1. TEACHERS’ PERCEPTION OF AN ENTREPRENEURSHIP CURRICULAR PROGRAMME CARRIED OUT IN SECONDARY SCHOOL: THE CASE OF MOZAMBIQUE A. Paço, A. Dinis, R. G. Rodrigues, J. Ferreira, M. Raposo University of Beira Interior NECE

2. INTRODUCTION Relevance of Entrepreneurship Education (EE) for developing countries EE plays a critical role in orienting and developing future entrepreneurs => knowledge and skills to create own business or be entrepreneurs in their job Aims of EE: 1. learning to understand entrepreneurship 2. learning to become entrepreneurial 3. learning to become an entrepreneur Teaching-learning process => encourage and support emergent ideas in order to implement projects

3. INTRODUCTION Research gap => teacher’s point of view on EE + teacher’s working methods (basic and secondary school). Thus, this study intends to:  Improve knowledge of the role that teacher performs in EE  His/her perception of the impacts of an entrepreneurship programme in secondary school

4. TEACHERS’ ROLE IN EE Approach based on the model of teacher development and reflection => adequate for teaching entrepreneurship Teachers => main responsible for integration of EE into their teaching and for looking for convenient pedagogical practices Some teachers => believe that entrepreneurship cannot be taught => can be learned by students by studying the successes of other entrepreneurs

5. TEACHERS’ ROLE IN ENTREPRENEURSHIP EDUCATION Teaching methods o Didactic (lectures and autonomous readings) o Skills acquisition (case studies, presentations and group discussions, simulations and development of projects) o Discovery (experimental teaching - "learning by doing”)

6. CONTEXTUALISATION OF THE ENTREPRENEURSHIP CURRICULUM PROGRAMME (ECP) IN MOZAMBIQUE ECP began with a pilot project in the province of Cabo Delgado Due its very positive initial impact, the Ministry of Education and Culture integrated the programme into the national education system NE subject was implemented in General Secondary School (GSE) and Technical-Vocational Education (TVE)

7. CONTEXTUALISATION OF THE ENTREPRENEURSHIP CURRICULUM PROGRAMME (ECP) IN MOZAMBIQUE The ECP was implemented and monitored by UNIDO (project "Entrepreneurship development for the youth“) Aim - encouraging the development of entrepreneurial attitudes and behaviours UNIDO assisted the Mozambican Government in developing an entrepreneurship curriculum, in formulating course contents, providing guides for teachers, textbooks and tools for monitoring and evaluating UNIDO conducted the teacher training programmes

8. METHODOLOGY Selection of 32 schools Qualitative and quantitative research 85 questionnaires to NE teachers 51 interviews to educational agents (mostly the schools’ executive and pedagogical directors) Topics: alignment between NE and secondary school mission; importance attributed to NE; impacts of ECP on students; methodologies; teacher’s relation to the subject; motivation; difficulties; students’ relation to the subject

9. RESULTS Sample of teachers (questionnaire)  63 (74%) men, 22 (26%) women  Aged between 24-59 (M=36,57)  63,5% with bachelor degree and 25,9% with medium and secondary educational level  Most work in the GSE (61%)  Mean of the time service = 12,8 years Sample of educational agents (interview)  16 women, 35 men  Aged between 28-56 years (M=44,8)  Level of education: superior (25), secondary / high school (17), primary or less (3), no information (5)  Directors of schools (n=8), assistant directors/pedagogical (n=17), teachers/director of class (n=8), chiefs of secretary (n=7), other administrative/support staff (n=10)

10. RESULTS Mean Std. Deviation Formation of citizens with patriotic and humanistic spirit 4.081.251 Communication domain in at least one foreign language 2.901.494 Problem solving through creativity 4.73.543 Lifelong learning 4.42.921 Inclusion in the life of their community 4.43.922 Insertion in the job market 4.62.740 Table 1 – Aspects in which NE aligns well with the secondary school mission Aspects in line with the strategy defined for the GSE 2009-2015 - prepare students to identify and solve problems creatively and to contribute to the life of their communities and their job markets, by developing entrepreneurial skills.

11. RESULTS MeanStd. Deviation Allows the discovery of their talents and abilities 4.79.514 Improves their self-confidence 4.61.659 Encourages teamwork * 4.51.826 Increases the predisposition to new projects 4.57.749 Helps identifying potential risks 4.341.074 Enables the practical application of the contents 4.55.764 Encourages autonomy 4.62.710 Helps to develop a business plan 4.81.422 Table 2 – Reasons for the importance of NE to students

12. RESULTS MeanStd. Deviation Dedication and commitment 2.86.415 Interest in self-employment 2.80.458 Appreciation and dignity of work 2.74.492 Interest in their studies in general 2.57.544 Attention to market opportunities 2.73.496 Ability to take the initiative 2.83.434 Involvement in finding solutions 2.69.559 Efficiency in the development of activities 2.66.549 Creativity and idea generation 2.88.359 Table 3 – Indicators susceptible to change after attending NE Regarding the educational agents interviewed => broad agreement on NE’s positive effects -Development of functional skills related to creating and managing -Greater student autonomy and initiative -Greater sense of responsibility -Creativity, broader vision, change in mentality and attitudes towards work Note: the answers ranged between 3 and 1: 3=increased; 2=maintained; 1=decreased

13. RESULTS Mean Improves my professional performance in general 4.44 Improves the way I prepare classes 4.06 Allows a more practical teaching approach 4.71 Allows more interactive classes 4.73 Increases proximity to students 4.71 Table 4 – NE contribution to improving teacher performance Regarding the relationship between the teachers and NE, educational agents interviewed => positive aspects -Shift to more entrepreneurial behaviours -“More entrepreneurial/created their own business”

14. RESULTS Figure 1 - Methods used in NE classes

15. CONCLUSIONS Development of teacher’s learning is crucial for the progress of the programme Teachers seem to have limited knowledge about how to conduct EE in practice Teachers and other educational agents emphasise impacts as: - Greater sense of responsibility - Increases in self-confidence and entrepreneurial spirit - Changes in attitudes towards work - Deeper interest in generating self-employment

16. CONCLUSIONS Teachers tend to attribute a greater value to the instrumental aspect of training (business planning and skill development Perceptions about teacher motivation => contradictory results. Differences may result from: - Varying stages in subject implementation - Skills and interests of the teachers themselves - Conditions for implementation (e.g. evaluation system) - Level of student interest in the subject

17. Recommendations Strengthening the teaching staff and their training in the field of entrepreneurship Providing the means (resources) to undertake activities inside and outside schools Improving and homogenizing (among schools) the evaluation systems for assessing student knowledge Improving financial conditions for teachers in order to motivate them Incorporate ECP in a wider process of changing mentalities, through a greater connection with the families, other teachers and community