Mariano Marcos State University

GRADUATE SCHOOL

Course Syllabus

Course Name Entrepreneurship in Technical-Vocational Education

Course Code TVE 218
Course Credit 3 units
Course Description Concepts and principles of entrepreneurship as applied to various areas of technical-vocational education.
Contact Hours/week 3 hrs/week
Prerequisite None
Course Objectives This course generally aims to provide the knowledge, skills and attitudes in entrepreneurship skills training in technical-vocational
education that will best suit the Philippine economy. Specifically, the course aims to:
1. Analyze policies and trends in incorporating entrepreneurship in education in general, and technical-vocational education and
training in particular;
2. Identify the relevance of entrepreneurship education to technical-vocational education and training;
3. Present and demonstrate understanding of various components of entrepreneurial activity in practice; and,
4. Develop a project proposal to foster entrepreneurship among students..
Vision of the University A premier Philippine university by 2028.
Mission of the University To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
Institutional Outcome The Graduate School is committed to produce competent and innovative professionals in various disciplines who are critical and creative
thinkers, research and technology-focused leaders, sociocultural-oriented individuals, and humane advocates of holistic transformation.
Program Outcomes The MAEd program is designed to produce school administrators and teachers who demonstrate:
(Graduate Teacher a. In-depth understanding of a complex and coherent body of knowledge and skills in an area of study in education, which may be
Education) applied in many types of schools or other educational environments;
-Based on CMO 53, series b. A higher order level of skill in the analysis, critical assessment, and application and communication of knowledge in the field; and
of 2007 c. An ability to apply knowledge and skills in the field to new situations in more creative and flexible ways, and to solve complex
problems in the field in ways that involve rigorous thinking and independent work.
d. A positive attitude towards social and cultural issues and concerns
Program Outcomes by Graduates of the MAEd, major in Technical-Vocational Education, should be able to demonstrate the following specific indicators of
Specialization (Technical- competency:
Vocational Education) –  Understand, develop and sustain arguments about and critically evaluate the current problems, principles, and concepts of the field
Based on CMO 53, series of study (major); most of which should be at the forefront of developments in the discipline;
of 2007  Apply this current knowledge in original ways to specific problems or contexts by undertaking research, a complex project or some
form of advanced scholarship with consideration to ethical principles;
 Demonstrate a comprehensive understanding of the methods of inquiry in their own research or advanced scholarship and how
these methods are used to create and interpret knowledge in the field;
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
Critically evaluate current research, advanced scholarship and methodologies in the field;

Creatively and systematically deal with complex issues within a field, make judgments or decisions in the absence of complete data
and clearly communicate one’s justification for such actions to specialist and non-specialist audiences;
 Demonstrate initiative, self-direction and originality in dealing with problems in the field particularly in the planning and execution of
tasks and sociocultural concerns in the field;
 Continue to advance their knowledge and skills in the field using the established sources of advanced information in the field;
 Undertake more advanced and specialized training for developing existing skills, acquiring higher level and more specialized
competencies in the formal higher education context.
COURSE OUTLINE AND TIMEFRAME
Time Frame Course Content /Subject Matter
Preliminaries

1 hour 1. Getting to know you activity

2. Vision, Mission, Goals and Objectives
3. Course overview and outline
4. Classroom policies
Chapter I – Learning Entrepreneurship in TVET

5 hours 1. The importance of learning entrepreneurship

2. Objectives and content of entrepreneurship training in vocational training
3. Methods to teach entrepreneurship in vocational training
4. The role of trainers in teaching entrepreneurship in vocational training
Chapter II – The Entrepreneurial Perspective

1. Nature and development of entrepreneurship

9 hours 2. Definition of entrepreneurship and entrepreneur
3. Entrepreneurship versus small business management
4. Advantages and disadvantages of entrepreneurship
5. Role of entrepreneurship in economic development
6. Ethics and social responsibility of entrepreneurs
Chapter III – Entrepreneurship and Entrepreneurship Education

9 hours 1. Goals and objectives of entrepreneurship education

2. Education and entrepreneurship
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3. Developing entrepreneurial effectiveness

4. Graduate outcomes
Chapter IV – Methods and Principles in Entrepreneurship Education
9 hours
1. Entrepreneurship learning styles
2. Feedback, evaluation and assessment
Chapter V– TVET and Entrepreneurship Skills

9 hours 1. TVET and EET: Where we stand today

2. Emerging trends in TVET and EET which confirm their complementarity
3. EET program landscape analysis
Chapter VI – Writing Feasibility Studies and Business Plan
12 hours
1. Principles of planning in feasibility studies and business plan
2. Feasibility studies
3. Business plan

LEARNING PLAN:

Desired Learning Teaching and Resource

Course Content/Subject Textbooks/ Assessment Time
Outcomes Learning Activities Materials
Matter References Task (AT’s) Table
(DLO) (TLA’s)
At the end of the unit, the Preliminaries
students must have to:

1. appreciate and 1. Getting to know you activity Student handbook, MMSU. 1. Presentation 1. Recitation 1. Syllabus 1 hour
understand the 2. Vision, Mission, Goals and 2. Discussion 2. Quiz 2. Computer
institution’s VMGO; Objectives 3. Multimedia Laptop
2. explain the objectives of 3. Course overview and outline presentation 3. LED
the course in relation to 4. Classroom policies Projector
the VMGO; and,
3. appreciate and
understand policies to
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be applied in classroom
management.

At the end of the unit, the Chapter I – Learning

students must have to:
1. Analyze the basic
concepts and principles
in EET.
2. Link EET to TVET.
Entrepreneurship in TVET
5 hours
1. The importance of learning The Organization for Economic 1. Presentation 1. Reaction 1. Books
entrepreneurship Cooperation and Development. 2. Discussion paper 2. Computer
2. Objectives and content of 2014. Supporting 3. Multimedia 2. Position Laptop
entrepreneurship training in Entrepreneurship in the presentation paper 3. LED
vocational training Vocational Training System in Projector
3. Methods to teach Tunisia.
entrepreneurship in vocational
training
4. The role of trainers in
teaching entrepreneurship in
vocational training

At the end of the unit, the Chapter II – The

students must have to: Entrepreneurial Perspective

1. Introduce the concept of 1. Nature and development of Hisrich, Robert D. 2006. 1. Presentation 1. Reaction 1. Books 9 hours
entrepreneurship and its entrepreneurship Entrepreneurship. London: 2. Discussion paper 2. Computer
historical development, 2. Definition of entrepreneurship McGraw Hill Education – 3. Multimedia 2. Position Laptop
2. Explain the and entrepreneur Europe. presentation paper 3. LED
entrepreneurial decision 3. Entrepreneurship versus Projector
process. small business management
3. Explain the role of 4. Advantages and
entrepreneurship in disadvantages of
economic development. entrepreneurship
4. Discuss the ethics and 5. Economic development
responsibilities through entrepreneurship
associated with a. entrepreneurship and
entrepreneurship. nation-building

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b. roles of entrepreneurship in
economic development
c. entrepreneurship activity
and stages of economic
development ____________. 2014.
d. entrepreneurship in factor- Business Ethics and Social
driven economies Responsibility in Philippine
6. Ethics and social Perspective. Pixel Media
responsibility of entrepreneurs Publishing.Com

At the end of the unit, the Chapter III – Entrepreneurship

students must have to: and Entrepreneurship
Education

1. Explain contexts and 1. Goals and objectives of
content in the dimensions
of entrepreneurship
education.
2. Describe the relationship
between entrepreneurial
competences, curriculum
and teaching
methodologies.
3. Provide for ways of
developing competences 2. Education and
and experience in
teaching.
4. Offer a framework for
development and
assessment of enterprise
and entrepreneurship
behaviors, attributes and
skills which, taken
together, contribute
Rasmussena, Anders et al. 1. Presentation 1. Sample 1. Books 9 hours
entrepreneurship education 2015. A Taxonomy of 2. Discussion lesson plans 2. Computer
a. Areas of competence in Entrepreneurship Education. 3. Multimedia 2. Demonstra- Laptop
four dimensions Denmark: The Danish presentation tion teaching 3. LED
b. The relationship between Foundation for Projector
the dimensions Entrepreneurship.
c. Progressional and
taxanomic understanding
of entrepreneurship
education
entrepreneurship
a. Inclusion of the four
dimensions in an
educational context
b. The development of
entrepreneurial experience
c. The relationship between
learning goals and process
d. Motivation

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towards the development 3. Developing entrepreneurial Bellingham, Laura et al. 2012.

of an entrepreneurial effectiveness Enterprise and
mindset and a. Enterprise awareness Entrepreneurship Education.
entrepreneurial b. Developing an Gloucester, United Kingdom:
effectiveness. entrepreneurial mindset The Quality Assurance for
c. Developing an Higher Education.
entrepreneurial capability
d. Entrepreneurial
effectiveness
4. Graduate outcomes
a. Enterprising behaviors,
attributes and skills
b. Thematic approaches to
entrepreneurial
effectiveness

At the end of the unit, the Chapter IV – Methods and

students must have to: Principles in
Entrepreneurship Education

1. Discuss valuable insights 1. Entrepreneurship learning Van Popta, Gijs. 2002. 1. Presentation 1. Sample 1. Books 9 hours
on the concept of styles Entrepreneurial Learning. 2. Discussion lesson plans 2. Computer
learning relevant for a. Nooteboom’s individual Zoetermeer, Netherlands: EIM 3. Multimedia 2. Demonstra- Laptop
entrepreneurs and their learning processes Business and Policy Research presentation tion teaching 3. LED
new ventures both b. Piaget’s cognitive behavior 3. Mid-term Projector
theoretically and development Frederick, Howard H. 20017. examination
empirically. c. Kolb’s theory of “Blended Learning in
2. Design and plan experiential learning Entrepreneurship Education in
instructional d. Morgan’s organizational the Asia-Pacific: A Grounded
methodologies with learning theory Theory Approach to
emphasis on practices e. Shiravastava Entrepreneurship Pedagogy”.
related to teaching organizational learning Small Enterprise Conference 2007.
entrepreneurship. strategies
f. ETAPPE Model of Training

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Entrepreneurs Rasmussena, Anders et al.

2. Feedback, evaluation and 2015. A Taxonomy of
assessment Entrepreneurship Education.
a. Evaluation of Denmark: the Danish
entrepreneurship Foundation for
integrated into the general Entrepreneurship.
curriculum
b. Evaluation in value-
creating education
c. Evaluation criteria
d. Some issues in evaluation
and assessment
e. Symbolic violence
f. The measurement of
competencies
g. Ethical challenges
h. Self-evaluation and impact
measurement

At the end of the unit, the Chapter V – TVET and

students must have to: Entrepreneurship Skills

1. Discuss the 1. TVET and EET: Where we United Nations Educational, 1. Presentation 1. Case studies 1. Books 9 hours
complementarity stand today Scientific. and Cutural 2. Discussion 2. Comparative 2. Computer
relationship of EET and a. TVET: A broader concept Organization-International 3. Multimedia survey paper Laptop
TVET. and greater importance Center for Technical Vocational presentation of TVET and 3. LED
2. Explain the importance of b. EET for SMEs to Education and Training. 2013. EET Projector
entrepreneurship complement TVET Revisiting Global Trends in programs
education as a foundation c. Selected TVET-EET TVET: Reflections on Theory
of successful economies complementarity practices and Practice. Bonn, Germany:
and the beacon of hope 2. Emerging trends in TVET and UNESCO-UNEVOC
for developing EET which confirm their International Center for
economies. complementarity Technical Vocational Education
3. Identify and organize the a. TVET and EET in and Training.

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landscape of EET
program types as well as
the dimensions that
shape program
outcomes.
4. Analyze existing EET 3. EET Program landscape
programs to inform a
discussion about what
proved to work well, what
did not work, and the
lessons learned.
developed economies
b. TVET and EET in
developing economies
c. The Philippine experience
of TVET and EET
analysis
a. EET – Primary education
b. EET – Secondary
education
c. EET – Higher Education
Velasco, Aida L. 2013.
“Entrepreneurship education in
the Philippines”. DLSU
Business Economics Review.
Vol. 22. No, 2.
Camacho, Jose V., Jr. 2012.
“Philippine Basic Education
System towards the Cultivation
of Culture of Entrepreneurship
and Innovation.” Osaka
University Knowledge
Archive.
Valerio. Alexandria et al. 2014.
Entrepreneurship Education
and Training Programs
Around the World. Washington
D.C.: International Bank for
Reconstruction and
Development.
Gatchalian, Maria Luisa B. 2010.
“An in-depth analysis of the
entrepreneurship education in
the Philippines: an initiative
towards the development of a
framework for a professional
teaching competency program
for entrepreneurship educators”.
The International Journal of
Research and Review. Vol. 5,
September 2010.
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GRADUATE SCHOOL

At the end of the unit, the Chapter VI – Writing

students must have to: Feasibility Studies and
Business Plan

1. Discuss feasibility studies 1. Principles of planning in National Universities 1. Brainstorming 1. Case studies 1. Books 12 hours
and its importance. feasibility studies and Commission. Entrepreneurship 2. Discussion 2. Oral 2. Computer
2. Explain the components business plan Studies. Nigeria: University of 3. Development of a presentation Laptop
of feasibility studies. 2. Feasibility studies Maidugun. Business Plan and defense 3. LED
3. Discuss business a. Importance draft of a project Projector
planning. b. Components plan
4. Prepare a business plan. 3. Business plan 3. Final
5. Conduct an assessment a. Importance examination
of business. b. Components

Additional or Supplementary Materials Computer/laptop, LED projector, internet connection

Journals in Entrepreneurship Education

Course Requirements Performance Standard (Assessment Criteria)

Reaction Paper Class Standing 20%

Position Paper Major Outputs/Projects 40%
Oral Presentation Summative Examination 40%
Written Report Total 100%

Course Policies 1. Attendance. Class attendance is mandatory. Attendance must comply with the university’s attendance policies.
2. Punctuality. Classes are started promptly at the scheduled time and ended on time. Tardiness should be avoided. Punctual
submission of course requirements shall also be followed.
3. Participation. Students are expected to be attentive and participate actively in the class. The classroom is for studying; hence,
students are to maintain an atmosphere conducive to studying.
4. Interruptive technologies. Use of cell phones, mp3 players and other electronic gadgets during classes is not allowed. Privileged use
of notebook or laptop computers is only for course related work.

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Consultation Period
Professor

Prepared by: Recommending Approval: Approved:

LILIBETH G. ABGROHENA VIRGILIO JULIUS P. MANZANO, JR. PRIMA FE R. FRANCO

Date Revised: January 9, 2020 Department Chair OIC, Office of the Dean Vice President for Academic Affairs

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____________. 2014. Business Ethics and Social Responsibility in Philippine Perspective. Pixel Media Publishing.Com.
Retrieved from https://www.foboko.com/ebook/.../business/business-ethics-in-philippine.../preview-p...

Bellingham, Laura et al. 2012. Enterprise and Entrepreneurship Education. Gloucester, United Kingdom.
Retrieved from http://www.qaa.ac.uk/en/Publications/Documents/enterprise-entrepreneurship-guidance.pdf.

Camacho, Jose V., Jr. 2012. “Philippine Basic Education System towards the Cultivation of Culture of Entrepreneurship and Innovation.” Osaka University Knowledge
Archive. Retrieved from http://ir.library.osaka-u.ac.jp/dspace/bitstream/11094/25994/1/osipp_031_057.pdf.

Frederick, Howard H. 20017. “Blended Learning in Entrepreneurship Education in the Asia-Pacific: A Grounded Theory Approach to Entrepreneurship Pedagogy”.
Small Enterprise Conference 2007. Retrieved from from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.523.476&rep=rep1&type=pdf.

Gatchalian, Maria Luisa B. 2010. “An in-depth analysis of the entrepreneurship education in the Philippines: an initiative towards the development of a framework for a
professional teaching competency program for entrepreneurship educators”. The International Journal of Research and Review. Vol. 5, September 2010.
Retrieved from
https://www.researchgate.net/publication/230641637_An_Indepth_Analysis_of_the_Entrepreneurship_Education_in_the_PhilippinesAn_Initiative_Towards_the_Develop
ment_of_a_Framework_for_a_Professional_Teaching_Competency_Program_for_Entrepreneurship_Educators.

Hisrich, Robert D. 2006. Entrepreneurship. London: McGraw Hill Education – Europe.

Retrieved from http://glencoe.mheducation.com/sites/dl/free/0070922926/388147/01_Hisrich_ch_01.pdf.

National Universities Commission. Entrepreneurship Studies for Distance Learners in the Nigerian University System. Nigeria: University of Maidugun.
Retrieved from http://www.freebookcentre.net/business-books-download/Entrepreneurship-Studies-For-Distance-Learners-In-The-Nigerian-University-System.html.

Rasmussena, Anders et al. 2015. A Taxonomy of Entrepreneurship Education. Denmark: The Danish Foundation for Entrepreneurship.
Retrieved from http://eng.ffe-ye.dk/media/555477/taksonomi-eng-2.pdf.

The Organization for Economic Co-operation and Development. 2014. Supporting Entrepreneurship in the Vocational Training System in Tunisia.
Retrieved from https://www.oecd.org/countries/tunisia/Support-Graduate-Tunisia-Final-HD.pdf.

United Nations Educational, Scientific. and Cultural Organization-International Center for Technical Vocational Education and Training. 2013. Revisiting Global Trends
in TVET: Reflections on Theory and Practice. Bonn, Germany: UNESCO-UNEVOC International Center for Technical Vocational Education and Training.
Retrieved from http://www.unevoc.unesco.org/fileadmin/up/2013_epub_revisiting_global_trends_in_tvet_book.pdf.

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Valerio. Alexandria et al. 2014. Entrepreneurship Education and Training Programs Around the World. Washington D.C.: International Bank for Reconstruction and
Development. Retrieved from https://openknowledge.worldbank.org/bitstream/handle/10986/.../9781464802027.pdf.

Van Popta, Gijs. 2002. Entrepreneurial Learning. Zoetermeer, Netherlands: EIM Business and Policy Research.
Retrieved from http://ondernemerschap.panteia.nl/pdf-ez/n200216.pdf.

Velasco, Aida L. 2013. “Entrepreneurship education in the Philippines”. DLSU Business Economics Review. Vol. 22. No, 2. Retrieved from
https://www.academia.edu/15246695/Entrepreneurship_Education_in_the_Philippines.

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