a family member can lend you money that you will have
to pay at an agreed period or it can be capital given to you freely may be from your
parents to start a business.

•• Borrowing from lending institutions: The option of borrowing is used when equity
funding is not enough. You can borrow money through: Banks, Cooperatives,
Government scheme and other financial Institutions like insurance companies,
among others.

(Consider all other sources provided by learners)

Possible answers for application activity 8.2

1. Follow the guideline of developing sales plan in Learners’ book, unit 8 lesson 2.3 sales
plan. You have to be sure if the learners have taken into consideration the following
plans:

•• Distribution methods to be used

•• Transaction process between your business and your customers
•• Sales strategy
2. There is no simple formula for a monthly forecast for business. You have to consider
that learners have taken into consideration through their answers the following
elements:

•• Staff cost
•• Material cost
•• Utility cost
•• Depreciation expenses
•• Cost of capital
•• Other costs that are relevant to the bakery business

Entrepreneurship Teacher’s Guide For Senior Six 251

 Lesson 3: Financial Plan
Learning objectives: Explain the various components of the financial plan. Prepare Sales
plan, Cost forecast (6months/1 year), Cash flow plan, monthly net profit estimation,
Operating balance sheet.

Teaching resources: Basic materials for a class/ lesson to be conducted: Learners books,
internet, sample, illustration case studies and any other resourceful person to enhance
learning.

Possible methods: pair share; small group discussion, brainstorm, interview with
business people, research in the library, research on the internet.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge and
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Ensure a conducive learning environment and lead a review of the previous lesson on
business operation and costs plan, handle any homework or assignments.

Use the case study question in order help learners to explain the various components
of the financial plan and prepares, sales plan, cost forecast, cash flow plan, monthly net
profit estimation, Operating balance sheet. Help learners link the previous lesson and
the discovery activity to the current lesson.

Activity 8.3 Learner’s Book

Learners read the case study and answer questions that follow.

Learners in small groups, pairs or individual by referring to previous activities to explain

the various components of the financial plan and prepare it. During grouping or pairing,
ensure a balance between boys and girls and learners’ different abilities.

Monitor to confirm whether everyone is working on the activity, instructions were

understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
pair-share, small group presentations from the activity. Encourage different learners
from the groups to share the group’s work to avoid just a few learners dominating.
Encourage learners to explain the various components of the financial plan and
prepares, sales plan, cost forecast, cash flow plan, monthly net profit estimation,
Operating balance sheet. Also, encourage other learners to listen and not disturb when
other teams are sharing unless it is a question.

252 Entrepreneurship Teacher’s Guide For Senior Six

Encourage learners to appreciate each other’s work especially after presentation.
Harmonize their findings or answers referring to possible responses, and link the findings
to the learning objective, help them draw conclusions/summary on the preparation of
financial plan. Answer or address any questions or challenges about the activity. Guide
them to make notes in their books referring to student book.

Application Activity 8.3 Learner’s Book

Read the Application activity 8.3 in the learner’s book and answer questions that follow.
This activity can be done as an individual, pairs, and small groups. Learners analyze the
activity on financial plan. Give clear instructions and ensure a balance in the groups.
Monitor the activity to ensure learners are on track and actively participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work. Conclude the lesson by guiding the learners on financial planning.

Possible responses to the Activity 8.3

a) Budget for MUHIRE Shop Ltd

January February March April May June

Receipts 127,500 85,000 212,500

112,500 75,000 187,500

120,000 80,000 200,000

82,500 55,000 137,500

112,500 75000

105000

Total 127,500 197,500 407,500 350,000 367,500 317,500

receipts

Expenses

Water (1,800) (1,800) (1,800) (1,800) (1,800) (1,800)

Rates of (2,500) (2,500) (2,500) (2,500) (2,500) (2,500)

security

Heat and (4,000) (4000) (4000) (4000) (4000) (4,000)

light

Entrepreneurship Teacher’s Guide For Senior Six 253

 Electric (1,000) (1,000) (1,000) (1,000) (1,000) (1,000)
materials

Hygiene (1,500) (1,500) (1,500) (1,500) (1,500) (1,500)

Machines (85,000) (100,000)

Raw (70,000) (70,000) (110,000) (110,000) (100,000) (100,000)

material 1

Raw - (100,000) (100,000) (90,000) (90,000) (87,500)

material 2

Total (80,800) (265,800) (320,800) (210,800) (200,800) (198,300)

expenses

Net cash 46,700 (68,300) 86,700 139,200 166,700 119,200

flow

Balance (175,000) (128,300) (192,600) (101,900) 41,300 212,000

b/f

Balance
(128,300) (192,600) (101,900) 41,300 212,000 331,200
c/f

b) Cash is the lifeblood for any organization as it must have sufficient to be able to
trade.

Cash budgets identify the amounts expected to be received and paid out and most
importantly the timings of these receipt and payments. This enables the business to
plan its expenditure based on when it expects its receipts. Where an excess of outflows
is identified, the organization can take steps to secure temporary funds by transferring
them from elsewhere or through an overdraft facility.

Possible responses to the Application activity 8.3

1. Startup budget of a small shop

INEZA Stationary shop/Start up Budget

SOURCE OF FUNDS Amount

Owner’s funds 300,000

Loan from Bank of Kigali 400,000

Loan from Uncle Kalisa 100,000

Total Amount 800,000

254 Entrepreneurship Teacher’s Guide For Senior Six

 Planned use of funds

Equipment (Shelf, etc) 200,000

Renting shop 6 months 180,000

Blackboard Dusters 5,000

Chalk Dustless all Colours 25,000

White-board Cleaning Spray 9,000

White-board Dusters 10,000

White-board Markers all colors 20,000

Cash Receipt Books 45,000

Hard Cover A4 Index, Thick, Thin 12,000

Hard CoversA5 book 18,000

Ledger Book 27,000

Pen Carbon duplicates 23,000

Shorthand spirals 25,000

All types of CDs 15,000

Pens 10,000

Pencils 20,000

Notebooks 15,000

Manila papers 14,000

All types of envelops 7,000

Operational fees 89,000

Total expenses 769,000

Total amount planned to get in 1 year 1,280,000

VAT ( value added tax) 91,980

Net Profit 419,020

Entrepreneurship Teacher’s Guide For Senior Six 255

2. Refer to capital you have planned to put in your stationary, calculate your Return On
Investment.
Return on investment (ROI) = 419,020/769,000 X 100 = 54.48%

3. Using your start-up budget that you have done early, prepare your opening balance
sheet for your stationary shop

My opening balance sheet

Assets Liabilities and owner’s equity

Fixed assets Owner’s equity 347,000

Equipment 200,000 Long-term liabilities

Total fixed assets 200,000 Bank loans 400,000

Current assets

Stock 347,000

Debtors 180,000

Cash 89,000 Current liabilities

Bank 31,000 Kalisa 100,000

Total current assets 647,000 Total liabilities 500,000

Total assets 847,000 Total liabilities and 847,000

owner’s equity

The amount of total assets must be equal to total liabilities and owner’s equity because
the last one financed all assets.

256 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 4: Risk assessment and contingency plan
Learning objectives:

•• Identify and discuss various risks encountered in business operations

•• Assess business risks
•• Devise contingency measures to reduce risks
•• Take moderate life and business risks
Teaching resources:

Basic materials for a class/ lesson to be conducted: Learners books, internet,

newspapers, books or magazines, radio, television and any other resourceful person to
enhance learning.

Possible methods:

Think-pair-share; small group discussion, brainstorm, field study, gallery walk, interview
with entrepreneurs in community, research on internet, etc.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Lead a review of the previous lesson on financial plans, handle any homework or
assignments and ensure a conducive learning environment. Help learners link the
previous lesson to the current

lesson Activity 8.4

Learner’s Book gives instructions to the learning activity, learners in small groups or
pairs identify and discuss on all risks that may occur in a given business. Monitor group
activities to ensure everyone is actively participating and heard; instructions clearly
followed; and address any challenges/issues identified. Encourage learners to think
about business risks related to the environment, be creative, peace and values.

Guide learners to share their findings on the activity, ensure learners of different needs
and abilities are given opportunities share or present their findings. Harmonize their
findings or answers, and link the findings to the learning objective, help them draw
conclusions/summary on the risks related to any business. Answer or address any
questions or challenges about the activity. Guide them to make notes in referring in
their learner`s book.

Entrepreneurship Teacher’s Guide For Senior Six 257

Application Activity 8.4 Learner’s Book

Learners read the application activity 8.4 and answer the related questions. This activity
can be done as an individual, pairs, and small groups. Learners analyze business risks
and make strategies to reduce or avoid those risks. Give clear instructions and ensure a
balance in the groups. Monitor the activity to ensure learners are actively participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work. Conclude the lesson by guiding the learners on what to in terms of next
lesson, home works, organizing the class, etc.

Possible solution to activity 8.4

All possible risks may occur in my business are:

External risks :
•• Earthquake
•• Floods
•• Change in environment
•• Changes in consumer preference
•• Competitors

Internal risks:
•• Computer damaged
•• Unskilled employees
•• Computer network failures
•• Problems associated with using outdated equipment
•• Failures or interruptions to the delivery of electricity, water, transport and
telecommunications.
•• Infrastructure problems such as supply electricity, availability of software and
servers, etc.
Possible solutions of application activity 8.4

Risk mitigation is defined as taking steps to reduce adverse effects. There are four
types of risk mitigation strategies that hold unique to business continuity and disaster
recovery.

•• Risk Acceptance/Retention: Risk acceptance does not reduce any effects however
it is still considered a strategy. This strategy is a common option when the cost of
other risk management options such as avoidance or limitation may outweigh the
cost of the risk itself.

258 Entrepreneurship Teacher’s Guide For Senior Six

 Based on our case study this strategy can be used when the business owner found
that the kind of risk occurred is less expensive than other mitigation strategies.

•• Risk Avoidance: Risk avoidance is the opposite of risk acceptance. It is the action
that avoids any exposure to the risk whatsoever. Risk avoidance is usually the most
expensive of all risk mitigation options depending on the type of risk to avoid.

•• Risk Limitation/Reduction: Risk limitation is the most common risk management

strategy used by businesses. This strategy limits a business’s exposure by taking
some action. It is a strategy employing a bit of risk acceptance along with a bit of
risk avoidance or an average of both. An example of risk limitation would be for the
above case study accepting to hire skilled employees and using updated materials
even if it is expensive.

•• Risk Transference: Risk transference is the involvement of handling risk off to a

willing third party. For example, working with insurance companies whereby a
business is ensured.

Entrepreneurship Teacher’s Guide For Senior Six 259

 Lesson 5: Action Plan
Learning objectives:

•• Identify business activities required

•• Show the specific time to complete every business activity identified
•• Develop an action plan for a business
Teaching resources:

Basic materials for a class/ lesson to be conducted: Desks, Learners books, internet,
sample contract, case studies and any other trustworthy and reliable resources to
enhance learning.

Possible methods: Pair share; small group discussion, brainstorm, interview with
business people, research in the library, research on the internet.

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge and
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Ensure a conducive learning environment and lead a review of the previous lesson on
the risk assessment and contingency plan.

Use a discovery activity to introduce what is an action plan, its importance and how
to prepare it. Help learners link the previous lesson and the discovery activity to the
current lesson.

Activity 8.5 Learner’s Book

Learners complete the activity 8.5 as identified all business activities ant their expected
time to complete them.

Learners in either small groups, pairs or individual read and complete the activity to
identify the business activities and their specific time to complete them. During grouping
or pairing, ensure a balance between boys and girls and learners’ different abilities.

Monitor to confirm whether everyone is working on the activity, instructions were

understood, address any challenges or questions, ensure everyone is given an
opportunity and are contributing in-group discussions. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
pair-share, small group presentations from the activity. Encourage different learners
from the groups to share the group’s work to avoid just a few learners dominating.

260 Entrepreneurship Teacher’s Guide For Senior Six

Encourage other learners to listen and not disturb when other teams are sharing unless
it is a question. Encourage learners to appreciate each other’s work especially after
presentation.

Harmonize their findings or answers referring to possible responses, and link the
findings to the learning objective, help them draw conclusions/summary on the action
plan. Answer or address any questions or challenges about the activity. Guide them to
make notes in their books while referring to the learner’s book.

Application Activity 8.5 Learner’s Book

Learners read the Application activity 8.5 and answer the questions that follow. This
activity can be done as an individual, pairs, and small groups. Learners prepare an
action plan for any chosen business. Give clear instructions and ensure a balance in the
groups. Monitor the activity to ensure learners are on track and actively participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Refer to the possible answers below as you assess
their work. Note: if the activity is to be marked/ corrected by the teacher, there might
be no need of sharing.

Conclude the lesson by guiding the learners on what to in terms of next lesson, home
works, organizing the class, etc.

Possible responses to the activity 8.5

My business activities needed and the specified time to complete them are:

•• Buying land in January 2019

•• Building premises in February 2019
•• Buying machinery and equipment in May 2019
•• Installation machinery and equipment in June and July 2019
•• Recruitment employees in June and July and August 2019
•• Training in September 2019
•• Buying raw materials in October 2019
•• Start production in October and November 2019
•• Selling products and offer services in December 2019
Summarize all these activities in a timetable to better explain what an action plan is.

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Possible solutions of application activity 8.5

Business action plan

Activity Time Person

responsible
Renting a business house 1st December 2018 Business owner

Buying equipment and 15th December 2018 Business owner

furniture

Installation of equipment 20th December 2018 Technician

Recruitment employees 25th December 2018 Human resource

officer

Training 26th December 2018 Specialist in

hospitality

Buying raw materials( Tea, 27th December 2018 Kitchen officer

coffee, milk, breads and
cakes)

Start selling 27th December 2018 Sales officer

Application Activity 8.6 Learner’s Book

Learners read the Application activity 8.6 and answer the questions that follow. This
activity can be done as an individual, pairs, and small groups. Learners prepare a business
plan for a business of selling eggs. Give clear instructions and ensure a balance in the
groups. Monitor the activity to ensure learners are on track and actively participating.

Learners share their findings to the large group. Assess their answers depending on the
purpose of the application activity. Conclude the lesson by guiding the learners on what
to in terms of next lesson, home works, organizing the class, etc.

262 Entrepreneurship Teacher’s Guide For Senior Six

Possible responses to the activity 8.5

Refer to students’ book about sample of a business plan

Skills Lab Activity 8.7

8.5. Use of Skills Lab Method: Lab 8

1) Build (max 15 minutes)

Through brain storming, learners answer the following questions.

a) What do you understand by:

i. Production plan
ii. Business operations and cost plan
iii. Financial plan
b) What do you understand by the word production?

c) What should you do before you start production?

Possible answers from students would be;

a) Production plan is the guideline to create and monitor output of a product and how
that output affects other parts of a business plan such as marketing, sales and logistics.
A business operations and cost plan is a layout of the amount of money needed during
the start - up process of a business for payments before the business begins, to earn its
own income.

A financial plan describes the business current financial status, its financial goals, when
it wants to achieve them, and strategies to meet those goals.

b) One needs to plan for production needs such as materials, premise/ location,
workers, method of production among others; the amount of money needed to start
and operate the business activity as well as the sources of finance.

Explain that before a business starts its activities, it needs to plan for its production
needs so as to be able to produce what will satisfy the market as well as avoiding losses
through overproduction; think of the costs needed to start and operate the activities;
as well as sources and how to get finance for its activities. This lab will help learners plan
for the production needs, operational cost as well all financial needs of the business
activities.

2) Practice (max 25 Min)

Let learners in their respective lab groups prepare the production plan, business
operation and Costs Plan, and Financial plan for the business activity they chose in lab 7.

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Inform learners of the time for the activity; make intentional movements to the groups,
ensuring that there is active participation and that all issues have been resolved.

Encourage learners into having viable projects that can solve community problems.

Make sure all learners in groups are active for example by asking silent learners to have
a voice and in the discussions or to ask their peers where they do not understand.

3) Present (Max 20 Min)

Communicate the appropriate time for this activity to be done. Choose the appropriate
method they can use to present their findings for example gallery work or one group
presenting at a time. During presentations encourage learners challenge/supplement
each other (control this as it make time) as it will enable them to understand better.

4) Conclusion (Max 10)

Conclude by emphasizing that entrepreneurs have to always write businesses plans for
their businesses and that as entrepreneurs to be this will be their first step.

Write on the blackboard the elements a business plan should have.

i. Production plan

ii. Business operation and Costs Plan

iii. Financial plan

iv. Risk assessment and contingency plan

v. Action plan

5) Portfolio Assignment (Max 5 Min)

Each learner designs a production plan, Business operation and Costs Plan, and Financial
plan for his/her own Back Home Project (the project he/she intends to start)

8.6 End Unit Summary

1) Production plan: is the planning of production and manufacturing modules in any
company or industry.

2) Quality: refers to the ability of a product or service to satisfy the needs of customers.

3) Quality: control is when the entrepreneurs ensure that they control all production
activities so as to produce products that meet required specifications or standards.

264 Entrepreneurship Teacher’s Guide For Senior Six

4) Packaging: refers to the process of wrapping, crafting, filling or compressing of
products to protect them from spoilage, breakage, leakage, pilferage and contamination
in the process of transit, storage and use.

5) A sales plan: is a strategy that sets out sales targets and tactics for your business and
identifies the steps you will take to meet your targets.

6) A forecast: is the act of predicting business activity for a future period of time.

7)Cash flow: is the money that comes in and goes out of a company.

8) Free cash flow (FCF): measures how much cash you generate after taking into
account capital expenditures for such things as buildings, equipment, and machinery.

9) Operating cash flow (OCF): is the measure of your company’s ability to generate
positive cash flow from its core business activities.

10)Depreciation: is an accounting practice where you deduct the cost of a tangible

capital asset, such as machinery or real estate, over a period of time.

11) Amortization: is where you deduct the cost of an intangible capital asset, such as a
patent, over a period of time.

12) Balance sheet: is a financial statement or report which indicates what you own and
what you owe on any given day in the life of a business.

13) Payback period: is the time in which the initial cash outflow of an investment is
expected to be recovered from the cash inflows generated by the investment.

14) Return on Investment (ROI): is a performance measure, used to evaluate

the efficiency of an investment or compare the efficiency of a number of different
investments.

15) Risk management: is process of identifying risks, assessing risks and developing
strategies to manage risks is known.

16) Internal risks: are internal factors which affect the business but are within a
company’s control and sometimes occur as a result of improper systems put in place or
the lack thereof.

17) External risks: are outside the control of the project team and its host organization.

18)A contingency plan: is a course of action designed to help an organization respond

effectively to a significant future event or situation that may or may not happen.

19) An action plan: is a document that lists what steps and actions must be taken in
order to achieve a business goal.

Entrepreneurship Teacher’s Guide For Senior Six 265

8.7. Additional information
Operational budget: This is a document/statement that provides a summary of income
and expenditure expectations of the business. These expenses may include the
following.

Operating costs of the business

•• Costs of goods; costs of purchases, raw material, labor etc.

•• Administrative expenses; administrative salaries, legal accounting charges.
•• Depreciation of office equipment, office rent, stationery.
•• Selling and distribution expenses e.g. sales staff salaries, sales commission, carriage
outwards.
•• Financial charges e.g. bank charges, discount allowed and interests on loans.
Steps in Preparation Of An Operational Budget

•• Setting business goals for a period of time to be budgeted for.

•• Set up the objectives to be achieved.
•• Set the activities to be performed and their time table.
•• Estimate the sales to be made in the period.
•• Estimate the cost of goods /services to be sold.
•• Calculate the profits/gross and net profits.
•• If profits are taxable, apply the tax rate to the profits before tax to get tax payable.
Importance of an Operational Budget

•• It helps to determine the future expected profits.

•• It helps in pricing goods.
•• It is a measure that is used to compare the planned output to the actual output.
•• It helps in calculating production costs.
•• It helps the entrepreneur to prioritize the expenditure of his income. Helps to plan
for the future in line with the objectives of the business/organization.
•• It encourages hard work and innovative among workers to meet the targets set at
the beginning of the budget period.
•• It enables the entrepreneur to know her sources of income in the business, hence
planning accordingly.

266 Entrepreneurship Teacher’s Guide For Senior Six

Operational Budget

An example of an operational budget for brave enterprise limited.

DESCRIPTION AMOUNT

Sales 4,000,000

Cost of goods sold

Iron sheets 10,000unitsx300 3,000,000

Iron bars 500 unitsx20 10,000

Drums 10 units x 10 100

3,010,100

Gross profit 989,900

List a number of other expenses e.g. miscellaneous, rent, wages etc

Total 246,000

Fixed assets (list and total them) e.g. 30,000

land

Net Profit 773,900

8.8. End of Unit 8 Assessment

1) a) production plan

Location of the busines: Kigali city

Type nature and capacity of the business

•• Required inputs and raw materials: furniture, curtains, carpets,

•• Labor requirements of the business: skilled labor, unskilled labor
•• Required utilities: electricity, water, telephone bills
•• Expected output: accommodate more than 1000 people
•• Quality management: day today monitoring of the business
•• Capacity of improvement: expect to expand the business by having branches across
the country.

Entrepreneurship Teacher’s Guide For Senior Six 267

b) Action plan
BUSIESS IMPLEMENTATION/ACTION PLAN
NO. OF ACTIVITY/ITEM TIME IMPLEMENTATION OFFICER
ITEMS

1 Carry out the feasibility study to 1 month Entrepreneur/market

determine the viability of the project research firm

2 Formulation of a business plan 2month Entrepreneur

3 Loan application process 1month Entrepreneur
4 Selection of the business site and 1month Entrepreneur
purchase of land

5 Purchase of machinery and equipments 2month Entrepreneur/purchasing

officer/engineer
6 Installation of machinery 2month Engineer
7 Construction of premises and offices 8month Construction firm
8 Recruitment of human resource 2month human resource manager
9 Training of employees 2month Human resource manage
10 Production testing 1 month Production manager
11 Commercial production 2weeks Production manager
12 Marketing of products Continu Production manager

2) The following should be included in the financial plan

•• Fixed capital expenditure e.g. on land, buildings, machinery, tools etc

•• Start up capital and expenses
•• Working capital required e.g raw materials, direct labor, overhead costs, operating
costs etc against sales revenue.
•• Expected sources of financing i.e. where the funds will come from.
•• Projected financial statements e.g. balance sheets, income statements, cash flow
statements and budgets
•• Break even analysis (BEA) of the business.
•• Time frame i.e. a typical business plan forecast covers five years.
•• Marketing expenses
•• Research and development costs.
•• General and administrative expenses.
•• Estimated taxes on income.
•• Inventories. i.e. estimated level of inventory needed to meet our estimated sales
volume.
•• Accounts receivable i.e. estimate the length of time between sale and collection of
related receivables/payments.
•• Cash i.e. estimate the amount of cash to be maintained over a forecast period.
•• Account payable i.e. estimate the period over which you expect to pay your bills.

268 Entrepreneurship Teacher’s Guide For Senior Six

3) a) Determine what main riskS your business is likely to encounter: Ideally, there
is a need to Figure out what types of disasters are most likely to affect your business
depending on its type and location and plan accordingly. .

b) Preparation of an evacuation plan: There is a need to go over with the personnel

and post it conspicuously throughout your business premises. Personnel need to know
when to evacuate, what they should do when they’re notified of an evacuation, what
routes are available out of the building(s), and should also know who is responsible for
checking to see whether everyone is out safely.

c) Create a communications fan-out system: There is a need to ensure that if something

happened at your business, there is a person responsible for notifying each person who
works there. In this case there is a need to ensure that phone and email contact lists
are up to date and that the people responsible for contacting others have printed lists
as all technology fails sooner or later and usually at the most inconvenient time. Also
decide who will be responsible for communicating with the public and how (updating
the business website, posting on social media, press releases, signs in the windows,
radio announcements etc.) in case the need arises.

d) Be sure that your on-site emergency kits are complete and up-to-date: This
Emergency First Aid Kit Checklist for Businesses shows exactly what first aid kits for
small businesses need to contain. Depending on what types of disasters that may
happen in your area, you may want to add other supplies. For example, one gallon of
water per person per day is one of the recommended supplies on this list of Emergency
Supplies for the Retail Store.

e) Take steps to protect your business data: Your business data is your most valuable
asset. If it was stolen or destroyed, would your business be able to quickly get up
and running again or even carry on at all? Therefore, data protection is one of many
advantages of switching your business to cloud computing.

f) Ensure your business carries adequate insurance: Fire insurance is the type that
springs to mind, but fire is certainly not the only possible disaster your small business
could experience. Besides other obvious physical disasters such as flooding or wind
damage etc. might affect the business Choosing the proper type of insurance to cover
your risks and having good, up-to-date insurance coverage will go a long ways toward
getting your small business up and running again if disaster strikes.

g) Check out local programs and resources: Your city or town or village may have
contingency plans/disaster response plans in place or provide resources that will
make it easier for you to put your own plan together. For instance, MIDMAR offers
information about emergency preparedness for some locations in Rwanda where it
sensitizes people to buy and install Umurindankuba (lightening rod/conductor) near
their houses (for example in Rutsiro district, Nyaruguru district and especially in the
high mountain region) on its website and offers training workshops on the topic.

Entrepreneurship Teacher’s Guide For Senior Six 269

Note: Investigate and find out what contingency plan is available in your town or village
before you start writing your own business disaster plan.

h)Keep your business contingency plan handy: The entrepreneur has to keep his/her
disaster plan in an easily accessible place and make sure everyone who needs to know
where it is knows its location.

i)Use Your Business Social Media: Your business website and social media platforms
like Facebook, Telegram, WhatsApp and Twitter are excellent ways to communicate
with customers and business associates in the case of an emergency. Don’t let your
customers wonder if you are open or not when disaster strikes, a quick post on
Facebook can keep them up to date.

Contingency planning therefore, requires an investment of time and resources, but if

you fail to do it or if you do it poorly the costs could be significant if a disaster happens.
A well thought out business contingency plan can mean the difference between your
business’s survival and failure if disaster strikes. A fire, a flood, a hard drive failure or
data theft - any or all of these could put your business out of commission. Taking the
time to do some business contingency planning will help ensure that your business is
able to resume operations in the shortest possible time.

4. Elements of a business plan include the following

a) General description of the business

b) Mission statement, Goals and objectives

c) Production plan

d) Marketing plan

e) Organization plan

f) Financial plan

g) Action plan

5. Guide learners to prepare an attractive business plan for the school business club.

Ensure all elements are included in the business plan

270 Entrepreneurship Teacher’s Guide For Senior Six

3.9. Additional Activities
Extended activity

You have received a grant from the Business Development fund ltd (BDF) of 5 million to
start a business of your choice.

a) Prepare a production plan

b) Prepare a financial plan

c) Prepare a complete business plan

Guide learners to prepare the production plan, the financial plan and the whole business
plan using the sample business plan in the student book.

Entrepreneurship Teacher’s Guide For Senior Six 271

UNIT 9: QUALITY ASSURANCE AND QUALITY
COMPLIANCE IN BUSINESS
9
Key Unit Competency:
To be able to establish an effective quality compliance system in business activities

9.1.Unit Prerequisite
In O’ level, Unit 8 (S1), Learners are explained the basic concepts of standardization,
in unit 8(S2), they analyzed the need for metrology, quality testing and accurate
measurement while in S3 unit 10, where they were able to explain the requirements
for acquiring a certification mark for a given business. In A level, unit 5 of S4, they
were able to analyze the role of standards in business activities while in unit 12 of S5,
they were able to appreciate that there is need for conformity assessment in business.
Given this background, learners should be able to appreciate that doing businesses
requires entrepreneurs to conform to the required regulatory quality and metrological
standards.

In this unit, they will be able to establish an effective quality management system for
the business idea they intend to implement in their communities.

9.2.Cross-cutting issues to be addressed

Note: The examples below are just to guide you on how to address cross-cutting issues
throughout the unit BUT THIS DOES NOT mean that they are the only ones. You can
address and give learners opportunities to discuss all the crosscutting issues where
possible taking into consideration the learning environment and the community.

•• Environment and sustainability: It’s important to note that conforming to the

required guidelines regarding quality and accreditation standards necessitates
entrepreneurs to be responsible with the environment. During business activities
like packaging and production processes, the environment is used in one way or the
other.
•• Satisfying customers’ needs should also include appropriate use of the environment
and making sure that the natural resources are sustainable for all the current and
future generations. Therefore, learners during this lesson should be able to show
great concern on natural resources and environment. They should for instance be
able to adopt programs like “cut one and plant two” to promote afforestation.

Entrepreneurship Teacher’s Guide For Senior Six 273

•• Inclusive education… Emphasis has to be put on how all learners irrespective of their
backgrounds, economic or social setup have right to participate in business activities
that benefit their communities. Learners need to appreciate that irrespective of their
backgrounds, they have to set business projects that conform to the right quality,
accreditation and measurements.
•• Peace and Values…In day to day activities both at school and community, learners
need to live in harmony and peace. Re-echo that providing high quality goods and
goods that conform to the set guidelines set by Rwanda Standards Board (RSB)
promotes expected values of the country. Learners also need to work in harmony
during group activities and other activities as provided by the teacher.
•• Gender education: Rwanda is a gender sensitive country that promotes gender
equity across all specs of life. Thus emphasis has to be put throughout this unit on
how both male and females have same opportunities when it comes to participating
in class and other opportunities outside class like taking up leadership in their
communities. When they are presenting different learning activities, researching
and other assignments, all learners irrespective of sex should be given equal
opportunities.
•• Financial inclusion…Being financially responsible partly means resources are used
appropriately and productively. Through this unit, learners will be able to appreciate
the need to take care of resources and environment sustainably, and therefore note
to them that utilizing resources efficiently is one way of being financially responsible
in the long run for example when entrepreneurs produce what customers don’t
need, there will be low demand leading to overstocking. This stock can go bad hence
wastage of resources and money.
•• Refer to other cross-cutting issues as identified in the preliminary pages of the
teachers’ guide and curriculum framework.

9.3.Generic competencies to be developed

Throughout this unit, provide learners a variety of opportunities to develop generic
competences especially activities and the methodology adapted. These have been
discussed in the preliminary pages of this teacher’s guide. Some of the generic
competences that you can promote during this unit are included but not limited to the
following:

•• Research and problem solving: Learners should be able to discover and learn
on their own through research related activities. These activities give learners a
chance to do research or analyze the various problems or challenges faced in their
community and propose ways or strategies of overcoming or solving the identified
problems. Encourage learners to read on their own different policy documents and
reports of RSB, East Africa and ISO on standards, accreditation and measurements
on internet, library or any other source as provided by you so as to be able to apply
accurate measurements and quality standards as well as design their own quality
systems for the businesses they intend to start.

274 Entrepreneurship Teacher’s Guide For Senior Six

•• Creativity and innovation: learners are given activities to use and apply their creative
and innovative abilities in real life experiences. They will be able to create strategies
and systems that will promote quality and accurate measurements in businesses
they intend to start.
•• Communication: Learning activities and tasks learners perform ought to promote
communication in one way or the other. They should be given opportunities to
communicate, share ideas and findings.
Learning activities such as use of debates and role plays are some of the activities
that can promote communication. In this unit, learners for example can have health
arguments for or against need for accurate measurements in business activities,
can design and present quality systems and can also communicate amongst them in
groups or pairs during teaching and learning.
• Co‐operation, interpersonal relations and life skills: Through different tasks
assigned, they should demonstrate a sense of teamwork, cooperation, working
with others as they for example analyze the different scenarios or case studies
concerning metrology in business. They should be able to work as a team in peace
and harmony even outside classroom activities to their societies as they solve given
societal challenges.
• Lifelong learning: This unit should be able to encourage learners to self-discover and
motivated to find and read more for example implementing the businesses ideas
they intend to start. It will require them to keep learning from available businesses in
their communities and also will have to consult people with experiences in one way
or the other for technical advisory support. Therefore encourage learners to know
that learning never ends that some tasks they do during class or outside classroom
(in their communities) can be done if they keep learning and implementing what
they learn accordingly.
• Critical thinking: learners will be able to develop critical thinking skills through
analyzing of case studies, creating solutions to given scenarios and designing
systems meant to improve and maintain quality of a given business These activities
make learners think reflectively, logically and imaginatively about the challenges
encountered in a situation before arriving at a conclusion.

Guidance on the introductory activity for the Unit

NOTE: The students won’t be able to answer all the questions at this stage; they can
answer the first 3-4 questions. The most important thing is that you want learners to
use their previous knowledge and backgrounds to self- discover the expectations of
this unit during and teaching of this unit. Tell learners that they will learn more about
metrology, quality standards and accreditation in the corresponding lessons.

Explain the purpose of the introductory activity of the lesson. The introductory activity
will also arouse learners’ interests about what to expect in this unit as they answer the
questions that follow in the activity.

Entrepreneurship Teacher’s Guide For Senior Six 275

Learners can build on previous knowledge, skills, values and attitudes to help you assess
the learner’s prior knowledge and help link with the new content.

This activity is intended to provide interest and motivation for learners to appreciate the
need for accurate measurements in business as well the need for an effective quality
compliance standards in business activities.

Exploit and use appropriate learning methods that can foster collaborative learning for
(example use of manageable groups or pairs, use of resourceful people, gallery walk).
Provide learners with the introductory activity on SB page X, and give instructions to
the activity to be done. During grouping or pairing, ensure a balance between boys and
girls and learners with different abilities.

During this activity ensure that learners have understood the instructions, prompt
and probe them through question and answer approach to make sure they are active
and their curiosity in learning and discovery is aroused. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
pair-share, small group presentations on the introductory activity. Encourage different
learners from the groups to share the group’s work to avoid just a few learners
dominating. Also encourage other learners to listen and not disturb when other teams
are sharing unless it is a question. Encourage as well learners to appreciate each other’s
work especially the presentation

Appreciate the team’s presentations and remind them that this activity was not meant
to come to the very right answers but to help them become aware of what to expect
in the unit. The appropriate answers to the activity will be got as the unit progresses.
You can support learner’s answers by referring to possible answers to the introductory
activity seen below:

Possible answers to the introductory activity

a) What does the National Standards and conformity assessment guidelines expect
entrepreneurs to do?
• Conform and comply with right quality and measurement standards.
• Being responsible with the environment as they carry out their business activities.
• Use right raw materials and technology as per the expected national standards.
b) What are likely negative effects the business may face if customers are not satisfied
as a result of wrong measurements of the goods bought?
• Low demand: when customers are unsatisfied, they will buy less or completely stop
buying leading to low demand.
• Bad referrals: If customers are not satisfied, they will inform their colleagues about
their non-satisfaction.

276 Entrepreneurship Teacher’s Guide For Senior Six

• Bad image: The business will have a poor reputation and image.
c) Explain the benefits a business will attain if there is an effective quality management,
assurance and compliance standards?
• Wastes and disposals may end in water bodies.
• Pollution of air, tress/forests are cut.
• People may be displaced, swamps may be reclaimed on, among others (discuss
responses from groups)
d) What strategies would you propose to the entrepreneurs to implement to ensure
the safety of their customers?
• Ensure that raw materials used conform to the expected standards and measures,
for example too much of materials used in a given product may be toxic and
catastrophic to the customers.
• Building a quality compliance system, the entrepreneurs can develop a compliance
system which must be consistently used and monitored.
• Use of a competent team; the entrepreneur can also emphasize the team used is
competent enough in terms of meeting and quality standards that promote safety
of customers.
• Clear instructions on the usability of the products, this can guide customers on how
to safely use the product.
• Always investigate incidents; some occurrences may occur in the business that may
affect both employees and customers. Thus the entrepreneurs can also ensure that
they actively investigate and provide solutions to incidences in the businesses that
may harm customers
NOTE: Safety should be taken into account right at the start when products are being
developed. Safety begins with employees. If the product develops safety issues or
injures someone, the business may be liable for costly remedies or face potentially
damaging publicity or legal action.

e) Design a simple quality management system of the business idea you intend to start
in your community
Refer to the application 9.3 part b.
The last Question (part e) will be answered as they go through the entire unit

Note;
1) You should have some policy guidelines and documents with you in this unit for
example Rwanda quality policy of 2010. Remember again that at this stage of the
introductory activity, they won’t answer the last part of the question.
2) Don’t spend a lot of time answering the introductory activity; learners as noted
above will explore more as they do more learning activities of the corresponding
lessons.

Entrepreneurship Teacher’s Guide For Senior Six 277

9.4.List of lessons (including assessment)

No. Lesson title Learning objectives (from the syllabus Number of

including knowledge, skills and atti- periods
tudes):
1 Meaning and Explain the meaning of metrology 3
background of
metrology Understand the Historical background
and context of metrology
2 Types of Describe the different types of metrology. 6
Metrology
Analyze the applicability of measurements
in business activities.

Justify the need for accurate

measurements in business.
3 Meaning and Explain the role of quality compliance 6
relationship as a link between standards -
between quality entrepreneurship – health and safety of
management, consumers - market requirements and
quality assurance environment.
and quality
compliance Analyze and identify loopholes in terms
of quality assurance for a given operating
business

Analyse the relationship between quality

assurance, compliance and management

Design an effective compliance system.

4 Accreditation and Explain the different accreditation bodies 6

its role in cross- at national and border levels.
border businesses
Appreciate the need for accreditation
in business both at national and across
borders.
5 Practical Activity Create quality assurance plans for the 4
on quality businesses they intend to start.
assurance
6 Skills Lab 9 Apply Skills Lab Methodology 2

7 End Unit Establish an effective quality compliance 2

assessment system in business activities

278 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 1: Meaning and background of metrology
Learning objectives:
•• Explain the meaning of metrology
•• Understand the Historical background and context of metrology
a)Prerequisites for the lesson:
In this lesson learners will be able to the understanding of metrology and the different
measurement devices businesses use. To guide learners, you can come in class with
some measuring tools like measuring tape, weighing scale and the related. This will
help learners to be curious of what they will acquire from the lesson. Remember to link
the lesson objectives with the key unit competence

b)Teaching resources:
Rwanda quality policy of 2010, sample reports on metrology and quality, metrology
and quality management case study, measuring tools and any other relevant available
materials.

c)Possible Teaching methods:

Think pair and share; small group discussions, gallery walk, brainstorm, case study
analysis, research in the library and research on the internet about metrology and its
background.

d)Learning Activities
•• Guidance on the lesson
1. Learners in manageable groups or pairs will discuss activity 9.1 in the Students’ book
to discover the meaning and major purpose of metrology in business. Ensure that
there is a balance between boys and girls and all learners’ needs are considered for
example visual impaired sitting in front, you as a teacher being loud enough so that
they can all hear.
2. Explain the purpose of activity 9.1 to the lesson. This activity is intended to provide
interest and motivation for learners to understand the meaning and major purpose
of metrology. The learners will use the background knowledge from the introductory
activity of the unit and text on the picture to discover the meaning and the major
purpose of metrology.
3. Note that the learners may not answer with the best or appropriate definition and
major purpose of metrology during the introductory activity but gradually during
teaching and learning of this lesson, they will be able to critically understand the
meaning of metrology and its major purpose.

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4. Monitor to confirm whether everyone is working on the activity, ensure that
instructions were understood, address any challenges or questions, ensure everyone
is given an opportunity and is contributing in-group discussions. Encourage learners
to work together, value each other’s contributions, share ideas, etc.
5. Let learners present their findings, results, answers through an appropriate method
such pair-share, small group presentations on activity 9.1. Encourage different
learners from the groups to share the group’s work to avoid just a few learners
dominating. Also encourage other learners to listen and not disturb when other
teams are sharing unless it is a question. Encourage learners to appreciate each
other’s work especially the presentation
6. Appreciate the team’s presentations and remind them this activity was not meant
come to the very right answers but to help them become aware of what to expect
in this lesson. Answers to the activity will be got as the lesson progresses. You can
support learner’s answers by referring to possible answers to 9.1 activity below:

Activity 9.1 students’ book

Possible answers
a) Meaning of Metrology;
•• It’s a science of precision and measurement that includes measurement of quantities
like width, length, depth, angles of the related products.
•• Can be described as a science of measurement.
b) Major purpose of Metrology.
Majorly, Metrology helps in reducing unnecessary costs arising from poor/wrong
measurements. Businesses have to use the right technology and appropriate
measurements that conform to the regulatory standards and as well meet customers’
needs.

Understanding the background of Metrology (its history, current

situation, its analysis and possible options)
Activity:
This activity is not in the learners’ book but you will use to deliver the above.

Using an appropriate method (could be pairs, gallery walk, discussions, and groups),
assign learners questions as indicated below. For them to answer these questions,
they need to carefully read the above content as guided by you using the appropriate
method as indicated above.

Background of Metrology
i) What was metrology like before today’s situation?
ii) What are the current areas that metrology covers?

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Current Situation
i) What is the current situation of metrology In Rwanda?
ii) What initiatives where adopted by the government of Rwanda to address
environmental issues?

The bodies of Metrology

i) What are the three bodies of metrology?
Ask learners depending on the method used to read carefully their topics in the
Students’ book, to analyze them and answer their given questions. Let learners make
presentations.
NOTE: During discussions and presentation as a teacher, you will provide the necessary
feedback and guidance. Remember as a facilitator, you guide or lead learners to the
discovery of the solution.

e)Application Activity 9.1 Refer to Students’ book

You may use a single period (40 Minutes) for this activity
Possible answers for the Application Activity 9.1
a) For the business you intend to start in your community, what different measurement
standards would emphasize?
Measurements standards can be based according to the following;
•• Length
•• Metres
•• Kilograms
•• Measurement in terms of shape
•• Litres
NOTE: Basing on the business that the learners intend to start, they have to make sure
that the measurements made according to the above units conform to the required
metrology standards as set by RSB and as per customers’ needs and preferences.

b) What strategies would you implement to make sure that the environment you are
operating in is safe ranging from production processes, packaging of materials and
measurements?
•• Use of protective materials; employees have to use protective tools like helmets for
their safety.
•• Use of emergency equipment and tools; the use of tools like fire extinguishers can
prevent or stop emergency fire outbreaks.

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•• Training and use of competent team; the team has to be trained on safety use of
environment and work place they are working on; the business have to ensure the
people employed are competent enough and update on how to be responsible with
the environment.
•• Complying with quality and metrology standards; the business has to set
environmental standards like being part of community activities like planting of tress
and as well have to follow the environmental standards set Rwanda Environmental
Management Authority (REMA).
•• Use of environmental friendly packaging materials; the business as well has to use
packaging materials that are friendly like use of paper bags. As a way of promoting
made in Rwanda Program, they have to ensure the packaging materials are also
made from Rwanda.

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 Lesson 2: Metrology and its Types, Its Application in Business activities
and Importance of accurate Measurements

a)Learning objectives:
•• Describe the different types of metrology.
•• Analyze the applicability of measurements in business activities.
•• Justify the need for accurate measurements in business
a)Prerequisites for the lesson:
In this lesson, learners will be able to appropriately analyse the application of metrology
in business and its importance in business. Refer to the above lesson and let learners
be able to reflect on the measuring tools used in business and their role towards aiding
trade. This will help learners to be set for the lesson. Remember to link the lesson
objective with the key unit competence.

b)Teaching resources:
Rwanda quality policy of 2010, sample reports on metrology and quality and any other
relevant available materials.

c)Possible Teaching methods:

Think pair and share; small group discussions, brainstorm, gallery walk, research in the
library and research on the internet about metrology and its applications in business
activities.

d)Learning Activities
Guidance on the lesson
1. Explain the purpose of activity 9.2 of the lesson. This activity is intended to provide
interest and motivation for learners to discover the rationale behind the different
measurements in business activities.
2. Note that the learners may not give appropriate or best answers during the
introductory activity of this lesson but gradually during teaching and learning of this
lesson, they will be able to analyze the role of accurate measurements in business.
3. Use an appropriate method such as small groups or pairs, let learners do activity
9.2 in the Students’ book and give instructions to the activity. They will answer the
different measurement standards applied by businesses and the importance of
metrology.
4. Monitor to confirm whether everyone is working on the activity, ensure that
instructions were understood, address any challenges or questions, ensure everyone
is given an opportunity and is contributing in-group discussions. Encourage learners
to work together, value each other’s contributions, share ideas, etc.

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5. Let learners present their findings, results, answers through an appropriate method
such as individual work, pair-share, or small group presentations on 9.2 activity.
Encourage different learners from the groups to share the group’s work to avoid
just a few learners dominating. Also encourage other learners to listen and not
disturb when other teams are sharing unless it is a question. Encourage learners to
appreciate each other’s work especially the presentation. You can support learner’s
answers by referring to possible answers to the activity 9.2 as seen below;
Activity 9.2
Possible responses for activity 9.2
a) Observations in the illustration
i) Customer bought goods from the seller and were weighed
ii) Customer complaining about low measurements given
iii) Seller measuring again the goods on the weighing scale
iv) Seller acknowledging the fact his weighing scale had a problem.
b) Lessons learnt from the illustration?
i) As a buyer you always have to make sure that what you are buying is accurate to
the right measurements
ii) Being polite; being polite and proactive in solving the customers’ issues is very
important since it builds trust.
iii) Use right tools and follow regulatory procedures; As an inspiring entrepreneur
one has to ensure that they are conforming to the required regulatory standards
for example using the right measuring tools.
c) Why measurements are important in business
Safety reasons; for any product made if less or more expected ingredients are used, the
product may be catastrophic and harmful to the people. Accurate measurements of the
ingredients and raw materials while making products must be observed.

i) Consumer protection; measurement, and goods packed by measure, has generally

replaced number and simple measures (bucket, plate etc.) as the basis of transaction
for a wide range of consumer commodities and products. The increased consistency
of these measurements, when adequately controlled, has significantly reduced
disputation, and fraud and increased the efficiency of the marketplace.
ii) Meeting customers preferences; for example when it comes to clothes, proper size
and measurements as per customers’ preferences must be taken into consideration.
Customers would want to put what suits them according to their preferred size.
iii) Accurate measurements help entrepreneurs to make proper decisions. For example
if the quantity of what customers need is over estimated while making decisions, it
may lead to losses as much resources would have gone to waste producing more
than what customers need.

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iv) Effective stock control; accurate measurements of quantity to sell by individual
businesses provides accurate and effective stock control to facilitate the ordering of
new stock.
v) Building image; if the business is well known for producing products that confirm
to accurate measurements for example producing accurate weights of goods builds
high image and reputation to the business.
vi) Transportation capacity; accurate measurements help in estimating proper weights
different vehicles with different capacity ought to transport. Otherwise if too much
weight of products is transported, mechanical problems to the vehicle may arise.

Application Activity 9.2

a) What factors would you take into account while apportioning different sizes of
products to make?
i) Legal standard requirements, while apportioning sizes of products, the legal
standards set by Rwanda Standards Board have to be followed.
ii) Nature of demand; they would consider the nature of demand, if demand is high,
it is better to have diverse sizes to accommodate customers ‘choice. Bundling of
the products can also be applied here.
iii) Customers’ preferences and tastes, if customers preference for a given product
is high, the sizes in which they come in may not have to be a lot but if its low,
apportioning different sizes may attract customers.
iv) Consumers’ levels of income; if the level of incomes of customers is low, it’s
better to have products that are measured in small sizes.
v) Level of competition; In order to have a competitive edge over others,
entrepreneurs have to have as many sizes of products that suits different
customers’ needs.
b) How would you ensure that there are accurate measurements of ingredients used
while making products and that the products made conform to the right standard
measures?
i) Use of measuring tools/scales for example weighing scale for measuring
mass/weight in terms of kilograms. These are standard tools approved by the
standards board and thus using means as well that businesses are conforming to
the required regulations as set by the government.
ii) Inspection, In order for the right measurements to be used, there must be a team
that monitors and inspects all the production and measurement processes to
ensure that the right standards and measurements are consistently applied.
iii) Training the team, the employees need to be supported through trainings so
that they are aware of the required standard measures to use during business
activities.

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 iv) Conforming to RSB standards; in order for accurate measurements to be used,
the entrepreneurs have to follow and use the standards measurements as
prescribed by the board.
v) Following instructions as prescribed, when products or raw materials are bought,
they always have instructions on how they are supposed to be used and thus
have to be followed in order to avoid over or under usage which may be harmful.

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 Lesson 3: Quality Management, assurance and compliance
a)Learning objectives:
•• Explain the role of quality compliance as a link between standards, entrepreneurship,
health and safety of consumers, market requirements and environment.
•• Analyse and identify loopholes in terms of quality assurance for a given operating
business.
•• Analyse the relationship between quality assurance, compliance and management.
•• Design an effective compliance system.
b)Prerequisites for the lesson:
In this lesson, learners will be able to recognize the role of quality in business activities.
In this lesson, you want learners to be able to apply quality standards in businesses they
intend to start. Remember to link the lesson objectives with the key unit competence

b)Teaching resources:
Rwanda quality policy of 2010, sample reports on quality management and any other
relevant available materials.

b)Possible Teaching methods:

Think pair &share; small group discussions, gallery walk, brainstorm, case study analysis,
games and plays, research in the library and research on the internet about quality
assurance, compliance and management.

c)Learning Activities
•• Guidance on the lesson
1. Explain the purpose of the activity 9.3. This activity is intended to provide interest
and motivation for learners to understand the concepts of quality assurance,
compliance and management. The activity should also help them discover the
relationship between quality assurance, compliance and management. Remember
here they may not provide satisfactory answers to the activity but they will be able
at least be expectant of what is expected for the lesson.
2. Use an appropriate method such as manageable groups or pairs, brainstorming,
games and plays and give instructions to the activity. During grouping or pairing,
ensure a balance between boys and girls and learners’ different abilities
3. Monitor to confirm whether everyone is working on the activity, ensure that
instructions were understood, address any challenges or questions, ensure everyone
is given an opportunity and is contributing in-group discussions. Encourage learners
to work together, value each other’s contributions, share ideas, etc.

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4. Learners present their findings, results, answers through an appropriate method
such pair-share, small group presentations on the introductory activity. Encourage
different learners from the groups to share the group’s work to avoid just a few
learners dominating. Also encourage other learners to listen and not disturb when
other teams are sharing unless it is a question. Encourage learners to appreciate
each other’s work especially the presentation.
5. Leaners in manageable groups or pairs will discuss activity 9.3 in the Students’ book.
Appreciate the team’s presentations and remind them this activity was not meant
come to the very right answers but to help them become aware of what to expect in
this lesson. Appropriate answers to the activity will be got as the lesson progresses.
You can support learner’s answers by referring to possible answers of the activity
below:

Activity 9.3
Possible answers
a) Meanings of;
i) Quality Compliance; Compliance is either a state of being in accordance
with established guidelines or specifications, or the process of becoming so.
Compliance encompasses efforts to ensure that organizations/businesses are
abiding by both industry regulations and government legislation.
ii) Quality assurance; Quality assurance simply means the systematic effort by
a business to ensure that its end product (s) satisfies its intended use, meets
customers’ expectations, and is produced consistently with zero defects.
iii) Quality Management; Quality management can be defined as the managing
structure, responsibilities, procedures, processes, and management resources to
implement the principles and action lines needed to achieve the quality objectives
of an organisation.
b) The relationship between quality control, compliance and management
The relation between the three in terms of standards means that quality management
system is comprised of quality assurance and compliance activities that ensure the
establishment of a set of quality policies and objectives which act as guidelines
within an organization or business.
c) How businesses have failed to observe quality expectations
NOTE: Quality expectations mean meeting customers’ needs. The following are some
of the ways in which businesses have failed to observe quality expectations;

i) Failure to use the required standards in terms of quality both during product
processes and while selling; this has been seen when some products sold are in
small sizes than expected.
ii) Having less or no stock compared to customers’ demands, some businesses run
out of stock and don’t avail stock on time. This normally is incredibly frustrating
experience for customers.

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 iii) Unfulfilled promises, some entrepreneurs make promises that are not genuine
and in the long run fail to meet them. This has created bad images to such
businesses.
iv) Failing to accept customer feedback; some businesses don’t positively accept
and work on customers’ feedback, this has made them continue to provide poor
services to the customers.
Other ways that businesses have exhibited poor customer service include the following;
•• Lack of manners.
•• Rude discourteous behavior.
•• Long waits on the phone.
•• Long waits in line.
•• Lack of knowledge of the product or policy.
To get learners able to describe the meaning of quality assurance, compliance and
management, quality assurance procedures and the relationship that exists between
the terms, use an appropriate method (could be pairs, gallery walk, discussions, and
groups) ask learners to read the above in the Students’ Book carefully as guided by you
and later answer have them answer the following;

i) Explain the meaning of quality assurance, compliance and management.

ii) Describe the quality assurance procedures that businesses normally follow.
iii) What is the relationship between quality assurance, compliance and management?
They will later share/Present their findings.

Application activity 9.3

NB: Under this activity, you want learners to apply this lesson in real life by incorporating
quality management in businesses they intend to start.

a) Given the business that you want to start of your choice, what different measures
will you implement to maintain quality in business?
i) Tracking mistakes; If you are going to commit to quality, first you must
define exactly what quality is for example, the process of setting a product’s
specifications and then sampling a small number of units from the production
line to see how closely they measure up to those specifications. There this would
act as guide to track and monitor quality standards of the business.
ii) Invest in training; training of employees towards quality standards expectations
in business is a key. This has to involve going over the definition of quality in detail,
and show the employees how you measure quality. Employees need to know
what problems you have had in the past, how you corrected these problems, and
where the business stands with respect to its quality goals today.

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 iii) Create processes or protocols; invest time to establish standard practices for
your employees, you can’t maintain consistent quality in your products, customer
service, or other aspects of your business operations.
iv) Inspection and monitoring; ensuring that the production and the related business
activities are monitored which will help in tracking of quality implementation
progress and challenges being faced. This will help in giving the necessary support
to the team to ensure quality standards are consistently implemented.
v) Managing and controlling risks; ensuring that risks are mitigated also will enable
the team to produce goods or services without facing challenges. Having in place
tools like fire extinguishers to manage fire outbreaks can be helpful in this regard.
vi) Use of quality raw materials; ensuring that the raw materials are of high quality
and can also lead to high quality products produced that is highly preferred by
customers.
b) Create a Quality Management System (QMS) of the above business.
NOTE: A QMS helps coordinate and direct an organization’s activities to meet customer
and regulatory requirements and improve its effectiveness and efficiency on a
continuous basis. Therefore this system helps businesses to run effectively and have
high standard quality product or services.

A quality management system (QMS) is a formalized system that documents processes,

procedures, and responsibilities for achieving quality policies and objectives.

The following system can be designed as a QMS for a given business.

a) Define and document necessary components of quality management system; This

would include key guidelines and elements of what the business per takes as quality
for example which kind of raw materials will have to be used.
b) Define the quality policy; This includes the business’ mission that is what customers
want and value from the business. This should be given top priority in the business.
c) Quality objectives; must be communicated to the team and well understood, ISO
requires that quality objectives are derived from quality policy and measured.
d) Define the product defect; that is what contributes to poor quality, whenever such
defects are seen they must be recorded and communicated accordingly.
e) Develop the documents for the system, This could be a manual that includes the
necessary policies, procedures and forms. ISO 901 2008 requires that organizations
have quality manuals.
f) Define the quality process; this includes corrective and preventive action process,
management review and communication process. In short this involves ways of
solving given challenges to quality implementation.
g) Determine the training needs; Entrepreneur must identify the gaps within the team
so that the workers are trained and supported accordingly to meet and comply with
quality standards.

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h) Use the system; This is the stage when the system is implemented accordingly.
i) Measure and monitor performance; Measuring performance happens after
implementation and would vary greatly from organization to organization depending
on size, potential risk, and environmental impact.
j) Take action that improves performance; This is the last step that is implemented
and when solutions to the risks are identified as per the quality process, they
communicate them to the employees.
NOTE: The above steps are what constitute a quality management system. They must
be documented and implemented accordingly.

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 Lesson 4: Accreditation and its Role in cross Border Business
a)Learning objectives:
Explain the different accreditation bodies at national and border levels.

Appreciate the need for accreditation in business both at national and across borders.

b)Prerequisites for the lesson:

In this lesson, learners will be able to recognize that the regulatory body has the mandate
to test and certify products. Rwanda standards board is the officially recognized
accredited body for Rwanda. Remember to link the lesson objectives with the key unit
competence.

c)Teaching resources:
Rwanda quality policy of 2010, sample reports on accreditation, sample case study on
accreditation and any other relevant materials.

d)Possible Teaching methods:

Think pair &share; small group discussions, gallery walk, brainstorm, case study
analysis, games and plays, research in the library and research on the internet about
accreditation and its role in facilitating trade across the borders.

e)Learning Activities
Guidance on the lesson
1. Explain the lesson objectives. This could be done by selecting a few learners to
read loudly the objectives, ask them what they think is the purpose of the lesson
as per the objectives. Relate the objectives by explain the purpose of the activity
9.4. Remember that the activity is intended to help learners be introduced to the
meaning of accreditation and its role in business. The introductory activity will also
arouse learners’ interests about what to expect in this lesson as they answer.
2. Note that the learners may not answer appropriately during this activity but gradually
during teaching and learning of this lesson, they will be able to analyze the role of
accreditation across borders. The learners can build on previous knowledge, skills,
values and attitudes to help them understand well this lesson.
3. Use an appropriate method such as manageable groups or pairs, gallery work and
any other to provide learners with the activity 9.4 on and give instructions to the
activity. Monitor to confirm whether everyone is working on the activity, ensure
that instructions were understood, address any challenges or questions, ensure
everyone is given an opportunity and is contributing in-group discussions. Encourage
learners to work together, value each other’s contributions, share ideas, etc.

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4. Give an opportunity for learners to share and to present their findings, results,
answers through an appropriate method such pair-share, small group presentations.
Encourage different learners from the groups to share the group’s work to avoid
just a few learners dominating. Also encourage other learners to listen and not
disturb when other teams are sharing unless it is a question. Encourage learners to
appreciate each other’s work especially the presentation.
5. You can support learner’s answers by referring to possible answers to the
introductory activity below;

Activity 9.4
Possible answers
a) Accreditation is the process used by countries’ regulatory body (RSB for Rwanda)
to ensure that businesses/organizations maintain minimum standards of quality and
integrity regarding measurement and certification requirements governing trade
meaning of accreditation in business?
b) Rationale for strict and clear regulations;
i) Promote infant businesses/small; Rwanda government aims to promote its own
industries and make them stronger. That’s why the government is implementing
Made in Rwanda program that serves to expose local products and to promote
and increase the quantity to be exported rather than imported. With such cause
the government has to ensure that goods entering the country are regulated.
ii) Environmental Concerns; the government ensures there are clear regulations
governing the flow of goods into the country to reduce the consumption of
international goods that do not adhere to certain environmental standards.
iii) Reduce over dependence on exports; Rwanda as a country wants to be less
economically dependent on other countries/economies especially exports
since this may leave the economy vulnerable to fluctuations in the price of that
commodity.
iv) Anti-Dumping reasons; Dumping may lead to poor products influx in the country.
This is therefore suitable for the government to be strict on the flow of goods
and services to avoid poor quality and unstandardized goods to be dumped into
the country.
To get learners able to describe the meaning of accreditation, the different roles of
accreditation bodies and role of accreditation across borders, use an appropriate method
(could be pairs, gallery walk, discussions, and groups) ask learners to read the above in
the Students’ Book carefully as guided by you and later have them answer the following;

1) What is the purpose of RAS as stipulated by Rwanda Quality Policy 2010?

2) What is the primary purpose of International accreditation bodies?
3) What is the role of accreditation across boarders?

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Application Activity 9.4
Possible answers
a) Accreditation bodies at;
i) National level
•• Rwanda Standards Board
ii) Regional level
•• East African Accreditation Board
iii) International Level
•International
• Standards Organization (ISO).
•International
• Laboratory Accreditation Cooperation (ILAC).
•International
• Accreditation Forum(IAF).
b) Importance of obtaining certification mark for their products by the above
accreditation bodies.
i) Multilateral arrangements between national accreditation bodies have also
helped make accreditation an internationally recognized ‘stamp of approval’ to
demonstrate compliance against agreed standards and requirements and this
means businesses spend less time tied up with bureaucracy.
ii) International accreditation agreements help increase the choice of goods and
services available on the market and help to ensure that these meet relevant
standards of quality and safety, whatever their country of origin.
iii) Holding accredited conformity assessment results shows credible evidence of
conformance with national and international standards and regulations which
can differentiate a business from its competitors.
iv) As accreditation is recognised internationally, it can open doors overseas
equally as well as those in the domestic market. Indeed, an increasing number
of organisations in both the public and private sectors in domestic markets
and overseas are specifying accredited testing, inspection or certification as a
precondition to tendering for contracts.
v) Accredited conformity assessment can also contribute to the operational
efficiency of businesses in other ways, saving time and money by reducing
bureaucracy and by helping with risk management and key aspects of decision
-making. For instance, it can be used as a basis on which to make efficient and
informed choices about domestic suppliers and promotes confidence in imports
from other countries.

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 Lesson 5: Practical Activity on Quality Assurance
a )Learning objective:
•• Create quality assurance plans for the businesses they intend to start.
b)Prerequisites for the lesson:
This lesson is intended to provide interest and motivation for learners to put into
practice what they have learnt in this unit. Leaners will have to reflect on the projects
they want to start as they create quality assurance plans for their businesses. Remember
the lesson objective with the key unit competence.

c)Teaching resources:
Rwanda quality policy of 2010, sample reports on quality assurance, quality assurance
plan samples, and any other relevant materials.

d)Possible Teaching methods:

Think pair &share; small group discussions, brainstorming, research in the library or on
the internet about quality assurance.

e)Learning Activity
Guidance on the lesson
1. Review the previous lessons by making sure you tackle areas like meaning of quality
assurance, compliance and management and the relationship of the terms.
2. Before this activity starts use brainstorm or Think, Pair and share or Question and
Answer approach to ask the following;
• What is the relationship between quality assurance and management?
• Why should businesses take into consideration customers’ feedback?
Note that these review questions should be aligned with the lesson objectives,
for example note that valuing or taking customers’ feedback into consideration
is important because unless you know what the customer wants and expects,
you cannot possibly deliver it and therefore businesses have to ensure products
made and sold satisfy customers’ needs and expectations by creating a rigorous
quality assurance system that is inclusive of customers ‘feedback.
3. Note: For learners to do this activity, they must describe the business project they
intend to start. Thus you must challenge them to think of any viable projects they
would want to start in their communities. Remember that they have learnt about
business plans and can as well use this background knowledge and skills as they are
developing quality assurance plans.

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4. Lead learners to review the Quality management system (solutions for activity 9.3
part b), this could be written before the lesson and shared to the learners you can
use any appropriate method such as small groups or pairs to lead the review. Ensure
a favorable learning environment during this activity that supports collaborative
and inclusive learning for example learners irrespective of sex, age and other needs
should sit in a way that will supports their needs. Facilitate learners and answer any
questions they may have about quality management system.
5. Thereafter, the learners can describe the following about the project they will
present to the ministry. This will help to link to the quality assurance plans they are
meant to create.
•• Identify and name the business project they want to start
•• Business particulars like contacts of the business and where it will be located.
•• The business’ vision and purpose.
6. Depending on the above, learners can now create quality assurance plans basing on
the businesses they will present to the Ministry. The following are the elements of
the quality assurance plan that learners will follow as they create quality plans for
their projects;
i) Objectives of the quality assurance plan to be achieved. This explains the main
intentions the project wants to achieve in relation to managing quality for
example ensuring the right and quality raw materials are used by securing them
from the suppliers that are well known or accredited.
ii) Texting, inspection and examination of the project; this includes activities that
will be implemented to ensure that quality objectives are met. For example
having a quality control team that checks and monitors materials making sure
they comply with the required quality standards.
iii) The steps in the process that establish the standard operating procedure of
an organization; For example creating Environmental management plans. This
includes that will be taken to make sure the environmental challenges resulting
from the project activities are mitigated.
iv) Methods of measuring the achievement of the project; this includes the method
that will be applied to measure the achievement of the quality planed goals. For
example the quality team can carry out a survey in the business checking the
progress of the quality standards.
v) The allocation of responsibility and resources to be used in the quality assurance
plans; this includes who will be in charge of what and what resources will be
needed to aid the team to achieve the stipulated quality assurance planned
activities.

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An example;

Roles Responsibility
Project Manager Preparing, maintaining and executing the quality assurance
plan

Project coordinator Communicate and coordinate quality assurance planned

activities

Others Execute the planed quality assurance activities of the project

NOTE: Remember main purpose of a quality plan is to define the quality of a project,
product or service to meet the customer’s expectation or to exceed the customer’s
expectation regarding the quality and the satisfaction made by a particular product,
service, or project. It also helps the business to achieve the quality of the project being
executed.
7. Using an appropriate method (could be pairs, groups, individual work, or gallery
walk), learners will be required to create quality assurance plans for the projects
they will present to the ministry. Monitor to confirm whether everyone is working
on the activity, ensure that instructions were understood, address any challenges
or questions, ensure everyone is given an opportunity and is contributing in-group
discussions or pairs.
8. Depending on the appropriate used above; the learners will present their findings,
results (Quality management plans).Encourage different learners to share and learn
from each other. Also encourage other learners to listen and not disturb when other
teams are sharing unless it is a question.
9. Appreciate learners’ presentations and support them accordingly. Encourage them
to always appreciate each other’s work especially the presentation. You can as well
use this activity in continuous assessment and record learners marks, if this is well
known from the beginning of activity; learners will be motivated to do it on time.

Skills lab activity 9.5 Learner`s Book

9.5.Use of skills lab method: Lab 9
1)Build (Max 15 Min):
Through brainstorming, the learners answer the following questions;

i) What is metrology?
ii) What is the relationship between quality management, quality assurance and quality
compliance?
iii) What is the role of Accreditation in cross-border businesses?

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Possible responses
•• Refer learners’ book for the meaning of metrology.
•• Relationship between quality management, quality assurance and quality
compliance.
Quality management focuses on understanding who business current customers are
(and are not), noting their key needs and requirements and keep these expectations at
the forefront of their strategy and processes.

Quality assurance focuses on ensuring that its product(s) satisfies its intended use,
meets customers’ expectations, and produced consistently with zero defects.

Quality compliance focuses on ensuring that businesses are abiding by both industry
regulations and government legislation.

•• Role of Accreditation in cross-border businesses

i) It demonstrates compliance against agreed standards and requirements and this
means businesses spend less time tied up with bureaucracy.
ii) Increase the choice of goods and services available on the market and help to
ensure that these meet relevant standards of quality and safety, whatever their
country of origin.
iii) Shows credible evidence of conformance with national and international standards
and regulations, which can differentiate a business from its competitors.
iv) Opens doors overseas equally as well as those in the domestic market.
Let learners mention some of the most important things needed or required for a
business to succeed such as business finance, technology, materials, workers, proper
record keeping, among others. Emphasize that just as these are very important for
the business to survive, the business has to establish an effective quality compliance
system in business activities to survive or succeed as well.

Emphasize that all businesses must comply to quality procedures in place for their
business activities and that this lab will enable them acknowledge the importance of
establishing an effective quality compliance system in the business.

2)Practice (Max 25 Min)

In their respective lab groups, learners design a process they will use/follow to ensure
effective quality compliance for their business club activities. The process should be in
line with the business club activities and requirements

Remind groups of how much time they will use for the practice activity.

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3)Present (Max 25 Min)
After the allocated time is over, have each group present their designs using an
appropriate method such as gallery walk, group presentations to the whole class.
Remind each group of the time they have for presenting. Encourage other groups to
supplement or add any other thing the group might have left out.

After every group presentation, teacher gives feedback and asks the group to post
their findings on the Present Boards.

4)Conclusion: (Max 10 Min)

Emphasize that quality assurance and compliance is very crucial for every business
activities and survival. Summarize the following on the blackboard to conclude the
lesson;

•• It is important to have accurate size of the products in accordance the legal business
standards.
•• Accreditation demonstrates compliance against agreed standards and requirements
and this means businesses spend less time tied up with bureaucracy.
•• Compliance increases the choice of goods and services available on the market and
help to ensure that these meet relevant standards of quality and safety, whatever
their country of origin.
•• Accreditation shows credible evidence of conformance with national and
international standards and regulations, which can differentiate a business from its
competitors.
•• Compliance and assurance opens doors overseas equally as well as those in the
domestic market.
5)Portfolio Assignment
As a take home for the Unit, give each leaner this assignment. Each learner should
describe how he/she would ensure effective quality compliance system in his/her Back
Home Projects and its rationale.

9.6.Summary of the Unit

Metrology is defined as the science of measurement. It’s a science of precision and
measurement that includes measurement of quantities like width, length, depth, angles
of the related products.

The primary purpose of accurate measurement is safety reasons; for any product made
if less or more expected ingredients are used, the product may be catastrophic and
harmful to the people. Accurate measurements of the ingredients and raw materials
while making products must be observed.

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Quality management can be defined as the managing structure, responsibilities,
procedures, processes, and management resources to implement the principles and
action lines needed to achieve the quality objectives of an organisation.

Quality assurance, simply means is the systematic effort by a business to ensure that
its end product (s) satisfies its intended use, meets customers’ expectations, and is
produced consistently with zero defects.

Quality compliance is either a state of being in accordance with established guidelines

or specifications, or the process of becoming so. Businesses in Rwanda, for example in
their production processes have to comply with specifications created by a standards
body (Rwanda Standards Board).

The relation between the three in terms of standards means that quality management
system is comprised of quality assurance and compliance activities that ensure the
establishment of a set of quality policies and objectives which act as guidelines within
an organization or business.

Accreditation is one of the critical quality infrastructure elements that facilitate trade.
Accreditation is the process used by countries’ regulatory body (RSB for Rwanda)
to ensure that businesses/organizations maintain minimum standards of quality and
integrity regarding measurement and certification requirements governing trade.

9.7.Additional Information
1)Benefits of Quality Management
The benefits of a structured approach to quality management cannot be ignored.
As a consequence of formulating and executing a quality management plan, the
company can expect:

•• Greater levels of customer satisfaction, which will very likely result in both repeat
business, as well as referral business.
•• A motivated team that not only understand the policy objectives of the quality
management plan, but who also actively participate in executing the plan.
•• Elimination of waste by eliminating rework arising from either the need to address
bugs, or to address gaps in the solution’s ability to meet customer requirements.
•• Higher levels of confidence in planning, since the tasks arising from unplanned
rework will fall away.
•• Financial rewards for the company, which are a consequence of new projects from
existing and referral clients, as well as through the reduction of monies spent on
rework tasks.

2)Quality Assurance – Managing and Planning for Quality

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Quality assurance takes your quality management process a step further. QA is focused
on planning, documenting, and agreeing on the steps, rules, and guidelines that are
necessary to ensuring quality. The planning happens at the beginning of a project, and
the end result is a documented quality plan.

The main purpose of QA is to prevent defects from entering into your product in the
first place, so it’s a proactive measure to ensure quality. Planning for quality is key to
mitigating risks, but also saves you a lot of time and money

3)Quality Management System – QA and QC Working Together

According to ISO standards, a Quality Management System includes quality planning,
quality improvement initiatives, the establishment of a set of quality policies and
objectives that will act as guidelines within an organization, and QA/QC procedures.

The seven quality management principles are:

i. Customer focus
ii. Leadership
iii. Engagement of people
iv. Process approach
v. Improvement
vi. Evidence-based decision making
vii. Relationship management
A well-organized QMS provides multiple benefits that cannot be ignored, including the
elimination of waste in your processes, the improvement of your product’s quality,
faster TATs, lower costs, and increased customer satisfaction—so it is important to
ensure your LSP has a well-built QMS that is ready to cater for all your needs

9.8.End of Unit 9 Assessment

1) Ingabire Sandra and Jean Claude are planning to start up a business in your sector;
they approached you for more information on metrology in business activities.
a) First explain to them the different types of metrology
i. Scientific Metrology dealing primarily with Research on definition and
realization of measurement standards. It deals with the establishment of units of
measurement, unit systems, and quantity systems.
ii. Industrial Metrology dealing with the satisfactory safe keeping and dissemination
of measurement units to Industry and Laboratories. Applied metrology is rather
specific in its applications, which are primarily various industrial processes
including manufacturing among others.

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 iii. Legal Metrology responsible for enforcement of trade, safety and health
measurement regulations, and type approval of measurement instruments. It
also embraces the regulation of pre-packages for retail goods.
b) Having accurate measurements in business activities is very important. Justify the
statement so that the above people feel confident to apply metrology in their
business activities.
i. Safety reasons; for any product made if less or more expected ingredients are
used, the product may be catastrophic and harmful to the people. Accurate
measurements of the ingredients and raw materials while making products must
be observed.
ii. Consumer protection; measurement, and goods packed by measure, has
generally replaced number and simple measures (bucket, plate etc.) as the basis
of transaction for a wide range of consumer commodities and products. The
increased consistency of these measurements, when adequately controlled, has
significantly reduced disputation, and fraud and increased the efficiency of the
marketplace.
iii. Meeting customers preferences; for example when it comes to clothes, proper
size and measurements as per customers’ preferences must be taken into
consideration. Customers would want to put what suits them according to their
preferred size.
iv. Accurate measurements help entrepreneurs to make proper decisions. For
example if the quantity of what customers need is over estimated while making
decisions, it may lead to losses as much resources would have gone to waste
producing more than what customers need.
v. Effective stock control; accurate measurements of quantity to sell by individual
businesses provides accurate and effective stock control to facilitate the ordering
of new stock.
vi. Building image; if the business is well known for producing products that confirm
to accurate measurements for example producing accurate weights of goods
builds high image and reputation to the business.
2) Explain the following concepts as used in metrology
a) Quality assurance is the systematic effort by a business to ensure that its end
product (s) satisfies its intended use, meets customers’ expectations, and is
produced consistently with zero defects.
b) Quality compliance is either a state of being in accordance with established
guidelines or specifications, or the process of becoming so. Businesses in Rwanda,
for example in their production processes have to comply with specifications
created by a standards body (Rwanda Standards Board).
c) Quality management can be defined as the managing structure, responsibilities,
procedures, processes, and management resources to implement the principles
and action lines needed to achieve the quality objectives of an organisation.

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 d) Quality management system (QMS) is a formalized system that documents
processes, procedures, and responsibilities for achieving quality policies and
objectives. Quality Management System includes quality planning, quality
improvement initiatives, the establishment of a set of quality policies and
objectives that will act as guidelines within an organization.
e) Accreditation is the process used by countries’ regulatory body (RSB for Rwanda)
to ensure that businesses/organizations maintain minimum standards of quality
and integrity regarding measurement and certification requirements governing
trade.
3) Explain the relationship between quality compliance, assurance and management
The relation between the three in terms of standards means that quality management
system is comprised of quality assurance and compliance activities that ensure the
establishment of a set of quality policies and objectives which act as guidelines
within an organization or business.
4) As a member of partnership business that you and the colleagues started in your
community, you have been tasked to design for them a Quality Management System
(QMS). Using your background knowledge and skills about quality management,
design your business’ QMS.
Refer to application activity 9.3 for solutions of the above question.
5) Describe the procedures that are embedded in quality assurance
The following are procedures the business can undertake to ensure the products
made or services provided are quality assured;
i) Customers’ input; customers’ feedback must be taken into consideration for the
business to assure quality of products/services produced.
ii) Current specifications of products; the business sets product or service
specifications/particulars that will be applied to ensure quality is achieved. These
particulars can be according to customers’ tastes and preferences.
iii) Inspection; this involves activities set by the business to ensure the set quality
standards are achieved for example use of quality assurance team to inspect and
support members towards achieving set standards.
iv) Monitoring and Evaluation; this involves activities that are done to monitor
progress of the quality standards set. This helps the business to make the
decision on whether to review quality standards set for the business or continue
implementing.
v) Complying with regulatory standards as set by the regulatory body; the business
has to ensure that they apply in the business procedures the right standards set
by Rwanda Standards Board.

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6) Explain how accreditation aids and promotes trade across borders.
i) Multilateral arrangements between national accreditation bodies have also
helped make accreditation an internationally recognized ‘stamp of approval’
to demonstrate compliance against agreed standards and requirements which
reduces bureaucracy.
ii) International accreditation agreements help increase the choice of goods and
services available on the market and help to ensure that these meet relevant
standards of quality and safety, whatever their country of origin.
iii) Holding accredited conformity assessment results shows credible evidence of
conformance with national and international standards and regulations which
can differentiate a business from its competitors.
iv) As accreditation is recognized internationally, it can open doors overseas
equally as well as those in the domestic market. Indeed, an increasing number
of organizations in both the public and private sectors in domestic markets
and overseas are specifying accredited testing, inspection or certification as a
precondition to tendering for contracts.
v) Accredited conformity assessment can also contribute to the operational
efficiency of businesses in other ways, saving time and money by reducing
bureaucracy and by helping with risk management and key aspects of decision
-making.
9.9.Additional activities
These are activities that are meant to support teaching and learning of the unit; as a
teacher, you should always refer to them during or after teaching and learning of the
lessons of the unit. Remember they facilitate you in making sure that different learners’
needs are taken into consideration.

Remedial Activities
a) Differentiate between legal and industrial metrology.
b) Highlight the primary roles of Rwanda Standards Board
c) Identify the different accreditation bodies within and outside Rwanda.
Consolidation Activities
a) Why does the national government of Rwanda protect and support local industries?
b) Explain why businesses need to comply with the required standards as set by RSB?
Extension Activities
a) What do businesses need to have Quality management plans?
b) As a student of entrepreneurship, you have been asked by the Sector Executive
Sectary of your sector to assess one of the biggest projects in your community and
ascertain if it has the required quality standards. What areas would emphasize while
assessing and why?

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UNIT 10: WORK HABITS AND BEHAVIOR
10
Key Unit Competence:
To be able to apply for a job and maintain professional conduct at workplace
10.1. Unit Prerequisite
Learners have had a variety of opportunities to work together in accomplishing given
academic tasks or goals. Throughout O’ level and A’ level, learners have realized that
entrepreneurs need to exercise proper work habits and behavior by communicating
effectively in life and at work, making rational career choices,behaving ethically in life
and business, among others. This prior knowledge, skills or competences should help
the learners to analyze appropriately the characteristics of good work behaviors and
attitude.

In this Unit, Learners will be able to write appropriately a CV and an application letter.

10.2. Cross-cutting issues to be addressed

Note: The examples below are just to guide you on how to address crosscutting issues
throughout the unit BUT THIS DOES NOT mean that these are the only ones. You can
address and give learners opportunities to discuss all the crosscutting issues where
possible taking consideration of their environment or community around them.

Gender education: emphasis throughout this unit has to be put how both males and
females have same chance to apply for any job opportunity.

Environment and society: the greatest source of employment is the environment and
the society. One cannot be implemented without the other one, they are interrelated.
Therefore, great care for environment and society survival for creating the employment
opportunities.

Inclusive education: in addition to all having equal opportunities to find job, emphasis
will put on how we all regardless of gender, all learners are equal. Based on the career
opportunities, learners need to understand that the competition for finding a job does
not discriminate but promote inclusiveness of all.

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Peace and Values: you need to emphasize to learners the need to live in peace
and harmony with their co-workers. Learners need to identify resources in their
communities that will help them find job therefore avoid jobless and promote peace.
Learners also need to develop positive attitudes towards the society, environment,
and government, among co-workers at the workplace. Security is important for people
to live high standard of living. Peace helps to develop personal qualities of a better
time management. Appropriate workplace behaviors and attitudes exist where there
is peace and values.

Also, refer to other crosscutting issues as identified in the curriculum framework

10.3. Generic competencies
Throughout this unit, give learners opportunities to develop their generic competences
especially activities and the methodology adapted. These have been discussed in the
preliminary pages of this teacher’s guide. Some of the generic competences that you
should facilitate learners develop in this unit include but not limited to the following:

•• Critical thinking: This will be developed through different activities that make
learners think reflectively, logically and imaginatively in developing their career plan
and for finding a job by using new technology.
•• Creativity and innovation: Finding a job may be one of the hardest and most stressful
things you will have to do. Unlike applying to schools, finding a job requires much
more initiative on your part, if only because of the large number of opportunities
and choices involved. Finding a job does not mean to be always employed; you can
create your self-employment. The learners must be creative and innovative.
•• Research and problem solving: promoting inclusiveness and diversity within your
class is one of the best ways to foster an open-minded, inclusive class culture.
Not only does this make good sense, helping your class to better understand
classmates, it also makes the classroom a more interesting and personally enriching
environment for everyone. Diversity in the class can take many forms, from culture
and nationality to gender, race, sexuality, educational background, and more, and
therefore regardless of our background, economic or social setup, all learners have
equal opportunities to lead and to be led in a right way.
•• Communication: Through different tasks, give learners an opportunity to
communicate their group needs and findings effectively either through speaking,
writing or any other form to the targeted audience or recipient.
•• Co‐operation, interpersonal relations and life skills: Through different tasks assigned
to learners, they can be encouraged to participate proactively and respectfully and
listen to the ideas of others as well.
•• Lifelong learning: Be able to exploit available opportunities to improve knowledge
and skills for keeping your job once you have one.

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Vocabularies and the Key Words

•• CV/Resume •• Application letter/Cover letter

•• Interview •• Workplace
•• Interviewer •• Behaviors & Attitudes
•• Interviewee •• Habits
•• Time management •• Career and career plan
•• SMART goals

Guidance to the introductory activity

Explain the purpose of the introductory activity during the lesson. The introductory
activity will also arouse learners’ interests about what to expect in this unit as they
answer the questions that follow in the activity. Learners can build on previous
knowledge, skills, values and attitudes to help you assess the learner’s prior knowledge
and help link with the new content.

This activity is intended to provide interest and motivation for learners to appreciate
the need for appropriate behaviors and attitude at work. It will also help them
recognize the need to develop career plans in their professional lives.

For learners to answer this activity, use an appropriate teaching and learning method
(could be use of manageable groups, think, pair and share, brainstorming, etc.)
Thereafter, let learners read the case study (introductory activity) and answer the
questions therein. Guide them and ensure that during the activity, there is a balance
between boys and girls and all learners with different abilities and needs are catered
for accordingly.

During this activity ensure that learners have understood the instructions, prompt
and probe them through question and answer approach to make sure they are active
and their curiosity in learning and discovery is aroused. Encourage learners to work
together, value each other’s contributions, share ideas, etc.

Learners present their findings, results, answers through an appropriate method such
pair-share, small group presentations on the introductory activity. Encourage different
learners from the groups to share the group’s work to avoid just a few learners
dominating. Also encourage other learners to listen and not disturb when other
teams are sharing unless it is a question. Encourage as well learners to appreciate each
other’s work especially the presentation

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Appreciate the team’s presentations and remind them that this activity was not meant
to come to the very right answers but to help them become aware of what to expect
in the unit. The appropriate answers to the activity will be got as the unit progresses.
You can support learner’s answers by referring to possible answers to the introductory
activity seen below

Remind learners that finding a job may be one of the hardest and most stressful things
people go through. Learners need to identify the resources in their communities that
will help them to find a job. They need to demonstrate appropriate workplace behaviors
and attitudes during work as this can also help them sustain their jobs in real life.

Possible answers
a) Kamaliza has skills in computer science, it is a good career; as a technician she can be
paid temporally work, this would give her more experience. She can as well pursue
short courses in other fields to broaden her competencies.

Building networks; she can also seek to build more relationship with peers and other
successful people as these can link her to other job openings in the labour market.

She should also make sure that she is updated by visiting websites such as umurimo.
com, tohoza.com, and mucuruzi.com; for more information she can be registered in
Rwanda Civil Service Recruitment Portal.

b) Looking for a new job is a hard work especially if you are not prepared and do not
have a clue where to start. Some steps are normally followed in the process for
finding a job:

•• Organize your search time

•• Know what you want
•• Emphasize your skills
•• Prepare your promotional tools
•• Have a search strategy
•• Maintain a presence online
•• Use local resources and your own network
•• be informed and able to write clearly the application letters and CV according to
the job description and fill correctly your job profile
•• Prepare for interview
•• Follow up

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10.4. List of lessons/sub-heading (including assessment)

No. Lesson title Learning objectives (From the syllabus Number

including knowledge, skills and of
attitude) periods
1 Finding a job Identify and use a variety of resources in 3
their communities that will help to find a
job

Apply for job opportunities

Explain the contents of an application

letter and a basic CV

Write an application letter and a CV

How to apply online

2 Interviews process Recognize typical questions asked during 4
and techniques an interview

Demonstrate effective interviewing skills

3 Appropriate Identify and demonstrate appropriate 2

workplace workplace behaviors and attitudes
behaviors and
attitudes
4 Time management Identify strategies to better manage time 2
skills

5 Personal qualities Communicate effectively in order to 2

that help one to manage personal and work lives
manage time

6 Developing a Describe the elements of a career plan 2

career plan
Develop a career plan

7 Skills Lab 10 Apply Skills Lab Methodology 2

8 Unit assessment Evaluate if the learners are able to apply 2

for a job especially apply online, write a CV
and an application letter; manage time and
developing a career plan

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 Lesson 1: Finding a job
a) Prerequisites/Revision/Introduction: Read the objectives of the lesson to the learners
to determine what learners will know and be able to do by the end of the lesson.
Look at the action verb, concept and context of each learning objective. This will
help you to see the skills, knowledge, attitudes embedded in the learning objective.
Remember the learning objectives link to the key unit competence.

b) Teaching resources: Learner‘s books, newspapers, internet, case studies, advices

from volunteers who have been to training and medias such as radio, television,
sample application letters/cover letters and CVs/Resumes etc.

b) Learning activity 10.1.1

•• Guidance
1) Before the activity, distribute newspapers with job adverts, or any other appropriate
material (for example internet/websites with job announcement) to the learners.

2) Use an appropriate method for the learners to answer the activity (e.g. use of
manageable groups, pairs, individual work, brainstorming, Question &Answer
approach). Ensure all learners are active and have understood the question by
clarifying were necessary.

•• Possible answer:
In our community different resources for finding employment can be used such as;

i) Print media like Newspapers,

ii) Audio media like radio, television,

ii)Potential workplaces,

iv) Internet/websites (e.g. Tohoza.com, Umurimo.com, and Mucuruzi.com),

v) Government agencies and offices: Some government agencies provide

Information on jobs, career, and consultancy. For example: Akazi in Rwanda
found on (http://recruitment.mifotra.gov.rw ), Youth Employment Systems
(YES) Rwanda, established by Kigali City Employment Service Centre (KESC); it
contributes to the Government target by offering information on job vacancies,
Training information Internship information, Self-employment, Job matching
career guidance etc.

3) Thereafter give reasonable time to the learners to read in the student book the
different resources of finding employment information, this will help them to
expound on the above answers what they didn’t know. Allow and prompt them to
ask questions so as for them to understand well.

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c) Learning activity 10.1.2

•• Guidance
1) Before the lesson ensure you have sample templates of a CV and an application letter
since these will help you to guide learners on the above activity.

2) Again use an appropriate teaching and learning method (e.g. use of manageable
groups, pairs, individual work) and distribute the above templates to the learners.
Allow the learners to first look at them and ask questions where necessary as you
guide them.

3) To get learners going for the activity, ask them to differentiate between an application
letter and a CV, ask them also to describe the type of information found in the two
by referring to what they see in the templates.

4) You can now introduce the objective of the lesson by telling learners that this lesson
will help them be able to write a CV and an application.

•• Possible answers for activity 10.1.2

a) The difference between a CV and an application letter is;

A CV is different from an application letter because it is more concise including detailed

information about a person’s educational background, work experience and activities,
skills, accomplishments and any other information relevant to getting a job while an
application letter is expressing interest in a job or area of work and highlights why you
are qualified for the work.

b) The type of information found in the CV:

Contact information, skills summary, work experience, education background,

references.

Information in the application letter include; contact information for the applicant, the
organization’s information the applicant is applying to, title of the position applied for,
the body of letter, complimentary close.

5) After they have answered the above activity, give learners ample time to read
through a CV and an application letter in the students’ book. You can as well use
an appropriate method that will promote collaborative learning like pairs or group
work. To promote reading and communication skills among learners, pick a few
learners to read loudly to the whole class what they have found and ask others to
explain. Guide them accordingly and clarify where they have issues.

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Application Activity 10.1
The application activity 10.1 given is individual work; learners are going to prepare a CV
and application letter for cashier position at new times. Make sure in their application/
CV, the components described are clearly explained. You can use the rubric below as
you guide learners into the activity.

Components of a CV Components of an application letter

Contact information of the applicant Contact information for the applicant

Education background Title of the position applied for

Work experience The body of letter
Skills Complimentary close
Hobbies Personal likes
References

NOTE:
Because this activity requires a lot of writing, learners with low literacy levels might
have difficulties. It is important to give one on one support during the activity and also
know that they can get support from someone outside or within the school who can
help them complete the CV and application letters.

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 Lesson 2: Interview process and techniques
Prerequisites/Revision/Introduction: In this lesson, ensure to have a resourceful person
(could be your fellow teacher, school administrator, parent or any other person who
has formerly done an interview for a given job). Make sure you prepare this person a
head of time.

This resourceful person will help learners to analyze the interview techniques and skills
required to succeed for the given job. Remember to link this objective to the key unit
competence.

Teaching resources: Learner‘s books, internet, resourceful person, and any other
related materials.

Learning activity 10.2:

•• Guidance
1) Before the lesson, let learners ask the resource person the following questions about
the interview process and techniques;

i) What interview process did you go through to succeed for the job?

ii) What techniques did you use before and during the interview that made you
succeed for the job?

During the interview above, ensure that learners ask the above questions or that
questions asked are related to the objective of the lesson.

2) After this interview, ask learners to do activity 10.2 in the Students’ book, they will
use the dialogue they had with the resource person to answer the questions. Guide
learners to do activity by the use an appropriate method (could be pairs, individual
work or group work).

•• Possible answers
1) For the success of the interview, the interviewee can use the following techniques:

Before the interview: learn as much as possible about the services of the company/
organization/enterprise, products, customers and competition. Dress appropriately for
the interview: neat, clean clothing and shoes and allow plenty of time to get to the
interview

•• During the interview: Greet the interviewer. Speak slowly, clearly and distinctly in
a confident voice; think before speaking; be respectful; listen carefully; make sure
you listen attentively and respond accordingly; be a good listener: Wait until the
interviewer has finished talking before you respond; stay calm etc.

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•• After the interview: Thank the interviewers and after sometime make follow to find
out if you were considered for the next step.
2) A standard job interview would consist of the job seeker and a panel of either one
to three persons from the employer’s side. The process of an interview varies from
organization to organization. The questions may be pertinent to the qualification,
previous work experiences, work patterns, personality and various other coefficients
related to the job. You might also be tested with your aptitude at a few places

For instance one of the most commonly asked questions at an interview would be
“Describe your-self”. The next questions that tend to follow would be derived by the
interviewing panel from your possible reply. Briefly the interview process reflects the
value of the company places on each candidate and, by extension, each employee.
Be a good ambassador for the company by conducting a professional interview,
communicating honestly, and basing hiring decisions on an honest evaluation of
each candidate’s capabilities.

3) To get learners into the understanding of interview techniques and process, lead
them to read in the Students’ book about the process and techniques. You can use
an appropriate method to guide learners and make sure that they are reading and
active. Clarify where learners have challenges and make sure learners are working in
peace and harmony.

Application Activity 10.2

Give learners application activity 10.2. found in the learner’s book to read and answer
the questions under it.
•• Possible answers
1) Mutesi prepares for an interview:

i) Prepared her CV well and sent to the supermarket.

ii) She searched about possible questions to be asked and practiced how to answer
them.

iii) She approached her relatives and peers for advice on how she can approach the
interview.

2) During her interview she demonstrated

i) Confidence skills (she was clear/audible enough during the interview)

ii) Research skills (she had researched enough about the business she wanted to
join)

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 Lesson 3: Appropriate workplace behaviors and attitudes
Prerequisites/Revision/Introduction: In this lesson, learners need to reflect heavily
about work behaviors and attitudes exhibited in the work environment they have
worked in which could be at school or in their communities. This reflection and the lesson
will guide them to appropriately demonstrate the required behaviors and attitudes at
work. Remember to link the objective of this lesson to the key unit competence.

Teaching resources: Learner‘s books, internet, school library.

Learning activity 10.3

•• Guidance

1) Lead the learners to do activity 10.3. You can use an appropriate method (could be
pairs, group work, brainstorming or individual work to guide them into this activity).

2) After the activity 10.3, use an appropriate method to guide learners to read in their
students’ book the different work behaviors and attitudes necessary at work. Support
learners accordingly and make sure they are all actively involved collaboratively.

•• Proposed answers

a) Appropriate behaviors and attitudes exhibited at work;

i) Dressing neatly and appropriately for the work:

ii) Keeping time and managing it well:

iii) Speaking to co-workers in a positive and respectful manner.

iv) Being honest.

v) Keeping discussions and interactions related to work.

vi) Staying positive.

b) Work behavior and attitude refers to different ways or conduct one exhibits at work,
these could be actions and reactions performed by someone at work for example
being early at work or willing to work with others are examples of good behaviors
and attitude at work. Typically, when we refer to a person’s attitudes, we are trying
to explain his or her behavior.
Work behaviors and attitudes are the reaction, belief, feeling or opinion of approval
or disapproval towards something an employee can have at work.

NOTE: Explain that this lesson is going to focus on the behaviors and attitudes necessary
to behave at work appropriately.

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d) Application activity 10.3
Proposed answer
The appropriate workplace behavior and attitudes which can be re-enforced may
include the following:

a) Dress neatly and appropriately for the work

b) Keep time and manage it well
c) Speak to co-workers in a positive and respectful manner
d) Be honest: Being honest will gain the respect of co-workers.
e) Keep discussions and interactions related to work
f) Stay positive
g) Be respectful of others and your environment:
h) Take proper care of equipment, put things back where they belong, keep the
environment tidy.
i) Be a team player and flexible: Participate pro-actively and respectfully and listen to
the ideas of others as well.
j) Respect the roles of others

Believe in yourself and what you do: Being positive about your job and how you do it
will help you to succeed and achieve your goals.

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 Lesson 4: Time management skills
Prerequisites/Revision/Introduction: This lesson requires you to motivate learners to be
good time managers. Learners need to be challenged to plan ahead of time and always
to have a time table of their day to day activities. You can use a sample timetable in this
lesson to help learners reflect on it and how it helps in managing time appropriately.
Remember to link the lesson objective with the key unit competence.

Teaching resources: Learner‘s books, newspapers and case studies about time
management.

Learning activity 10.4

•• Guidance:

1)The teacher can start by the phrase used nowadays: “Time is money” and ask learners
what they understand by the statement.

2) Lead learners to do activity 10.4; you can use an appropriate method (for example use
of pairs, group work or brainstorming). Guide the learners to read the case study,
support and help them to understand it well.

3) After they have read the case study, ask them to answer the questions about the
case study.

Possible answers for activity 10.4

a) Yes Nkudimana was a good time manger because;

i) He had a personal timetable that he was consistently using.

ii) He always began his day early enough and thus had enough time to prepare
himself.

iii) He was always on time for the meetings which he led.

b) Advantages of being a good time manager;

i) Clarity of purpose; a good time manager always has a clear view of where he/she
is going and can easily assess the status of his/her achievements.

ii) Provides focus on the task; the time management skills provide relief from stress
and later help you in focusing your target and performance in the task.

iii) Gain self-confidence; a good time manager is always prepared and ready for
the tasks he/she is meant to perform. This makes the person confident and can
always approach life with hope and determination.

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 iv) Productivity increases; a good manager is able to perform effectively and
efficiently which consequently increases his/her productivity.

v) Conscious decision making; time management helps you make conscious choices,
so you can spend more of your time doing things that are important and valuable
to you. Time management will help you set up your priorities.

Application activity 10.4

Proposed answers
1) As a friend I can advise Keza to have time management spirit by:

•• Setting goals: When trying to manage or planning for your time, you should think
about what you really want to achieve/accomplish within a given period of time.
When setting goals, rely on the SMART goal-setting process. SMART stands for
Specific, Measurable, Agreed to, Realistic and Time bound.
•• Specific: Identify your goal clearly and specifically.
•• Measurable: Include clear criteria to determine progress and accomplishment.
•• Attainable: The goal should have a 50 percent or greater chance of success.
•• Relevant/Realistic: The goal is important and relevant to you.
•• Time bound Commit to a specific time frame.
•• Prioritizing
Prioritizing means generating a list of tasks you need to do in order to reach your goal(s)

Put your list of tasks in order of importance or logical progression. Prioritizing what
you need to do in a day, week, month, etc. This means that you need to scale up tasks
depending on the level of urgency. Taking the most important task so far

Making decisions: Making proper decisions helps in taking important choices among
many alternatives given and thus fostering time management.

Planning and Scheduling:

Identify the strategies which can be used for planning and scheduling what you need
to do.

You can do a calendar of activities where you show the date, activity which must
be done, who will do the activity and the observations. She must avoid any possible
distraction

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 Lesson 5: Personal qualities that help one to manage time
Prerequisites/Revision/Introduction: This lesson requires you to motivate learners to
be good time managers. Learners need to have certain qualities of managing time and
balancing work and personal life. They need to have a state of balance with whatever
they are doing. For example having timetables of their personal activities should include
all the day’s activities like when to do sports, have personal time with God/Allah and the
related. This will help them to maintain a state of balance. Remember to link the lesson
objective with the key unit competence

Teaching resources: Learner‘s books, internet, newspapers and any other related
materials.

Learning activity 10.5

•• Guidance

1) Guide the learners to do activity 10.5, using an appropriate method (could be pairs
or group work). Ensure that the learners are actively involved and clarify any issues
they may have about the question.

•• Proposed answer
i) For balancing work and personal life you can make plans with the people in your
life, take the time to schedule plans with your friends and family,

ii) Have time to work and time for leisure; take regular breaks for relaxing etc. Briefly
try to do an accommodation between personal life and work.

2) After the above activity, use an appropriate method (pairs or group work) for learners
to analyze the qualities of managing time in the Students’ book. Make sure that they
have understood the instructions and they are following, ensure that all learners are
active and are able to present their findings.

Application activity 10.5

Proposed answers
Basic qualities that can help manage time are the following:

•• Good organizational skills: a person with great time management skills can adapt to
new problems and readjust as needed to complete an assignment. This combination
of planning, scheduling, strategy, delegation, and adaptability are the kinds of traits
that make an employee dependable, and employers look out for that. Here are some
organizational skills related to time management:
•• Creating and keeping deadlines
•• Delegation

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 •• Goal setting and meeting goals
•• Decision making
•• Managing appointments
•• Team management,
Self-discipline: It is the ability you have to control and motivate yourself, stay on track
and do what is right. Self-discipline at the workplace is a positive effort which helps in
developing set ways for our thoughts, actions and habits. It is an art of self-control and
self-reliance, which empowers a person to stick to his/her decisions and propels the
individual towards achieving the set goal.

Motivation: are Internal and external factors that stimulate desire and energy in people
to be continually interested and committed to a job, role or subject, or to provide an
effort to attain a goal. Motivation results from the interaction of both conscious and
unconscious factors such as the intensity of desire or need, incentive or reward value
of the goal, and expectations of the individual and of his or her peers. These factors are
the reasons one has for behaving a certain way.

Being focused on accomplishing tasks and not getting distracted: there is a need to
eliminate distractions, concentrate and have a plan that is always have a plan. Start
your day with writing down what you need to do, when do you need to do it, what do
you need to achieve. When you have a plan, a schedule, it is that much easier to focus
and to stay focused. Finally take regular breaks for relaxing.

Balancing Work and Personal Life: balancing work and personal life is very important
in keeping a job. Being able to strike a balance between your professional and personal
lives can help you become more productive. You must be able to communicate and
manage time effectively at home and at work for helping to create this balance.

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 Lesson 6: Developing a career plan
Prerequisites/Revision/Introduction: Learners in this lesson need to develop skills of
creating career plans. They need to reflect on their careers or professional activities
they want to undertake in future. In this lesson, there is an element of setting goals
since they will be able to create personal career goals. Remember to link the learning
objectives with link key unit competence.

Teaching resources: Learner‘s books, internet, Work Readiness curriculum of akazi

kanoze, and any other related materials.

Learning activity 10.6

•• Guidance
1) Guide the learners to do activity 10.6, before this activity; you can engage learners
to brainstorm about personal time management skills by answering the following
questions;

i) Explain the different time management skills that can help one succeed in their
personal lives?

ii) What are the personal qualities that help people to manage time?

2) After the above brainstorming activity, use an appropriate method (pairs or group
work) for learners to do activity 10.6 make sure that they have all understood the
instructions and the questions in the activity.

•• Proposed answers
1) A career is an occupation or profession, especially one requiring special training,
followed as one’s lifework; it is composed by the jobs held, titles earned and work
accomplished over a long period of time, rather than just referring to one position.

A career plan is an individual’s choice of occupation, organization and career path. A

career plan is a set of goals and actions that will lead you to your ultimate long-term
career goal. It involves choosing an occupation and developing a plan of the steps
it will take you to get to that occupation. It is a plan for temporary and long-term
self-reliance.

2) Developing a career plan is very important because;

i) It helps you determine your skills and interests since can be able to do one a
personal assessment on his/her passion and what he/she can do best.

ii) It lists short- and long-term career goals and the actions you can take to achieve
them.

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 iii) Career plans can help you make decisions about what classes or professional
jobs you want to undertake in future. One can be able to know which kind of
internships they need to do to make them strong job candidates.

After activity 10.6, use an appropriate method (Think, Pair& Share/TPS or group work)
for learners to read and analyze the key elements of a career plan and key steps that
can help one develop a career plan. Ensure that all learners are active and are able to
present their findings.

Application activity 10.6

The following steps can help you to develop your career plan of the career you intend
to pursue in your life:

a) Identify Your Career Options: Develop a refined list of career options by examining
your interests, skills, and values through self-assessment. Narrow your career options
by reviewing career information, researching companies, and talking to professionals
in the field. You can further narrow your list when you take part in experiences such as
job shadowing, volunteering, and internships.

b) Setting Goals: Now that you’ve identified your career options, develop an action plan
to implement this decision. Identify specific, time-bound goals and steps to accomplish
your plan. Set short-term goals (to be achieved in one year or less) and long-term goals
(to be achieved in one to five years)

c) Steps to reach the goals: In order to reach goals and keep resolutions in, take these
five steps toward success:

i) Choose a Goal Wisely: Setting a goal that is meaningful to you will increase your
motivation to achieve it.

ii) Make It Positive: When you create a list of your highest values and then align your
goals with them; you will have a sense of being on purpose and are more likely to be
motivated naturally and become more consistent.

iii) Write It Down

After writing down your goal, keep it where you can see it. Let it serve as a daily
reminder to help keep you motivated.

iv) Create a Detailed Action Plan

A successful action plan consists of breaking down goals into small, manageable
steps. Before taking action, write out each action step you plan to take. Be as specific
and detailed as possible.

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 v) Reward Yourself: Have a reward in place for when you accomplish your goal; it can
serve as a powerful motivator.

d) Pooling together necessary information needed (CV, Application letter, etc.):

Develop your CV and application letter. Refine your career goals and strategy. Regular
updating of their resume will help jobseekers review their career plans periodically and
define themselves in terms of skill sets and competencies instead of merely job titles.
Successful career development should eventually enable the jobseeker to find the best
way to start a new career. The ultimate outcome of which will be the fulfillment of
personal career goals, attainment of financial stability and achievement of work-life
balance.

e) Skills lab activity 10.7 students’ book

10.5. Use of Skills Lab Method: Lab 10

1) Build part (max 15 min)
Using Think, Pair and Share: ask learners to answer the following questions..

a) What was the previous skills lab lesson?

b) What process do people go through to find a job?

Choose few pairs to answer the above questions to the general audience.

Possible answers
i) Previous skills lab lesson

Writing a CV and application letter

ii) Process people go through to find a job.

•• Finding employment information

•• Writing a CV and application letter
•• Interview process
Remind learners that it is always better for one to be prepared for a job. One should
always have skills of writing a CV and application letter. Therefore, this lab will enable
learners to be prepared for a job.

2) Practice (Max 25 min)

Role-plays on interview techniques
Explain that each group will have a panel of three (3) interviewers who will interview
one person to one specific position.

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Two groups will role play about this situation. That is the person being asked will depict
the following behaviors.

•• An interviewee as being unresponsive,

•• Disrespectful,
•• Unclear,
•• Not answering questions clearly, etc.
The other groups will have an interview that will depict the following behaviors;

•• Coming early for the interview

•• Confidence
•• Clear and loud in communication
•• Use of relevant examples
•• Show commitment to work and team work.
Sample questions during the interview

•• Tell me about yourself.

•• What qualities and skills do you have that will help you perform this job?
•• Have you ever done any other job like this one?
•• What are your strengths and weaknesses?
•• Why should we hire you?
Depending on the manageable groups formed in this lab, make sure that there are
groups meant for the first category and others for other category of behaviors and also
ensures each group has the job position they will interview someone about.

Encourage learners into having viable projects that can solve community problems.

Make sure all learners in groups are active for example by asking silent learners to have
a voice and in the discussions or to ask their peers where they don’t understand.

3) Presentations (Max 25 min).

During each groups’ role play, ask the following to the learners;

•• What went well in this interview?

•• What would you have done better if you where the one being interviewed?
During the role plays as well encourage learners to challenge/supplement each other
(control this as it make time) as it will enable them to understand better.

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4) Conclusion (Max 10)
Conclude by writing on the blackboard with focus to the main parts of interview and
interviewing tips at every part: Make sure that the learners are copying notes.

•• Before the interview

•• Learn as much as you can about the organization/institution or business to which
you are applying for a job – What do they do? Where? Size? Who are their clients?
•• Think about how your previous work experience, schooling and activities will help
you perform the job to which you are applying.
•• Dress appropriately for the interview: neat, clean
•• During the interview
•• Greet the interviewer properly (handshake).
•• Speak slowly and clearly.
•• Think before speaking.
•• Be respectful.
•• Be a good listener – wait until the interviewer has finished talking before you
respond.
•• Stay calm.
•• After the interview
•• Send a thank you letter by post or email if appropriate.
Follow up with a phone call after a week if appropriate

5) Portfolio Assignment (Max 5)

As a take way of this lab, provide learners a portfolio assignment, which is meant to test
the skills learners have attained from this lab. Remember this is an individual activity
and thus each learner must do it.

Each learner comes out with a list of at least five interviewing tips before, during and
after interview.

10.6. Summary of the unit

Work habits and behaviors provide to the learners the knowledge on how to identify
and apply to job opportunities by writing a basic CV and application letter or by using
new technology (searching and applying online); recognize the process and techniques
of an interview and demonstrate effective interviewing skills; demonstrate appropriate
workplace behavior and attitudes; identify strategies to better manage time and
balancing work and personal life. The unit helps the learners to set goals and develop
their career plan.

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10.7. Additional information for teachers
An application letter is an alternative to writing a cover letter or motivational letter:
is a letter of introduction attached to, or accompanying another document such as a
resume or CV.

All applicants in the public services must use “online application system” of the related
public services. Nowadays, hard copy applications are no more encouraged.

The teacher must initiate the learners how to apply online because technology is
implemented in our system for avoiding the problems of storage, cost (transport
fees, printing hard copies etc.) and encouraging local and international submission of
information with a high speed (saving time).

10.8. End unit assessment

Part 1 (Multiple choice questions) choose the most appropriate answers
1. e
2. e
3. c
4. b
5. e
6. c

Part 2 (True/False questions)

7. False
8. False
9. False
10. True

Part 3
1. A district is a local government organization under MIFOTRA; for applying on the
position you must be registered in the application system of e-Recruitment
online. If you are not registered, the first step is to visit the website of MIFOTRA:
https://recruitment.mifotra.gov.rw with the following web page: Rwanda Civil
Service Recruitment Portal where you can obtain the following information about
e-Recruitment:

Three steps are necessary:

Register
Registration allows you to subscribe to notifications when new positions become
available, to apply for jobs and track the progress of your pending applications

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Complete your profile
A complete profile will make it easier to apply for jobs: follow the instruction given in
the job description and attach/upload the PDF copies of your identification (ID card) and
required degree not certified or other relevant documents. The size of each applauded
document must not exceed 200KB

Apply for a job

Find a job that matches your skills and send in your online application.

2. CV includes information on one’s academic background, including teaching experience,

degrees, research, awards, publications, presentations, and other achievements
while a resume provides a summary of your education, work history, credentials,
and other accomplishments and skills. CVs are thus much longer than resumes, and
include more information, particularly related to academic background

3. A well written CV and application letter must be Concise, includes relevant information
only, is neat, is accurate, has correct spelling, uses consistent format, is simple and
clear

4. The elements of a career plan are the following:

•• Individual assessments of abilities, interests, career needs, and goals: It is basically

a process of self-exploration and analysis. Individuals are frequently guided by
self-assessment exercises. The self-assessment process is basically viewed as an
individual responsibility; however, organizations can aid in this process by providing
the employee with materials and opportunities for self-exploration and analysis.
•• Organizational assessments of employee abilities and potential: A key issue in
career counseling sessions is whether an employee’s goals are realistic in terms of
organizational possibilities and organizational assessments of employee abilities and
potential. Accurate assessments of employee abilities and potential are important
to both the organization and the individual.
Organizations have several sources of information for making assessments of
employee abilities and potential. First is selection information, including ability
tests, assessment center test, interest inventories, and biographical information
such as education and work experience. Second is current job history information,
including performance appraisal information, records of promotions and promotion
recommendations, salary increases, and participation in various training and
development programs. Organizations have traditionally relied on performance
appraisal data as the primary basis for assessing employee potential.

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•• Career Information within an Organization: before realistic goals can be set, the
employee needs information about career options and opportunities. This includes
information about possible career directions; possible paths of career advancement;
and specific job vacancies. In organizations with informal career planning
programs, employees learn about career options and opportunities from their
supervisors within the context of developmental performance appraisal interviews.
Organizations with more established career planning programs make greater use
of workbooks, workshops, and even recruiting materials to communicate career
options and opportunities.
•• Career counseling to set realistic goals and plan for their attainment: It is in
counseling sessions, typically with supervisors and managers in developmental
performance appraisal interviews, that most employees explore career goals
and opportunities in the organization. Supervisors and managers need accurate
assessments of employee abilities and potential, as well as information about career
options and opportunities in the organization.

10.9. Additional activities

10.9.1. Remedial activity

Explain why job interview is important to the employer and the interviewee.

Proposed answer:
A job interview is a major tool for selection process which is set up by the employers
to know in detail about the candidates. It is a formal verbal interaction between the
employers and the prospective candidates which helps the employers in extracting as
much information as possible about the candidate.

10.9.2. Consolidation activity

Identify the advantages of aplying online

Proposed answer:
Before you post your next round of open positions through traditional, paper-based
methods, nowadays applying online presents benefits to the applicants and to the
employers:

Qualified Candidates Are Performing Job Searches Online

Candidates are searching for jobs online and are expected to continue their application
process online – not by downloading, handwriting and mailing a paper application.
When a candidate identified with your job posting, enable him/her to immediately
submit an application online, while he/she is still highly motivated and excited by the
opportunity, will result in a more thorough and expressive application.

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Qualified Candidates Are on Mobile

Applicants are also searching for opportunities from their mobile devices. Many
candidates use their mobile device to look for a job. Today’s workforce, especially
younger generations, prefers to use their mobile devices for research – including
job opportunities. The audience that wants to pay their bills online also wants the
opportunity to find and apply for jobs online. Having an online application built into
your mobile optimized website will expand your potential talent pool exponentially and
increase your chances of more quickly hiring the ideal candidate.

Qualified Candidates Are Tech Savvy

As a society, we grow digitally knowledgeable and reliant every day. In addition, today’s
millennial and post-millennial generations that are just entering the work force are
heavily tech-savvy. Candidates with technical skills will be an asset to the district (for
example), but you may not find these qualified candidates if you are only accepting
paper applications and not posting open positions online. A more streamlined online
application process will also signal to candidates that your district embraces modern
technology and values their time, which will improve their perception of a position
serving their local government.

Digital Tools Remove Barriers to Application

The last thing you want to do is deter a qualified candidate with a cumbersome
application process. The thought of printing a paper application, paying for stamps
and waiting weeks for a response will seem to many to be too time consuming when
there are viable positions that can be obtained with less up-front time, effort and cost.
Making the application process as easy as possible will help ensure you have a larger
and more valuable applicant pool for consideration.

Online Applications save your Time

Filling a position through traditional channels such as newspaper classified ads,

headhunters or internal personnel departments can be time-consuming and costly.
Online applications can reduce the cost of hiring considerably, especially when online
application forms are easily accessible from the website.

Online Applications save your Candidate Time

For job seekers, whether they are actively or passively searching for a new position,
the research, application submission, interview and on boarding process could take
months. Compared to traditional paper applications, online hiring is a more expeditious
approach to filling vacant positions and right-sizing staff. When confronted with an
application process perceived as being outdated or timely, applicants will move on to
other opportunities and your government will miss out on talented candidates.

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Storage, Organization and Access to Digital Information

Nowadays no space necessary to store paper records for each candidate that submits
an application to each vacant position. In addition, organizing paper records of
applicants at various stages of the review process for each open position can pose
significant logistical challenges. Online applications not only save physical space, they
allow for easier tracking of applicants throughout the screening process and searching
for stored candidate data.

Better hires lead to less attrition which saves money

With all of the benefits that online applications provide to more accurately match
qualified candidates to job positions, local governments stand to benefit financially
from maintaining longer tenured employees. Better hires lead to less attrition, greater
job satisfaction and greater productivity – all factors that will help mitigate the cost of
new hires to municipal bottom lines.

Online applications allow public sector employers to efficiently connect with talented
candidates seeking positions that will allow them to improve the lives of others.

10.9.3. Extended activity

At the end of O’ Level you have made your choice about the combination you follow
now because you had some aspiration on your expected career. What is the importance
of career planning?

Proposed answer:
Career planning is the continuous process of thinking about your interests, values,
skills and preferences, exploring the life, work and learning options available to you
and ensuring that your work fits with your personal circumstances. According to the
combination the learners will try to give their vision and how the combination chosen
will help them to develop their career plan during the university studies or other
professional courses they can follow.

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UNIT 11: WORK SAFETY AND HEALTH
11
Key Unit Competency:
To be able to apply standard health and safety practices and regulations in the workplace

11.1. Unit Prerequisite

In senior 3, learners were introduced to ethics in business (S3-unit 9); in S6 ,unit 10- work
habit and behavior), learners covered the essential professional conduct appropriate
at workplace. As Safety and health in the workplace are vital to a well-functioning
warehouse, or manufacturing environment, it is known that healthy habits, such as
eating well, exercising, and avoiding harmful substances, make sense mindset.

In addition to this, learners should be reminded to apply standards of health and safety
practices and regulations at school and at their future work places.

11.2. Cross-cutting issues to be addressed

Note: The examples below are just to guide you on how to address crosscutting issues
throughout the unit BUT THIS DOES NOT mean that these are the only ones. You can
address and give learners opportunities to discuss all the crosscutting issues where
possible taking consideration of their environment or community.

Gender education: Throughout the lesson encourage learners to understand that

the safety and health in the workplace are vital to any worker in a given working
environment. As a teacher, you can support gender parity and equality and at the same
time be more gender-sensitive in your class.

Environment and sustainability: Establishing and maintaining health and safety of

employers, employees and any other stakeholder are crucial to the success and
sustainability of any given work. As a teacher; remind learners that they are prospective
workers, employers, etc. and have to keep their workplaces health and safe to protect
the environment at large.

Entrepreneurship Teacher’s Guide For Senior Six 331

Inclusive education: Promoting inclusiveness and diversity within your class is one of
the best ways to foster an open-minded, inclusive class culture. Not only does this
make good sense; helping your class to better understand classmates, it also makes
the classroom a more interesting and personally enriching environment for everyone.
Diversity in the class can take many forms, from culture and nationality to gender,
physical impairment, race, educational background, and more, and therefore regardless
of our background, economic or social setup, all learners have equal opportunities to
lead and to be led in a right way. During class activities, tell learners that sex-based labor
force segregation contributes to different workplace health and safety challenges for
women and men.

Peace and Values: You need to emphasize to learners the need to live in peace and
harmony with others. Learners need to appreciate workplaces that promote peace and
are not against the values of the community.

The teacher and the learners should always do the following to promote peace and
values:

•• Place peace in your heart and encourage everyone else to do the same.
•• Stress the importance of religious, cultural, gender and social diversity in positively
fostering a peaceful and inclusive society.
•• Be dedicated to inclusive approaches to tolerance and reconciliation.
•• Promote teamwork and collaboration, diversity, assertiveness, negotiations and
conflict prevention and resolution.
•• Stress tolerance for diversity, freedom of expression and the rights of everyone.
•• Be committed to social responsibility and community, civic involvement and the
promotion of peace and harmony.
Genocide studies: In class, learners need first to accept that genocide is the worst crime
against humanity. In addition, as prospective workers, employers and good citizens
need to analyze and fight against any sign of genocide ideologies and the denial of
genocide committed against the Tutsi in 1994. Encourage learners during tasks to
be brave enough to talk about how bad it is to better know the cruelty of genocide
ideology and to establish sustainable measures to fight it forever. As a teacher, try to
promote the culture of peace, cooperation, unity and love at workplace.

•• Also, refer to other crosscutting issues as identified in the curriculum framework

332 Entrepreneurship Teacher’s Guide For Senior Six

11.3. Generic competencies
Throughout this unit, give learners opportunities to develop their generic competences
especially activities and the methodology adapted. These have been discussed in the
preliminary pages of this teacher’s guide. Some of the generic competences that you
should facilitate learners develop in this unit include but not limited to the following:

•• Critical thinking: This will be developed through different activities that make learners
think reflectively, logically and imaginatively as worker, employer, etc before making
decisions about workplace in order to ensure healthy and safe condition of work.

•• Creativity and innovation: Safety innovation brings a layer of protection to industries

in all sectors. Safety innovation and creativity is becoming an increasingly important
component of workplace safety management. As a teacher, you have to encourage
learners to be creative and innovative in relation to keeping the workplace healthy
and safe.

•• Research and problem solving: Learners should be given activities and opportunities
that require them to be resourceful to find solutions to different challenges posed in
different learning activities and solving different problems encountered at workplace
or in community.

•• Co‐operation, Interpersonal relations and life skills: Through different tasks

assigned, they should demonstrate a sense of personal and social responsibility of
alerting others about any hazard that may happen.

•• Lifelong learning: Learners have to improve on knowledge and skills on different

ways that can be used to maintain workplaces safe.

Vocabularies and the Key Words

•• Healthy habits
•• Hygiene
•• Sanitation at work:
•• Personal hygiene practices
•• Food sanitation practices
•• Clean water and toilet facilities

Entrepreneurship Teacher’s Guide For Senior Six 333

Guidance on the introductory activity

i) Remind learners that there is no right or wrong ways to answer this assessment.
ii) It is for their own use during this course to help them get familiar with the topics that
will be covered in the Unit and help you know where to put more emphasis
iii) This is an individual activity. Have learners turn to the Self-assessment in their books.
iv) Read the “Knowledge, Skills and Attitudes listed in the left column,
v) Have learners to think about themselves and put a check under the statement that
best represents their situation.
vi) Remind learners that at the end of this Unit, they will take this assessment again.

Remind the learners the key unit competency and through brainstorming have them
explain how the introductory activity links with the key unit competence

Inform them that in this unit, they will build on the concepts of entrepreneurship that
they were introduced to in O’ Level and S.6 particularly those mentioned in above
prerequisite of this unit.

Introduce the introductory activity (self –assessment) following the guidelines

mentioned above in this teacher`s guide the lesson title “Introduction to unit 11: Safety
and Health at Work

Positive health and safety practices” on chalkboard and have learners do Activity 11.1 in
the Learners Book using an appropriate method such “pair work, small groups.

Introductory Activity

In the previous unit (work habit and behavior), you were able to apply for a job and
maintain professional conduct at workplace. You noted that finding employment
information for a job, interviews techniques before, during and after the interview,
appropriate workplace behaviors and attitudes and time management skills are
very important in real life. As Safety and Health are vital to a well-functioning in the
workplace of any organization;

Think about your own health and the ways in which you must stay healthy. There are
good habits that keep us healthy in work place and where we live.

Possible answers for introductory activity should depend on what learners have filled in
the listing their competences accordingly. Relate to the table in learners book

334 Entrepreneurship Teacher’s Guide For Senior Six

11.4 List of lessons /sub-heading (including assessment)

No. Lesson title/ Learning objectives (from the syllabus Number of

probable heading including knowledge, skills and Periods
attitudes):
1 Introduction to Describe the importance of good
unit 11: Safety and personal care and healthy habits at
Health at Work work
Promote healthy habits in daily 2
Positive health and
safety practices Handle unsafe situation that could harm
people while on job
2 Healthy hygiene Identify important health practices in
and sanitation the workplace
practices 2
Explain how to prevent the spread of
illness
Practice healthy habits in life and
workplace

3 Hazards in the Explain how to prevent contamination

workplace at work
4
Explain why certain situations or
substances are hazardous
4 Ways to make work Identify ways of controlling hazards and
safer staying safe
4
Practice ways to prevent accident and
getting sick at the work

5 Emergencies at Respond appropriately if there is

Work a safety hazards, an accident or an
emergence at work and in daily life 3
Responding to
emergencies and Deal with emergences life and
staying healthy at workplace
work
6 Skills Lab 11 Apply Skills Lab Methodology 2
7 Can apply safety and health practices at 2
work and respond appropriately if there
End Unit is a safety hazards on accident or an
Assessment emergency
Total number of period/ lessons 19

Entrepreneurship Teacher’s Guide For Senior Six 335

 Lesson 1: Safety and Health at Work
Learning objectives: By the end of the lesson, learners will be able to:

•• Describe the importance of good personal care and healthy habits at work
•• Promote healthy habits in daily
•• Handle unsafe situation that could harm people while on job
Prerequisites/Revision/Introduction: Introduce the lesson by asking them if they have
ever heard or even seen someone injured or got sick on the job due to his/her her work
environment. Introduce this lesson by saying that we are going to start this Unit on
health and safety at work by thinking about our own health, and the ways in which we
stay healthy both at work, home and in our communities. And that we will first look at
some of the good habits that keep us healthy.

Tell them that by the end of the lesson, they should be able to identify and handle some
of the primary hazards and know why these situations or substances cause harm.

Possible Methodology: Small group work, art or music creation, individual work, large
group discussion.

Teaching resources: Markers, tape, crayons, paint and any other art materials.

Activity 11.1 Learner`s book

a) What is the relationship between the proverb (The proverb found at the beginning
of the unit “Inyamaswa idakenga yicwa n’umututizi”) and safety and health at work
place

b) Rate yourself on the following health habits:

HABITS FOR GOOD HEALTH Always Sometimes Never

1.I get enough rest.

2. I try to eat foods that are nutritious for me.

3. I avoid smoking and drinking.

4. I get plenty of exercise.

5. If I do not abstain, I practice safe sex.

6. I strive to be clean and keep my surroundings

clean.

7. I take precautions against malaria.

336 Entrepreneurship Teacher’s Guide For Senior Six

 8. I avoid injuries when possible (e.g. wear helmet
when riding motor)

9. I treat minor injuries and illnesses promptly.

10. I strive to have happy relationships.

11. I avoid gossiping about others.

12. I like to see others do well.

13. I avoid thinking about myself in a negative way.

14. I strive to look my best.

15. I am optimistic about the future.

Possible responses

1) The proverb and the title of the unit in this context are related because without any
cautious when people are working they are exposed to different dangers which may
happen.

The Health and safety act 1974 imposes a duty on employees to take care of
themselves and anyone else who may be affected by their actions or failures. As
an adult with a duty of care towards children, the need to be vigilant and maintain a
responsible attitude towards safety in workplace is paramount. All Personnel staff
should ensure that, they:

•• Are aware of specific health and safety polices, fire and accident procedures in their
places of work
•• Report any accident or health and safety incident to a relevant member of staff
•• Have the right training and qualifications required if they wish to administer first aid
and/or any agreed medication.
While any worker can undertake general supervision in workplace, there are certain
subjects where staff should ensure that they have the relevant qualifications, experience
and training before undertaking (e.g. Physical Education, Design Technology, Resistant
Materials, Food Technology). Doing so, they will be protecting co-worker and the whole
community.

According to what has been observed previously there is the relationship between the
proverb and the unit title. The link is that to prevent a hazard you should be cautious
and know the existence of the danger and then take measures against it. Now the best
way to protect yourself and your employees from workplace hazards is to identify and
manage them and take reasonable steps to prevent their potential to harm.

Entrepreneurship Teacher’s Guide For Senior Six 337

In order to control workplace hazards and eliminate or reduce the risk, you should take
the following steps:

•• Identify the hazard by carrying out a workplace risk assessment;

•• Determine how employees might be at risk;
•• Evaluate the risks;
•• Record and review hazards at least annually, or earlier if something changes.
Never risk the health and safety of the employees: Profit may be the main motivation
of a company but they should earn their profits without exposing their workers to
hazard. Company owners should always prioritize the health and safety of their
workers no matter what.

There are a lot of precautionary measures that both employers and employees can take
to prevent an accident at work. However, a worker who follows the safety measures
and procedures set by the employers for the workplace will most likely be able to
prevent future accident

Therefore, the relationship between the title and the proverb is obvious.

2) Possible answers for question 2 will depend to what students will tick from the
competences provided and the teacher will facilitate or guide the leaner depending
on learners habit rating from the table.

The importance of good personal care and healthy habits at work to you and the
community around you includes:

Maintaining personal hygiene is necessary for many reasons; personal, social, health,
psychological or simply as a way of life. Keeping a good standard of hygiene helps to
prevent the development and spread of infections, illnesses and bad odors.

Keeping your body clean is vital in combating and preventing illness -- both for yourself
and for those around you. Washing your hands and cleaning all your body parts can
prevent the spread of germs from one person to another or from one part of your body
to another.

Personal hygiene refers to the comprehensive cleaning of and caring for your body.
Maintaining good personal hygiene includes bathing, washing your hands, brushing
your teeth and wearing clean clothing. It also includes making safe and healthy decisions
when interacting with others. Implementing good personal hygiene practices has both
health and social benefits.

Health Benefits: Keeping your body clean is vital in combating and preventing illness
-- both for yourself and for those around you. Washing your hands can prevent the
spread of germs from one person to another or from one part of your body to another.
Flossing and brushing your teeth can reduce the likelihood of oral and other diseases.

338 Entrepreneurship Teacher’s Guide For Senior Six

Social Benefits: In many cultures, poor personal hygiene is considered offensive or
a sign of illness. Caring for your body regularly can reduce body odour and improve
your personal appearance, subsequently improving others’ perceptions of you. Good
personal hygiene is also helpful in improving your own self-image.

Poor hygiene can lead to poor health. If you have cut yourself, the wound should be
cleaned and dressed suitably, this can help reduced the risk of infection and pain, etc.
Our chances of succeeding either in work or social settings, or even with the opposite
sex can be altered by maintenance of good hygiene.

Application Activity 11.1

Answers: As an employee, I will guide my co-worker to raise awareness of their legal

rights and responsibilities, so that they can enjoy a safe and healthy workplace.

Employers’ Duties

Employers have legal obligations to ensure a safe and healthy workplace for
their employees in the first instance – and also for anyone else who may visit
the workplace such as customers, contractors and members of the public.
All employers, whatever the size of the business, must:

•• Design, provide and maintain workplaces which are safe and without risk to health;
•• Identify any hazards (actual or potential) and take measures to control the risks,
preferably by eliminating them – but if that is not possible, by reducing them as far
as possible;
•• Ensure that safe working practices are developed and implemented,
•• Implement measures to reduce the risk of bullying and harassment;
•• Provide adequate first aid facilities;
•• Provide employees with information, instructions, and training set up contingency
plans to deal with accidents and emergencies (including the evacuation of the
workplace);
•• Ensure that ventilation, temperature, lighting, toilet, washing and rest facilities meet
the standard of health, safety and welfare sought by the statutory bodies;
•• Ensure that appropriate work equipment is provided and is properly used and
regularly maintained;
•• Take necessary precautions against the risks caused by flammable or explosive
hazards, electrical equipment, noise, dust and radiation;
•• Take reasonable steps to avoid potentially dangerous work involving manual
handling and provide manual handling training where required;
•• Provide health supervision, as needed;
•• Provide protective clothing, where required and appropriate warning signs;

Entrepreneurship Teacher’s Guide For Senior Six 339

•• Report specific accidents, injuries, diseases and dangerous occurrences to the
appropriate authorities; and maintain records of accidents and injuries as appropriate.
Employees’ Rights and Responsibilities

The law establishes significant rights for employees – as well as responsibilities to co-
operate in appropriate behaviour to protect their own well-being.

The right of employees to work in a safe and healthy environment is enshrined in law.
As such, it cannot be withdrawn or diluted by your employer. The most important rights
and responsibilities are set out below.

Their Rights

•• To have any risks to your health and safety properly controlled, as far as possible;
•• To be provided, free of charge, with any personal protective and safety equipment;
•• To stop work and leave your work area, if you have reasonable concerns about your
safety, without being disciplined;
•• To tell your employer about any concerns about your health and safety at work;
•• To get in touch with the appropriate authority, without being disciplined, if your
employer refuses to address to your concerns;
•• To be consulted by your employer about safety, health and welfare at work and to
be provided with specific information on these issues; and
•• To select Safety Representatives, as part of this consultation with your employer.
Their responsibilities to take reasonable care of your health and safety; to take reason-
able care not to put other people at risk;
•• To participate in appropriate training;
•• To adhere to the employer’s health and safety policies;
•• To make proper use of any personal protective equipment;
•• To report any injuries, strains or illnesses you may have suffered as a result of your
work; and
•• To tell your employer of any health-related issue that may affect your work
performance (for example, becoming pregnant, taking prescribed medication or
suffering an injury) so that the employer can make appropriate adjustments in your
working arrangements.

340 Entrepreneurship Teacher’s Guide For Senior Six

Common Workplace Problems

Space: Every room where people work should have sufficient floor area, height
and unoccupied space for purposes of health, safety and welfare. While additional
accommodation may be necessary if there is a need for wheelchair access, generally
in offices 4.65 square metres is the minimum amount of floor space required for each
person working in a room (This includes the area occupied by an office desk and chair
but excludes filing cabinets and other office furniture).

Temperature: The regulations do not specify a maximum temperature but, as a guide, a

minimum comfortable working temperature for indoor sedentary workers is reckoned
to be 16º Centigrade within one hour from the start of work with the maximum
comfortable working temperature at 27º Centigrade (when undertaking light duties).

Ventilation: Workplaces need to be adequately ventilated. Windows or other

openings may provide sufficient ventilation but, where air conditioning is provided this
should be regularly maintained.

Natural: Lighting should be sufficient to enable people to work and move about safely.
If necessary, local lighting should be provided at individual workstations and at places
of particular risk such as corridors and stairs. Lighting and light fittings should not create
any hazard. Automatic emergency lighting, powered by an independent source, should
be provided where sudden loss of light would create a risk.

Workstations and breaks away from the screen: Employers must plan work at visual
display units (VDUs) so that it is interrupted periodically by breaks or changes in
activities to reduce exposure to the VDU. Although regulations set no required breaks,
no single continuous period of work at a screen should not exceed one hour. If you use
a VDU as a significant part of your daily work, you have a right to seek appropriate eye
tests which must be made available and paid for by your employer.

Fire: Every workplace must have clear evacuation procedures in place and carry out
regular fire drills to ensure employees are aware of the procedures.

Slips, trips and falls: The main causes of slips, trips and falls in the workplace are:

•• Uneven floor surfaces;

•• Unsuitable floor coverings;
•• Wet floors;
•• Changes in levels;
•• Trailing cables;

Entrepreneurship Teacher’s Guide For Senior Six 341

•• Poor lighting; and
•• Poor housekeeping.
If you fall, seek medical assistance if required; notify your employer about the incident;
ensure a report is filed if necessary; and demand that the hazard is removed.

Work-Related Stress: Workplace stress occurs when the demands of the job and/or
the working environment exceeds a worker’s capacity to meet them. The symptoms of
stress may be physical, mental and/or behavioural. You should familiarise yourself with
your employer’s policy on stress.

Bullying and Harassment: Bullying in the workplace is a health and safety issue. It can
lead to health problems and give rise to further safety issues. It is also an industrial
relations matter – and may have legal consequences. Employers have a duty of care to
all employees, to ensure they are both mentally and physically safe at work and that
their health is not adversely affected by anything or anyone in the working environment.

342 Entrepreneurship Teacher’s Guide For Senior Six

 Lesson 2: Healthy Hygiene and Sanitation Practices
Learning Objectives: - By the end of the Lesson, learners will be able to:

a) Identify important health practices in the workplace

b) Explain how to prevent the spread of illness

c) Practice healthy habits in life and workplace

Prerequisites/Revision/Introduction: Read the learning objectives to determine what

learners will know and be able to do by the end of the lesson. Then, tell them that in the
last lesson, we identified one of the important health habits for workers as ‘striving to
be clean and keep my surroundings clean.’ In many workplaces, this is called ‘hygiene
and sanitation.’ ‘Hygiene’ is personal cleanliness and ‘sanitation practices’ is public
cleanliness.

Possible Methodology: Large group discussion, small group activities – demonstration,

role play, Think-pair-share; brainstorm, field study, gallery walk, interview with
entrepreneurs in community, research in the library, research on the internet, etc.(any
other methodology that suits the learning environment).

Before the lesson, review the learning objective to determine what students will know
and be able to do by the end of the lesson. This will help you see the skills, knowledge and
attitudes embedded in the learning objective and prepare for your lesson appropriately.
Remember the learning objectives link to the key unit competence.

Ensure a conducive learning environment and lead a review of the previous lesson on
elements of a written and valid contract, handle any homework or assignments.

Use a discovery activity to introduce the healthy hygiene and sanitation practices and
their importance and share their experiences on their benefited of complying to them
both at home and at in the workplace.

Materials and Preparation: Markers, tape, items to do demonstrations – soap, water,

basin, handkerchiefs, a few fruits and vegetables, utensils, clean water, dishcloth,
cooking pot, toilet paper, etc.

Place the information and materials (use real materials such as basin, water, soap,
handkerchief, cloths to wipe tables, etc. – make it as real as possible!) needed for each
group at different stations around the room. Make a sign with flipchart for each station
– Germs be Gone! Let’s Eat!, and Water and Waste!

Entrepreneurship Teacher’s Guide For Senior Six 343

Activity 11.2

Possible responses of activity 11.2

1) One of the important health habits for workers is ‘striving to be clean and keep the
surroundings clean.’ In many workplaces, this is called ‘hygiene and sanitation’.
‘Hygiene’ is personal cleanliness and ‘sanitation’ is public cleanliness.

a) Examples of personal cleanliness include : Make sleep a ritual mealtimes, Proper

dressing at night, Ideal sleep environment, Let your toddler cry, Comforting
objects, Bedtime entertainment, Don’t let routine suffer, Family participation is
a must:

b) Examples of public cleanliness include: clean health centres, restaurants, roads,

markets among others.

c) If we don’t keep our selves and work places clean, we can get infections and
diseases which affect our health.

2) Give some examples of Personal Hygiene Practices that everyone can practice at
home and the workplace.

a) Germs are very small organisms that can grow in the body and cause some
infectious diseases; microorganisms. They can make you sick and are easily
transferred. There are, however, some things you can do to help prevent them
from getting into your system and making you sick.

b) One excellent way to prevent germs from getting or other sick is wash your hands
very often. Keeping hands clean through improved hand hygiene is one of the
most important steps we can take to avoid getting sick and spreading germs
to others. Many diseases and conditions are spread by not washing hands with
soap and clean, running water. If clean, running water is not accessible, as it is
common in many parts of the world, use soap and available water. If soap and
water are unavailable, use an alcohol-based hand sanitizer that contains at least
60% alcohol to clean hands.

c) We Wash hands in order to stop germs from spreading. From the telephone to
the toilet, may be you blew your nose in a tissue and then went outside to dig
around the dirt.

Whatever you do today, you came into contact with germs. It’s easy for a germ
on your hand to end up in your mouth. Think about how many foods you eat with
your hands. You can’t wear rubber gloves all day long, but you can wash your
hands so those germs don’t get a chance to make you or someone else sick.

344 Entrepreneurship Teacher’s Guide For Senior Six

Application activity 11.2 Answers

1) Germs, or microbes, come from many different origins (including food itself) and can
be kept out of food by taking some basic, simple precautions:

Sources of Microbes Prevention Techniques

Contaminated kitchen Ensure surfaces are kept clean; keep refuse

surfaces containers clean and away from food being prepared.

Dust Keep surfaces clean.

Insects, rodents and pets Keep them away from food - particularly for dry
foods kept outside of refrigerators or freezers, store
in tightly sealed containers.

Dirty hands and dish cloths Wash regularly.

Raw foods Keep foods separate to prevent cross-contamination;

carefully wash preparation surfaces and utensils
between uses for different foods.
Take particular care with surfaces and utensils used
to prepare meat and poultry to prevent potential
spread of salmonella.

2) Advice to Musore on what to do in order to prevent illness and contamination of

food and work place include the following:

a. To use warm water (not cold or hot) when you wash your hands.
b. Use whatever soap you like. Some soap come in cool shapes and colors or
smell nice, but whatever kind gets you scrubbing is the kind you should use.
Antibacterial soaps are OK to use, but regular soap works fine.
c. To always wash around his nails. This is one place germs like to hide. Wash for
about 10 to 15 seconds
d. Rinse and dry well with a clean towel.
e. Musore must ensure toilets / latrines hygiene:
•• Over time, throw lime, dirt or ashes in the hole to reduce the smell and keep flies
away.
•• Make sure your latrine is covered.
f. Disinfecting Water by boiling it and store it in clean containers.
g. Keeping the work area clean is also more important

Entrepreneurship Teacher’s Guide For Senior Six 345

 Lesson 3: Hazards in the Workplace
Learning objectives: By the end of the lesson, learners will be able to:

•• Explain how to prevent contamination at work

•• Explain why certain situations or substances are hazardous
Prerequisites/Revision/Introduction: Introduce the lesson by telling learners that now
they will be thinking about the ways in which people are injured on the job. By the
end of the lesson, they should be able to identify some of the primary hazards and
know why these situations or substances cause harm. Inform them that identifying and
reducing the risks of hazards in the workplace is a very important task that needs to be
carried out thoroughly to stop workplace hazards becoming an issue.

Possible methodology: Group discussion, Pairs

Teaching resources: Markers, tape, cards or post-it notes

•• Using flip chart pages or a whiteboard, make a large chart with four columns. The
headers for each column should be Safety, Chemical, Biological, Other.
•• Review preparation steps before the lesson.
•• Make copies of Hazards in workplace
Activity: 11.3 Learner`s Book

Possible Answers for Activity 11.3

1) Some of the things in the picture that can make the workplace not safe or harmful to
people working there.

•• Electrical Hazards due to improper laying of electric cables and equpments;

•• Fire hazards,
•• Slip, trip and fall hazards;
•• The presence of clutter/litters can be just as harmful to employees. It’s not just
viruses and illnesses that the workers in the office have to watch out for in a dirty
office,
•• The growth of mould that may occur due to excessive water poured and left to
accumulate,
•• Etc.

346 Entrepreneurship Teacher’s Guide For Senior Six

2) Briefly explaining what it means by the following terms as relates to health and safety
at work

a) A hazard is any agent that can cause harm or damage to humans, property, or the
environment.
A workplace hazard is a situation that has the potential to harm life, health or
equipment at work.

There are many different types of workplace hazards, many won’t be relevant to
every type of workplace, but here are the 5 most common hazards that will be
relevant to most places.

b) Safety hazards can cause immediate accidents and injuries. Examples: hot
surfaces, slippery floors.

c) Chemical hazards are gases, vapors, liquids, or dusts that can harm your body.
Examples: cleaning products or pesticides.

d) Biological hazards are living things that can cause diseases such as flu, AIDS,
Hepatitis, and TB. Examples: bacteria, viruses, or insects. In the workplace, you
can be exposed to biological hazards through contact with used needles, sick
children, animals, etc.

e) Other health hazards are harmful things, not in the other categories, that can
injure you or make you sick. These hazards are sometimes less obvious because
they may not cause health problems right away. Examples: noise or repetitive
movements.

Explain that some job hazards are obvious, but others are not. In order to be better
prepared to be safe on the job, it is necessary to be able to identify different types of
hazards. Tell the class that hazards can be divided into four categories:

Have learners call out possible job hazards and say whether each one is a safety hazard,
chemical hazard, biological hazard, or other health hazard. List each hazard in the
matching column on the flipchart paper. Alternatively, have the group generate one
list of hazards and then work in small groups to categorize them.

Examples of Hazards in the Workplace:

Note to Teacher: Learners may confuse the effects of hazards with the hazards
themselves. They may mention “cuts” instead of knives, which cause the cuts. The
cause is the hazard and should be listed on the chart. If people give effects rather
than causes, ask them what causes the problem they mention. This will help later
when students discuss how to eliminate hazards. Your completed chart may be
similar to this sample

Entrepreneurship Teacher’s Guide For Senior Six 347

 Safety Hazards Chemical Biological Other Health
Hazards Hazards Hazards

Hot surfaces Cleaning products Viruses Noise

Slippery floors Pesticides Bacteria Vibration

Unsafe ladders Solvents Molds Radiation

Machines without Acids Animals Heat or cold

protection

Sharp knives Mill dust (cassava, Birds Repetitive

millet…) movements

Hot oil Lead Insects Awkward

posture

Unsafe electric Ozone Snakes Heavy lifting

circuits

Lack of fire exits Machines without Poisonous plants Fast pace of

protection work

Motor vehicles Wood dust Used needles Harassment

Cluttered work areas Mercury Stress

Falling objects Poor air quality Areas too dark

or too bright

Electrical cords Gasoline Violence

Below is a list of hazards that are present in a few of the workplace

Restaurant Supermarket
•• Hot grill •• Heavy lifting
•• Steam •• Box cutter
•• Fire •• Meat slicer
•• Hot oven •• Cleaning chemicals
•• Cooking grease •• Repetitive motion
•• Knives •• Bending or reaching
•• Heavy lifting •• Standing a lot Stress

348 Entrepreneurship Teacher’s Guide For Senior Six

 •• Slippery floor
•• Cleaning chemicals
•• Pressure to work fast
•• Stress

3) What can be done to make the workplace above safe includes:

•• Clean and keep the office organized

•• Have regular meetings on workplace safety.
•• Train employees well on dangers hazards in the workplace and ways to overcome
them.
•• Appoint or nominate a safety captain who is empowered to communicate concerns
identified by employees to leadership on a consistent basis.
•• Make sure employees have the right tools and have regular equipment inspections.
•• Keep workplace and everything clean.
•• Use labels and signs to remind and alert workers and visitors.
•• Etc.
How to deal with care to make work place safe

Maintaining good personal hygiene includes bathing, washing your hands, brushing
your teeth and wearing clean clothing. It also includes making safe and healthy decisions
when interacting with others. Implementing good personal hygiene practices has both
health and social benefits.

Keeping hands clean through improved hand hygiene is one of the most important
steps we can take to avoid getting sick and spreading germs to others. Many diseases
and conditions are spread by not washing hands with soap and clean, running water.
If clean, running water is not accessible, as is common in many parts of the world, use
soap and available water. If soap and water are unavailable, use an alcohol-based hand
sanitizer that contains at least 60% alcohol to clean hands.

Application Activity11.3

Possible answers

1) The potential work hazards identified in the picture include:

a) Kitchen hazards

•Fracture
• due slippery floors,

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 •Food
• contamination due to the dirty kitchen leading to diseases
•Etc.
•
b)Butchery shop hazards
•Diseases
• caused by biological hazards from animals` meat
•Wound
• and injuries from cutting tools and machinery
•Etc.
•
c) Store hazard
•Shoulders
• and back pains because of carrying heavy weight luggage
•Accident
• from falling objects over the person seated under
•Etc.
•
Petrol station Accident

•Car
• accidents especially for the one standing infront of the car,
•Fire
• outbreak,
•Etc.
•
2) Identifying the ways to prevent accidents at work is crucial in the work place

Every person can avoid being involved in accidents at work by following these ten
simple tips.
1) Always be alert on the job: Being awake and alert all the time while at work
will can prevent accidents from happening at work.

2) Wear the required uniform: A person who works in a factory has a greater
chance of being involved in an accident at work. Thus, they should be more
vigilant about the wearing of proper uniforms and other protective garments
when working. If your work requires you to wear a hardhat helmet then wear
it.

3) Listen and actively participate during emergency drills: Be alert to emergency

drills to make sure what to do in cases of emergencies so as to avoid accidents.

4) Always ask your supervisor about the possible risks of doing a certain task
: There are workers who are exposed to danger just by doing their regular
workloads. A worker should always check with his supervisor if s/he is unsure
about the task at hand or if s/he feels that doing that task will expose him to
great danger.

5) Never take a high-risk job for which you have not been trained for: Doing this
will not only expose you to a great danger but will expose other people to
danger as well.

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 6) Always follow the safety program of your workplace: Employees can avoid an
accident at work if they follow the safety program mandated by the employer.

7) Always be on the lookout for possible cause of accidents and then report it
to the management: There are workers who are already aware of a disaster
waiting to happen but they refuse to see the warning and go on with their
work. Do not wait for the accident to happen as it might happen to you.

8) Owners of a company should always post signs or rules that should be

observed by their employees in order to avoid a possible accident at
work. These posters should be posted in areas that are highly visible to the
workers so they will be able to read them.

9) Formation of an emergency team among the workers: It will be responsible

for monitoring possible hazards at work and also formulate rules and
regulation to be observed in case of possible incidents that may cause harm
to the workers.

10) Never risk the health and safety of the employees: Profit may be the main
motivation of a company but they owners should always prioritize the health
and safety of their workers no matter what.

There are a lot of precautionary measures that both employers and employees
can take to prevent an accident at work. However, a worker who follows the
safety measures and procedures set by the employers for the workplace will
most likely be able to prevent future accidents.

On the roads you can prevent accidents by:

•• Stop signs,
•• Steep road signs,
•• Broken pavement signs;
•• In public spaces:
•• High voltage signs,
•• Construction in process, slippery, etc.)

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 Lesson 4: Ways to Make Work Safer
Learning objectives: By the end of the lesson, learners will be able to:

•• Learning objective: Identify ways of controlling hazards and staying safe

•• Practice ways to prevent accident and getting sick at the work
Prerequisites/Revision/Introduction: Read the learning objectives to determine what
learners will know and be able to do by the end of the lesson.

Teaching resources: Pictures of different hazers being controlled, Manila papers,

markers, cards or post-it notes

Possible Methodology: Large group discussion, pair work, pictures, small group work

Activity 11.4 Learners Book

Pick one job hazard from the list that the class made during the previous activity. Write
it in the Hazards column of the table. (For example, you might write “slippery floors”).
Ask the group: How can this workplace hazard be reduced or eliminated? As students
suggest answers, write them in the Possible Solutions column next to the hazard.
Possible solutions for slippery floors might include: (Put out “Caution” signs).

•• Clean up spills quickly.

•• Install slip-resistant flooring.
•• Use floor mats.
•• Wear slip-resistant shoes.
•• Install grease guards on equipment to keep grease off the floor.
Explain to the learners that there are often several ways to control a hazard, but some
are better than others are. Controlling Hazards and let learner discuss on the three
main control methods:

•• Remove the hazard

•• Improve work policies and procedures
•• Use protective clothing and equipment.
Choose a few hazards on the hazard chart and have learners say how each of these
three methods can be used to control the hazard.

Explain to learners that now we will be using pictures and stories to identify hazards
and possible solutions (using all three categories). Do a sample story/picture together.
Provide learners with copies of 11.3: Hazard Scenes and Solutions. Read the first story
about the dishwasher aloud and discuss the question: What solutions can you think of
that might prevent this injury from happening again?

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Whether you work at a business, manage it, or own it, you all have the same goal--- you
don’t want anyone to get hurt on the job. And there’s something each of workers can
do to make sure everyone goes home as whole as when we started the day..

Control measures remove the hazard from the workplace

Remove the Hazard: The best way is keep away from hazards by preventing them so it
cannot hurt anyone.

Improve Work Policies and Procedures: Policies and procedures are among
organization’s most important documents. Without them, employees would have no
clear guidelines on how to perform their work, how to start and maintain equipment,
how to get expense reports approved, and so on.

Use Protective Clothing and Equipment

Employers have duties to use Personal Protective Equipment (PPE) that will protect
the user against health or safety risks at work. It can include items such as respirators,
protective clothing such as gloves, face shields, eye protection, safety helmets, gloves,
eye protection, high-visibility clothing, safety footwear and safety harnesses and it
also includes Respiratory Protective Equipment (RPE) that serve to provide a barrier
between the wearer and the chemical or material PPE must be properly looked after
and stored when not in use, e.g. in a dry, clean cupboard. If it is reusable it must be
cleaned and kept in good condition.

Application Activity 11.4 Learners book

Answer for Application activity

a) Some of potential health hazards that Gitangaza may face at her workplace includes:

•• The cleaning solution may accidentally be splashed over her face and got and destroy
her vision sight for some time or forever.
•• Respiratory hazards from chemical steam
•• Dishwashing areas have chemicals and heat.
•• Minor or major cuts caused by broken glasses
•• Usually the floor is slippery, which may cause serious injury from a fall
•• It is often necessary to work in a fixed or awkwardposition which often muscle strain
and associated tendon, nerve, disc, or joint pain.
•• Etc.

Entrepreneurship Teacher’s Guide For Senior Six 353

b) Some of strategies that can be suggested to Gitangaza to control or prevent such
hazards includes:

•• Make sure that you know the Workplace Hazardous Materials Information System
(WHMIS) symbols and what they mean
•• Know where the closest first-aid kit and emergency eyewash station are
•• Read the labels before you mix chemicals. If you are not sure about what chemical
you are using, ask your supervisor
•• Use the personal protective equipment (PPE) required by your employer
•• Store the chemical in a locked area that has warning signs posted
•• Do not store a chemical in a food container or store food in an empty chemical
container
•• Do not touch broken glass or sharp objects with your bare hands – use PPE such as
gloves
•• Make sure that your working area is organized to prevent strain on your body
•• Stay in a comfortable working position
•• Be aware of working conditions, heights of stations, anti-fatigue mats, etc.
•• Learn to recognize signs of tiredness that may result from work-related ergonomic
problems
•• If you have to lift anything that is heavy or awkward, ask for help, use a dolly or call
another person,
•• Etc.

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 Lesson 5: Emergencies at Work
Leaning objective: By the end of the lesson, learners will be able to:

•• Respond appropriately if there is a safety hazards, an accident or an emergence at

work and in daily life
•• Deal with emergences life and workplace
Teaching resources: Basic materials for a class/ lesson to be conducted: Learners books,
internet, pictures, case studies and any other trustworthy and reliable resources to
enhance learning.

Possible methods: Pair share; small group discussion, brainstorm, research in the
library, and research on the internet.

Possible Methodology: Large group discussion

Explain to learners that in this lesson will focus on emergencies at work. Then, engage
learners in a general discussion about the term ‘emergency.’ What do you think qualifies
as an emergency in the workplace? Can you give some examples?

Keep track of the types of emergencies that learners think of by writing them on the
board or flipchart. The list might include some of the following: severe injury, fire
outbreak, explosion, earthquake, floods, severe storm, violence, etc.

Ask learners if there is anyone in class who has ever experienced any of these
emergencies, either at any work place/site, home or elsewhere. Ask him/her how did s/
he/ they respond? What was the outcome?

Review their answers while also connecting them to the lesson learning objectives and
relating them to lesson title.

Activity 11.5 Learners book

Possible answers:

1) Refer to possible answers from learner`s book as they also discuss

2) Workplace emergency

An emergency is any unplanned event that threatens employees, customers, or

the public; that shuts can down business operations; or that can causes physical or
environmental damage.

A work place emergence refers to as unforeseen situation that might threaten

employees, customers, or the public and turn into an emergency situation. Emergencies
can be natural or man-made and include such things as:

Entrepreneurship Teacher’s Guide For Senior Six 355

Floods
E.g. When a fire occurs in the workplace, it has the potential to disrupt your business and
the people who rely on your goods and services. The higher the number of occupants,
the greater the risk.

3) Any situations that may be taken as emergencies at school or any workplace familiar
with may include:
a) Fires outbreak,
b) Earthquake,
c) Violence,
d) Accident
e) Severe storm,
f) Landslides,
g) Thunder
h) Etc.

4) For any emergency situation identified above, what can be done to handle it?

In case of fire outbreak, I /we will ensure that:

Steps to take if there’s a fire in the workplace:

Step 1: To raise the Alarm

Step 2: Evacuate

Step 3: Get to the Assembly Point

N.B: If you’re too high up stairs to attempt jumping down, then use the window to call
for help and also call Fire brigade for help.

Block the gaps under doors with materials such as clothing, bedding, towels etc. to
prevent smoke from entering. And if your clothes ever catch fire, don’t run around
as this will fan the flames; instead, remember:

1) Steps to take if there’s a fire in the workplace:

Step 1 – To raise the Alarm

Anyone discovering a fire should raise the alarm immediately, regardless as to how
small the outbreak is or how innocuous it appears to be. Fires can develop very quickly
and every second counts.

The Fire and Rescue Service should be called, with the name, address and full postcode
of the property given clearly, along with any helpful information such as the fire type
and location.

356 Entrepreneurship Teacher’s Guide For Senior Six

If the alarm has sounded automatically, assigned office fire marshals should investigate
the alarm condition as everyone else evacuates the building. If it is a genuine fire
condition, and if the fire is small and manageable (about the size of a waste paper bin
on fire), and the appropriate type of fire extinguisher is available, then somebody may
attempt to extinguish the fire, but only if they have been trained to do so.

They should make sure that their escape route is never compromised by the fire, as
well as ensuring they are confident that they understand the fire type and adjacent
risks. Similarly, they should retreat if, despite their best efforts, the fire continues to
grow. Fire marshals will “sweep” their designated areas of the building to ensure that
everyone is out safely.

Step 2 – Evacuate

Evacuation should be prompt and calm, with everyone making their way to the
designated assembly point.

Any hazardous machinery or processes should be shut down in line with the fire
evacuation procedure for the site.

Do not stop to collect any personal belongings, and never use lifts in the event of a
fire – this is because the lift could stop working, trapping you inside, or the doors could
open on the afflicted level and expose the occupants to flames, heat and toxic gases.

Head directly to the nearest emergency fire exit. Put your hand against any doors you
go through to check that the fire is not on the other side, and the last person out should
try to close doors behind them to prevent the fire spreading through the building’s
“fire compartments” and also to reduce the level of oxygen available in any room to
feed the fire.

If the escape route is affected by smoke, drop down onto the ground and crawl, as the
available air will be cleaner closer to the ground.

Step 3 – Get to the Assembly Point

One of the most important steps in any fire evacuation plan is choosing an assembly
point.

The location of the assembly point must be easily accessed by all exiting persons and
should have safe access for the emergency services.

Once you have exited the building, everyone should meet at the designated assembly
point.

A headcount (or nominal roll call) should be performed, making sure that any visitors
are accounted for.

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You should not re-enter the building until told to do so by an attending Fire Officer.

NOTE: If You Become Trapped Inside

Try and get to a room with a window. If you’re on the first floor, open a window and
lower yourself to arm’s length, then drop to the floor. Never jump from a window and
make sure to first throw down some soft materials onto the ground outside. If you’re
too high up to attempt this, then use the window to call for help and also call Fire
brigade for help.

Block the gaps under doors with materials such as clothing, bedding, towels etc. to
prevent smoke from entering. If your clothes ever catch fire, don’t run around as this
will fan the flames; instead, remember: to stop immediately, drop to the ground and
roll to smother the flames.

In case of Chemical Spill, I /we will ensure that:

I. Emergency Preparedness

To prepare for spills, you should:

i) Learn about the hazards of the chemicals in your laboratory,

ii) Write response procedures to address those hazards, and

iii) Make sure that there are equipment and training necessary to follow those
procedures.

Fire extinguishers

Employers must tell their workers where fire extinguishers are located, what types of
fire they are suitable for, who is authorised to use them and who your fire wardens are.

Alarm signals: If there is a fire or emergency, an alarm of some kind will sound. You
must be able to identify the alarm signals so you know what they mean. Your employer
must provide training so you know what to do and where to go if there is an emergency

Have a plan: Know what you plan to do and where you will go in case of trouble. This
plan should include who you will call if you need someone to pick you up. You should
also be familiar with safe places along your route that you can run to if needed.

Stay calm: If confronted, stay calm and confident. Being calm will give you a chance to
assess the situation. If your assailants simply want property, it is often safest to give it
to them. If they want to cause harm, you need to get away. Run if you can. If you can’t
get away, fight as hard as you can. Aim to inflict pain by lashing out at eyes, the bridge
of the nose, knees and groin

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Make noise: Attackers don’t want to get caught. Do whatever it takes to attract
attention. Yell for help. Scream. Blow the whistle you invested in before you left for the
night. Get to a safe place. As soon as you can, get to a safe place, such as a shop or nearby
house. Call the police and report the incident. Include details of the confrontation, as
well as a description of the perpetrator.

a) Know Your Hazards

Before using any chemicals, it should be evaluated for the consequences of potential
spills and develop appropriate response procedures. The following chemical properties
are of most concern when preparing for possible chemical spills:

•• Flammability,
•• Reactivity to air or water,
•• Corrosion, and
•• High toxicity.
b) Make Materials and Equipment Available

Before starting any work with chemicals, verify that all necessary safety equipment and
spill clean-up materials are available and in good working order. Additionally, ensure
that the individuals who may be involved in spill response are properly trained in
equipment use and spill clean-up procedures. Finally, regularly inspect all materials and
equipment to ensure that they will function properly when needed

II. First Steps When a Spill Occurs: Communication and Determination

When a spill occurs, you and others should move well away from the area when
determining the appropriate response. There are two types of spills: simple spills,
which you can clean up yourself, and complex spills, which require outside assistance.
A simple spill is defined as one that:

•• Does not spread rapidly,

•• Does not endanger people or property except by direct contact, and
•• Does not endanger the environment.

Three basic steps should be taken to determine whether a spill is simple or complex:

a) Evaluating the spill’s risks;

b) Evaluating quantities; and

c) Evaluating the spill’s potential impact.

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 a) Evaluate the Risks

The first step in evaluating whether a spill is “simple” is to estimate the risks created by
the spill. In spill response, the key risks of concern are human health effects, property
damage, and environmental damage.

Human Health Effects

Some chemical releases may result in health hazards such as fires or explosions. Other
chemical releases may present health threats because of their ability to spread rapidly
and enter the body readily. A spill is not “simple” if it presents these risks.

If the potential for fire or explosion exists, seek outside assistance from trained
emergency responders. Releases of flammable chemicals (liquid or solid) can present
significant fire and explosion risks when one or more of the following is present:

•• Volatile vapours,
•• Water reactive or air reactive chemicals,
•• Ignition sources,
•• Oxidizers, and
•• Significant quantities of combustible materials.
Toxic vapours and dust are also hazardous. Avoid direct contact with such hazards
because they spread quickly, are easily absorbed through the skin, and may damage
tissue.

Physical Damage to Property

The potential for physical damage to property (equipment, building materials, structures,
or clean-up materials) also is important when determining whether you have a simple
spill. Remember-a common first response to a spill is to try to protect equipment and
property, but any real threat to such items will also threaten the persons cleaning up
the spill. Do not attempt to protect property if there are any human healths or fire/
explosion hazards present.

In addition to potential fire and explosion hazards, strong corrosives and oxidizers
typically fall under the property damage category. If any hazards are present that would
damage property, treat the spill as complex and contact the appropriate authorities.

Environmental Threats

Some laboratory spills have the potential for escaping into the environment. Spills
may release into the atmosphere, discharge into the sewer system, or leak directly
into soils or surface water. While few laboratory spills present environmental threats,
it is necessary to notify the appropriate authorities if a spill has the potential to cause

360 Entrepreneurship Teacher’s Guide For Senior Six

environmental damage. If you can do so safely, it may be prudent to take interim
measures before the hazardous materials response team arrives, such as blocking a
spreading spill with absorbents or covering a floor drain with a rubber mat.

Though small amounts of some chemicals pose environmental problems, most

environmental risks are presented by large-quantity releases of materials. A large-
quantity release that threatens the environment is not a simple spill, but requires the
attention of trained responders.

b) Evaluate Quantities

The next step to take when determining whether a spill is “simple” is to evaluate
the quantity of material released. If a spilled chemical is not hazardous, its cleanup
(without the assistance of an emergency response team) is dependent on the ability
to control the spill, as well as the availability of sufficient spill control materials (e.g.,
an absorbent for liquids). Factors that may complicate a cleanup effort (such as the
unique characteristics of a spill’s surroundings or the restricted access to a spill) must
be determined on a case-by-case basis.

If the spilled chemical is hazardous, the threshold quantity for a simple spill cleanup
depends on the spilled chemical’s physical properties and hazards. This quantity
depends on situational factors such as:

•• The training and experience of laboratory personnel,

•• The availability of spill control materials,
•• The availability of personal protective equipment, and
•• The physical layout of the spill location.
The more toxic, corrosive, or flammable a material is, the less likely that the spill can
be defined as “simple”. Thresholds for flammable liquids and solids, as well as volatile
toxics, should be relatively low. Spills of reactive chemicals should only be managed
by trained responders (who may be in-house). In general, simple spill thresholds for
liquids will be lower than the thresholds for solids. Additionally, simple spill thresholds
for volatiles will be lower than the thresholds for non-volatiles.

c) Evaluate Potential Impacts

The third step to take when deciding whether a spill can be managed as a simple spill is
to evaluate the potential broader impacts of the spill. A chemical spill in an area where
its potential risks are magnified by specific situations (such as physical situations or the
presence of a large number of people) should not be managed as a simple spill. For
instance, the presence of boxes, chemicals, and other ignition sources would magnify
the impact of a one-gallon release of acetone. Since acetone is highly flammable and
volatile, this situation would be immediately dangerous to both human health and
property, and cleanup should be handled by an emergency responder.

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Other factors that may magnify a spill’s impact and require emergency response are

•• The possibility that hazardous vapors or dusts might enter the building’s ventilation
system (and be distributed to other areas);
•• The possibility that spilled liquids might flow into other areas, thus expanding the
threat of harm (such as reaching ignition sources, exposing other people, damaging
delicate equipment);
•• The presence of incompatible chemicals;
•• The proximity of classrooms or offices containing people who could be harmed by
the spill’s consequences; and
•• Spills in sinks that might be connected to other sinks through the plumbing system.
When evaluating potential impacts, a prompt response can minimize adverse
consequences. On the other hand, an inappropriate response can turn a simple spill
into a complex situation.

To determine whether a spill is simple or complex (which is often the hardest part of
spill response), you need to know (1) the hazard(s) posed by the spilled chemical and
(2) the spill’s potential impact. Both these factors are, in large part, determined by
the spill’s size. The following information will help you determine whether you have a
simple spill:

•• The type of chemical(s) spilled,

•• The amount,
•• The hazardous characteristics of the spilled chemical(s),
•• The location,
•• The proper method for cleaning up the spill,
•• The personal protective equipment available, and
•• The training of the laboratory’s personnel.

IV. Recommended Procedures for Cleaning Up Simple Spills

a) General Response Guidelines

For simple spills, emergency responders do not need to be notified. However, you
should contact the environmental health and safety office or other responsible person
within your facility. Most importantly, before cleaning up a simple spill, be sure that you
can do so safely. You must have the right personal protective equipment, including, at a
minimum, appropriate eye protection, protective gloves, and a lab coat.

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The following steps should be taken during spill clean-up.

1) Prevent the spread of dusts and vapours: If the substance is volatile or can produce
airborne dusts, close the laboratory door and increase ventilation (through fume
hoods, for example) to prevent the spread of dusts and vapors to other areas.

2) Neutralize acids and bases, if possible: Spills of most liquid acids or bases, once
neutralized, can be mopped up and rinsed down the drain (to the sanitary sewer).
However, be careful because the neutralization process is often vigorous, causing
splashes and yielding large amounts of heat. Neutralize acids with soda ash or
sodium bicarbonate. Bases can be neutralized with citric acid or ascorbic acid. Use
pH paper to determine when acid or base spills have been neutralized.

3) Control the spread of the liquid: Contain the spill. Make a dike around the outside
edges of the spill. Use absorbent materials such as vermiculite, cat litter, or spill
pillows.

4) Absorb the liquid: Add absorbents to the spill, working from the spill’s outer edges
toward the center. Absorbent materials, such as cat litter or vermiculite, are relatively
inexpensive and work well, although they are messy. Spill pillows are not as messy
as other absorbents, but they are more expensive. Note that special absorbents are
required for chemicals such as hydrofluoric and concentrated sulphuric acids.

5) Collect and contain the clean-up residues: The neutralized spill residue or the
absorbent should be scooped, swept, or otherwise placed into a plastic bucket or
other container. For dry powders or liquids absorbed to dryness, double bag the
residue using plastic bags. Additional packaging may be required before the wastes
can be transported from your laboratory. For spills of powders or solid materials,
you may need to add a dust suppressant. Be sure to place descriptive labels on each
container.

6) Dispose of the wastes: Keep clean-up materials separate from normal trash. Contact
your environmental health and safety officer for guidance in packaging and labelling
clean-up residues. Promptly place clean-up wastes in an appropriate hazardous
waste receptacle.

7) Decontaminate the area and affected equipment: Ventilating the spill area may be
necessary. Open windows or use a fan unless the area is under negative pressure.
In some instances, your environmental health and safety officer can test the air to
ensure that hazardous vapours are gone. For most spills, conventional cleaning
products, applied with a mop or sponge, will provide adequate decontamination. If
you have any question about the suitability of a decontaminating agent, seek expert
advice.

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 b) Special Precautions

The following precautions apply to chemicals that have hazardous characteristics. Note
that some chemicals may exhibit more than one characteristic.

1) Flammable Liquids: Remove all potential sources of ignition. Vapours are what
actually burn and they tend to accumulate near the ground.

Flammable liquids are best removed through the use of spill pillows or pads. Spill
pads backed with a vapor barrier are available from most safety supply companies.
Because flammable liquids will probably be incinerated, avoid using inert absorbents
such as cat litter. All used absorbent materials should be placed in heavy-duty poly
bags, which are then sealed, labelled, and disposed through your facility’s hazardous
waste management program. Before resuming work, make sure the spill area has
been adequately ventilated to remove flammable vapours.

2) Direct Contact Hazards: Carefully select suitable personal protective equipment.

Make sure all skin surfaces are covered and that the gloves you use protect against
the hazards posed by the spilled chemical. Often it is a good idea to wear two sets
of gloves: one as the primary barrier, the second as a thin inner liner in the event the
primary barrier fails. When the clean-up is completed, be sure to wash hands and
other potentially affected skin surfaces.

3) Worker Safety and Training: Workers who clean up their own spills must be trained
according to their laboratory’s Chemical Hygiene Plan. This plan includes a written
certification that all participants are trained on how to use their personal protective
equipment. Workers who go into other work areas to assist with spills must be
documented as having had additional, special training. Such training covers how to
handle the specific material spilled, as well as how to approach hazardous material
accidents in unfamiliar locations.

4) Planning with Local Emergency Responders: Preplanning with local emergency

responders is required if a laboratory has “environmentally hazardous substances”
exceeding threshold planning quantities. As with reportable quantities, threshold
planning quantities vary according to each chemical’s inherent hazards. Some spills
require outside help from emergency responders because of the following:

•• A confined space, the need for emergency medical attention,

•• A fire,
•• A natural gas leak,
•• The need to shut off electricity,
•• The need for evacuation,
•• The need for traffic control, and
•• The need for building security.

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Due to a third-party notification, or the miscommunication of a legal spill notification,
emergency responders may arrive when their services are not necessary. Maintaining
a good working relationship with your local emergency responders will help foster the
mutual respect necessary to optimize spill response activities..

5) Disposal of Spill Clean-up Materials: Clean-up materials from hazardous substance

spills are regulated as hazardous waste. Follow your facility’s guidelines for
packaging, labeling, and disposing of these materials.

To minimize spills during transport, a laboratory should integrate the following:

•• Carts, where appropriate,

•• Safety containers,
•• Rubberized buckets,
•• Straps to secure containers, and
•• Properly trained and thoughtful workers.
For the transfer of liquids from one container to another, the risk of spills can be
reduced by

•• Paying careful attention to the size of containers to avoid overfilling;

•• Using pumps or other mechanical devices rather than simply pouring directly into a
container;
•• Providing spill containment to capture any leaks; and
•• Bonding and grounding containers when flammable liquids are involved.
In addition to chemical spills, water spills can be caused by loose connections or breaks
in lines to water condensers or cooling systems. Such spills can cause damage and
inconvenience, even if they do not present environmental or health risks. Appropriate
planning, including use of security clamps or other devices to prevent loosening of
connections or automatic shut-off devices, can reduce the likelihood of flood damage.

Finally, pay attention to physical details in the laboratory, such as:

•• Reducing clutter and unnecessary materials,

•• Eliminating tripping hazards and other obstructions, and
•• Having all needed equipment readily available before starting work.

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Personal Protective Equipment (PPE)

•• Chemical splash goggles

•• Face shields
•• Gloves (proper elastomer for the material in the lab)
•• Appropriate body protection, such as
•• Lab coat
•• Elastomeric aprons
•• Tyvek suits
•• Shoe/foot coverings
•• “Saranex” suits
Basic Emergency Equipment (should be close at hand)

•• Respirators
•• Neutralizers (citric acid, sodium bicarbonate, etc.)
•• Special reactants (chelating agents, etc.)
•• Decontaminants and biostats (e.g., for blood-borne pathogen cleanup)
•• Specialized PPE
•• Corporation
In case of Earthquakes, I /we will ensure that:

Everyone has a responsibility to protect their homes and their families. Since no one can
predict with certainty when an earthquake will happen, it is important to get prepared
in advance. This involves three basic steps:

i) Find out what to do before, during, and after an earthquake.

ii) Make a family emergency plan, so that everyone knows what to do, and where to
go in case of an emergency.

iii) Get an emergency kit, so that you and your family can be self-sufficient for at least
72 hours.

Planning for an earthquake will also help prepare you for many other types of
emergencies. After reading this guide, keep it in a handy spot, such as in your emergency
kit.

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Step 1: Know the Risks and Get Prepared

To get prepared for an earthquake, you should know the risks specific to your community
and your region to help you better prepare. To find out what the hazards are in your
region, visit the ‘Know the risks’ section of the GetPrepared.ca website.

Before an Earthquake

Go through your home, imagining what could happen to each part of it, if shaken by a
violent earthquake. Check off the items that you have completed in this list.

•• Teach everybody at work or in the family (if they are old enough) how to turn off the
water and electricity.
•• Clearly label the on-off positions for the water, electricity and gas.
•• Repair loose roof shingles.
•• Secure water heaters to wall studs or masonry using a bracing kit, to reduce the
possibility of the heater falling and rupturing gas and water connections.
•• Secure major appliances to walls, such as refrigerators.
•• Secure costly and heavy electronics.
•• Secure the tops of top-heavy furniture to a wall by anchoring to studs and using
flexible fasteners. Keep heavy items on lower shelves.
•• Secure expensive or fragile items that if damaged would be a significant loss.
•• Affix mirrors, paintings and other hanging objects securely, so they won’t fall off
hooks.
•• Don’t hang heavy pictures and other items over beds. Closed curtains and blinds will
help stop broken window glass from falling on beds.
•• Put anti-skid pads under TVs, computers and other small appliances, or secure them
with Velcro or other such product.
•• Use child-proof or safety latches on cupboards to stop contents from spilling out.
•• Keep flammable items and household chemicals away from heat and where they are
less likely to spill.
•• Secure items in the garage to reduce hazardous material spills and damage to
vehicles.
•• Consult a professional for additional ways to protect your home, such as bolting the
house to its foundation and other structural mitigation techniques.
•• If you live in an apartment block or a multi-storey building, work with your building
manager or condominium board to decide how best to “quake-safe” your unit. Seek
advice from professionals (building engineers, emergency preparedness authorities)
if you are unsure about what to do.

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•• Review your Emergency Plan with your staff/workers or family (see Step 2 for more
information).
•• Have an emergency kit that will sustain you and your family for at least 72 hours (see
Step 3 for more information).

Indoors: “DROP, COVER AND HOLD ON”

•• Stay inside.
•• Drop under heavy furniture such as a table, desk, bed or any solid furniture.
•• Cover your head and torso to prevent being hit by falling objects.
•• Hold on to the object that you are under so that you remain covered. Be prepared to
move with the object until the shaking has finished.
•• If you can’t get under something strong, or if you are in a hallway, flatten yourself
or crouch against an interior wall and protect your head and neck with your arms.
•• If you are in a shopping mall, go into the nearest store. Stay away from windows,
and shelves with heavy objects.
•• If you are at school, get under a desk or table and hold on. Face away from windows.
•• If you are in a wheelchair, lock the wheels and protect the back of your head and
neck.
If you are outdoors

•• Stay outside.
•• Go to an open area away from buildings. The most dangerous place is near exterior
walls.
•• If you are in a crowded public place, take cover where you won’t be trampled.
If you are in a vehicle

•• Pull over to a safe place where you are not blocking the road. Keep roads clear for
rescue and emergency vehicles.
•• Avoid bridges, overpasses, underpasses, buildings or anything that could collapse.
•• Stop the car and stay inside.
•• Listen to your car radio for instructions from emergency officials.
•• Do not attempt to get out of your car if downed power lines are across it. Wait to
be rescued.
•• Place a HELP sign in your window if you need assistance.
•• If you are on a bus, stay in your seat until the bus stops. Take cover in a protected
place. If you can’t take cover, sit in a crouched position and protect your head from
falling debris.

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AVOID the following in an earthquake

•• Doorways. Doors may slam shut and cause injuries.

•• Windows, bookcases, tall furniture and light fixtures. You could be hurt by shattered
glass or heavy objects.
•• Elevators. If you are in an elevator during an earthquake, hit the button for every
floor and get out as soon as you can.
•• Downed power lines – stay at least 10 meters away to avoid injury.
•• Coastline. Earthquakes can trigger large ocean waves called tsunamis. If you are
near a coastline in a high-risk area during a strong earthquake, immediately move
inland or to higher ground and remain there until officials declare the area safe.
After an earthquake

•• Stay calm. Help others if you are able.

•• Be prepared for aftershocks.
•• Listen to the radio or television for information from authorities. Follow their
instructions.
•• Place corded telephone receivers back in their cradles; only make calls if requiring
emergency services.
•• Put on sturdy shoes and protective clothing to help prevent injury from debris,
especially broken glass.
Step 2: Make a plan

Start by discussing what could happen and what you should do at home, at school or
at work if an earthquake strikes. To be prepared, make a list of what needs to be done
ahead of time. Store important family documents, such as birth certificates, passports,
wills, financial documents, insurance policies, etc. in waterproof container(s). Identify
an appropriate out-of-town contact that can act as a central point of contact in an
emergency.

Step 3: Get an emergency kit

Make sure your kit is easy to carry. Keep it in a backpack, duffel bag or suitcase with
wheels, in an easy-to-reach, accessible place, such as your front hall closet. Make sure
everyone in the household knows where the emergency kit is.

Basic emergency kit

•• Water – at least two litres of water per person per day. Include small bottles that can
be carried easily in case of an evacuation order
•• Food that won’t spoil, such as canned food, energy bars and dried foods (remember
to replace the food and water once a year)

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•• Manual can opener
•• Wind-up or battery-powered flashlight (and extra batteries)
•• Wind-up or battery-powered radio (and extra batteries)
•• First aid kit
•• Special items such as prescription medications, infant formula and equipment for
people with disabilities
•• Extra keys to your car and house
•• Cash in smaller bills, such as $10 bills and change for pay-phones
•• A copy of your emergency plan and contact information
First aid facilities

If you or your workmates are involved in an accident, first aid is crucial. Your employer
must provide first aid facilities and must tell you where they are. For example, they
could be:

•• In a room set aside specifically for first aid treatment

•• At a number of stations within the workplace
•• In a first aid box on a wall
Make sure you find out what first aid facilities you have at your workplace and who your
first aiders are.

11.5. Use of Skills Lab Method:Lab 11

Skills lab activity 11.4 Learners’ Book

1) Build/Activity 1: Think pair Share;(Max 15 Min)

Through brain storming, learners answer the questions below;

a) What are some of the basic health and safety practices they carry out in their
business clubs

b) What kind of hazards do they experience during the business club activities?

c) What strategies do they put in place to make their business club activities safe?

Select a few participants to answer the above questions.

Possible responses

Basic health and safety practices they carry out in their business clubs:

•• Proper disposal of waste materials; Wearing safety equipment during activities

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•• Putting warning signs or healthy signs or hazards signs in their workplaces
Hazards experienced during the business club activities

•• Liquids like cleaning products, paints, acids, solvents – used in the business club
activities; Vapours and fumes that come from business club activities
•• Constant loud noise from business club activities
Strategies to make their business club activities safe

•• Removing the possible Hazard

•• Putting in place business club healthy and safety Policies and Procedures and ensure
they are followed
•• Using Protective Clothing and Equipment during business club activities
Emphasize that just as it is important to adhere to quality compliance in the business
club activities, so is ensuring proper health and safety during business club activities as
this is a tool for quality assurance and quality compliance. Explain that lab will enable
them to acknowledge the need of applying standard health and safety practices and
regulations in their business club activities.

2) Practice: (Max 40 min)

Quiz on Health and Safety

Note: Prepare a Scoreboard on the chalkboard, questions, in advance

Inform learners that in their respective lab groups, they are going to have a quiz
on health and safety against other groups.

Explain the rules of the game to the groups:

•• Each group will take turns answering a given question which carries 3pts if well
answered and opts if not properly answered
•• When a group fails to answer the question correctly, the next group answers it and
gets 1pt; if the group also fails, the chance goes to the next group, which also gets
1pt.
•• Each group will have a set of 5 questions
•• Each groups will have 1 minute to answer their question with a total of 5 minutes to
answer all 5 questions.
•• A bonus mark (1pt) team participation (all members participating)
•• The group with the highest score will be declared the winner
•• Each group will share one or two facts that they learned from playing this game

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Make sure that not only a few individuals monopolize the quiz

Begin the quiz by reading a bonus question to determine which group starts. The bonus
question has 1pt. Bonus question: What are germs at a workplace?

When a group or all groups fail to answer a given question, read out the correct answer
to the whole class. Also, make clarifications to the questions as well as answers given.

3) Present: (Max 10 min)

When the game is over, let each group talk about the questions that were the most
challenging/were answered incorrectly.

In addition, each group shares one or two facts that they learned from playing this
game using these questions:

a) How do you feel about dealing with possible emergencies at work?

b) Have you ever had to deal with an emergency before?

c) With the information learned through the game, do you feel better able to handle
an emergency?

After every group presentation, give feedback and asks the group to post their findings
on the Present Boards.

4) Conclusion:

Emphasize that applying standard healthy and safety practices and regulations in their
business activities is paramount for any business survival. Summarize on the chalkboard
the following.

Standard healthy and healthy practices in organizations therefore:

•• Helps demonstrate to all stakeholders that a business is socially responsible,

•• Protects and enhances an organization’s reputation and credibility,
•• Helps maximize the performance and/or productivity of employees, etc.
5) Portfolio Assignment:

As a take home for the Unit, give each leaner this assignment. Each learner should
design a plan to apply healthy and safety practices and regulations in his/her Back
Home Projects.

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Table 11: Applying healthy and safety practices and regulations

Ways to make back

Back Home Healthy and safety How to respond
home safer from
Project practices to emergencies
hazards

11.6. Summary of the Unit: Safety and Health at Workplace

This summary presents the key findings from the environment in which an establishment
operates affects the way it manages workplace to ensure worker and workplace safety.
The goal is to make sure employers provide their workers a place of employment free
from recognized hazards to safety and health, Assess the degree of risk of these hazards,
such as exposure to toxic chemicals, excessive noise levels, mechanical dangers, heat or
cold stress, or unsanitary conditions, Suggest options for managing the risks including
engineering controls, personal protective equipment, and worker training.

•• Outline the institutional management of workers after a suspected occupational

exposure.
•• Provide sample illustrative occupational health and safety plans for personnel
working in large and small nonhuman-primate facilities.
•• In order to establish standards for workplace health and safety, the unit discusses in
detail the building blocks of a successful identification of hazards, risk assessment,
identification of applicable safety regulations, risk management, and personnel
training. It also emphasizes the importance of a strong institutional commitment
to a safety and health, and the clear delegation of responsibility, authority, and
accountability at all stages of development, implementation, and evaluation in order
to enforce standards of safety and health in workplace.
11.7. Additional Information for teachers
Safety and Health Management System

Frequently Asked Questions

What is a Safety and Health Management System?

A safety and health management system means the part of the Organisation’s
management system which covers:

•• the health and safety work organisation and policy in a company

•• the planning process for accident and ill health prevention
•• the line management responsibilities and
•• the practices, procedures and resources for developing and implementing, reviewing
and maintaining the occupational safety and health policy.

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The system should cover the entire gambit of an employer’s occupational health and
safety organisation.

What critical safety and health issues should be addressed, and allocated adequate
resources, in the safety and health policy?

Critical safety and health issues, which should be addressed and allocated resources, in
the safety and health policy, include the:

•• Design, provision and maintenance of a safe place of work for all employees
•• Design, provision and maintenance of safe means of access to and egress from each
part of the workplace
•• Design, provision and maintenance of any article, plant, equipment or machinery
for use at work in a safe manner, provision of systems of work that are planned,
organised, performed, maintained or revised, so as to be safe, particularly for safety
critical process operations or services
•• Performance of ongoing hazard identification and Risk Assessments, and compliance
with the general principles of prevention as set out in the legislation
•• Provision and maintenance of welfare facilities and PPE
•• Preparation of emergency plans and the provision of first-aid training
•• Reporting of accidents and dangerous occurrences to the Authority and their
investigation
•• Provision and dissemination of safety and health information, instruction, training
and supervision as required
•• Operation of safety and health consultation, employee participation and safety
representation programmes
•• Review and keeping up-to-date the safety and health policy in order to prevent
adverse effects on the safety and health of employees from changing processes,
procedures and conditions in the workplace
•• Appointment of people responsible for keeping safety and health control systems in
place and making them aware of their responsibilities
•• Establishment of monitoring arrangements, including safety and health inspections
and audits, which should be used by the employer to ensure ongoing compliance
with legal duties, responsibilities and controls
•• Development of in-house safety and health competence
•• Employment of external safety and health experts as required
•• Use of standards, Codes of Practice, guidelines or industry practices
•• Co-operation required from employees and disciplinary procedures for non-
compliance.

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However, this list is not exhaustive and the critical safety and health issues that could
be covered by the policy will depend on the risks in the organisation. If the above issues
are adequately covered elsewhere in the Safety Statement or in the safety and health
management system, they might need only to be referred to in the safety and health
policy. Backup documentation may also be referred to in the policy.

Can I get an example of a safety and health policy anywhere?

Safety and health policies are specific to each individual organisation. The content
of the policy of an organisation should be based on the hazards and risks present in
the organisation and should reflect the fact that systematic hazard identification and
risk assessment have been undertaken. As a minimum, the policy should contain a
commitment that safety and health legislation will be complied with and should specify
those responsible for implementing the policy at all levels in the organisation and
define their responsibilities. Employees’ responsibilities should also be addressed. An
organisation’s policy declaration may be as follows:

How can the safety and health management system be monitored?

It should be a line-management responsibility to monitor safety and health performance

against predetermined plans and standards. Monitoring reinforces management’s
commitment to safety and health objectives in general and helps to develop a positive
safety and health culture by rewarding positive work done to control risk. Two types of
monitoring are required:

1) Active Systems that monitor the design, development, installation and operation of
management arrangements, safety systems and workplace precautions.

2) Reactive Systems that monitor accidents, ill health, incidents and other evidence of
deficient safety and health performance.

1) Active monitoring

Every organisation should collect information to investigate the causes of substandard

performance or conditions adequately. Documented procedures for carrying out these
activities on a regular basis for key operations should be established and maintained.
The monitoring system should include:

•• Identification of the appropriate data to be collected and accuracy of the results

required
•• Monitoring of the achievement of specific plans, set performances criteria and
objectives
•• Installation of the requisite monitoring equipment and assessment of its accuracy
and reliability

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•• Calibration and regular maintenance of this equipment together with documented
records of both the procedures involved and the results obtained
•• Analysis and records of the monitoring data collected and documented actions to be
taken when results breach performance criteria
•• Evaluation of all the data as part of the safety and health management review
•• Documented procedures for reviewing the monitoring and safety and health
implications of forthcoming changes to work systems.
Techniques that should be used for active measurement of the safety and health
management system include:

•• Systematic inspections of workplace processes or services to monitor specific

objectives, e.g. weekly, monthly or quarterly reports
•• Systematic review of the organisation’s Risk Assessments to determine whether
they are functioning as intended or need to be updated, and are the necessary
improvements being implemented
•• Plant or machinery inspections, e.g. statutory plant inspections and certification
•• Environmental sampling for dusts, chemical fumes, noise or biological agents
•• Analysis of safety and health management system records.
2) Reactive monitoring

A system of internal reporting of all accidents (which includes ill health cases) and
incidents of non-compliance with the safety and health management system should be
set up so that the experience gained may be used to improve the management system.
The organisation should encourage an open and positive approach to reporting and
follow-up and should also put in place a system of ensuring that reporting requirements
are met.

The organisation should establish procedures for investigating accidents and incidents
to identify their causes, including possible deficiencies in the safety and health
management system. Those responsible for investigating accidents, and incidents
should be identified and the investigation should include plans for corrective action,
which incorporate measures for:

•• Restoring compliance as quickly as possible

•• Preventing recurrence
•• Evaluating and mitigating any adverse safety and health effects
•• Reviewing the Risk Assessments to which the accident relates
•• Assessing the effects of the proposed remedial measures.
Should the management of safety and health be audited in addition to monitoring
performance?

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Monitoring provides the information to let the organisation review activities and decide
how to improve performance. Auditing and performance review are the final steps in
the safety and health management control cycle. They constitute the ‘feedback loop’
that enables an organisation to reinforce, maintain and develop its ability to reduce
risks to the fullest extent and to ensure the continued effectiveness of its safety and
health management system. Audits, by the organisation’s own staff or by external
bodies, complement monitoring activities by looking to see if the safety and health
management systems are actually achieving the right results. Combine the results from
measuring performance with information from audits to improve the organisation’s
overall approach to safety and health management.

The organisation should establish and maintain a programme and procedures for
periodic safety and health management system audits to be carried out. This enables
a critical appraisal of all the elements of the safety and health management system to
be made. Auditing is the structured process of collecting independent information on
the efficiency, effectiveness and reliability of the total safety and health management
system and drawing up plans for corrective action. These audits should be carried out
in addition to routine monitoring, inspection and surveillance of the safety and health
management system. The purpose of these audits is to ensure the continued suitability,
adequacy and effectiveness of the safety and health management system. The audit
process should ensure that the necessary information is collected to allow management
to carry out this evaluation adequately.

The organisation should establish and maintain audit records consistent with the safety
and health management system records. Their retention times should be established
and must comply with legal requirements.

What key questions should an employer ask her/himself when measuring, reviewing
and auditing their safety and health performance?

The key questions that an employer should ask when measuring, reviewing and auditing
their safety and health performance are:

•• Do you know how well you perform in safety and health?

•• Are your executive board, your directors and senior management team kept informed
of your safety and health performance and do you report on this performance in
your annual report?
•• How do you know if you are meeting your own objectives and standards for safety
and health? Are your controls for risks good enough?
•• How do you know you are complying with the safety and health laws that affect your
business?
•• Do your accident or incident investigations get to all the underlying causes - or do
they stop when you find the first person that has made a mistake?

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•• Do you have accurate records of injuries, ill health, bullying complaints and accidental
loss?
•• Do you report on safety and health failures to your board and your directors?
•• How do you learn from your mistakes and your successes?
•• Do you carry out safety and health audits at least annually? If you do, what action do
you take on audit findings?
•• Do the audits involve staff at all levels? Do you involve your safety representative
and safety committee, where it exists, in the audits?
•• When did you last review your Safety Statement and your safety and health
performance?
•• Does your executive board of Directors or senior management team review your
safety and health performance and ensure safety and health risk management
systems are in place and remain effective?
•• Has your executive board and your Directors or senior management team appointed
someone at Director level to ensure safety and health risk management issues are
properly addressed and is this person competent to do so?
How does the employer train staff to ensure they have the skills, knowledge and
attitudes to make them competent in the safety and health aspects of their work?

Health and Welfare at Work Act 2005, employers must provide their employees with the
instruction and training necessary to ensure their safety and health. There are specific
training obligations for employees involved in the safety consultation and safety
representation processes. Safety and health training must form part of the training of all
people who work at the workplace. Training helps people acquire the skills, knowledge
and attitudes to make them competent in the safety and health aspects of their work. It
includes formal off-the-job training, instruction to individuals and groups, and on-the-job
coaching and counselling. However, training is not a substitute for proper risk control,
for example to compensate for poorly designed plant or inadequate workstations. The
key to effective training is to understand job requirements and individual abilities.

In order to train staff to ensure they obtain the necessary skills, knowledge and attitudes
to make them competent in the safety and health aspects of their work, it is important
to identify appropriate training objectives and methods by first identifying the training
needs. Training needs may be organisational, job-related and individual:

1) Organisational needs: Everyone in the organisation should know about the

organisation ‘s Safety Statement and the philosophy underlying it and the structure
and systems for delivering the policy. Employees should also know which parts of
the systems are relevant to them, to understand the major risks in the organisation‘s
activities and how they are controlled.

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2) Job-related needs: These falls into two main types - management needs and non-
management needs.

Management needs include:

•• Leadership skills
•• Communication skills
•• Techniques of safety and health management
•• Training, instruction, coaching and problem - solving skills relevant to safety and
health
•• Understanding of the risks in a manager’s area of responsibility
•• Knowledge of relevant legislation and appropriate methods of control, including
risk assessment
•• Knowledge of the organisation ‘s planning, measuring, reviewing and auditing
arrangements
•• Awareness of the financial and economic benefits of good safety and health
performance.
Non-management needs include:

•• An overview of safety and health principles

•• Detailed knowledge of the safety and health arrangements relevant to an individual
‘s job
•• Communication and problem-solving skills to encourage effective participation in
safety and health activities.
3) Individual needs: Individual needs are generally identified through performance
appraisal.

They may also arise because an individual has not absorbed formal job training or
information provided as part of their induction. Training needs vary over time, and
assessments should cover:

•• Induction of new starters, including part-time and temporary workers

•• Maintaining or updating the performance of established employees, especially if
they may be involved in critical emergency procedures
•• Job changes, promotion or when someone has to deputise
•• Introduction of new equipment or technology
•• Follow-up action after an incident investigation.

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How does an organisation ensure it has access to sufficient safety and health?

1) Recommendations:
•• Prioritised actions with responsibilities and targets for completion
•• Whether the risk assessments need to be reviewed and the safety statement
updated.
2) Learning from and communicating results from investigations:

The organisation, having learnt from its investigations, should:

•• Identify root causes in the safety and health and general management of the
organisation
•• Communicate findings and recommendations to all relevant parties
•• Include relevant findings and recommendations from investigations in the
continuing safety and health review process.
i) Personal hygiene may be described as the principle of maintaining cleanliness and
grooming of the external body. People have been aware of the importance of
hygiene for thousands of years. The ancient Greeks spent many hours Bathing, using
fragrances and make up in an effort to beautify themselves and be presentable
to others. Maintaining a high level of personal hygiene will help to increase self-
esteem and confidence, while minimising the chances of developing imperfections.
Maintaining personal hygiene is necessary for many reasons; personal, social, health,
psychological or simply as a way of life. Keeping a good standard of hygiene helps to
prevent the development and spread of infections, illnesses and bad odour

Body image influences self-esteem, confidence and motivation. Those who already
have low self esteem and especially those with depression often neglect personal
hygiene which perpetuates the problem of poor body image.

Teeth - A beautiful smile can make a person’s day - but if teeth are grubby or breath
is smelly, it has an entirely different result. Brush your teeth twice daily with a
decent toothbrush (powered ones are best), a fluoride based toothpaste and an
antibacterial mouthwash and you can’t go far wrong. If you think your teeth are
not white enough, try wearing different colours to make them seem brighter, avoid
drinks such as tea, coffee and red wine, which are thought to stain them. If you’re
still convinced they’re not white enough ask your dentist about treatments.

Smelly breath - Sometimes, despite good brushing a tooth will succomb to decay
- if left untreated this can spread and infect your gums. Bad breath can be the sign
of a gum infection. Make sure you vist your dentist regularly to keep a check on it.
Halitosis (bad breath) can also be a result of dehydration or an empty stomach, so
eat and drink regularly.

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 Genital Areas - Genital areas can be prone to bacterial infections and unpleasant
aromas if not kept clean. Conversely though, too much cleaning with scented
products or soaps can cause thrush - a yeast infection. The best hygiene for all the
genital ares is to clean once or twice a day using mild soap and wate

ii) Good personal hygiene is the first step to good health for your self and your community.
It not onliny protects you from poor health, but also shields those around you from
suffering illness that arise from poor personal habits. Habits such as washing your
hands, bathing, brushing, flossing, may all look monotonous and boring, but they all
come under important personal hygiene. They make you and your community feel
good about yourself and keep you free of bacteria, viruses, and illnesses. In this post
we give you 20 tips for personal hygiene that you must follow routinely….

Frequently identified include tasks related to working at height, chemicals,

housekeeping, electrical, forklifts, lockout/tagout and confined spaces.

Steps to help avoid potential tragedies caused by common hazards include providing
appropriate employee training and equipment and instilling a positive culture of safety.

Workers shouldn’t wait for housekeeping or sanitation crews to take care of these
issues, Instead, they should clean as they go. Just because it’s a dirty process doesn’t
mean you shouldn’t clean up spills

If employers determine PPE is necessary, they need to select the right sizes and a variety
of choices for their staff – and train workers on how to properly put on, wear and take
off the gear. Supervisors on the floor should model the behavior they expect from
employees by wearing all required PPE. If employees aren’t wearing PPE, Dankert said,
employers need to find out why – the gear may be uncomfortable or not performing
correctly.

But providing the right safety equipment isn’t enough. The devices can be misused or
neglected. “People are pretty cavalier with their PPE,” Harrington said, adding that
employers should ensure gear is placed in its appropriate container and not simply
slung over a hook.

Clearly communicate and reinforce the need for workers to wear PPE by stressing
that the equipment protects them from injuries and illnesses, such as losing an eye or
developing a respiratory disease. In short, George said, teach “what’s in it for me.”

Employers need to identify all locations where fall protection is necessary – as well as
where the engineered anchor points are – and train employees and regularly audit the
fall protection program, she said.Employers should use all available resources to learn
about their obligations to keep workers safe and how to resolve hazardous situations.

Entrepreneurship Teacher’s Guide For Senior Six 381

8. Hazard Prevention and Control

Effective controls protect workers from workplace hazards; help avoid injuries, illnesses,
and incidents; minimize or eliminate safety and health risks; and help employers provide
workers with safe and healthful working conditions. The processes described in this
section will help employers prevent and control hazards identified in the previous
section.

To effectively control and prevent hazards, employers should:

•• Involve workers, who often have the best understanding of the conditions that
create hazards and insights into how they can be controlled.
•• Identify and evaluate options for controlling hazards, using a “hierarchy of controls.”
•• Use a hazard control plan to guide the selection and implementation of controls,
and implement controls according to the plan.
•• Develop plans with measures to protect workers during emergencies and nonroutine
activities.
•• Evaluate the effectiveness of existing controls to determine whether they continue
to provide protection, or whether different controls may be more effective. Review
new technologies for their potential to be more protective, more reliable, or less
costly.

11.8. Additional Activities

Extended activities

Explain the key elements of a successful safety and health management

system

1) Policy and commitment: The workplace should prepare an occupational safety and
health policy programme as part of the preparation of the Safety Statement required
by Section 20 of the Safety, Health and Welfare at Work Act 2005. Effective safety
and health policies should set a clear direction for the organisation to follow. They
will contribute to all aspects of business performance as part of a demonstrable
commitment to continuous improvement. Responsibilities to people and the
working environment will be met in a way that fulfils the spirit and letter of the
law. Cost-effective approaches to preserving and developing human and physical
resources will reduce financial losses and liabilities. In a wider context, stakeholders’
expectations, whether they are shareholders, employees or their representatives,
customers or society at large, can be met.

2) Planning: The workplace should formulate a plan to fulfil its safety and health
policy as set out in the Safety Statement. An effective management structure and
arrangements should be put in place for delivering the policy. Safety and health
objectives and targets should be set for all managers and employees.

382 Entrepreneurship Teacher’s Guide For Senior Six

3) Implementation and operation: For effective implementation, organisations should
develop the capabilities and support mechanisms necessary to achieve the safety and
health policy, objectives and targets. All staff should be motivated and empowered
to work safely and to protect their long-term health, not simply to avoid accidents.
These arrangements should be:

•• Underpinned by effective staff involvement and participation through appropriate

consultation, the use of the safety committee where it exists and the safety
representation system and,
•• Sustained by effective communication and the promotion of competence, which
allows all employees and their representatives to make a responsible and informed
contribution to the safety and health effort.
There should be a planned and systematic approach to implementing the safety and
health policy through an effective safety and health management system. The aim is to
minimise risks. Risk Assessment methods should be used to determine priorities and set
objectives for eliminating hazards and reducing risks. Wherever possible, risks should
be eliminated through the selection and design of facilities, equipment and processes.
If risks cannot be eliminated, they should be minimised by the use of physical controls
and safe systems of work or, as a last resort, through the provision of PPE. Performance
standards should be established and used for measuring achievement. Specific actions
to promote a positive safety and health culture should be identified. There should be a
shared common understanding of the organisation‘s vision, values and beliefs on health
and safety. The visible and active leadership of senior managers fosters a positive safety
and health culture.

4) Measuring performance: The organisation should measure, monitor and evaluate

safety and health performance. Performance can be measured against agreed
standards to reveal when and where improvement is needed. Active self-monitoring
reveals how effectively the safety and health management system is functioning.
Self-monitoring looks at both hardware (premises, plant and substances) and
software (people, procedures and systems, including individual behaviour and
performance). If controls fail, reactive monitoring should find out why they failed,
by investigating the accidents, ill health or incidents, which could have caused harm
or loss. The objectives of active and reactive monitoring are:

•• To determine the immediate causes of substandard performance

•• To identify any underlying causes and implications for the design and operation of
the safety and health management system.
You can use large group discussion, poster designing, group presentations, introductory
activity or a written activity to assess learner’s ability to demonstrate the following:

a) Identify emergencies encountered at work. Analyzing emergencies in places of

work.

Entrepreneurship Teacher’s Guide For Senior Six 383

11.9. End Unit Assessment
You can use large group discussion, poster designing, group presentations, introductory
activity or a written activity to assess learner’s ability to demonstrate the following:

a) Describe need for health and safety hygiene practices that are positive in places of
work.
b) Identify hazards and demonstrate appropriate safety measures in workplace
c) Identify emergencies encountered at work.

384 Entrepreneurship Teacher’s Guide For Senior Six

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 ANNEXES

390 Entrepreneurship Teacher’s Guide For Senior Six

Entrepreneurship Teacher’s Guide For Senior Six 391
392 Entrepreneurship Teacher’s Guide For Senior Six
Entrepreneurship Teacher’s Guide For Senior Six 393
394 Entrepreneurship Teacher’s Guide For Senior Six
 potential o f the whole population is
realised.
Comprehensive sexuality Comprehensive sexuality education SET, Social Studies,
education( HIV/AIDS, STI, which is a ge a ppropriate, g ender Geography, History and
Family p lanning, G ender sensitive and life s kills based can Citizenship, Biology,
equality a nd r eproductive provide y oung p eople with t he General Studies,
health) knowledge and skills to make informed English, French
decisions a bout t heir s exuality a nd l ife Kinyarwanda, Kiswahili,
style. P reparing c hildren and young Religious Education,
people for the transition t o adulthood Physical Education, ICT,
has been one of humanity’s great Music
challenges w ith human s exuality a nd
relationships a t its core. Few young
people receive adequate preparations
for their sexual lives. This leaves them
potentially vulnerable to c oercion,
abuse and exploitation. U nintended
pregnancy and sexually t ransmitted
infection (STI) including HIV/AIDS.
Many y oung p eople approach
adulthood f aced w ith c onflicting and
confusing messages about sexuality and
gender. This is o ften e xacerbated b y
embarrassment, s ilence, d isapproval
and open d iscussion of s exual matters
by a dults ( parents, teachers) a t very
time when it is most needed.
Comprehensive sexuality education
supports a r ights- b ased a pproach i n
which values s uch as r espect,
acceptance tolerance, equality, empathy
and reciprocity are inextricably l inked
to universally agreed human right.
A clear message concerning t hese
dangers and how t hey can be a voided,
from r ight a cross the curriculum,is t he
best w ay t o ensure t hat young people
understand the risks and know how t o

Entrepreneurship Teacher’s Guide For Senior Six 395

396 Entrepreneurship Teacher’s Guide For Senior Six
Entrepreneurship Teacher’s Guide For Senior Six 397
Knowledge
Useful Sample Question Stems Possible activities
Verbs
Tell What happened after….? Make a list of the main events
List How many….? Make a timeline of the main events
Describe What was it that …..? Make a facts chart
Relate Can you name the….? Make a list of the information that you can
remember
Locate What happened at….? List all the places in the story
Write How did you get to school in List all the problems in getting to school and
the rainstorm? your solutions to the problems
Find What is the meaning of …? Use a dictionary and start a Vocab notebook
Name What are your favourite foods? List all of the favourite foods of the group
members and the frequency with which they
are provided and make a chart to show the
results
State What birds have you seen Make a chart of the common birds seen around
today on the way to school? the school

Comprehension
Useful Sample Question Stems Possible activities
Verbs
Explain Write in your own words…. Draw pictures to show an event
Interpret Write a brief outline of… Illustrate with pictures the main idea
Outline What happened next… Make a cartoon strip with matchstick men to
show a sequence of events
Discuss Who do you think will win…. Make a chart of the teams taking part
Compare What is the difference List the differences between living in the hills
between… and living in the valleys
Predict What would happen if Write two different endings to the same story
…………
Describe What happened on the way to Make a cartoon of your journey to school
school?

398 Entrepreneurship Teacher’s Guide For Senior Six

Applications
Useful Sample Question Stems Possible activities
Verbs
Illustrate Categorize animals by their Make a chart showing different groups of
characteristics animals with the same characteristics
Collect data How many in your family? Design a questionnaire to find out how many
brothers and sisters the children have (and
even ages) . Then present the collected data
statistically and draw conclusions
Classify What are the most important Make a list of different activities and put in
daily activities in the village? rank order of importance to village life
Design How would you make Make a collection of photographs to show how
something work better? something works and how it could be made to
work better
Examine Identify the different ways in Present a different market strategy for a
which products are promoted product
and sold
Identify What are the strong and weak Invent a game, which illustrates the strong and
points of… weak points

Analysis
Useful Sample Question Stems Possible activities
Verbs
Analyse Which events could have Design a questionnaire to gather data for
happened… analysis
Examine What was the main theme of Design an investigation to collect evidence to
….. form a viewpoint on…
Contrast What other possible outcomes Make a flow chart to show critical stages in an
could there have been? activity where different outcomes could be
possible
Investigate Why did …. Changes occur Construct a graph to illustrate the results of
your investigation
Explain Explain what happened Make a decision tree to illustrate your
when… explanation
Distinguish Distinguish between two Make a poster/PowerPoint presentation of the
different approaches to the results of the analysis
same problem
Identify Identify the importance of Write a short report and illustrate the relative
different factors in determining importance of different factors with graphs
the outcome o f an e vent e .g. a
rainstorm

Entrepreneurship Teacher’s Guide For Senior Six 399

Synthesis
Useful Sample Question Stems Possible activities
Verbs
Create Create an idea for a machine to Provide plans showing the different parts of the
do a new job machine and how it would work
Invent An improved design for your Provide a plan to scale to show your improved
school design
Compose Write a poem about … Put your poem into an illustrated poster or into
a PowerPoint presentation
Imagine What would happen if…? Write a story about what you think might
happen if…
Plan If you had access to all the Produce a plan showing the resources you
required resources how would would need and how you would apply them to
you solve the problem of…. solving the problem. Show also how you
would know if the problem had been solved
Formulate Formulate a new recipe for a Write down the ingredients, quantities and
tasty meal methods of preparing your new meal
Devise Device new and unusual uses Prepare an advertising campaign to sell your
for … new uses

Evaluation
Useful Verbs Sample Question Stems Possible activities
Judge Is there a better solution to… Prepare a list of criteria to judge the solution
to a problem. Indicate priority criteria and
ratios
Select Judge the value of… Conduct a class debate about an issue of
special interest
Decide Decide if something is good Prepare a poster/PowerPoint to present 5
or bad criteria to judge if it is good or bad
Justify Explain and justify your Organise a class survey on homework and
attitudes to homework present the results
Argue Your point of view about …. Take a class view on which arguments were
And defend your arguments best and why?
against others who disagree
Recommend When you have just Prepare a report that clearly explains the
completed a problem solving reasons fo fforr your recommendations
exercise recommend ways in
which your appr
aapproach
oach to the
pproblem
roblem could have been
improved
Rate How effective was ….? Collect data and analyse it to demonstrate the
effectiveness
eff
ffectiveness
Assess How serious global warming Produce a proposal showing how individuals
would be for the area where can take action against global warming
you live

400 Entrepreneurship Teacher’s Guide For Senior Six