Business Plan Note 333

Supporting
Entrepreneurship
Education
- a report on the global outreach of the ILO’s Know about
Business programme
by
Thais Lucas de Rezende
Jens Dyring Christensen
Small Enterprise Programme, Job Creation & Enterprise Development Department, International Labour Office,
Geneva, July 2009
Table of contents
Foreword .................................................................................................................................. 3
Acknowledgements .................................................................................................................. 4
1. Introduction ......................................................................................................................... 6
2. The KAB programme ............................................................................................................ 9
2.1 Brief overview of the KAB programme ............................................................................... 9
2.1.1 Target group and beneficiaries ...................................................................................... 10
2.1.2 Expected outcomes ....................................................................................................... 10
2.1.3 The package ................................................................................................................... 10
2.2 Brief KAB History............................................................................................................... 11
2.3 Promoting KAB .................................................................................................................. 14
2.3.1 Key Facilitators and Facilitators ..................................................................................... 14
2.3.2 KAB delivery process...................................................................................................... 16
2.3.3 Levels of implementation .............................................................................................. 17
3. Global Outreach Figures .................................................................................................... 18
3.1 Countries implementing KAB ............................................................................................ 18
3.1.1 KAB Languages ............................................................................................................... 20
3.1.2 Countries in advanced stages of KAB implementation ................................................. 22
3.1.3 Countries pilot testing KAB ............................................................................................ 27
3.1.4 Countries sensitized towards KAB ................................................................................. 31
3.2 KAB Facilitators, Key Facilitators and Project Promoters ................................................. 37
3.2.1 Workshops at the ILO International Training Centre .................................................... 42
3.2.2 Key Facilitators: international, regional and national ................................................... 45
3.4 Entrepreneurship education students / trainees ............................................................. 48
3.5 Potential outreach – still far to go .................................................................................... 54
3.6 Latest and future developments ...................................................................................... 56
4. Concluding remarks ........................................................................................................... 62
Annex 1. Key events in 3rd level countries .............................................................................. 63
Annex 2. Key events in 2nd level countries.............................................................................. 73
Annex 3. National facilitators awaiting accreditation ............................................................ 79
2
Foreword
Entrepreneurship education is increasingly being recognized as an important element in the
broader efforts to tackle the global youth employment challenge. National labour markets
absorptive capacities in the majority of developing economies are far from able to provide
decent and productive employment opportunities for the new and young entrants. New
strategies - that includes an increased focus on entrepreneurship - are needed to better
prepare youth for the transition from school to a working life.
Educating the next wave of entrepreneurs and creating youth with entrepreneurial
attitudes and habits of mind requires commitment and long term investments in national
education. Entrepreneurship education will not only contribute to the creation of new and
innovative sustainable enterprises but also benefit societies in other ways in the form of
creation of social entrepreneurs and green entrepreneurs that provide solutions to social
and environmental challenges. The support to entrepreneurship education is an integral
component of the Small Enterprise Programme’s strategies for youth entrepreneurship and
an important element in the ILO’s broader youth employment programme.
In this context, this study present the known outreach – a conservative estimate - of the
ILO’s Know about Business (KAB) entrepreneurship education programme and gives a
glimpse of the breadth and depth of national efforts to introduce and integrate
entrepreneurship education into secondary, vocational/technical training and higher
education. The KAB programme has grown from an experiential approach to teaching
entrepreneurship that was started in Kenya in the mid-90’s to today’s global network of
entrepreneurship education promoters and facilitators, and the demand is increasing.
The study has been made possible through funding by the Swiss Development Cooperation
(SDC) to the project Creating Youth Employment through Improved Youth Entrepreneurship,
which is an applied research project that studies the impact of the KAB programme. The
present report thus complements a series of national research studies about the impact of
entrepreneurship education.
The report is written by Thais Lucas de Rezende whose efforts were tireless to gather
information and data and Jens Dyring Christensen the manager of the research project who
guided the work.
Martin Clemensson
Chief, Small Enterprise Programme
Job Creation & Enterprise Development Department
3
Acknowledgements
This report could not have been produced without the input and support of the many
individuals who are promoting KAB activities across the world. ILO colleagues and KAB
facilitators and promoters contributed greatly to this report either by providing information
about the KAB activities within their country, organization or project, or by sharing other
relevant information about the programme. You all know who you are, but for the record
we would like to thank:
Abbas Karimi, Ahmed Abdulbary, Amarbayasgalan Urtnasan, Anamringi Maro, Andreas

Klemmer, Anna Engblom, Arthur Gitonga, Bob Nelson, David Tseliso Mojakisane, Dennis
Maswabi, Eric Silvestre, Francisco Enrique (Jay) Bernardo, Germana Peretti, Gemunu
Wijesena, Ghassan Al Saffa, Gulmira Asanbaeva, Henry Marasembi, Hoang Van Duong,
James Sentongo-Lukwago, Jika Mnguzamber Amah, Joni Simpson, Jorge Cabrera, Kholoud
Al-Khaldi, Klaus Haftendorn, Kobashni Chedumbarum Pillay, Leonardo Ferreira Neves,
Lolita Magpayo Andrada, Madhurija Dutta, Marcela Alcocer, Mario Tueros, Marjan
Duursma, Merten Sievers, Mohammed Ammar, Muriithi Kaimoe, Nabeel Goheer, Ntéba
Soumano, Peter Tomlinson, Phetphim Champasith, Rania Bikhazi, Rashmi Fioravanti,
Rasmiyya Badirova, Roberto Pes, Rolly Aruna Damayanti, Salmina Marta Merique, Satoshi
Sasaki, Siamphone Chanthaphone, Stephen Lazaro Tsoray, Swarnamali Abeysuriya,
Therese Abrahamsen, Yamal Matabudul, Yves N’Cho.
Your responsiveness to the relentless pursuit of each of you was essential to gather the
information needed for this global outreach report. We acknowledge your efforts and we
thank you all!
Thais Lucas de Rezende & Jens Dyring Christensen
4
Abbreviations
BDS Business Development Services

HE Higher Education
ILO International Labour Organization
IKF International Key Facilitator
ITC International Training Centre
KAB Know About Business
NGO Non-governmental organization
NKF National Key Facilitator
PNG Papua New Guinea
RKF Regional Key Facilitator
SE Secondary Education
SDC Swiss Development Cooperation
SEED Small Enterprise Development Programme
SIYB Start and Improve your Business
SRO Sub-regional Office
SYB Start your Business
TIVET Technical, industrial and vocational education & training
TOT Training of Trainers / Training of Facilitators, Key Facilitators and Promoters
TVET Technical and Vocational Education and Training
5
Introduction
1 The purpose of this study is simply to provide an overview of the global outreach of the KAB
programme. The report does not deal with the impact of the programme on institutions,
teachers and students in any way. Impact assessments of the KAB programme are dealt with
in separate country reports that can be accessed through the global resource site for youth
entrepreneurship (see below). Since the development of the first KAB curriculum package in
1996 and the introduction of KAB in only a handful of countries for the first five years of the
package’s existence the interest and demand for entrepreneurship education, from ILO
constituents as well as from education authorities, have surged over the past five years.
The time was thus ripe for producing a comprehensive and current overview of the outreach
of the programme. This turned out to be quite a difficult task given that no formal and
systematic monitoring system or feedback mechanism for the national roll out of the
programme had been established once ILO had capacitated national teachers and
facilitators and supported the adaptation of KAB to the social, cultural and economic
context of a country. Data, reports and information that could shed light on the global
outreach of the programme was thus sitting in different countries, in numerous institutions
and offices and in the heads of many individuals.
In some cases where the ILO had been supporting entrepreneurship education as part of a
larger ILO project, commonly projects on youth employment, the task was made
significantly easier since these projects have kept some records of facilitators and teachers
trained, institutions reached and estimated number of students educated in
entrepreneurship. In other cases where the ILO had not been involved in the actual roll out
after the national capacities were built the data and information were often harder to
retrieve. The data stem from both primary and secondary sources, such as interviews and
communication with a good number of individuals along with data from evaluation reports,
project progress reports, workshops reports, mission reports, slide presentations and in
some cases actual monitoring data of national outreach.
A few words of caution and reference to some of the methodological constraints should be
made. Firstly, the data presented in the report is not complete and we are aware that
certain KAB activities and roll out to education institutions are not reflected in the report.
This is non-intended, but simply due to the fact that collection of data from some countries
has been a challenge. The outreach numbers presented are thus conservative, i.e. the
reports presents what we know for sure, but we are also pretty sure that the outreach are
higher.
Towards the end of 2009 the implementation of national entrepreneurship education
efforts through the KAB programme will be monitored via the interactive and global
resource site for youth entrepreneurship. Through this site national focal points and
National Key Facilitators will be responsible for monitoring outreach and uploading new
information to the resource site. The goal is to make the outreach monitoring of the
programme easier, but also to provide a knowledge sharing platform where practitioners
and promoters of entrepreneurship education can interact. Impact assessment studies are
also available on the site. The address is www.youthentrenet.org
6
Table 1 – A summary of global outreach
Facilitators,
Start of Education / Key
Implementat Education Students,
Country KAB training facilitators,
ion level sector trainees
activities Institutions promoters
trained
Central Asia & Caucasus
Armenia 1st 2005 TVET 0 35 0
Azerbaijan 1st 2005 TVET 0 37 0
Georgia 1st 2004 TVET 0 0 0
Kazakhstan 3rd 2000 TVET 40 28 3,380
Kyrgyzstan 3rd 2002 TVET 50 120 9,800
Russia 2nd 2007 HE 1 11 490
Tajikistan 2nd 2003 TVET 3 33 100
Uzbekistan 2nd 2004 TVET 23 45 2,300
Sub total 117 309 16,070
South East Asia & The Pacific
Cambodia 2nd 2005 HE 1 n/a 100
China 3rd 2006 HE 92 872 15,620
Indonesia 3rd 2005 TVET 132 354 45,945
Lao PDR 3rd 2005 TVET, SE 20 145 23,044
Mongolia 2nd 2007 TVET, SE 20 24 2,024
Papua New Guinea 2nd 2006 TVET, SE 40 92 2,900
The Philippines 2nd 2006 TVET, SE 122 300 15,000
Sri Lanka 3rd 2004 TVET, SE 5* 252 32,843
Timor Leste 3rd 2006 TVET 15 38 8,000
Viet Nam 2nd 2005 TVET, SE 18 110 6,409
Subtotal 465 2,187 151,885
Latin America
Bolivia 3rd 2000 TVET, SE, HE 60 700 18,330
Ecuador 1st 2001 SE, HE n/a 75 0
Honduras 3rd 2004 TVET 17 75 675
Nicaragua 2nd 2004 TVET 37 71 915
Panama 1st 2001 TVET n/a 75 0
Peru 3rd 2001 TVET, SE, HE 120 220 9,950
Subtotal 234 1,216 29,870
North Africa
Algeria 1st 2008 TVET, SE, HE 0 0 0
Egypt 2nd 2008 TVET, HE 60 104 1,753
Morocco 2nd 2008 HE 7 20 650
Tunisia 2nd 2008 TVET, SE, HE 70 71 2,195
Subtotal 137 195 4,598
Sub-Saharan Africa
Botswana 3rd 2006 SE 28 1,000 21,856 **
Burkina Faso 1st 2006 TVET, HE 0 3 0
Ivory Coast 1st 2006 TVET, SE 0 20 0
Kenya 3rd 1996 TVET, HE 1,695 4,480 + 218,860 ■
Lesotho 1st 2007 TVET 0 0 0
Mali 1st 2008 TVET, SE, HE 0 18 0
Mauritius 2nd 2007 TVET 10 54 n/a
Mozambique 3rd 2007 SE, HE 4 26 375
Nigeria 1st 2006 HE 0 44 0
Senegal 2nd 2003 TVET 23 45 2,850
South Africa 1st 2007 TVET 0 n/a 0
Tanzania 3rd 2002 TVET 1,569 155 *** 3,330 ***
Uganda 3rd 2003 TVET, HE, SE 26 50 + n/a
7
Zimbabwe 3rd 2008 HE 2 18 n/a
Subtotal 3,357 5,913 247,271
Middle East
Iran 2nd 2008 TVET 2 66 22
Iraq 2nd 2008 TVET, SE 20 42 400
Oman 2nd 2007 TVET, HE 7 64 n/a
Palestine 1st 2009 TVET, SE, HE 0 0 0
Syria 3rd 2006 TVET, SE, HE 90 + 520 33,839
Yemen 2nd 2008 TVET 21 54 1,682
Subtotal 140 746 35,943
ITC – ILO training workshops 226
Total outreach 4,450 10,792 485,637
Notes:
1. These figures are estimates elaborated according to the data available as of May 2009. Therefore, in reality,
some countries possibly have higher figures in regards to columns 4, 5 and 6.
Legend:
n/a = Not available
TVET = Technical and vocational education and training
SE = General Secondary education
HE = Higher education
+ = This is the minimum amount estimated; the actual figure is
surely higher.
* Five umbrella TVET organizations. Total of institutions (TVET + SE) is not available.
** Currently enrolled in entrepreneurship subjects.
*** Refers to the EET curriculum only.
■ = From 2005 onwards.
8
The KAB programme
2 KAB is an entrepreneurship education programme developed in 1996 based on the initial

experiences by an ILO project on vocational and entrepreneurship education and training in
Kenya. Since then the programme has been introduced in over 40 countries and are at
different stages of integration into national education systems. The programme has been
translated and adapted to more than 20 languages since 1996 when the first edition was
published.
The international authoritative version is updated every 2 or 3 years to incorporate lessons

learned from national implementation. In 2010 a revised version will be published that is
appropriately gender and disability mainstreamed and which includes a new module on
social entrepreneurship. Originally, KAB was introduced in technical and vocational
education and training institutions, but adaptations to the package have been made that
makes is suitable for general secondary and higher education have also been made.
The programme seeks to prepare youth for the transition from school to work by imparting
entrepreneurial knowledge and skills that will prepare youth to work productively in
enterprises, prepare them better for starting their own businesses at some point in the
future, and prepare enterprising mindsets and attitudes that can be applied in all areas of a
person’s life, in work as well as in family and community life.
2.1 Brief overview of the KAB programme

By developing entrepreneurial skills, attitude and mindset, as well as providing knowledge
about the functioning of businesses, the KAB package seeks to prepare young people to be
more entrepreneurial in their work and in their lives in general. In so doing, at a broader
level, the overall objective of KAB is to contribute towards the creation of entrepreneurial
cultures in ILO member states. The specific objectives of the KAB package are to:
• Develop positive attitudes towards enterprises and self-employment among the

population, by targeting youth but also stakeholders for enterprise development
• Create awareness about entrepreneurship as a career option for young people
• Provide knowledge and practice of the desirable attributes for and challenges in
starting and operating a successful enterprise
• Facilitate the school to work transition as a result of a better understanding of
functions and operations of enterprises
The expectation is not that young people will instantly start a business after school and
begin their careers as business owners or as self-employed. Whereas this indeed the result
in many cases since jobs simply are not available, the purposes is rather to motivate youth
to consider the option of being an entrepreneur at some point in the future and provide
practice of the opportunities, challenges, procedures, characteristics, attitudes and skills
needed for entrepreneurship. This educates students about the role of sustainable
enterprises in society and their social and environmental responsibilities.
9
2.1.1 Target group and beneficiaries
The KAB package directly targets educators in technical and vocational education and
training institutions (TVET) and in general secondary education (SE), either at the public or
private sector. In addition, after being properly adapted, the KAB programme has also been
taught by facilitators in higher education (universities and polytechnics), as well as by
trainers working in institutions of business development services and non-governmental
organizations.
The beneficiaries of KAB are usually students / trainees in TVET institutions and SE. The
typical age group is 15 to 18 years; however, since the methodology has been adapted to
university level in many countries, it can include students of up to 25 years old. The
students / trainees normally have no business/enterprise experience and possess as a
minimum 12 years of formal education (the equivalent of a school leaving certificate) or
high school grades.
The programme has been put together in such a way as to allow its introduction into a
variety of classroom settings. According to KAB’s concept, the effectiveness of the
presented entrepreneurship notions lies on its integration into TVET and SE at all levels. The
underlying principle is that if specific characteristics are essential to develop
entrepreneurial skills and attitude and success in business, then the training of potential
entrepreneurs must not be put off until the beneficiaries become adults, by which time
they may have acquired non-entrepreneurial habits.
2.1.2 Expected outcomes

It is expected that young people educated with KAB will have a positive approach to
entrepreneurship and will be more inclined to create their own business. In the long term,
youth unemployment is expected to be reduced, as young women and men increase their
employability for wage employment and their capability to create gainful self-employment
or set-up their own business. Another long term outcome would be changes in attitude
within the society towards a positive enterprise culture.
2.1.3 The package

Designed to be taught between 80 to 120 hours, the KAB package comprises 9 modules1,
each representing a key area of entrepreneurship, and they are divided into several topics.
Furthermore, each module is intended as a stand-alone package, requiring no previous
knowledge of the others. The titles of the modules are in the form of questions, the
answers to which learners should know upon completion of the modules. Besides the
modules, the package includes other support materials, as described in table 2:
Table 2 - The KAB Modules
KAB Modules & Support Materials
Module 1 What is Enterprising?

Module 2 Why Entrepreneurship?
Module 3 Who are entrepreneurs?
Module 4 How do I become an entrepreneur?
Module 5 How do I find a good business idea?
1
A Module 10 on Social Entrepreneurship is being developed and will be available in the next international edition to be
published in 2010.
10
Module 6 How do I organize an enterprise?
Module 7 How do I operate an enterprise?
Module 8 What are the next steps to become an entrepreneur?
Module 9 How to develop one’s own business plan?
Business Enables students to understand economic processes and transactions within an
Game enterprise and between enterprises in the market. The game provides an
opportunity to experience the effects of business decisions in a simulated business
environment.
Learner’s Worksheets, handouts and exercises from all for all Teachers Modules compiled
Workbook into the student’s workbook. Contains a glossary explaining the terms and concepts
used in entrepreneurship and business..
Facilitator’s Introduction to entrepreneurship education and the objectives of KAB and provides
Handbook an overview of the course structure, the duration of the modules and related topics
and explains the training methodology of interactive action learning with a variety
of teaching techniques.
KAB CD- Self-learning resource package for KAB key facilitators, promoters and school
ROM teachers. The CD-ROM contains five sections: (1) Interactive training: preparation
for a training course or to review the material after training; (2) Trainer’s material:
manual for the GAME, instructions for other games to be used for the training,
reference to other ILO products and additional readings; (3) Tools for delivery: tools
for preparing lessons (transparencies, handouts and worksheets) (4) Monitoring and
evaluation: proposals and forms for monitoring the training courses delivered, the
performance of the trainees and a Guide on Impact Assessment; (5) Archives:
relevant documents, pictures, video clips.
2.2 Brief KAB History

The KAB program evolved from experience in implementing several projects on small and
medium sized enterprise development and vocational education in Kenya in the late 80’s
and early 90’s. Part of these projects involved training entrepreneurs in management skills
and targeted various government and private TVET institutions. At that moment, the
Ministry of Research Technical Training & Applied Technology had initiated a policy that
mandated all vocational and technical students to complete a course in entrepreneurship
education. Although there was a keen demand for entrepreneurship education in the
country, no specific structured curriculum programmes were then available on this subject.
To address the demand the enterprise department and the ILO’s International Training
Centre (ITC) took steps towards the development of an entrepreneurship education and
training programme for technical and vocational students / trainees. With the collaboration
of the curriculum developers and enterprise development specialists a set of pedagogic
materials was then developed and named Know about Business.2
The next step consisted in pilot testing the KAB programme within selected Kenyan TVET
institutions. After project promoters, teachers, professors and instructors were trained to
promote or deliver the KAB methodology to students/trainees, they started delivering it
within their institutions in Kenya, After this first exercise, the materials were finalized with
basis on the feedback received and later distributed. Since then, in Kenya, entrepreneurship
courses based in the KAB programme became part of the national curricula for vocational
2
The authors of the initial programme package were George Manu, manger of the enterprise programme at the ITC; John
Thiongo, curriculum development specialist in ILO/UNDP project in Kenya (1990-94) and Professor Robert Nelson then head of
the Division of Business Education, Department of Vocational and Technical Education at the University of Illinois, United
States.
11
training and polytechnics3. In the following years, the Kenyan experience motivated many
other countries to officially express their interest in introducing KAB, hence several
workshops were organized with the support of the ITC-ILO in order to train practitioners of
entrepreneurship education / training of various nationalities4.
The methodology was soon introduced in other continents (See the Historical Timeline in
Figure 1), commonly as components of youth employment projects, which has led to the
adaptation and translation of the international authoritative English version to more than
20 languages. The network of KAB practitioners has rapidly expanded in all regions. As of
April 2009, KAB was being or had been pilot tested in about 35 countries, and in about 17 of
them, KAB modules have been incorporated and replicated as part of the curriculum of
education and training institutions or directly integrated into national curricula.
Throughout the years, the KAB experience in the various countries allowed a rising number
of practitioners and students to provide feedback about the materials and the programme
as a whole, and this factor, together with the increasing demand for inclusion of different
topics related to entrepreneurship, inspired a series of revisions and updates on the KAB
programme, so it would better correspond to the needs of education policies and
programmes in a fast changing and globalising world.
In 2000, the initial version published in 1996 was revised and a second edition published. A
third and a fourth edition were released in 2002 and in 2004, and in order to incorporate
the lessons learnt with the implementation KAB in countries across the world, yet other
revised editions were published in 2005, 2007 and 2008. In this process, all modules have
been reviewed and new topics were added in almost all of them. In general, the package
has undergone significant changes in the contents, for example, the recently added module
9 “How to elaborate one’s own business plan”, the Learner’s workbook and the glossary of
economic terms.
The objectives and methodology has also shifted its focus from focussing primarily on
“enterprise” education and imparting knowledge to students about “how to” start a
business to focus also on “entrepreneurship” education and the teaching of entrepreneurial
attitudes and habits of mind that can be applied to all areas of life. This shift happened in
the 2008 revision when new topics related to developing entrepreneurial attitudes were
included in the package. Currently, the 2008 international edition is under revision with
respect to the following aspects: (a) gender mainstreaming, (b) disability mainstreaming, (c)
adding a module on social entrepreneurship, (d) updating of illustrations, e) improving
format and layout, (f) integrating contents about cooperatives. Revisions will be done
throughout 2009 and a revised international edition will be published in 2010.
3
The national curriculum of entrepreneurship education in Kenya has components of both KAB and another ILO training methodology "Improve
Your Business" – IYB. See http://www.ilo.org/images/empent/static/seed/IYBfs0307.pdf .
4
See Table xx : KAB Training of Trainers, Promoters and Facilitators promoted at the International Training Center (ITC - ILO) – since 1999.
12
Figure 1 – Historical Timeline
The KAB programme was launched, drawing from the TIVET experiences in Kenya during the beginning of the 90’s.
In Kenya, KAB was integrated in the curriculum at the Kenya Technical Teacher’s College and introduced in some TIVET institutions.
In Kenya, entrepreneurship education / KAB was integrated in the national curriculum of university level.
KAB translated into French and introduced in West Africa.
KAB adapted and translated to Russian.

In Kenya, an entrepreneurship education based on KAB and SIYB was integrated in the national curriculum of TIVET.
KAB nationally adapted and translated into Spanish, and introduced in Bolivia (TVET and SE, 2000-2001)
First KAB activities in Peru, involving TVET institutions (2001-2002).
In Kazakhstan, entrepreneurship education based on KAB was integrated in the curriculum of TVET institutions and prepared to be replicated.
In Kyrgyzstan, entrepreneurship education based in KAB was officially integrated in the national curriculum (TVET).
KAB nationally adapted and translated into Sinhalese; pilot test phase started in Sri Lanka.
Start of the KAB pilot test in Uzbekistan (TVET).
National adaptation and translation of the KAB package to Bahasa Indonesia, Lao, Chinese, Tétum, Vietnamese.
KAB was officially introduced in the national curriculum for vocational training in Kyrgyzstan.
KAB was pilot tested in Nicaragua and in Honduras (TVET).
In Bolivia, a few TVET institutions incorporated the KAB methodology in their curriculum and began replicating it in the next school years.
In Indonesia, the piloting secondary vocational schools integrated KAB into their curriculum.
In PNG, TVET institutions started to pilot test KAB.

.
The KAB pilot test phase started in the Philippines and in Viet Nam, within SE and TVET institutions.
Entrepreneurship education / KAB was officially integrated into the national curriculum of in Sri Lanka (TVET), Lao PDR (TVET), Peru (SE and
technical secondary education),
Entrepreneurship education / KAB was officially integrated in the national curriculum in Indonesia (secondary vocational education), in Timor
Leste (secondary technical education), Syria (TVET, SE).
KAB was nationally adapted and translated to Mongolian. Pilot test phase started.
National adaptation and translation of the KAB package to Vietnamese.

An Arabic version of KAB was developed.
The KAB pilot test phase started in Russia (HE), in Oman (TVET).
A KAB pilot test started in PNG (secondary education), in Mauritius (TVET), Egypt (TVET and HE), Tunisia (TVET and SE), Iraq (TVET), Yemen (TVET)
In Tanzania, the new curriculum Entrepreneurship Education and Training was officially accredited by the VETA and approved for being
rolled out to all TVET institutions. Two versions of the materials (in English and in Swahili) were published.
.
In Mozambique, KAB was integrated as part of the curriculum of a secondary school and a university.
A KAB pilot test started in Morocco and in Tunisia (higher education) and in Iran (TVET).
In Zimbabwe, KAB was integrated as part of the curriculum of two universities.
13
2.3 Promoting KAB
The network of KAB practitioners around the world has been expanding in all regions,
including not only teachers, instructors and directors working in public and private SE and
TVET institutions, but also in staff from universities and polytechnics, national ministries
(education, labour, training), teacher training institutes, business development
organizations and non-governmental organizations, all backstopped by ILO field specialists
and the so-called KAB Key Facilitators. The global coordination of these stakeholders has
been set as a shared responsibility between the ILO headquarters in Geneva and the ILO
International Training Centre in Turin, Italy. They work jointly to support the national and
international partners in delivering the KAB programme and to respond to the increasing
demands deriving from the expanding outreach of the programme around the world.
2.3.1 Key Facilitators and Facilitators

The KAB programme is promoted, implemented and replicated by a network of trained and
ILO accredited Key Facilitators, who are able to work in different levels and target groups:
International Key Facilitator: Works globally and trains regional and national key facilitators,
develop projects and promotes entrepreneurship education and the global level. Co-signs
certification of regional and national key facilitators they have trained. Full access to KAB
international and national education curriculum and other related project design materials.
Regional Key Facilitator: Works internationally in their region of origin covering several countries,
trains national key facilitators and teachers, and co-signs certification of National facilitators they
have trained. Full access to KAB international and national education curriculum.
National Key Facilitator: Works within their country of origin (typically these are teacher educators
or ILO enterprise project staff), trains the school teachers who deliver KAB to students, they have the
competence to issue certificates of attendance of KAB courses to the teachers. Full access to KAB
international and national education curriculum.
Facilitator: Teachers, instructors or professors at various levels of education that teaches
entrepreneurship education/KAB directly to students/trainees within their country. The ILO does not
certify national school teachers at this level (see paragraph below).
The ITC is responsible for organising an annual International KAB TOT workshop for
facilitators, key facilitators and project promoters and for the licensing of key national,
regional and international facilitators. This is done in partnership with EMP/SEED Geneva
and the Key International/Regional/National Facilitator Certificates are signed jointly by the
ITC, ILO Geneva and the Key Facilitator who led the training. The roles and responsibilities
of the key facilitators, as well as their accreditation process, are shown in Box 1. The ILO
does not accredit facilitators. The official accreditation as KAB subject teacher / trainer /
professor depends on the national systems and the related teacher competencies at a given
education level in a member state. This certification is thus the responsibility of national
education authorities. However, the ILO does try to influence national certification authorities to
include entrepreneurship education competencies.
14
Box 1 - Roles & responsibilities of Key Facilitators and their accreditation process
International Key Facilitator
The roles and responsibilities of International Key facilitators are to promote KAB as a comprehensive training
programme for Entrepreneurship Education in Vocational Education, Secondary Education and Higher Education levels.
The International Key Facilitator operates at all levels from promotion, to project design, to materials revision, to the
training of regional and national facilitators, and coordinating impact assessment studies. An International Key
facilitator must have the following competencies and build up the following experiences to achieve certification:
• demonstrated expertise in enterprise promotion and entrepreneurship education

• participation in key facilitator workshop organised by the ILO
• co-facilitation of at least one training of regional or national facilitators under the supervision of a certified
international facilitator
• conduct awareness and information workshops at country level
• contribute to the design and implementation of country strategies and projects
• ability to work individually in training teachers and teacher educators
• monitor and control quality of country implementation and guide impact assessments
• regular semi-annually reporting on KAB activities to global programme management
• Responsible for uploading monitoring and outreach data to the ILO global resource platform on youth
entrepreneurship (www.youthentrenet.org)
Regional Key Facilitator
The role and tasks of the Regional Key Facilitator are the same as those of the International Key Facilitator with the
exception that the Regional Key Facilitator works in a limited number of countries in a given region. A regional Key
facilitator should have the following competencies and build up the following experiences to achieve certification:
• familiar with enterprise promotion and entrepreneurship education

• having participated in a Key facilitator workshop organised by the ILO
• certified as National Key Facilitator and subsequently facilitated training of other National Key Facilitators under
the supervision of international key facilitator
• ability to design KAB country strategies
• being involved in a KAB pilot test programme with follow-up and monitoring
• regularly reporting and updating of regional activities to the global KAB programme coordination (ITC, SEED)
National Key Facilitator
The National Key Facilitator’s main task is to train teachers who are selected for KAB classes in vocational, secondary
and higher education. A National Key facilitator should have the following competencies and build up the following
experiences to achieve certification:
• familiarization with enterprise promotion and entrepreneurship education

• having participated in a KAB Key Facilitator workshop organised by the ILO
• co-facilitated at least one national training of teachers under the supervision of an international or regional key
facilitator
• intensive knowledge of the KAB monitoring & evaluation system
• regularly 6-monthly collection of monitoring data from participating schools and transmission to a designated
country focal points
15
2.3.2 KAB delivery process
The promotion of the KAB programme in a given country follows different stages and
depends upon the specific opportunities. Considering the KAB experience throughout the
years, the national implementation has already been led (a) by the national government,
normally in the context of a broader project to integrate KAB in the national education
curriculum of either secondary level, TVET or higher level; (b) by one or more education /
training institutions (vocational training institutes, secondary schools, universities, etc)
public or private, including those run by employers’ or workers’ organizations. It is
important to highlight, however, that these cases are not mutually exclusive and very often
both the government and non-governmental institutions have carried out joint initiatives to
introduce KAB, or in a few cases, separate entrepreneurship projects. In all circumstances,
the ITC and ILO Geneva share the responsibility for supporting the promotion, further
development and introduction of entrepreneurship education in ILO member states and
this also requires close coordination with ILO regional offices and area/country offices,
which have the direct responsibility for promoting entrepreneurship education with
constituents in ILO member states.
A common sequence of KAB implementation steps is:
1) The interested institutions (national government, workers’ and employers’ organizations,

individual education and training institutions) contact the ILO about the introduction of the
KAB programme. The ILO constituents send an official request for assistance in the process.
2) Usually a national sensitization/awareness workshop on the KAB programme is conducted
and the role of entrepreneurship education in national youth employment efforts is
undertaken. Otherwise, often the institutions decide first to send staff members to
participate in the annual KAB training workshop for facilitators, trainers and promoters at
the ITC, in Turin. During this training, an action plan is developed with support of the ITC,
and it often involves the national sensitisation on the KAB programme by the participants of
the workshop within their institutions.
3) The implementation strategy is designed to introduce KAB. Usually, this can be through a
new technical cooperation project, or an existing project may include KAB as part its
activities, or an ILO area office may contribute with funds to introduce or pilot test KAB.
When the introduction of KAB is an ad-hoc initiative by one or a few education and training
institutions, they normally cover their own implementation costs.
4) The introduction of KAB either in the national education curriculum or in the curriculum of
given education / training institutions involves a series of basic activities, such as: the
adaptation of the KAB materials to national contexts, training of facilitators and promoters
at the education / training institutions where KAB will be introduced, delivering KAB to
students / trainees on a pilot basis, coaching and exchanging experiences among the
implementing institutions and partners, evaluating the pilot exercise, and finally, the
decision about the integration of entrepreneurship education in the curriculum (either in
national level or in given institutions). All these steps are carried out with the support of the
ITC, ILO’s area offices, enterprise specialists or technical cooperation projects.
5) When the government decides to integrate entrepreneurship education as part of the
national education curriculum, it involves replicating the programme over the next school
years and gradually rolling it out to an increasing number of education / training
institutions. Hence, the next step usually includes the training and certification of more key
facilitators, facilitators, and promoters from the additional institutions. Similarly, when
given education / training institutions decide to integrate entrepreneurship education as
part of their curriculum, this is usually followed by the training of additional facilitators and
promoters. If certified national key facilitators are not available in a country, the ITC will
16
invite candidates to the annual KAB training workshop in Turin or alternatively organize
national KAB training workshops to develop a pool of national key facilitators.
2.3.3 Levels of implementation

Since the KAB promotion in the national level is normally done according to a series of
steps, each country can be classified in line with its progress within the implementation
process. Considering the KAB experience in the countries, three implementation levels can
be pointed out:
First level: national institutions have been familiarized with the KAB programme by means
of a sensitization / awareness raising workshops conducted by trained KAB Facilitators or
Key Facilitators. Furthermore, the preparation for a pilot test within the education / training
institutions may have started, what includes the situations in which nationals have been
trained to teach or promote KAB, either through the ITC annual workshop or by nationally
conducted workshops.
Second level: a pilot test within one or more education / training institutions has been
conducted or is ongoing. In other words, the entrepreneurship education based in KAB has
been or is being taught to students / trainees on a pilot basis.
Third level: when one or both of the following circumstances occurs: (a) the government
has decided and started to carry out the integration of entrepreneurship education as part
of the national curriculum at any sector (secondary education, TVET, higher education).
Therefore, entrepreneurship education is being or will be replicated in the next school
years and gradually rolled out to all national institutions of the corresponding sector; or (b)
one or more education / training institutions of any sector (SE, TVET, HE) have started to
carry out the integration of entrepreneurship education as part of their curriculum and
planned its replication in the next school years.
17
Global Outreach Figures
3 3.1 Countries implementing KAB

Since the KAB programme was launched, numerous education and training institutions in a
wide range of locations have taken steps to deliver it. A total of 48 countries located in
South East Asia & the Pacific, Middle East, Latin America, North Africa & Sub-Saharan Africa,
Central Asia & Caucasus have already carried out activities oriented towards introducing
KAB, either by local institutions or in the national level. In the process of introducing KAB,
these countries have reached different progress levels, such as illustrated by Figure 2:
Figure 2: KAB countries and implementation level
Latin America: Morocco 2nd

Bolivia 3rd Tunisia 2nd
Ecuador 1st
Middle East:
Honduras 3rd
Iran 2nd
Nicaragua 2nd
Iraq 2nd
Panama 1st
Oman 2nd
Peru 3rd
Palestine 1st
North Africa: Syria 3rd
Algeria 1st Yemen 2nd
Egypt 2nd
18
South East Asia & the Pacific: Mozambique 3rd
Cambodia 2nd Nigeria 1st
China 3rd Senegal 2nd
Indonesia 3rd South Africa 1st
Lao PDR 3rd Tanzania 3rd
Mongolia 2nd Uganda 3rd
Papua New Guinea 2nd Zimbabwe 3rd
The Philippines 2nd
Central Asia & Caucasus:
Sri Lanka 3rd
Armenia 1st
Timor Leste 3rd
Azerbaijan 1st
Viet Nam 2nd
Georgia 1st
Sub-Saharan Africa: Kazakhstan 3rd
Botswana 3rd Kyrgyzstan 3rd
Burkina Faso 1st Russia 2nd
Ivory Coast 1st Tajikistan 2nd
Kenya 3rd Uzbekistan 2nd
Lesotho 1st
Mali 1st
Mauritius 2nd
The implementation of the KAB programme has been targeting mainly at developing
economies, most of them located in South East Asia & the Pacific and Sub-Saharan Africa.
Presented in Figures 3, 4 and 5 below are these countries according to the region, the GNI5,
and HDI6 index.
Figure 3 - KAB geographical coverage according to regions

6 countries 8 countries
Central Asia &

Causasus
6 countries South East Asia & the
Pacific
Sub-Saharan Africa
10 countries
North Africa
4 countries
Middle East
Latin America
14 countries
5
National economies can be classified according to the GNI per capita, calculated using the World Bank Atlas method (GNI per
capita as of 2008). The groups are: low income, $975 or less; lower middle income, $976 - $3,855; upper middle income,
$3,856 - $11,905; and high income, $11,906 or more. The list of countries classified according to these categories is found at
http://go.worldbank.org/D7SN0B8YU0
6
According to the Human Development Index (HDI), which measures the average achievements in a country on three basic
dimensions of human development: a long and healthy life (Life expectancy index), knowledge (Education index) and a decent
standard of living (GDP index)? It is calculated for 177 countries and areas for which data is available. The list of countries
classified according to the HDI can be found at: http://hdr.undp.org/en/statistics/
19
Figure 4 - KAB implementing countries according to income
1 country
8 countries
15 countries
Low income
Lower middle income
Upper middle income
High income
23 countries
Source: World Bank (http://go.worldbank.org/D7SN0B8YU0)
According to Figure 4, thirty-eight of the KAB targeted countries (about 82%) are among the
low income or lower middle income countries. Only Oman can be classified as part of the
high income economies.
Figure 5: KAB implementing countries according to human

development level
6 countries 8 countries
3 countries
15 countries
16 countries
Low Human Development (179th to 154th) Medium Human Development (153th to 120th)
Medium Human Development (119th to 90th) Medium Human Development (89th to 76th)
High Human Development (75th - 1st)
Figure 5 shows the profile of the KAB implementing countries in terms of their position on
the global HDI rank (179th being the country with the lowest HDI). 8 Countries are in the
“low” range, 34 countries in the “medium” range and only 6 countries in the “high” range.
In summary, 42 out of the 48 KAB countries (87.5% of all implementing countries) are in the
medium to low range on the HDI.
3.1.1 KAB Languages

The process of introducing KAB in a country involves nationally adapting the materials to
the social and economic context and translating the international authoritative versions,
which are in English and French. Normally, this is done with the support of national key
20
facilitators, curriculum developers and professional translators. The KAB materials have
been translated to the languages shown in table 3 below.
Table 3: Languages in which KAB is available
Languages and dialects Where the KAB package has been delivered (to students)
7
1. Arabic Egypt , Morocco, Tunisia, Iraq, Oman, Yemen, Syria
2. Azerbaijani Azerbaijan
3. Bahasa Indonesia Indonesia
4. Chinese China
5. English Botswana, Cambodia, Egypt, Kenya, Mauritius, Papua New
8
Guinea, the Philippines, Oman, Syria , Sri Lanka, Tanzania,
Uganda, Zimbabwe.
6. Farsi Iran
9
7. French Senegal, Tunisia, Morocco.
8. Kazakh Kazakhstan
9. Kyrgyz Kyrgyzstan
10. Kurdish Iraq
11. Lao Lao PDR
12. Mongolian Mongolia
13. Russian Russia, Tajikistan, Uzbekistan, Kazakhstan, Kyrgyzstan
14. Portuguese Timor Leste, Mozambique
15. Sinhala Sri Lanka
16. Spanish Bolivia, Peru, Honduras, Nicaragua
10
17. Swahili Tanzania
11
18. Tajik Tajikistan
19. Singhala Sri Lanka
20. Tétum Timor Leste
21. Uzbek Uzbekistan
22. Vietnamese Vietnam
7 At the moment, KAB is taught with the Arabic version at technical secondary schools and vocational training centres, and in
English in higher education.
8 In 2006-2007, the programme was implemented in English in High Institutes of Languages.
9 The KAB Distance Learning programme in French has been delivered in Morocco and Tunisia.
10 Only a few modules of KAB adapted to form the EET curriculum. The EET’s Trainer Guide and Trainees Handbook for Module
1 and 2 were published in both English and Swahili.
11 The KAB materials have been adapted to the context of Tajikistan and Uzbekistan, by a Mini Programme on KAB for children
at risk of being involved into worst forms of child labour (a component of the EYE Project in Central Asia). The full 120-hours
version was adapted into two separate packages: (1) 80 hrs version to be used for out-of-school and working children aged
16/18; (2) 40 hrs version to be used for children aged 14/16. This adapted material was translated to Tajik and Uzbek and
taught in a 10-day training.
21
Table 3 refers to the cases in which the full KAB package has been translated and also the
circumstances when national entrepreneurship curricula were developed using only some
KAB modules, therefore, only these modules were translated. For instance, the new
national Entrepreneurship Education and Training curriculum in Tanzania, which took inputs
from a few KAB modules; a entrepreneurship education course for secondary schools
adapted from the KAB materials and translated into Tamil in Sri Lanka; an adapted
entrepreneurship training package targeting children at risk of being involved into worst
forms of child labour, translated into Tajik; among other examples. Moreover, it is
important to notice that each language listed in Table 3 does not necessarily imply one
single version of the materials. Various national adaptations have been often made in one
same language (for example, different English versions are used in the Philippines, Syria,
PNG, among other countries and languages).
3.1.2 Countries in advanced stages of KAB implementation

In 17 countries, KAB has been integrated in the curriculum of one or more education
institutions thus setting the basis for its replication in the following academic years or it has
become part of the national curriculum of a specific education level and is being rolled out
to all corresponding institutions. These countries are classified as being in the “3rd level” of
implementation and are located in Sub-Saharan Africa and South East Asia & the Pacific as
shown in Figure 6. These countries are listed in Table 4, along with an overview12 of the KAB
experience in each of them:
Figure 6 - KAB geographical coverage: countries in the 3rd level of

implementation
2 countries
3 countries
Central Asia & Causasus
South East Asia & the Pacific

1 country Sub-Saharan Africa
North Africa
5 countries
Middle East
Latin America
6 countries
rd
Table 4: Countries at the 3 level of implementation
Region / Education
KAB Experience − overview
Countries Sector
12
For more information on the countries experience, refer to Annex 1.
22
Kazakhstan TVET The KAB programme was pilot tested in 5 professional colleges and lyceums (primary
vocational education), starting in the school year of 2001-2002. The pilot test was
extended for another year, and finally, in 2003, a decree from the Ministry of Science
and Education was issued introducing entrepreneurship education based on KAB
modules in the curriculum of the primary vocational education system on national level.
Contents of the KAB programme were then officially integrated as a part of the course
“Basics of the Market Economy”, which was taught during two academic years for 100-
120 hours (with KAB taking about 25 hours). The new curriculum with KAB contents is
being progressively rolled out to additional institutions of primary vocational education.
Moreover, in 2007, KAB was introduced as a component of a regional initiative to
combat the Worst Forms of Child Labour in Central Asia. As part of this initiative, a 5-day
training programme (named “Tourist business”) was developed based on KAB. Two
training sessions were conducted by ILO accredited KAB facilitators for a selected group
of 30 young people (age of 14-18) in the Usharal region and Almaty oblast. It is
estimated that, until 2008, around 10 primary vocational schools had taught KAB
(through the course “Basics of the Market Economy”), and about 3,380 students had
been reached.
Kyrgyzstan TVET The first KAB activities in the country started in 2002, when the first facilitators, key
facilitators and project promoters were trained and KAB was pilot tested in 8
professional lyceums and other vocational training institutions in Bishkek,Talass,
Mocowski, Kok Jangak, Jalalabad, reaching around 106 students. The pilot phase was
extended, until 2004, when the Government issued a decree establishing that a newly
developed curriculum named “Basic Business and Entrepreneurship” (120 hours), based
in the KAB programme, should be integrated in the national curriculum of primary
vocational education and gradually be rolled out to all concerned institutions, starting
from the academic year of 2004-2005. The course “Basic Business and
Entrepreneurship” would be taught in 120 hrs per academic year. It began to be
delivered by an increasing number of vocational education institutions. In 2007, the KAB
programme was adapted and taught to out-of-school youth and children living in rural
areas, as part of the ILO’s efforts to combat the Worst Forms of Child Labour in Central
Asia. Ten business students were trained in KAB in order to teach the programme to
these children. Over 60 rural unemployed youth living in 5 oblasts, Jalalabad, Osh, Chui,
Naryn and Issyk kul were taught with KAB. Since 2002, it is estimated that about 50
educational establishments of primary vocational education have taught KAB contents
(either with “Basic Business and Entrepreneurship” or other adapted KAB versions),
reaching over 9,800 young students around the whole country.

China HE A total of 92 universities from 25 provinces have integrated KAB in their curriculum and
have been delivering the programme to their students. After the pilot test in the
academic year 2006-2007, the first higher education institutions to integrate KAB as part
of their curriculum was in 2007-2008, and since then the programme will continue to be
rolled-out to an increasing number of institutions every year. The plan is to have KAB
introduced in 400 universities across China. So far, about 15,620 students have been
taught with KAB, a number which will exponentially rise over the coming years.
Indonesia TVET Entrepreneurship education / KAB has been integrated as part of the national curriculum
of vocational secondary schools (SMKs) since 2007, when the subject started to be rolled
out to all institutions of this kind in the country. Since the pilot test started in the school
year 2005-2006, around 132 SMKs have taught entrepreneurship education to over
45,945 students. Steps have been taken to enable the training of a total of 836
facilitators until the end of the year, all from 24 general secondary schools and 17
vocational secondary schools in many locations. Also, the teacher training centre (P4TK)
of Malang has been has been working to reach the goal of training around 1,000
facilitators in KAB by the end of 2009 and delivering entrepreneurship education / KAB
to about 20,000 students during the school year 2009-2010.
23
Lao PDR TVET, SE, Entrepreneurship education / KAB has been part of the national curriculum of technical
non-formal & vocational level since the school year 2006-2007. So far, around 20 TVET institutions,
training secondary schools and non-formal training organizations have delivered
entrepreneurship education / KAB and over 23,044 young students have participated in
these courses. Currently, the Ministry of Education is reviewing the existing curriculum
of upper secondary school and expressed its intentions to pilot test KAB as an optional
subject in the school year 2009-2010. The pilot test is planned for 10 secondary schools
of Vientiane and 5 provinces, and It is estimated that 500 students will enroll in the KAB
courses in this period. If this round of the KAB pilot exercise comes out positively, a
revised national curriculum will be introduced, with the KAB programme integrated as
an optional subject starting from 2010.
Sri Lanka TVET, SE Since the school year 2006, the KAB programme has been part of the national
curriculum of vocational education and training, and is being gradually rolled out. Five
umbrella TVET organizations have been delivering the programme within their branches
countrywide, including two key governmental authorities. It is estimated that 5,343
vocational trainees have taken KAB courses. In secondary education, the activities have
started in 2006, when a 2-year course called "entrepreneurial studies" was developed
with basis on the KAB package, to be taught as one of the four elective courses available
th
for 10 grade students. Approximately 90 hours in total were dedicated to it. After
teachers were trained in 2006 to deliver KAB, the first SE schools started to deliver it in
January 2007. By the end of 2008, about 27,500 students had taken the
entrepreneurship course (available in Sinhala, Tamil and English). Overall, it is estimated
that over 32,843 students / trainees have been taught with entrepreneurship education
/ KAB in SE and TVET institutions.
Timor TVET Since 2007, after positive feedback on the pilot exercise, an entrepreneurship education
Leste course based in the KAB modules was incorporated as part of the national curriculum of
secondary technical education. The course is delivered in 3 years. The curriculum is
being rolled out, and so far, there are currently 15 secondary technical schools in 11
cities that have delivered it, and over 8,000 students taught, with two national versions:
in Tétum and in Portuguese.
Latin America
Bolivia TVET, SE, HE The country has one of the longest experiences with the KAB programme. In the years
2000-2001, KAB was introduced as a component of a broader strategy against the
expansion of coke plantations in the region of Cochabamba. Initially, about 15 technical
secondary and general secondary schools in the region started to deliver KAB.
Afterwards, the outreach of KAB in the country was significantly expanded through a
comprehensive ILO program implemented in Latin America from 2002 until 2006.
During this period, KAB was pilot tested with students in public and private secondary
education, technical and vocational institutes, and universities; and also with out-of-
school youth: conscripts in the Armed Forces, in a penitentiary, and at NGOs targeting
low-skilled unemployed young people and street youth. By 2005, over 10 education and
training institutions had individually incorporated an entrepreneurship education / KAB
course in their curriculum and began replicating it. The administration of the Chapare
region has decided to incorporate and entrepreneurship education course into the
regional curriculum based on KAB. Since it was introduced in Bolivia, KAB has been
delivered in over 60 institutions and around 18,330 young people have been taught.
24
Honduras TVET The KAB programme has started its activities in the country in 2004, and was pilot
tested in technical secondary schools and vocational training institutions in 2005. About
17 institutions participated in this experience, as well as over 675 students and trainees.
During this experience, some workshops were held between the partner institutions to
discuss the overall progress of the KAB delivery; as a result, a network of KAB
practitioners was gradually formed and a national coordination was established. The
overall positive feedback on KAB motivated a public umbrella organization responsible
for 4 institutes of technical and vocational education (National Institute for Vocational
Training - INFOP) to integrate some KAB modules and SYB contents in its original
methodology of business management and to start replicating it within its member
institutions. Also, another public umbrella institution responsible for public institutes of
technical and vocational education (the National Center for Work Education -CENET)
has developed an entrepreneurship education curriculum based in KAB and SIYB, which
has been replicated in the school years after the pilot test in the branches located in
Francisco Morazán, Atlántida, Cortés, La Paz e Intibucá.
Peru TVET, SE, HE Since 2001-2002, KAB has been delivered by Peruvian institutions in the field of
technical and vocational training, mainly in the regions of Arequipa, Lima, Cusco,
Abancay and Cajamarca. From 2004 onwards, the outreach of KAB in the country was
significantly expanded through a comprehensive ILO program implemented in Latin
America. The KAB programme started to be delivered on a pilot basis in about 120
institutions in 14 regions of the country, including technical and general secondary
schools, higher education and institutions of non-formal education / training (young
offenders at the Social Rehabilitation Centres belonging to the Judiciary). An
entrepreneurship education course based in KAB was later integrated into a national
curriculum developed for secondary education, named “Education for Work”. In 2006,
the curriculum started to be rolled out to an increasing number of technical and general
secondary schools. Also, the Social Readjustment Centres located in Piura, Pucallpa,
Maranga and Lima continued to deliver entrepreneurship education classes in the years
that followed the pilot exercise. Nowadays, it is estimated that around 9,950 students,
in 120 institutions across Peru, have been taught with KAB.
Sub-Saharan Africa
Botswana SE Entrepreneurship education / KAB was officially integrated into the national curriculum
in the beginning of 2009, and rolled out to all the 28 senior secondary schools in the
country. The plan is to offer it to all students in these schools, regardless of their
subject/course combinations, with a two-year course. The first KAB students will
complete the course at the end of 2010 and it is estimated that around 21,850 students
will graduate from secondary school having participated in the KAB course. It is one of
the countries with the largest built capacity to replicate KAB: around 1,000 trained KAB
facilitators, key facilitators and promoters, including 26 national key facilitators and 1
regional key facilitator accredited by the ILO.
Kenya TVET, HE KAB has been integrated in the national curriculum of TIVET (technical industrial
vocational education & training) and university levels. Kenya is the country with the
longest KAB experience, as it was where the programme was launched (1996), in the
context of the high demand for an entrepreneurship course and drawing from the
accumulated experience of TIVET in the country during the beginning of the 90’s. Since
1996, entrepreneurship education / KAB has been integrated in the curriculum of Kenya
Technical Teacher’s College, then some years later, it became part of the national
curriculum of TIVET institutions and universities. The Ministry of Higher Education,
Science and Technology has officially adopted the revised KAB 2005 version. According
to the available records, more than 4,480 facilitators, key facilitators and promoters
have been trained in Kenya since the beginning of the 2000’s. It is estimated that 1,695
TIVET institutions around the whole country have taught KAB since 2005, to a total of
about 218,860 students.
25
Mozambi SE, HE In 2008 and 2009, 3 private universities and 1 private secondary school started to pilot
que test an entrepreneurship course based on KAB with their students. And since the
beginning of 2009, the secondary school and one university have incorporated a KAB-
based entrepreneurship course as part of their curriculum and will replicate it in the
next school terms. Since 2007, it is calculated that 26 Facilitators, Key Facilitators and
Promoters have been trained in the country and over 375 students have been taught
with the programme.
Tanzania TVET An entrepreneurship training based in KAB has been integrated in the national
curriculum of TVET since the beginning of the 2000’s. Named “Entrepreneurship
Development & Education – EDE”, the programme was then officially introduced and
gradually rolled out to all Vocational Training Centres – VTCs, reaching over 860
institutions. In 2005, the Morogoro Vocational Instructors Training College (MVITC) and
the Vocational Training Authority (VETA) initiated a technical cooperation project
centred on integrating a revised entrepreneurship programme into the curricula of both
the instructor’s college and the VTCs. A newly developed curriculum, named
Entrepreneurship Education & Training (EET), was then developed by drawing on and
13
adapting a few modules of KAB, among other sources . It has been pilot tested in 7
VTCs, starting from 2006, and over 155 facilitators have been trained and coached to
teach the new methodology. In 2008, a first version of EET materials was officially
approved and accredited by the VETA (96 hours of entrepreneurship training, to be
taught in 2 years). Nowadays, Tanzania’s TVET system is undergoing a transition phase
from the EDE to the new EET curriculum, which is planned to be gradually rolled out to
all VTCs in the next few years, starting from 2009 (first to the ones owned by the VETA-
owned and later to non-VETA VTCs). It is estimated that so far (2006-2008), a total of
3,330 trainees participated in EET courses, in 7 pilot VTCs: Dar es Salaam, Kihonda,
Dodoma, Iringa, Mbeya, Moshi and Tanga.
Uganda TVET, HE, SE The current KAB activities in the country consist mainly on the outcomes of a series of
training workshops conducted in East Africa between 2002 and 2004, when the first
Uganda-based facilitators and project promoters were trained. There was a total of
about 20 Uganda-based participants, working in 16 institutions, among public and
private vocational education and training institutes (VET) and umbrella organizations,
one secondary school, one public university and governmental authorities. By 2006,
although KAB had not yet been integrated in the national curriculum of education and
training, the programme had been delivered by or incorporated into the curriculum of
about 26 institutions which had started to carry out different activities in regards to
introducing KAB: (a) the public institution Kyambogo University had reviewed its
curricula and incorporated KAB modules to suit different levels and courses in the fields
of engineering, vocational education, science and technology; (b) the four public VET
institutes under the Directorate of Industrial Training (DIT) and other private VET
institutes (at least 20 institutions under the Uganda Association of Private Vocational
Institutions - UGAPRIVI) conducted awareness raising workshops or training workshops
for their own staff in preparation to deliver KAB. Most of the institutions have pilot
tested KAB and, by 2006, all the participating private VET providers were able to make
adjustments in their curricula, either by incorporating the full package or just some
modules; (c) the secondary school Bulo Parents had integrated KAB modules within the
syllabus determined by the Uganda National Examinations Board; (d) the governmental
authority DIT, which supervises about 400 private and four public vocational education
and training institutes, had provided training and advice to other institutions on how to
integrate entrepreneurship into their programmes (e) the Ministry of Education and
13
The former curriculum EDE was based fully on KAB, however, it incorporated a specific conventional approach (theory-based),
with class sizes of up to 90 trainees. The EET entrepreneurship curriculum is based on trainee-centred learning process and in
action learning principles. This means learning-by-doing and involves a reduced class-size (max. 25 trainees), with practical
exercises, case studies, business games and trainees running a mini-business. The materials were developed with basis on KAB
modules (60 to 70% of KAB) and the ILO Business Game, as well as contents from the methodology CEFE (GTZ’s Competency-
based Economies through Formation of Enterprise).
26
Sports had provided entrepreneurship training to heads of vocational institutes. At that
time, the authorities responsible for setting the curriculum for public VET institutions
did not have a policy on whether entrepreneurship education should be included in
vocational training courses (though secondary schools do have an approved curriculum
on entrepreneurship), therefore, VET institutions would make independent decisions on
whether or not to offer the course.
Zimbabwe HE The KAB activities in the country started in 2008, when the first facilitators and project
promoters working in vocational training institutions, technical schools and teachers
training colleges were trained in a nationally conducted workshop. As part of their
accreditation, four short workshops were held in which the trained facilitators delivered
a few KAB modules to students / trainees and their teaching performance was observed
by key facilitators. A total of about 75 students participated. Later in 2008, two public
institutions of higher education under the Ministry of Environment and Tourism − The
Zimbabwe College of Forestry and the Forestry Industry Training Centre − decided to
incorporate the KAB Programme in their curriculum and will deliver it as part of their
colleges’ curriculum, starting from 2009. Their training timetable was reviewed and
some sessions were included to cover KAB topics, which have been delivered by trained
facilitators. Since January 2009, the taught curriculum on the programmes National
Certificate for Saw Doctoring, Certificate in Forestry, Diploma in Forestry and Diploma in
Wood Technology included a compulsory entrepreneurship course (approximately 60
hours) based on KAB and SYB.
Middle East
Syria TVET, The first KAB activities were carried out in 2006, when the materials were adapted to the
SE and Syrian social and economic context and translated to Arabic. In the school year 2006-
HE 2007, the pilot test started in 19 secondary schools, vocational schools and intermediate
institutes, reaching around 330 students and trainees. KAB was taught during one year, in
84 hours. Also, at university level, 4 institutions started to pilot test KAB to about 100
students, in Aleppo, Damascus, Homs and Lattakia. In these institutions, KAB was
delivered within three months, 9 hours per week. In 2007, the entrepreneurship
education course / KAB was officially integrated into the national curriculum of secondary
vocational schools and intermediate institutes, and it started to be rolled out to an
increasing number of institutions. In the school year of 2007-2008, over 6,000 students
were reached, in 58 secondary schools and intermediate institutes in 5 governorates. In
the schools, KAB became a mandatory subject, implemented in two phases (56 hours
th th
each): the first 4 modules delivered in 10 grade, and the last 5 modules delivered in 11
grade. In intermediate institutes, 90 hours were dedicated to KAB. Also, the KAB
programme continued to be delivered in the previous universities and was extended to
an additional one. Hence, 8 faculties delivered KAB as an elective course. In the next
school year (2008-2009), the KAB-based course was rolled out to additional TVET and SE
institutions, and more hours were dedicated to it in intermediate institutes (120h). To
this point, a total of about 90 institutions (TVET, SE and HE) have delivered
entrepreneurship education / KAB to over 33,839 students, in Damascus, Aleppo,
Lattakia, Homs, Deir Al Zor, Rural Damascus and Tartous.
3.1.3 Countries pilot testing KAB

In 18 countries, one or more education and training institutions are currently carrying out a
pilot test of the KAB programme, or have already pilot tested it at some point, but the
process of institutionalization of the programme has not yet been concluded. These
countries are classified as being in the “2nd level” of implementation and in many cases, the
pilot test phase has lasted more than one school term, mostly when there is a need for
continuous adjustments to better fit the education and training demands, in order to make
progress towards the integration of KAB into the curriculum (in the national level or by an
27
institution). Most of the countries in the second level are located in South East Asia & the
Pacific and in the Middle East, such as shown in Figure 7. Also, an overview14 of their
experience in delivering KAB is represented in Table 5:
Figure 7 - KAB Geographical coverage: countries in the

2nd level of implementation
1 country
3 countries Central Asia & Causasus
South East Asia & the

4 countries Pacific
Sub-Saharan Africa
North Africa
5 Middle East
countries
3 countries Latin America
2 countries
Table 5: Countries in the 2nd level of implementation
Region / Education
KAB Experience − overview
Countries Sector

Russia HE Entrepreneurship education / KAB is being delivered on a pilot basis at the Belgorod
State University since the school year 2007-2008. Around 280 students participated in
the pilot exercise. After a positive feedback from students and facilitators, the University
decided to continue pilot testing the course in the school year 2008-2009. It is estimated
that, so far, the entrepreneurship education / KAB course has been delivered to a total
of 490 students (including the currently enrolled).
Tajikistan TVET Entrepreneurship education programmes based in KAB were pilot tested in a few
primary vocational schools and professional lyceums, starting in 2003 and 2004, after
the implementation of two training workshops with about 33 facilitators, key facilitators
and project promoters. Two of the participating institutions reported to have continued
pilot testing KAB after the first experience. Moreover, in October 2007, a 10-day special
KAB training was conducted for 25 children at risk of being involved into worst forms of
child labour, held at the Special Vocational School (SVS) in Dushanbe city. The KAB
package was adapted and localized to the context of Tajikistan, and two separate
packages in Tajik were developed: one for out-of-school and working children aged
16/18 (80 hrs), and another for children aged 14/16 (40 hrs). It is estimated that, so far,
about 100 trainees have been taught with KAB-based courses, in at least 3 institutions.
14
For more information on the countries experience, refer to Annex 2.
28
Uzbekistan TVET An entrepreneurship education / KAB course was introduced into the study curricula on
a pilot basis at professional colleges and other institutions of secondary specialized
vocational education & training (SSVET), starting from the school year 2004-2005. The
course was pilot tested in several modalities and formats (elective courses, 13-
hour/week pre-diploma field work, etc), in 19 SSVET institutions located in 10 regions
around the country. This exercise targeted around 250 students and trainees. In the
school years that followed, the pilot SSVET institutions continued to deliver the
programme. In 2007, the Ministry of Higher and Secondary Specialized Education issued
an order that officialised and directed the path of the pilot phase, determining a list of
additional professional colleges that would start pilot testing KAB and establishing a
revision of the national curriculum for SSVET in order to include the entrepreneurship
education / KAB course. It is estimated that, until 2007, 23 institutions had delivered the
course, to over 2,300 students.
KAB classes were held in a pilot basis at the Royal University of Law and Economics
(RULE), in Phnom Penh. The pilot test started in 2005 and lasted for 3 semesters, when
Cambodia HE
KAB was delivered to 3 classes of undergraduate students, making a total of about 100
students.
TVET, SE, KAB is being been pilot tested since the school year 2007-2008, in secondary schools,
Mongolia non-formal vocational schools and two non-formal training organizations. So far, 20 institutions
training have delivered KAB to around 2,024 students.
Over thirty secondary schools are pilot testing KAB since 2008, with about 2,740
Papua
students being reached. In 2006, 7 TVET institutions started to pilot test KAB, but due to
New TVET, SE
a high staff turnover, most of them could not continue to deliver the programme. It is
Guinea
estimated that around 40 institutions have delivered KAB to over 2,900 students.
Philippines TVET, SE The pilot test phase has been ongoing since the school year 2006-2007, when KAB was
originally tested in two initiatives: (1) introducing the complete KAB package in TVET
schools and general secondary schools (public and private) for students whose
specialization area was Entrepreneurship; (2) introducing KAB in secondary education
(general and technical) as part of a new refined curriculum to be tested, which was
being developed by the National Department of Education and established
entrepreneurship as one of the foundations of the course Technology and Livelihood
Education. In the next school years, the pilot test in secondary education continued,
with more participating schools, and the weight of Entrepreneurship in the curriculum
was gradually increased. It is estimated that there are currently 122 secondary schools
participating and over 15,000 students have taken the entrepreneurship course.
rd
Viet Nam TVET, SE The country is in the 3 year of the pilot test phase, which started in the country in the
school year 2006 - 2007. Initially, the test targeted both secondary schools and
nd
vocational training centers (VTC), but in the 2 year, the focus became the latter.
Currently, 10 VTCs participate in the pilot test and so far, it is estimated that 6,400
students and trainees have received entrepreneurship education / KAB (SE and TVET).
Latin America
Nicaragua TVET The KAB pilot test phase started in 2005, when the programme was delivered on a pilot
basis in about 30 technical and vocational training institutions (public and private) and
NGOs located in the regions of Managua, Estelí, Masaya, Boaco and Granada. It is
estimated that 915 students participated in the pilot test, and over 70 facilitators and
project promoters were trained. During this experience, some workshops were held
between the partner institutions to discuss the overall progress of the KAB delivery, the
difficulties and needs of the stakeholders; as a result, a network of KAB practitioners
was gradually formed and a national coordination was established.
29
Sub-Saharan Africa
Mauritius TVET After two training workshops for facilitators and project promoters were carried out in
2007 and in the beginning of 2008, 10 centres under the Industrial and Vocational
Training Board (IVTB) pilot tested KAB, staring from April 2008.
Senegal TVET The KAB programme has been pilot tested in the country since the school year 2003-
2004, initially within a group of 5 selected technical secondary schools in Dakar. After
positive feedback from both facilitators and students, the KAB programme continued to
be delivered in the next school years, on a pilot basis, with some occasional
modifications in the delivery format and with more technical secondary schools and
vocational training centres joining the pilot test phase. The Ministry of Education has
already announced its intention to integrate entrepreneurship education at secondary
general education and secondary vocational and technical education. Since the first
pilot test, it is estimated KAB has been delivered in over 23 technical secondary schools
and vocational training centres in nine locations (Louga, Linguère, Kébemer, St Louis,
Richard Toll, Dagana, Podor, Matam, Dakar), having reached about 2,850 students /
trainees so far.
North Africa
Egypt TVET, HE There have been KAB pilot tests conducted in vocational training centres, technical
secondary schools, universities and polytechnics, since the school year 2008/2009.
Forty vocational training centres and technical secondary schools under the Ministry of
Trade and Industry (Productivity and Vocational Training Department - PVTD) are pilot
testing KAB to around 880 students / trainees. In higher education, there are 6
institutions with a total of over 370 students enrolled in KAB courses. Also, starting
from 2009, some training centres under the Ministry of Manpower and Migration have
introduced KAB as part of their training courses for unemployed diploma holders,
combining technical education with entrepreneurship education. These courses are
estimated to have a total of 430 enrolled trainees. The concerned Ministries (Higher
Education, Secondary Education, Manpower and Industry) are considerably supporting
the KAB activities; moreover, the Ministry of Higher Education has issued a decree in
favour of the introduction of KAB in universities and polytechnics. So far, it is calculated
that KAB has been delivered in more than 60 education & training institutions, to
approximately 1,750 students / trainees.
Morocco HE A KAB pilot test has been carried out since the beginning of 2009 as a distance-learning
programme for 7 universities, with 650 students enrolled. A pilot test with secondary
schools and vocational schools is scheduled for starting in the academic year
2009/2010. The Ministry of Employment and Training, responsible for vocational
training and education, expressed interest in incorporating the KAB methodology into
the entrepreneurship education curriculum already in use. The Ministry of National
Education launched a large education reform programme and started to discuss the
introduction of entrepreneurship education in secondary and higher education.
Tunisia TVET, SE, HE The pilot test phase started in the school year of 2008-2009, when 50 institutions of
vocational training and secondary schools began to deliver entrepreneurship education
/ KAB to about 1,450 trainees/students. A pilot test within higher education started in
2009, with 20 institutions delivering the KAB distance-learning course. So far, there
have been about 2,195 students taught with KAB, in 70 secondary schools, vocational
training institutions and universities.
Middle East
Iran TVET The KAB programme began to be pilot tested in January 2009, at the local offices of the
Technical and Vocational Training Organization (TVTO) − a public umbrella institution
affiliated to the Ministry of Labour and Social Affairs − located in Tehran and Karaj. About
22 young trainees are currently enrolled in this entrepreneurship / KAB courses. The
discussions and preparations for the pilot phase started in 2008, as well as the training of
facilitators, key facilitators and project promoters. The TVTO is planning, with the support
30
of the ILO, to integrate entrepreneurship / KAB in the national curriculum for TVET and
roll it out all over the country, in the 31 provinces where the TVTO offices are located,
until the first semester of 2010.
Iraq TVET The pilot test of the entrepreneurship course / KAB was carried out during the school
year 2008-2009, with about 20 vocational schools, vocational training centres, technical
institutes and colleges. Approximately 400 students / trainees participated in this pilot
experience. The KAB activities in the country started in 2008, when the materials were
adapted to the national context and translated to Kurdish, and about 42 facilitators and
promoters were trained in KAB. In the next school year, there are plans to extend the
outreach of the KAB delivery to a total of 125 TVET institutions.
Oman TVET, The first KAB activities started in 2007, when about 60 facilitators, key facilitators and
HE project promoters were trained and started to be pilot tested within 6 vocational training
centres (VTCs) under the Ministry of Manpower and one higher education. In the VTCs,
KAB has been tested by replacing a previous course that integrated the national curricula
(“project management” course). In these centres, KAB is being delivered in two academic
years, in a total of 108 hours: modules 1-5 are delivered in the second year of studies at
the VTCs and 6-9 are delivered in the third year. By the end of this school year (2009), the
first batch of trainees will have complete the full KAB programme. The VTCs have been
using the Arabic version of KAB and the higher education institution has been using the
English version.
Yemen TVET Since the school year 2008-2009, entrepreneurship education / KAB has been pilot tested
in 21 vocational institutes from different governorates in the country, reaching about
1,680 students. In this experience, the KAB programme is a graded course, taught in 96
hours, for one academic year. The Ministry of Vocational Education and Technical
Training determined that KAB would be pilot tested (1) as a replacement of a topic about
small business management, or (2) as an intensive course after school hours for the
remaining divisions of TVET. So far, the experience has reached 1,682 students / trainees.
There are plans to extend the pilot test also to 29 technical institutes and the goal is to
deliver the programme to a total of over 3,000 trainees in 2009.
3.1.4 Countries sensitized towards KAB

In 13 countries, the process of introducing the KAB programme is still incipient. In these
countries, the programme has been presented to the government and education and
training institutions (public and private) through awareness raising/sensitization workshops
held nationally by trained Facilitators or Key Facilitators. In 3rd and 2nd level countries this
was often followed by the start of a KAB pilot project and training workshops for facilitators
and promoters, but for the countries at the 1st level of implementation the jury is still out
with regards to testing or outright introducing entrepreneurship education. The countries in
the 1st level are listed in Table 6, along with a brief summary of the activities carried out or
planned:
Table 6: KAB countries in the first level of implementation
Region / Education sector /

Key activities carried out
Countries involved institutions
31
Armenia TVET (vocational • By 2004, the SRO Moscow received a formal request from Armenian
training), government and organizations of workers and employers (ILO tripartite
government, workers’ constituents) asking for technical assistance for introducing in the
and employers’ country a series of education and training programmes, including KAB
organizations, NGO • In order to prepare the conditions for pilot testing the programme with
(Armenian Young students / trainees, a group of technical and vocational training
Women’s Association) institutions was selected to join a KAB training workshop for facilitators
and project promoters, carried out in April of 2005, with around 20
participants
• In 2006, an Armenian (the president of the Armenian Young Women’s
Association − a non-profit, non-governmental organization) participated
in the annual training workshop at the ITC – ILO, in Turin
• In 2007, another training workshop was conducted for about 15
additional Armenian facilitators and promoters from vocational training
organizations.
Azerbaijan TVET (lyceums, • In 2005, the Azerbaijani government, an employer’s organization and the
vocational schools ILO joined hands to prepare a pilot project of KAB in selected vocational
15
and centres) , training schools. The KAB package was then adapted to the national
employer’s context and translated to Azerbaijani.
organizations, • Training workshop for facilitators and project promoters held in
Government (Ministry February 2005, with a total of 15 participants.
of Education, • In 2006, an Azerbaijani promoter of entrepreneurship education
Azerbaijan Republic (National Confederation of Employers Organizations) participated in the
Institute of Education annual KAB training workshop for facilitators, key facilitators and project
Problems). promoters, held at the ITC-ILO.
• In November/2007, another training workshop, in the Ismaili region, with
about 22 facilitators and promoters from 21 vocation schools and one
representative of the Ministry of Education.
• In 2008, the Ministry of Education fully approved the entrepreneurship
education classes based in KAB to be started in selected vocational
training schools.
• In 2008, an update of the KAB Azerbaijani version was made, with new
content included (module 9: how to develop a business-plan), and it also
a revision in preparation for use in class.
• The pilot test in vocational lyceums, vocational schools and vocational
centres is planned to start in the academic year of 2009 - 2010, and the
Ministry has recently expressed interest to deliver the entrepreneurship
education course based in KAB in all TVET schools in the country.
• In 2009, another Azerbaijani (Institute of Education Problems) was
trained in the annual workshop at the ITC-ILO.
Georgia TVET institutions, • The KAB programme was presented to a few interested private and
government, public organizations by means of an awareness raising workshop held in
employers’ and 2004.
workers’
organizations,
potential donors.
Latin America
15
The lyceum provides both general education and vocational education, and a diploma is offered after the 3-year duration
programmes. The vocational schools can be started from the 9th grade and provides vocational education only. The vocational
centre provides a variety of training options and targets young students, the general community and also teachers (who can
receive training, for example, in new teaching methodologies).
32
Ecuador SE, HE (university), • Five training workshops for Facilitators, Key facilitators and Promoters
Government (Ministry have been conducted since 2001:
of Labour), o The first workshop was held in Quito for entrepreneurship education
development banks. facilitators and promoters working in the Pontifical Catholic University
and in the National Financial Corporation (CFN), a public development
bank, as well as some staff members of the ILO Regional and
Subregional offices in Lima, Peru.
o In 2002, another training workshop was held with facilitators from the
National Polytechnic School (EPN), a public university in Quito.
o In 2006, 3 training workshops were conducted (two in Quito, one in
Cuenca) with different staff groups from the Ministry of Labour and the
Ecuadorean Occupational Training Service (SECAP), in August and
September.
It is estimated that a total of 75 facilitators, key facilitators and promoters
were trained in these workshops.
Panama TVET, Government ▪ Five training workshops for Facilitators, Key facilitators have been
(Micro, Small and conducted since 2001:
Medium Enterprise o One training workshop was conducted in 2001, with entrepreneurship
Authority - AMPYME). facilitators and promoters working in the Central American Project to
Support Microenterprise - PROMICRO, an ILO initiative focused in
improving the quality of the employment in formal and informal
microenterprises, including a component of entrepreneurship training.
o In February 2002, another training workshop was conducted in the
context of the PROMICRO, and this time there were also participants
from the Panamanian Authority of Micro, Small and Medium Enterprises
(AMPYME), a public business development institution.
o In January and February of 2003, three additional training workshops
were carried out for more staff members of the AMPYME.
▪ It is estimated that a total of 75 facilitators, key facilitators and promoters
were trained in these workshops.
Sub-Saharan Africa
Burkina TVET, HE (universities) • Presentation of KAB distance learning methodology for universities in
Faso Ouagadougou, in February/2006.
• There are 3 KAB facilitators from Burkina Faso, trained in Senegal
• In 2009, national education and training institutions, the ILO and partner
organizations intend to elaborate and initiate a strategy to boost
entrepreneurship education based in KAB in Burkina Faso, including the
training of more facilitators, trainers and promoters.
Ivory TVET, SE, Ministry of • One training workshop was held in 2006 for 20 facilitators and promoters
Coast Technical Education from the national secondary education system
and Professional • A few private TVET institutions are discussing and starting to prepare,
Training with the support of the ILO, more workshops to train their staff in order
to start delivering KAB
• The Ministry of Technical Education and Professional Training has also
expressed interest in other training workshops for the professionals of
the technical and vocational education and training system.
Lesotho TVET institutions, • Two government officials (one from the Ministry of Education and
Ministry of Gender, Labour and another from the Ministry of Gender, Youth, Sport and
Youth, Sport and Recreation) participated in a training workshop in the ITC-Turin, in 2006
Recreation and the • Two awareness raising initiatives were carried out, gathering the
Ministry of Education concerned ministries and a few interested education and training
and Labour, institutions, in January / 2007 and in February / 2009
• The KAB modules were evaluated by the Ministry of Education for
vocational and higher education institutions
33
• An action plan for pilot testing KAB in the school year 2009/2010 has
been prepared and is being implemented, involving 10 selected TVET
institutions. The first training workshop for Facilitators, Trainers and
Promoters is planned for mid-2009, for around 20 participants, and the
facilitators are scheduled to start teaching KAB in August.
Mali TVET, SE, HE • Presentation of KAB distance learning for universities in February 2006,
(university) in Bamako
• The first KAB training workshop was conducted in January 2008, for 18
facilitators and promoters of entrepreneurship education and training of
secondary and university level, as well as technical and vocational
training.
Nigeria HE institutions • One training workshop carried out in Abuja, in November 2006,
Government and gathering 44 government officers and curriculum developers. In the
public institutions workshop, the KAB programme was presented and some participants
(Ministry of Education, initiated curriculum development activities, and the main outcomes of
National Commission the event were: (a) a three-year proposal to implement a variety of KAB
for Colleges of activities in higher education level; (b) a curriculum for a two course (two
Education), non- semesters each) required general education course at the higher
governmental education level; and (c) an action plan for the implementation process.
organization (Life • Eleven additional Nigerian-based facilitators and project promoters were
Impact Foundation), trained at the International Training Centre (ITC) in Italy, in 2007, in 2008
vocational training and 2009). After being trained, the trained Facilitators, Trainers and
institutions. Promoters have been raising awareness about KAB in their own
organizations, as well as carrying out the action plans they have
developed or adjusting them according to their organization’s needs.
• In 2009, KAB sensitization workshops have been held with two schools of
primary and secondary levels in the Jiwa Community, in Abuja. Both the
students and staff from the schools have expressed a high level of
interest, and a KAB pilot test is being discussed.
South TVET, SE • The Ministry of Labour has sent a formal request for technical support
Africa Government (Ministry from the ILO to introduce KAB in the national education and training
of Labour) system
• A pilot project proposal has been formulated, targeting secondary
education and technical and vocational education and training (TVET). At
the moment, with the new national administration elected in April 2009,
the discussions about the start of the pilot test are still ongoing
• There are two South Africa-based facilitators working in a TVET
institution (MO - Africa Business School of Entrepreneurship) that have
already been trained in KAB at the ILO International Training Center (ITC-
ILO)
• After the workshop at the ITC, the School: (a) trained other staff
members to teach and promote KAB, in preparation for future projects;
(b) conducted several awareness raising workshops, targeting institutions
such as: the Further Education and Training Colleges (FET), in the
Gauteng province and Pretoria, the broader society business sector, the
education sector, labour and youth organizations. The response has been
positive and there are plans to conduct the first KAB training workshop,
gathering facilitators and promoters of selected colleges, possibly in
2009.
North Africa
Algeria TVET, SE and HE Ongoing discussions with government about starting the KAB pilot phase,
Government perhaps in the school year 2009/2010, in vocational and secondary
institutions. A few universities were informed about the KAB distance-
learning programme and they expressed interest in introducing it in the
34
school year 2009/2010. Therefore, steps are being taken to prepare a pilot
project in these institutions and the programme.
Middle East
Palestine TVET, HE, SE, • Awareness raising workshops were held in the first semester of 2009,
Palestinian authorities targeting representatives of the Ministries of Education, Higher
(Ministries of Education and Labour.
Education, Higher • Three training workshops for facilitators, key facilitators and project
Education and Labour) promoters are planned to July and August 2009, gathering officers from
the Ministries of Education, Higher Education and Labour, technical and
vocational training institutions, secondary schools and higher education
institutions. With support of the ILO, KAB pilot tests will be discussed and
planned within the concerned institutions.
Figure 8 portrays the level of implementation reached by the KAB countries according to
the regions. Overall, the countries in South East Asia are at more advanced levels (either 3rd
or 2nd). In North Africa, because activities started recently (2008), most countries are in the
pilot phase. In Sub-Saharan Africa, the KAB programme is institutionalized in 6 countries,
although in other 6 countries, there is a considerable progress yet to be made in terms of
starting a pilot test with students.
Figure 8: KAB implementation levels and the regions
Latin America
Middle East
North Africa 3rd
Sub-Saharan
2nd
Africa
South East Asia 1st

& the Pacific
Central Asia &

Causasus
0 2 4 6 8
The implementation of the KAB programme according to the education sector is illustrated
in Figure 9 − it shows the education sectors in which the programme has been delivered to
students/trainees, in the countries of each region. In general, the majority of KAB activities
around the world have been focused in TVET institutions, but recently many countries
target higher education and the KAB distance learning programme is delivered in
universities in North Africa.
35
Figure 9 - KAB countries and education sector
Latin America
Mid dle East
N orth Africa
Sub-Saharan
Africa HE
Sou th East Asia

SE
& the Pacific
Cen tral Asia &
TVET
Caus as us
0 2 4 6 8 10 12
(Number of countries)
36
3.2 KAB Facilitators, Key Facilitators and Project Promoters
An essential part of the KAB entrepreneurship education process is the capacity building of
entrepreneurship facilitators and promoters, enabling them to teach or promote the
methodology. Since the end of the 1990’s, a total of 10,700 facilitators (school teachers),
key facilitators (ILO accredited focal points) and project promoters across the world have
been trained in KAB, either in nationally held workshops or at the annual TOT workshop
conducted at the ITC in Turin, Italy. Tables 7 and 8 show the main features related to
training of practitioners in each country at the 3rd and 2nd levels of implementation,
respectively. As it can be noticed, there is a the wide range of institutions that have
expressed interest in the KAB programme and participated in the (usually two-week)
training workshops, including national and local governments (ministries, municipalities’
offices, curriculum development departments), public and private TVET, SE and HE
institutions, employers’ and workers’ organizations, not for profit & non-governmental
organizations working with development projects, the Armed Forces and penitentiaries.
Table 7 - Teachers, Promoters and Key Facilitators in 3rd level countries
Teachers,
KAB Training
Countries 16 promoters and Participating institutions
Workshops 17
key facilitators
Central Asia
Kazakhstan 2 28 TVET institutions (professional schools and
(until 2007) lyceums − primary vocational education),
Government (Ministry of Science and Education)
Kyrgyzstan 10 120 TVET institutions (professional schools and
(until 2008) lyceums − primary vocational education),
Government (Ministry of Labour and Social
Protection, Ministry of Education, State Agency
on Technical and Vocational Education), NGOs
South East Asia
China 22 872 HE (universities) and TVET
(until 2008)
Indonesia 15 354 TVET institutions (vocational secondary schools)

(until March/2009) and teacher training centres (PPPG).
Lao PDR 6 145 Ministry of Education, ILO staff, the governmental
(until April/2009) organization Lao-India Entrepreneurship
Development Centre (LIEDC), technical &
vocational schools (TVET), vocational education
development centre (TVET), skill development
centre (TVET), general secondary level schools,
one non-formal education centre
16
This refers to workshops conducted in the corresponding country, aimed at training KAB facilitators, key facilitators and
promoters, normally with 2-weeks duration and conducted by KAB key facilitators.
17
These figures refer to the KAB facilitators, key facilitators and promoters that were trained in workshops conducted in the
corresponding country, and do NOT include the nationals that participated in the annual workshops held in the ITC-ILO in Turin,
Italy. In some cases, a few participants of a training workshop held in a given country can be based in a different country.
37
Sri Lanka 12 252 5 umbrella organizations of TVET, including two
(until 2008) governmental authorities (Vocational Training
Authority - VTA, National Apprenticeship and
Industrial Training Authority - NAITA), SE schools,
the National Institute of Education (NIE).
Timor Leste 2 38 TVET (secondary technical schools), Ministry of
(until 2008) Education.
Latin America
Bolivia 28 700 TVET (technical secondary schools, technical and
(until 2006) vocational training institutes) Government
(Ministry of Education), universities, general
secondary schools, Armed Forces, Federation of
Municipalities Association (FAM), a penitentiary.
Honduras 5 90 Government (Ministry of Education, government
(until 2006) of the municipalities Siguatepeque and
Ocotepeque), technical secondary schools and
vocational institutes (including the two public
umbrella organizations National Center for Work
Education - CENET, responsible for 10 public
institutes, and the National Vocational Training
Institute - INFOP, responsible for 4 regional
centres).
Peru 11 220 HE institutions (universities, the National
(until 2006) Apprenticeship Service in Industrial Work –
SENATI), secondary schools (general and
technical), the Judiciary (Social Readjustment
Centres – CRAS), National government (National
Office of SMEs), regional governments (Unit of
Educational Management of Santa Ancash -
UGEL), NGOs.
Sub-Saharan Africa
Botswana 6 1000 SE (senior secondary schools), TVET (technical
(until May/2009) colleges), Ministry of Education
Mozambique 2 26 TVET institutions, HE (private universities), ILO
(until April 2009) staff, Ministry of Labour, NGO targeting people
with disabilities, teacher training organizations,
BDS institutions.
Kenya More than 12 More than 4,480 Public and private Technical Industrial Vocational
(from 1998 until 2008) Education and Training institutions (TIVET), HE
(universities and polytechnics), public and private
organizations from the field of research
technology, and training, government (Ministry of
Higher Education, Science and Technology,
Ministry of Gender, Sports, Culture and Social
Services, Ministry of Labour and Human
Resources Development, etc.)
Tanzania More than 4 155 TVET, Vocational Education and Training Authority
(between 2006 and 2008, EET (VETA), Morogoro Vocational
curriculum)
Teachers Training College (MVTTC)
Zimbabwe 1 18 TVET (vocational training centers, technical
(until 2008) schools ), HE (polytechnic, universities), teacher
training colleges, Government (Ministry of Youth
38
Development and Employment, Ministry of Higher
and Tertiary Education, Min of Education Sport
and Culture, Provincial Office Midlands, Provincial
Office Manical, Head Office and Provincial Offices
Mat north and Bulawayo Metropolitan, Zimbabwe
Youth Employment Network - ZIYEN)
Arab States
Syria 15 520 TVET (secondary vocational schools, intermediate
(until June 2009) institutes), HE (universities), SE (public general
secondary schools), NGO (SHABAB - Strategy
Highlighting and Building Abilities for Business).
Table 8 - Teachers, Promoters and Key Facilitators in 2nd level countries
Nationally
Trained KAB
KAB Training
Countries 18 Facilitators, Key Type of participant institutions
Workshops
Facilitators and
19
Promoters
Central Asia
Russia 1 11 HE (university)
(until 2007)
Tajikistan 2 33 TVET (primary vocational schools and professional
(until 2007) lyceums), Special Vocational School – SVS (for
children at risk of being involved into worst forms
of child labour).
Uzbekistan 3 45 TVET (institutions of Secondary Specialized
(until 2007) Vocational Education & Training – SSVET, mainly
professional colleges and business schools),
informal education sector (Youth Movement,
Business Women Association, non-profit non-
governmental organization, etc), government
(Ministry of Higher and Secondary Specialized
Education)
South East Asia
Cambodia 1 ? HE
(until 2005)
Mongolia 1 24 TVET, SE, Informal training centres

(until 2008)
Papua New Guinea 6 92 TVET and SE institutions, and government
(until 2008) (Department of Education).
Philippines 9 300
(until 2007) TVET and SE schools
Viet Nam 3 110 TVET (Vocational Training Institutes), SE,

(until 2008) government (Occupational Skills Department and
18
This refers to workshops conducted in the corresponding country, aimed at training KAB facilitators, key facilitators and
promoters, normally with 2-weeks duration and conducted by KAB key facilitators.
19
These figures refer to the KAB facilitators, key facilitators and promoters that were trained in workshops conducted in the
corresponding country, and do NOT include the nationals that participated in the annual workshops held in the ITC-ILO in Turin,
Italy. In some cases, a few participants of a training workshop held in a given country can be based in a different country.
39
General Department of Vocational Training,
Vietnam National Institute for Education
Sciences).
Latin America
Nicaragua 3 71 TVET, Government (Ministry of Education, Culture
(until 2006) and Sport, Agencia de Promoción Económica
Local), NGOs.
Sub-Saharan Africa
Mauritius 2 18 TVET (including institutions under the Industrial
(until 2008) and Vocational Training Board – IVTB, institutes of
technology, technical secondary schools)
employer’s organization (Mauritius Employer’s
Federation).
Senegal 3 45 TVET institutions (public and private), employer’s
(until April 2009) organizations (Conseil National du Patronat -
CNP), NGOs, Government (Ministry of Education).
20
Uganda 1 50 TVET institutions (public and private, under the
(until 2006) Uganda Association of Private Vocational
Institutions – UGAPRIVI and the Directorate of
Industrial Training - DIT), HE (Kyambogo
university), SE (Bulo Parents S.S), Government
(Ministry of Education and Sports), National
Organisation of Trade Unions - NOTU.
North Africa
Egypt 3 104 TVET, HE, Government (Ministry of Manpower
(until April 2009) and Migration, Ministry of Higher Education,
Ministry of Secondary Education, Ministry of
Trade and Industry - Productivity and Vocational
Training Department – PVTD), employers’
associations.
Morocco 1 20 HE (universities), Government (Ministry of
(until April 2009) Employment and Training, Ministry of National
Education).
21
Tunisia 2 71 HE, SE, TVET, Government (Ministry of Education
(until April 2009) and Training, Ministry of Higher Education), the
National Centre of Training of Trainers and of
Training Engineering (CENAFFIF), the Tunisian
Agency of Professional Training (AFTP).
Arab States
Iran 2 66 TVET (the public umbrella organization Technical
(until April 2009) (until April 2009) and Vocational Training Organization – TVTO,
Instructor Training Centre – ITC, Industrial
Management Institute), Government (Ministry of
Labour and Social Affairs)
20
One training workshop was reported to have been conducted in Uganda until 2006 (held in Kampala, 2003). However, it is
important to notice that the total of 20 Uganda-based facilitators have also been trained in other workshops held in Tanzania
(2002) and Kenya (2004).
21
The first regular two-week training workshop had to be split in two parts, due to the Ramadan period. Therefore it could only
be held after the beginning of the school year and in two sessions during short holiday breaks: the first held was in October /
2008, and the second in December / 2008. One more KAB training workshop was held after that, with participants from
universities.
40
Iraq 2 42 TVET (Vocational Training Centers, technical
(until May 2009) colleges), SE school, Federation of high
technology, Administration Institute.
Oman 3 64 TVET (Vocational Training Centers), HE (Higher

(until April 2009) College of Technology - HCT) Government
(Directory of Vocational Training, under the
Ministry of Manpower);
Yemen 2 54 TVET, Government (Ministry of Vocational
(until 2008) Education and Technical Training), community
colleges and a BDS provider.
Some countries can be highlighted as having trained the largest amounts of facilitators, key
facilitators and project promoters. This is the case of the seven countries portrayed in figure
10, where the KAB implementation has also reached the 3rd level (with exception of the
Philippines):
Figure 10 - KAB Facilitators, Key Facilitators and

project promoters trained, selected countries
Kenya
25% Sri Lanka
Botswana
42% China
Bolivia
3% Syria
5% Philippines
Others
6%
8% 2%
9%
It is important to emphasize that the number of workshop participants mentioned in Tables

7 and 8 refers to the professionals trained in a workshop held in the corresponding country,
and not necessarily reflects the total number of existing trained facilitators, promoters or
key facilitators based in that country. It often happens that a training workshop gathers
participants who work in other countries in that region, or that after a workshop, the
facilitators or promoters move and start KAB activities in other countries. For instance, the
series of training workshops held in East Africa in 2002 (Tanzania), 2003 (Uganda) and 2004
(Kenya) had participants from the three countries; a training workshop for facilitators
promoted in Kyrgyzstan (Issyk, Kul, 2007) gathered practitioners also based in Kazakhstan,
Tajikistan, Uzbekistan, Armenia , Azerbaijan, Mongolia and Russia; in the Philippines, a
workshop (Cebu, 2006) trained key facilitators from China, Indonesia, Philippines, PNG Laos
and Timor Leste; among many other examples.
41
The KAB global experience has been showing that often not all participants trained in a
workshop start teaching or promoting KAB in their institutions. In fact, there have been
many cases in which the trained staff get transferred to other positions in the institution, or
change jobs, retire, etc. Besides the staff turnover, changes of government might also delay
or prevent the start of a pilot test or the integration of KAB in the national education
curriculum. These common circumstances can help to explain the occasional disparities
between the number of people that have been trained in national workshops in a given
country and the level of implementation reached and the number of students taught so far.
In other words, some countries have trained a quite high amount of practitioners, if
considered that they are still in the first implementation level or if compared to the amount
of students to which KAB has been delivered (for example, Nigeria, Armenia, Azerbaijan,
Bolivia, among others). In other cases, such as in China and Botswana, the majority of the
total training workshops were conducted recently (mostly in 2008), therefore, the
facilitators have just started or will start to deliver KAB to students and the outreach will
increase shortly.
3.2.1 Workshops at the ILO International Training Centre

When considering the large numbers of KAB facilitators, promoters or key facilitators
around the world, one needs to take into account the essential role of the ITC-ILO in
training future KAB practitioners. The ITC has been promoting an annual KAB TOT workshop
since 1998, where participants from numerous nationalities (Table 9) have been trained.
Therefore, the total number of trained facilitators, promoters or key facilitators from one
specific country should be calculated also taking into consideration the training workshops
promoted at the ITC, and the national figures are usually higher than those shown in the
tables 7 and 8.
Table 9: KAB training workshops for Facilitators, Key Facilitators and Promoters conducted at the International
Training Center (ITC - ILO), since 1999
Year Date Participants Countries
1998 n/a 15 n/a

Ghana (2), Guyana (1), Iran (1), Jordan (1), Peru (1),
1999 18 – 29 October 15
Philippines (3), Saudi Arabia (2), Swaziland (1), Tanzania (3)
Egypt (1), Ethiopia (2), India (1), Kazakhstan (1), Pakistan
2000 3 – 14 July 14 (1), Peru (1), Sri Lanka (2), Swaziland (2), Uganda (2),
Zambia (2)
Workshop for francophone countries (“Comprendre
l'entreprise - L'esprit d'entreprise dans le centres de
formation technique et professionnelle”) :
2000 12 – 23 June 13
Belgium (2), Burkina Faso (1), Cameroon (1), Chad (1),
Congo (1), Guinea (1), Mauritania (2), Morocco (1), Niger
(1), Senegal (1), Togo (1)
2001 16 – 27 July 9 formation technique et professionnelle”) :
Algeria (3), Burundi (1), Cameroon (2), Comoros (1), Rep.
Dem. Congo (2)
42
22 July – 02
2002 18 formation technique et professionnelle”) :
August
Algeria (1), Benin (2), Cameroon (2), Comoros (2), Congo
(2), Yvory Coast (2), Rwanda (2), Senegal (2), Togo (2)
2003 There was no ITC-ILO KAB training workshop this year.
2004 May 15 n/a

China (2), Indonesia (3), Jordan (1), Kazakhstan (1),
2005 27 June – 8 July 19 Kenya (3), Papua New Guinea (2), Peru (1), Sri Lanka (2),
Tanzania (1), Timor Leste (1), Vietnam (1), Zambia (1)
Armenia (1), Azerbaijan (1), Botswana (4), Kenya (2),
Lebanon (1), Lesotho (2), Morocco (1), Russian
2006 26 June – 7 July 23
Federation (1), Sri Lanka (5), Syria (1), Tanzania (2),
Palestinian Authority (1), Zimbabwe (1)
Botswana (6), Cambodia (1), Egypt (2), Indonesia (6),
2007 02 - 13 July 26
Nigeria (6), Oman (5)
Botswana (3), Egypt (2), Indonesia (6), Iraq (2), Jordan
(3), Kenya (2), Liberia (4), Morocco (1), Namibia (1),
2008 07 - 18 July 42
Nigeria (2), Oman (1), Rwanda (1), South Africa (2), Syria
(3), Thailand (1), Tunisia (3), Yemen (1)
Azerbaijan (1), Botswana (1), Egypt (1), Iran (1), Kenya
(2), Kyrgyzstan (1), Lebanon (1) Malawi (2), Mongolia (1),
2009 14 - 24 April 18
Nigeria (1), Papua New Guinea (1), Philippines (2), Sri
Lanka (1), Switzerland (2).
Total 227
In many countries, the training of facilitators, key facilitators and project promoters have
often incorporated some innovative features and measures to assure the quality of the
training and hence the ability of the workshop participants to properly teach or promote
KAB. For example, some countries have incorporate, as part of the training process, an
exercise in which key facilitators promoting the workshop observe the facilitators while
teaching the KAB programme to students / trainees in their own institutions, and then
provide feedback. One of the countries where this has been done is Zimbabwe, in the first
training workshop conducted in 2008 for 18 participants working in TVET institutions. After
the main training sessions, four short workshops were held as part of the so-called Student
Level Training phase, in which the trained teachers and instructors delivered KAB modules
to students/trainees, while their performance was observed and evaluated by key
facilitators, as a condition for being approved as a KAB facilitator. A total of about 75
students participated in this experience, from 4 training centres and polytechnics.
After facilitators, key facilitators and project promoters are trained and deliver the KAB
programme, they often have the opportunity to attend other workshops that are held in
order to allow them to share experiences and lessons learned, discuss their difficulties and
needs, reinforce their teaching skills, be familiarized with updates on the materials and plan
the next steps and projects related to KAB delivery in their institutions. These refresher/
review/follow-up workshops are frequently conducted either on an annual basis, or in the
conclusion of a pilot phase, or occasionally in other contexts. Some previous events can be
highlighted as examples:
43
• In China, the Annual Meeting of KAB China invites all key facilitators and facilitators,
university administrators and other staff members, project promoters and any other
stakeholders to join and share the outcomes of their experiences in delivering KAB.
Also, potential donors and the mass media are invited, as well as other interested
institutions, in order to meet the KAB programme and the results achieved within
the implementing institutions. First held in 2007, the annual meeting has been
attracting increasingly more participants, gathering over 100 in 2009.
The first edition of the Annual Meeting of KAB China was held jointly with the first
International Workshop – Youth Entrepreneurship Education and Start Ups.
Conducted in November 2007, in Beijing, the workshop was aimed at sharing
diverse country experiences with youth and entrepreneurship education / KAB, as
well as enterprise start-up programmes like SYB. Thirty one participants joined, from
different institutions and countries, such as universities, BDS providers,
entrepreneurship development centres, a youth federation, TVET centres and
NGOs, located in China, Botswana, Cambodia, Indonesia, Kenya, Laos, PNG,
Philippines and United States. Moreover, the workshop had the participation of ILO
specialists from offices in China, Indonesia, Philippines, Qatar, Syria, Vietnam,
Kazakhstan, Lebanon, Switzerland (ILO Geneva Headquarters) and Italy (ITC).
• In Viet Nam, a national follow-up workshop was organized to promote the
experience and results of the two previous years of pilot test and to plan for 3rd KAB
pilot test year in TVET institutes. The two-day Planning Workshop on the KAB Pilot
Program was conducted in October 2008, in Danang, with attendance of 40
participants, including officers of the Departments of Labour, Invalids and Social
Affairs, of the administration of 5 provinces selected for this KAB pilot test, General
Department of Vocational Training (GDVT), chambers of commerce and public and
private TVET institutions.
• In Mongolia, the Forum of KAB Trainers was promoted in November 2008 with the
main purpose of consolidating the pilot phase by sharing the different experiences
and results achieved among the various TVET and SE pilot institutions. In addition,
the workshop had the goal of identifying potential for collaboration among the
implementing institutions and discussing about the possibility to expand the pilot
exercise in the next academic year, as well as developing a coordinated strategy to
replicate the KAB program in the whole country.
These refresher / review / follow-up workshops also tend to favour better coordination of
the efforts from the various implementing institutions and strengthen the networks
between the practitioners. For instance:
• In Nicaragua and Honduras, during the KAB pilot experience, many follow-up
workshops were held gathering ILO project officers, representatives of the relevant
ministries and other partner institutions. As a result of this process, a formal
network of KAB Facilitators, Key Facilitators and project promoters was created and
national KAB coordination teams were established in each country. In September
2005, a National Meeting of KAB Facilitators was conducted in both countries and
in October, the First Regional Joint Workshop of Secondary Education Students was
held in Honduras, gathering representatives from the education and training
institutions and also KAB students. The aim of these events was to discuss the
overall progress of the KAB delivery, compare the countries’ experiences, and set
the basis for inter-institutional coordination and cooperation.
44
• In Peru, following two years of KAB experiences by around 100 education and
training institutions, a few facilitators, key facilitators and promoters of
entrepreneurship education decided to strengthen their communication and
exchanges by creating the Inter-Learning Network. Functioning mainly within a
virtual environment, the purpose is to provide a communication space to share
pedagogic information and materials, news, good practices and all kinds of
experiences.
3.2.2 Key Facilitators: international, regional and national

The KAB global outreach has been expanding throughout the years due to the commitment
and activities of the network of accredited key facilitators at the international, regional and
national levels22. So far, a total of 5 International Key Facilitators have been accredited,
while there are 17 working regionally and 37 nationally, as shown in Tables 10, 11 and 12.
As an increasing number of trained KAB facilitators reach the requirements and receive the
accreditation, the network has been rapidly expanding each year.
Table 10: International Key Facilitators
Name Country of Residence Profession/Institution

Professor Robert Nelson USA Professor and Resident Scholar,
Center for Entrepreneurship,
University of Illinois
Dr George Manu United Kingdom International Enterprise
Development Consultant, Creative
Squares
Mr Peter Tomlinson Italy Manager of the Enterprise,
Microfinance and Local
Development Program, ITC Turin
Mr Klaus Haftendorn France Senior Specialist on
Entrepreneurship Education and
23
Development
Mr Dieter Kohn Cameroon International Enterprise
Development Consultant, Triodos
Facet
Table 11: Regional Key Facilitators
Country of
Region Covered Name Profession / Institution Total
Residence
Central Asia & Russia Ms Gulmira Asanbaeva National Project Officer, ILO Moscow
1
Caucasus
Indonesia Ms Rolly Damayanti National Project Officer, ILO Jakarta
South-East Asia India Mr Vinod Paratkar Consultant - Entrepreneurship
6
& The Pacific Development Institute of India
China Ms Han Wei Deputy Director, Career Centre of
22
For definitions of Key Facilitators, refer to section 3.3.1.
23
Mr. Haftendorn was the former coordinator for the global KAB programme and is now the manager of the North Africa KAB
project being implemented in Algeria, Egypt, Morocco and Tunisia.
45
Tsinghua University
Mr Zhao Wei National Project Officer, ILO Beijing
Mr Liu Fan Assistant professor, China Youth
University for Political Sciences
Philippines Mr. Francisco (Jay) Professor of Entrepreneurship, Asia
Enrique Bernardo Institute of Management
Latin America Peru Ms Marta Arellano Consultant 1

Kenya Mr John Thiongo Consultant
East and Mr Arthur Gitonga Professors, Kenyatta University
4
Southern Africa Ms Josephine Kasera Ministry of Education
Botswana Mr Dennis Maswabi CEO, Enterprise Botswana
North Africa
24 Morocco Mr Khalil Ibn Yaich University Ibn Zohr 1
Lebanon Ms Rania Bikhazi Senior Specialist Enterprise
Development, ILO Beirut
Middle East Jordan Mr Samih Jabir Chief Technical Adviser, ILO Beirut
4
Syria Ms Dania Achi Entrepreneurship Trainers, Shabab
Foundation
Italy Ms Kholoud Al Khaldi Senior Programme Officer, ITC Turin
Total 17
Table 12: National Key Facilitators
Country of
Name Profession / Institution Total
Residence
Botswana Ms Grace Tshegofatso Aeetso Ministry of Education 26
Ms Keitebetse Catherine Arabang
Ms Bathonyana Bakwena
Mr Johnson Botshelo
Ms Grace Butale
Mr Olopeng Chaba
Mr John Kobina Dadzeasah
Mr Teddy Mothusi James
Ms Poloko Lewatle
Ms Kagiso Mahole
Mr Poloko Maoto
Ms Mmamosetsana Maposa
Ms Seoketso Edith Marata
Mr Mooketsi Mfanyana
Mr Titoga Mnindwa
Mr Daniel Thotobolo Mogami
Ms Constance Mmamanyana Mogotsi
Ms Dintle Onkemetse Molapong
Ms Seleinyana Shadigolo Motshegwe
Ms Kesentseng Nfila
Ms Catherine Dolly Nyirenda
Ms Dorcus Otisitswe
Ms Boitumelo Zumba Pilane
Ms Atlarelang Kefilwe Pitso
24
Most regional Key Facilitators from North Africa and the Middle East can often promote TOTs in both regions since Arabic is a
common language in both regions.
46
Mr Thebe Selema
Mr James Sentongo-Lukwago
Egypt Ms Perihan Tawfik Programme Assistant, ILO Cairo, 3
Mr. Magdy Wahba National Coordinator of KAB
Programme, ILO Cairo,
Professor Elsayed Mokhtar Bakr Helwan University Cairo
Indonesia Mr Muijo Rahardjo Vocational Education 3
Mr Suwadi Development Centre
Mr Edison Ginting
Papua New Mr Henry Marasembi Enterprise development 3
Guinea Mr Peter Mira Trainers, Small Business
Mr Henry Tavul Development Corporation
Philippines Carlo Calimon NGO Staff Member, Let’s Go 1
Foundation
Vietnam Mr Hoang Van Duong National Project Coordinator, 1
ILO Hanoi
TOTAL 37
47
3.4 Entrepreneurship education students / trainees
Since the beginning of the 2000’s, the KAB programme has been delivered to over 485,630
young students and trainees in 35 countries, either the full package or adapted versions
using a few modules. As shown in Figure 11, most of the KAB students / trainees (currently
enrolled and graduates) live in Sub-Saharan Africa (52%); also, a relatively large amount of
students live in South East Asia & the Pacific (31%).
Figure 11: KAB students according to region

(currently enrolled and graduates)
6% 3%
7%
1%
31% Central Asia & Causasus
South East Asia & the Pacific
Sub-Saharan Africa
North Africa
Middle East
Latin America
52%
The majority (54%) of the students /trainees (currently enrolled and graduates) was
attending a TVET institution when the KAB programme was taught, and about 25% was
studying in a HE institution (Figure 12). The remainder part was either in general secondary
schools (20%), or participated in entrepreneurship courses / KAB provided as non-formal
education by other kinds of institutions (for example, not for profit & non-governmental
organizations, Armed Forces, penitentiaries, etc).
Figure 12: KAB students according to education sector

2%
24%
TVET
SE
54% HE
20%
Others
About 85% of the young people that are enrolled or have already participated in KAB
courses are from countries that have reached the third level of implementation. Table 13
provides a summary of the KAB delivery in each of these countries, in regards to education
sector, estimated amount of students / trainees and of institutions that have delivered the
48
programme. Similarly, table 14 presents this information concerning countries in the
second level of implementation.
Table 13: Total amount of entrepreneurship education / KAB students and institutions in countries at the third
level of implementation
Entrepreneurship Institutions that have taught

Countries Education sector / type education / KAB students / are teaching KAB
and trainees (estimated) (estimated)
Central Asia
Kazakhstan TVET institutions 3,380 10
(until school year 2007- (professional schools and
2008)
lyceums − primary
vocational education), non-
formal (unemployed youth
or youth working in worst
forms of child labour)
Kyrgyzstan TVET institutions 9,800 50
(until school year 2007- (professional schools and
2008)
lyceums − primary
vocational education), non-
formal (out of school rural
youth, working in worst
forms of child labour)
South East Asia
China HE (universities) 15,620 92
(until school year 2008-
2009)
Indonesia TVET (vocational secondary 45,945 132
(until March/2009) schools)
Lao PDR Technical & vocational 23,044 20
(until school year 2008- schools (TVET), vocational
2009)
education development
centre (TVET), skill
development centre (TVET),
general secondary level
schools, non-formal
education center.
25
Sri Lanka TVET (vocational training 32,843 5 (TVET)
(until school year 2008) institutions), general n/a (SE)
secondary level schools.
Timor Leste SE (Secondary Technical Over 8,000 15
(until school year 2008) Schools).
Latin America
Bolivia TVET (technical schools, 18,330 60
(until 2008) vocational training),
universities, SE and non-
formal education (Armed
25
There is a total of 5 umbrella organizations, which have delivered KAB within their branches countrywide: Vocational Training
Authority (VTA); National Apprenticeship and Industrial Training Authority (NAITA); World University Service of Canada;
Clothing Industry Technology Institute (CITI); Korean Technical & Vocational Training.
49
Forces, rehabilitation
centers for young
offenders, NGOs)
Honduras TVET (public and private 675 17
(until 2006) technical secondary schools
and vocational institutes,
including the ones under
two public umbrella
organizations National
Center for Work Education -
CENET, and the National
Vocational Training Institute
26
- INFOP).
Peru TVET, SE, higher education 9,950 120
(until 2008) and non-formal education
(rehabilitation centers for
young offenders, NGOs)
Sub-Saharan Africa
Botswana SE (senior secondary 21,856 28
(enrolled in the school year school)
2009-2010)
Kenya Technical Industrial and 218,860 1,695
(from 2005 until 2008, TIVET Vocational Education and
only)
Training institutions - TIVET
(public and private), HE
(polytechnics and
universities), technology
development centers, etc.
Mozambique SE, HE 374 4
(until April 2009)
27
Tanzania TVET (Vocational Training 3,330 ▪7
Centres – VTCs) (between 2006 and 2008, EET (between 2006 and 2008, EET
curriculum) curriculum)
▪ 1,569
(until 2008, EDE curriculum)
Zimbabwe HE (universities ) Not available 2
(until April 2009)
Middle East
Syria TVET and SE (general 90 33,839
(until June 2009) secondary and vocational
schools, intermediate
institutes) HE (universities)
Note: These figures are estimates elaborated according to the available data; therefore, in reality, some countries possibly have higher figures
in regards to number of students and institutions.
Figure 13 illustrates how KAB students (currently enrolled and graduates) are distributed
among the countries in the 3rd level of implementation. With over 200,000 students, Kenya
is by far the country with the largest estimated amount, followed by Indonesia, Syria and Sri
Lanka. In these countries, where it has been at least 3 years that KAB activities were
26
The CENET is responsible for 10 public TVET institutes and the INFOP is responsible for 4 regional TVET centres.
27
The new Entrepreneurship Education & Training (EET) curriculum is being rolled out to all Vocational Training Centres, and so
far, it’s been pilot tested in 7 VTCs. The forerunner to EET, the Entrepreneurship Development & Education (EDE), is a national
curriculum used in all VTCs in the country, which is a total of around 1,569 (14 VETA-owned centres and 1,548 in non-VETA
owned centres). Tanzania is now in a transition stage from EDE to EET.
50
introduced, the programme was integrated as part of the curriculum (of TVET, SE or HE) in
the national level and is being currently rolled-out to an increasing number of institutions.
Conversely, in countries with a relatively low estimated amount of students such as
Mozambique and Honduras, the KAB programme has been integrated in the curriculum not
in the national level, but in some institutions.
Figure 13: KAB students in 3rd level countries

80,000 China
Indonesia
70,000
Kenya
60,000 Bolivia
Lao PDR
50,000 Syria
40,000 Kazakhstan
Kyrgyzstan
30,000 Sri Lanka
20,000 Timor Leste

Peru
10,000 Tanzania
0 Honduras
Botswana
R
ia
ia
s
ina
ka
an
ue
a
ru
te
an
ura
li v i
esi
ny
an
PD
zan
Syr
Les
Pe
Lan
zst
h st
biq
Ch
Mozambique
Ke
t sw
on
Bo
nd
Lao
Tan
rgy
zak
zam
or
Sri
Ind
Ho
Bo
Tim
Ky
Ka
Mo
Notes: a) These figures are estimates elaborated according to the available data; therefore, in reality, some countries possibly have higher
figures in regards to number of students; b) The information on amount of students in Uganda and Zimbabwe was not available.
Table 14: Total amount of entrepreneurship education / KAB students and institutions in countries at the second
level of implementation
Institutions that have

Entrepreneurship education / taught / are teaching
Countries Education sector / type
KAB students (estimated) KAB
(estimated)
Central Asia
Russia HE (university) 490 1
(until school year 2008-2009)
Tajikistan TVET (many vocational 100 3
(until 2007) schools and professional
lyceums), non-formal
(out-of-school youth
working in worst forms
of child labour)
Uzbekistan TVET (secondary 2,300 23
(until school year 2006-2007) specialized vocational
education & training -
SSVET, mainly
professional colleges),
51
non-formal (out-of-
school youth working in
worst forms of child
labour)
South East Asia
Cambodia HE 100 1
(in 2005)
Mongolia TVET, SE, non-formal 2,024 20
(until school year 2008-2009) training centres
Papua New Guinea TVET, SE 2,900 40
Philippines TVET, SE 15,000 122
Viet Nam TVET, SE 6,409 18
Latin America
Nicaragua TVET, non-formal 915 37
(until 2006) education (religious
NGOs targeting youth
and women)
Sub-Saharan Africa
Mauritius TVET Not available 10
Senegal TVET, non-formal 2,850 23
(until school year 2008-2009) education (NGOs)
Uganda TVET, SE, HE Not available 26
North Africa
28
Egypt TVET, SE, HE, non- 1,753 60
(until April 2009) formal education
(training courses for
unemployed diploma
holders)
29
Morocco HE 650 7
(until April 2009)
Tunisia TVET, SE, HE 2195 70
(until April 2009)
Middle East
Iran TVET (Vocational Training 22 2
(until April 2009) Centres)
Iraq TVET (Vocational Training 400 20
(until school year 2008-2009) Centers, technical (until school year 2008-2009)
colleges and institutes,
vocational schools).
Oman TVET (vocational training Not available 7
(until April 2009) institutes, Higher College
of Technology)
28
A pilot test with 4 higher education institutions will start in the academic year 2009/2010. Also, it is planned that 20 training
centres under the Ministry of Manpower and Migration will teach KAB for unemployed diploma holders, between 2009 and
2010.
29
The number of KAB students refers to the ongoing pilot test as a distance-learning programme for universities. The pilot test
with secondary schools and vocational schools is scheduled for starting in the academic year 2009/2010, involving a total of
about 220 secondary schools and TVET institutions.
52
Yemen TVET (Vocational 1,682 21
(until April 2009) Institutes).
in regards to number of students and institutions.
Figure 14 illustrates the amount of KAB students (currently enrolled and graduates) in
countries at the 2nd level of implementation. It can be noticed that the Philippines, with
about 15,000 students, is by far the country with the largest estimated amount in the
group, followed by Vietnam, PNG and Senegal. To understand the relatively high figure
found in the Philippines, one should consider that entrepreneurship education / KAB has
been pilot tested in the country since 2006, when it started to be rolled-out to an increasing
number of institutions, and considerable progress has been made towards incorporating
the programme in the national curriculum of secondary general and technical education.
Conversely, in some countries with a relatively low estimated amount of students such as
Cambodia and Tajikistan, only a small number of institutions pilot tested the KAB
programme and a wider initiative (also involving the government) to incorporate the
programme in the national curriculum could not be implemented.
Figure 14 - KAB students in 2nd level countries

16,000 (currently enrolled and graduates)
Uzbekistan
14,000 Mongolia
PNG
12,000
Viet Nam
10,000 Nicaragua
Egypt
8,000 Morocco
Tunisia
6,000
Senegal
4,000 Iran
Yemen
2,000
Russia
0
Tajikistan
Cambodia
m
s
G
co
n
pt
a
a
ta n
lia
ia
ia
tan
q
l
ega
ine
u
ssi
me
Ir a
Ir a
PN
od
nis
Na
Egy
roc
The Philippines
ngo
rag
ikis
kis
Ru
ipp
Sen
mb
Ye
Tu
t
Mo
a
Vie
be
Mo
Taj
Iraq
Nic
hil
Ca
Uz
eP
Th
Notes: a) These figures are estimates elaborated according to the available data; therefore, in reality, some countries possibly have higher
figures in regards to number of students; b) The information on amount of students in Mauritius and Oman is not available.
Figure 15 displays the countries with the highest number of KAB students (currently
enrolled and graduates) around the world30. In all these nine countries, over 15,000 young
people have been taught with KAB, either in TVET, SE or HE level. Most of these young
30
Considering the data available since the beginning of the 2000’s.
53
people participated in entrepreneurship courses in Kenya (45%), and the second country in
the ranking is Indonesia (10%), followed by a tie between Sri Lanka and Syria (both 7%).
Figure 15 - Countries with the largest amounts of KAB students

3%
11%
10%
China
5%
Indonesia
3% Kenya
Bolivia
7% Lao PDR
Syria
Sri Lanka
7% The Philippines
Botswana
Others
5% 45%
4%
in regards to number of students.
3.5 Potential outreach – still far to go

The above figures have given a glimpse of the global outreach of the KAB programme.
However, if we compare the national outreach figures as a percentage of students at the
education level where KAB has been introduced in a given country the figures show that the
national outreach has far from reached its potential.
As examples can be mentioned that in China e.g. the programme has so far reached just
1.6% of universities and 0.05% of students enrolled in universities across the country; in
Indonesia at the secondary vocational level the programme has reached 2% of institutions
and 1% of students; in Lao PDR the programme has reached 18% of TVET institutions 2.5%
of students at this level.
In summary, there is tremendous potential for scaling up the KAB programme at the
national level in many countries as the demand entrepreneurship education is likely to
expand over the coming years. In many countries, the KAB programme is well placed to
respond to this demand.
54
Figure 16: Countries according to implementation level
Algeria Azerbaijan Morocco The Philippines China

Iran Kenya
Palestine Papua New Guinea Peru
Ecuador Cambodia Botswana
Georgia Lesotho Senegal Vietnam Bolivia
Zimbabwe
Panama Tajikistan Tanzania
Mali Yemen Kyrgyzstan
Burkina Nicaragua
Faso Honduras
Armenia Ivory Egypt Indonesia
Coast Russia Oman Syria
Mozambique
South Mongolia Sri Lanka
Africa Tunisia Kazakhstan
Iraq
Uzbekistan Timor Leste
Mauritius
55
3.6 Latest and future developments
Support to entrepreneurship education through the KAB programme is in increasing
demand. Ministries of labour and education, education authorities, training institutions,
and constituents show an increased interest in entrepreneurship education. Implementing
institutions have been active conducting new training workshops for facilitators, key
facilitators and project promoters, as well as adapting or translating the packages,
promoting new events and all kinds of projects related to KAB. Some examples of the latest
developments and plans may provide a flavour of some of the current initiatives and future
paths of the programme:
In Indonesia, a significant amount of training workshops for facilitators is intended to be

carried out around the entire country in 2009. Steps have been taken and resources are
being mobilized to enable the training of a total of 836 facilitators until the end of the year,
all from 24 general secondary schools and 17 vocational secondary schools in many
locations (Aceh, West Papua, Maluku, Nusa Tenggara Timur, South Sulawesi, Papua). Also,
the teacher training centre (P4TK) of Malang has been intensively organizing training
workshops supported by the national and provincial government. The P4TK Malang has
been working to reach the goal of training around 1,000 facilitators in KAB by the end of
2009 and delivering entrepreneurship education / KAB to about 20,000 students during the
school year 2009-2010. An impact assessment research project including tracer studies of
KAB graduates is currently being undertaken with support from the ILO.
In China, the aim of the All China Youth Federation is to introduce the programme as an
elective or compulsory basic entrepreneurship course in 2,300 selected universities,
training about 80 National Key Facilitators who in turn will train 5,600 lecturers and
assistant professors as KAB facilitators to deliver the programme to thousands of students
every year. An impact assessment research study including tracer studies of KAB graduates
is currently being planned with support from the ILO.
In Lao PDR, the aim is now to consolidate the integration of KAB in the national curriculum
in both TVET and secondary education. In 2009, resources have been directed towards
adapting and translating the latest version of the KAB package to incorporate gender
mainstreaming features, as well as conducting new training workshops for Facilitators,
Trainers and Promoters. In 2009, one training workshop was held in March with 17
participants from TVET institutions, and two sensitization workshops were conducted in
Vientiane. Moreover, the Ministry of Education has reviewed the existing curriculum for the
upper secondary school and has already assessed the KAB materials, finding it suitable for
this education. A pilot test, supported by the ILO, will be undertaken in 10 secondary
schools of Vientiane and 5 other provinces with about 500 students taught in the school
year 2009/10. If the pilot exercise comes out positively, a revised national curriculum will
be introduced with KAB integrated as an optional subject starting from 2010. In addition, an
impact assessment research study including tracer studies of KAB graduates is currently
being planned with support from the ILO.
In Mongolia, steps are being taken by the national partners, with the support of the ILO,
to expand the outreach of the KAB program. The strategy includes the training of at least
600 facilitators of secondary schools until the end of 2009. In addition, the training
materials were revised in the beginning of 2009.
56
In Papua New Guinea, a KAB pilot project in secondary education is being carried out and
in 2009 the strategy includes conducting a series of follow-up refresher workshops. In 2011,
an Internal Evaluation of the KAB Country Programme will be carried out, and finally, a
decision about integrating the programme in the national education curriculum will be
made and the roll-out nationwide will start in 2012.
In The Philippines, where KAB is being tested as part of a revised national curriculum of
secondary education, the outreach of the methodology has been expanding each year, as
the process of rolling out this new curriculum continues. Starting from 2010, during a
period of four years, the Department of Education plans to train 25,000 KAB facilitators and
promoters and to mainstream KAB in the national curriculum from grade 7 to 10, rolling it
out to 9,000 secondary schools. It is estimated that this initiative will have reached 6,2
million young students by the end of the 4-year period.
In Sri Lanka, a Tamil edition of the full KAB package is being developed and will be
available by the end of 2009. An entrepreneurship education course based in KAB modules
is being also taught in secondary schools in Tamil, although it does not consist on the full
package.
In Timor Leste, there are plans to continue developing the country’s capacity to deliver
and replicate KAB. By the end of 2009, the country expects to train more facilitators and a
total of at least 7 National Key Facilitators.
In Vietnam, there are various plans being carried out to boost and enhance KAB delivery in
the national institutions. The 2008 KAB Package in Vietnamese was revised in February
2009, then printed and provided to all targeted Vocational Training Institutes and learners.
The 2009 version of package was revised with basis mainly on the lessons learnt from the
previous pilot years in the country, on comments from participants of the KAB training
workshop in Da Lat in December 2008 and on information about gender mainstreaming
from gender specialists at the ILO office in Bangkok, Thailand. In addition, in Vietnam, a
Business Idea Contest is being planned for the 5 targeted provinces, and is expected to be
conducted probably until October 2009, as soon as the third year of the pilot test will be
concluded. The main purposes are to consolidate the learning process and motivate self-
employment and an entrepreneurship attitude among youth. Mass media and provincial
youth unions are also supposed to participate in the event. Moreover, a study tour to
Kenya, where KAB has been integrated into national curriculum, will be made in October
2009 by Vietnamese education policy makers, promoters, national facilitators and teachers.
In Botswana, in the beginning of 2009, the KAB programme was officially integrated into
the national curriculum and rolled out to all the 28 senior secondary schools in the country.
The plan is to offer it to all students in these schools, regardless of their subject/course
combinations, over a two year period. The first KAB students will complete the course at
the end of 2010, when it is calculated that around 21,856 students will graduate from
secondary school having participated in the KAB course. At present, the KAB project is
focusing in activities such as the ongoing capacity building of the education institutions to
deliver KAB, in terms of training new facilitators, monitoring the implementation and
providing support to schools. For the next years, there are several plans regarding KAB
implementation, like (a) rolling out the programme to technical colleges and other
vocational institutions; (b) supporting the incorporation of KAB into the teacher training
curriculum at universities and teacher training colleges; (c) adapting the package to the
57
local environment; and (d) establishing a monitoring and evaluation committee to train
officers in KAB monitoring.
In Senegal, a refresher workshop was held in the first semester of 2009, gathering about
36 facilitators and key facilitators, in order to reinforce and enhance their skills in delivering
KAB and share experiences among them. A training workshop is planned for mid-2009, with
the aim of preparing additional KAB facilitators, key facilitators and project promoters. In
addition, an impact assessment research study including tracer studies of KAB graduates is
being planned with support from the ILO.
In Tanzania, the pilot phase of the new entrepreneurship curriculum (Entrepreneurship

Education & Training - EET) was concluded in 2008, when the materials were officially
approved and accredited by the Vocational Education and Training Authority (VETA), and
published in both English and Swahili. Also, in 2008, EET was integrated into Morogoro
Vocational Teachers Training College (MVTTC) certificate course. The next step, from 2009
onwards, will be mainstreaming EET into the national vocational education and training
system, by rolling it out to all vocational training centres (VTCs) in the country. This requires
accelerating the training of EET teachers and establishing a minimum of one trained
facilitator per VTC, to a total of about 170 teachers in the remaining 14 VETA-owned
centres and 1,548 in non-VETA owned centres. In the replication strategy, several rounds of
training workshops (TOTs) are schedule to be conducted around the country. In order to
make this possible, the VETA has been directing its efforts in finding additional resources.
Moreover, in Tanzania, an e-learning system was developed as part of the EET programme
and it was tested at the pilot VTCs. An on-line learning platform was developed in the open
source software Moodle by MVTTC tutors with assistance from ITC-ILO. Learning materials
for EET Module 2 were adapted to be used in a ‘blended learning’ approach (partly face-to-
face, partly online), and uploaded on the platform. However, the VETA has been working to
address a major challenge in this component: the internet connectivity in the country was
considered too weak for effective use of the platform, and monthly costs associated with
upgrading connectivity were prohibitive for VETA at this point.
In Zimbabwe, two public institutions of higher education under the Ministry of

Environment and Tourism (The Zimbabwe College of Forestry and the Forest Industry
Training Centre) have decided to incorporate the KAB Programme in their curriculum and to
deliver it as part of their curriculum, starting from January 2009. Since then, the taught
curriculum on the programmes such as the National Certificate for Saw Doctoring,
Certificate in Forestry, Diploma in Forestry and Diploma in Wood Technology included a
compulsory entrepreneurship course of approximately 60 hours, based on KAB and SYB, to
be delivered by trained facilitators.
In Azerbaijan, the KAB pilot test phase is planned to start in the academic year of 2009 -
2010, reaching about 108 TVET institutions: 47 vocational lyceums, 60 vocational schools
and 1 vocational centre. The Ministry of Education has recently expressed interest to later
roll out an entrepreneurship course based in KAB to all TVET institutions in the country. The
curriculum to be tested in the institutions is being currently developed. In order to support
this process, a researcher from the Azerbaijan Republic Institute of Education Problems was
trained in the ITC-ILO annual KAB workshop in April 2009. A national training workshop for
KAB facilitators, key facilitators and project promoters is planned in for mid-2009, to boost
the delivery capacity of the participating institutions.
58
In Iran, the KAB programme began to be pilot tested in January 2009, at the local offices of
the Technical and Vocational Training Organization (TVTO) located in Tehran and Karaj, with
22 young trainees enrolled. Also in the beginning of 2009, another KAB training workshop
was conducted at the Iranian TVET organization Instructor Training Centre, for about 38
facilitators and promoters from 26 TVTOs offices, in order to build the capacity of the
Organization to implement the programme in more locations and to more trainees. Also,
one Iranian facilitator working in the Industrial Management Institute was trained to teach
and promote KAB at the annual workshop held at the ILO International Training Centre (ITC-
ILO), in April 2009. The TVTO is planning, with the support of the ILO, to roll out the KAB
programme all over the country, in the 31 provinces where the TVTO offices are located,
until the first semester of 2010.
In Iraq, after the pilot test in 20 TVET institutions during the school year 2008-2009, there
are plans to extend the outreach of the KAB delivery in the school year 2009-2010 to a total
of 125 TVET institutions.
In Yemen, there are 21 vocational institutes implementing KAB since 2008, however,
technical institutes are also targeted by the KAB project. In 2009, the strategy includes
starting to pilot test the programme within 29 technical institutes, which will deliver
intensive KAB courses. As a whole, the goal is to reach a total of around 3,000 students
from both vocational and technical level. Also, a refresher workshop is planned for August
2009, in order to share conclusions and recommendations about the pilot test experience,
update the facilitators and plan the next steps of the implementation strategy.
In Oman, the second year of pilot test (school year 2008-2009) included efforts to
strengthen the skills of the facilitators and project promoters from the participating
institutions, to promote an exchange of experiences and to assess the progress achieved.
One example of the efforts towards these goals was the refresher / follow-up workshop
carried out in April 2009, with 25 KAB-trained facilitators, key facilitators and promoters of
entrepreneurship education / training projects. In this workshop, the participants discussed
the challenges faced in the delivery of KAB and were presented with recommendations
made by curricula developers in the Ministry of Manpower about the content of the
training package and its delivery mechanism. Another refresher / follow-up workshop is
planned to be conducted around November. Moreover, an evaluation of the first KAB
experience in Oman was concluded in May 2009.
In Honduras, some months after the end of pilot test phase in 2006, a public umbrella
institution responsible for 10 institutes of TVET (the National Center for Work Education -
CENET), developed an entrepreneurship education curriculum based in KAB and SIYB and
has been delivering it in its member institutes. The new curriculum is focused in the
business start-up dimension of entrepreneurship. Some very positive feedback was
provided recently about the curriculum and the identified outcomes − for instance, as of
April 2009, around 200 microenterprises had been set up.
In Egypt, the KAB programme was recently introduced (2008) and its outreach has been
increasing significantly. In 2009, this tendency is expected to continue. Twenty training
centres under the Ministry of Manpower and Migration have started to provide KAB
training for unemployed diploma holders combining technical education and
entrepreneurship education. According to the Ministry, around 430 unemployed are
currently enrolled in these courses. In the first semester of 2009, 4 faculties of the Helwan
University are opening KAB courses and a total of about 140 students are participating.
59
Three polytechnics (Matareya, Zagazig and Mehalla) have also opened KAB classes,
reaching around 150 students. At the moment, KAB is taught with the Arabic version at
technical secondary schools and vocational training centres, and in English at higher
education institutions; however, a national Egyptian version will soon be developed by a
working group composed of professors and teachers during the pilot test phase. In
addition, it has been noticed that students all around Egypt are showing great interest in
the KAB program. One class-group has established their own site on the internet31, while
another group of 85 members has established a Facebook group in which they put pictures,
video clips, and various subjects related to the program.
In Morocco, the pilot test involving secondary schools and TVET institutions will start in
the academic year 2009/2010, and in preparation for this, training workshops have been
planned for July and September 2009. After the adaptation of the KAB programme to the
needs of the national educational system, an Arabic version of the materials will be
introduced in about 20 secondary schools and all 200 training centres belonging to the
Ministry of National Education under the Office for Training and Employment Promotion
(OFPPT).
In Tunisia, the KAB materials are currently being nationally adapted by a working group in
charge of collecting feedback from the facilitators and introduce the modifications.
A KAB distance learning programme for universities has been developed based on the
French KAB version (Comprendre L'Entreprise - CLE) and is being pilot tested in Morocco
and Tunisia since the beginning of 2009. The KAB distance learning programme was
developed by highly specialised e-learning team formed by professionals from Tunisia,
Algeria and Morocco. In Tunisia, the Ministry of Higher Education has expressed high
interest in introducing the distance learning programme and in January of 2009, it
supported a training workshop held to prepare facilitators and project promoters from 20
universities. Afterwards, they started to deliver the programme on a pilot basis for two
semesters, with about 745 students currently enrolled. In Morocco, a two-semester pilot
test of the programme began in March 2009, with 650 students currently enrolled, in 7
universities.
The ILO, with the support of the Swiss Development Cooperation (SDC), is currently
researching the impact of KAB in a number of countries. In addition, an interactive
knowledge sharing and resource platform32 is being developed with the purposes of (a)
sharing the findings of this impact research as widely as possible with youth
entrepreneurship policy makers, promoters and practitioners, (b) creating a global network
of entrepreneurship education practitioners and promoters from ministries, schools and
training institutions in countries where KAB has been introduced, (c) enabling this
community of practice to share lessons learned about the teaching of KAB and the impact
of entrepreneurship education on students, and (d) sharing knowledge and learned lessons
of the implementation of other enterprise start-up programmes for out-of-school youth,
such as the Start & Improve Your Business (SIYB) and the Gender and Entrepreneurship
Together (GET Ahead).
A new revised KAB international version is under development in order to incorporate

into the current 2008 version the following: (a) gender mainstreaming, (b) disability
31
www.abdelgawad.webs.com
32
http://www.youthentrenet.org/
60
mainstreaming, (c) a module on social entrepreneurship, (d) updating of illustrations, e)
improving format and layout, (f) integrating contents about cooperatives. The revision is
ongoing throughout 2009 with the view to publishing in 2010. Also, efforts are underway to
develop KAB authoritative international versions in Spanish and Arabic, in addition
to the current international authoritative versions in English and French.
61
Concluding remarks
4 This report has provided a glimpse of the global outreach of the KAB programme. The
figures presented in the report have been gathered from numerous institutions and
individuals over the course of the first 6 months of 2009. The report shows a programme
that has expanded rapidly over the past five years and continues to be in demand as
governments, ministries of labour, education authorities and ILO constituents request ILO
support to introduce entrepreneurship education as part of broader youth
entrepreneurship and youth employment strategies. This is an opportunity for the ILO to
consolidate and further develop its competitive advantage in this area in which the ILO is
currently the leading UN agency.
To continue the solid foundations laid for entrepreneurship education in member states
across the world the ILO needs to further strengthen the ongoing efforts to i) promote
entrepreneurship education as a long-term integral investment in youth employment
policies, ii) continue to build the capacity of national education institutions, iii) increase the
pool of accredited national key facilitators that can support national processes, iv) continue
to systematically monitor the outreach and document the impact of the programme and v)
provide a platform for lessons learned to be shared and future initiatives to be developed.
The promotion, further development and introduction of entrepreneurship education in ILO

member states is a shared responsibility between the ITC, ILO headquarters as well as the
regional offices, sub regional offices and area offices, which have the direct responsibility
for promoting entrepreneurship education with constituents in ILO member states. The
efficient functioning of a global ILO programme on entrepreneurship education and
integrating such a programme into broader youth entrepreneurship and youth employment
efforts requires cooperation and collaboration across the organization.
62
Annex 1. Key events in 3rd level countries
Year
BOLIVIA − KAB Key events
2000 – ▪ The KAB programme was introduced as a component of a broader strategy against the expansion of
2001 coke plantations in the region of Cochabamba, by means of providing vocational training to the labour
force and support to microenterprises.
▪ The KAB materials were adapted to the national social and economic context and translated into
Spanish.
▪ The first training workshop for facilitators, key Facilitators and project promoters was conducted,
gathering participants from technical and vocational institutions and secondary schools.
▪ KAB was delivered in the region of Cochabamba to students from a few secondary education and
technical education institutions.
2002 - ▪ KAB was also included as a component of a comprehensive ILO program in Latin America, the Regional
2003 Programme for Sustainable Employment (PRES – Phase I) and soon other regions of Bolivia were
introduced to KAB.
▪ More facilitators, key Facilitators and project promoters were trained in KAB in the cities of Sucre, La
Paz, Cobija, Pando, Beni, Santa Cruz, Potosí, Uyuni, Tarija and El Alto.
▪ The methodology was pilot tested in some of these areas to students in senior secondary education
(public and private) and to out-of-school street youth (project beneficiaries of the La Paz Foundation).
▪ The ILO and the Ministry of Education established a cooperation agreement to extend the KAB delivery
to 42 technical and vocational institutes and afterwards, to the formal basic education and formal higher
education (university level).
2004 ▪ The KAB activities carried out so far were continued and other institutions (secondary schools, TVET
institutions and the Armed Forces) started to prepare to pilot test KAB, in the context of the second phase
of the Regional Programme for Sustainable Employment (PRES II).
▪ More facilitators, key facilitators and project promoters, mainly from technical secondary schools and
universities, were trained in Sucre, La Paz, Pando, Beni, Santa Cruz, Potosí, Uyuni, Tarija, Cochabamba.
2005 ▪ Other training workshops were conducted with technical institutes located, for example, in El Alto.
▪More institutions continued to pilot test KAB and others started, such as a Penitentiary, universities and
TVET institutions.
▪ By 2005, over 10 education and training institutions had individually incorporated the KAB methodology
in their curriculum and began replicating it.
▪ The Bolivian Government started planning a strategy to review the national secondary education
curriculum and integrate an entrepreneurship education course based in KAB, so it would be gradually
rolled out to all secondary schools in the country.
2006 ▪ More institutions continued to pilot test KAB and others started, such as universities and TVET
institutions.
▪ An entrepreneurship education course based in KAB was incorporated into the regional curriculum in
the Chapare region.
2007 ▪ Continuation of KAB delivery by institutions from Cochabamba and others that had pilot tested the
programme.
Year BOTSWANA – KAB Key events
2005 ▪ The Ministry of Education and Skills Development submitted an official request to deliver KAB in
education and training institutions
▪ The local provider of business development services (BDS) Enterprise Botswana expressed it willingness
to promote the programme.
63
2006 ▪ The KAB Programme was launched, when the Ministry decided to introduce entrepreneurship education
into the senior secondary school curriculum.
▪ The first workshops for training KAB facilitators, trainers and promoters were conducted in Gaberone,
gathering officers from the Ministry of Education and staff from secondary schools and Enterprise
Botswana.
▪ Staff from the Ministry of Education and Enterprise Botswana was trained at the KAB annual workshop
held at the ILO International Training Centre (ITC-ILO) in Turin, Italy.
▪ As part of the implementation strategy, 20 KAB national key facilitators were initially trained.
▪ The Ministry was licensed by the ILO to use the KAB package in teaching entrepreneurship.
2007 ▪ An intensive KAB training programme for teachers of senior secondary schools, technical colleges and
vocational institutions was initiated.
▪ August, September and October: training workshops were conducted in locations such as Tlokwemg,
Mochudi, Kanye, Serowe, Mahalapye, S/ Phikwe, Maun, Gantsi and Kasane.
▪ Other Batswana professionals from the Ministry of Education, Enterprise Botswana and University of
Botswana were trained at the ITC-ILO in Turin.
▪ Starting in 2007, a series of discussions were held between the ILO and national stakeholders in order to
share and coordinate the implementation strategy and establish required partnerships.
2008 ▪ Other Batswana professionals from the Ministry of Education, Enterprise Botswana and University of
Botswana were trained at the ITC-ILO in Turin.
2009 ▪ KAB was officially integrated to the national curriculum and rolled out to all senior secondary schools.
Year CHINA – KAB Key events
• May: Participation of the KAB Project Manager and a national specialist in the KAB Training Workshop at
the ILO International Training Centre (ITC-ILO), in Italy.
2005 ▪ Key partnership was established between the ILO and the All China Youth Federation (ACYF) to carry out
the pilot test. A national enterprise education specialists team was also organized under the ACYF.
▪ National adaptation and translation of the KAB package to Chinese.
▪ January: the KAB first training workshop was conducted for selected facilitators, trainers and promoters of
entrepreneurship education projects, all working in higher education institutions.
▪ February to July: Six universities located in Beijing, Tian Jin and Hei Long Jiang started to pilot test the KAB
2006 programme, with the participation of about 620 students.
▪ August: Evaluation Workshop / Press Conference / Certification of KAB implementing schools.
▪ The feedback and evaluation of the pilot test were very positive and 50 universities throughout China
applied to deliver the KAB programme to students.
▪ Eight training workshops were conducted for instructors and promoters of entrepreneurship education
from the universities interested in delivering KAB.
2007
▪ KAB was integrated in the curriculum of thirty-six higher education institutions from 18 provinces and
started to be delivered to their students.
▪ First KAB Annual Review Meeting, which discussed the implementation experience in 2007.
▪ Eleven training workshops were carried out, with 368 instructors and promoters of entrepreneurship
education from higher education institutions.
2008 ▪ A total of ninety-two higher education institutions from 25 provinces had KAB integrated in their
curriculum and delivered the programme to their students.
▪ KAB Club Activity: staff from 41 universities, facilitators, promoters and partner organizations participated
in an event to share experiences and award 18 KAB Entrepreneurship Education Base Universities.
Year HONDURAS − KAB Key events
▪ Selection of about 17 institutions (technical secondary schools and vocational institutes) to participate in
the KAB pilot test phase.
2004 ▪ November: the first KAB training workshop was conducted for the selected facilitators and project
promoters, in Tegucigalpa.
64
▪ Three KAB training workshops were held for groups of selected facilitators and project promoters, working
in public and private TVET institutions.
▪ Pilot institutions started to carry out their action plans, what included raising awareness about the
programme with their own staff, selection of the students, logistic arrangements, planning the subject
according to the 120 hours of KAB.
▪ April: participating institutions started delivering KAB, while receiving technical support from the ILO for
specific orientation to the facilitators trained and for inter-institutional coordination.
2005 ▪ During the pilot experience, some workshops were held between the partner institutions to discuss the
overall progress of the KAB delivery, the difficulties and needs of the stakeholders. As a result, a network of
KAB Facilitators, Key Facilitators and Promoters was gradually formed and a national coordination was
established.
▪ September: the National Meeting of KAB Facilitators was conducted.
▪ October: the first regional Joint Workshop of Secondary Education Students was held in Honduras,
gathering also Nicaraguan representatives from the education and training institutions and KAB students.
During these meetings, the participants provided an overall positive feedback from their KAB experience.
▪ The National Institute for Vocational Training (INFOP) incorporated the KAB methodology into its
2006 curriculum and planned its replication in the next school years, in the branches located in Francisco
Morazán, Atlántida, Cortés, La Paz e Intibucá.
Year INDONESIA – KAB Key events
▪ June: the adaptation and translation of the KAB materials to Bahasa Indonesia was concluded.
▪ July-August: training workshop conducted for 116 Facilitators, Trainers and Promoters from secondary
2005 vocational schools, tertiary vocational schools and teacher training centers across Indonesia.
▪ School year 2005/2006: 42 secondary vocational schools started to deliver KAB on a pilot basis to around
3,385 students, in Java, Sumatera, Bali, Sulawesi, Kalimantan and Papua.
▪ School year 2006/2007: continuation of pilot project with the secondary vocational schools.
2006
▪ School year 2006/2007: about 60 additional secondary vocational schools started to deliver KAB.
▪ School year 2007/2008: continuation of pilot project with the implementing secondary vocational schools.
▪ School year 2007/2008: about 30 additional secondary vocational schools started to deliver KAB.
2007
▪ Two KAB training workshops for Facilitators, Trainers and Promoters held with over 53 secondary
vocational schools.
▪ Another training workshop conducted with 30 vocational secondary schools.
2008 ▪ December: KAB was integrated as part of the national curriculum of technical secondary schools, and
started to be rolled out to all institutions of this kind in the country.
Year LAO PDR – KAB Key events
▪ First training of KAB Facilitators, Key Facilitators and Promoters in the country, with 27 participants from
technical & vocational schools (TVET), secondary level schools and a non-formal education center.
▪ A entrepreneurship education curriculum was developed to be pilot tested by these institutions
2005
▪ The modules were adapted to the local culture and translated into Lao.
▪ School year 2005/2006: KAB was pilot tested in 11 institutions (SE, TVET and non-formal education),
reaching around 624 students / trainees.
▪ A training of KAB Facilitators, Key Facilitators and Promoters was conducted for a technical school.
▪ A Refresher Course for facilitators was held.
▪ School year 2006/2007: Entrepreneurship education / KAB was officially integrated into the national
2006 curriculum of technical and vocational level. The delivery was significantly extended to 18 institutions and
7,000 students. One technical school widened the programme’s coverage to 1,400 students.
▪ April: Support and evaluation visit to all schools with ILO local representative, LIEDC, and Ministry of
Education.
▪ A training of KAB Facilitators, Key Facilitators and Promoters was conducted for secondary schools.
2007 ▪ The entrepreneurship education / KAB curriculum was rolled out to additional TVET schools, making a
total of 20 delivering institutions. Also, additional secondary schools started delivering KAB.
65
▪ A training of KAB Facilitators, Key Facilitators and Promoters was conducted for TVET and secondary
schools.
2008
▪ The entrepreneurship education / KAB curriculum was rolled out to additional TVET schools. Additional
secondary schools started delivering KAB.
Year KAZAKHSTAN − KAB Key events
▪ A version adapted to Russian-speaking countries was prepared, allowing the programme to be

introduced in Central Asia, and Kazakhstan was one of the first countries.
2000 - ▪ First facilitators, key facilitators and project promoters were trained to deliver KAB.
2002 ▪ School year of 2001-2002: KAB was pilot tested in 5 professional colleges and lyceums (primary
vocational education).
▪ School year of 2002-2003: second year of the pilot test.
▪ The curriculum development authority of Kazakhstan validated the KAB materials and a decree was
issued introducing entrepreneurship education based on KAB modules in the curriculum of the primary
vocational education system on national level, starting from September. KAB was officially integrated as
2003
a part of the course “Basics of the Market Economy”, which was taught during two academic years.
▪ August: more Facilitators, Trainers and Promoters were trained in Almaty in order to expand the KAB
delivery capacity in primary professional schools and lyceums around the country.
2004 - ▪ The new entrepreneurship education curriculum based on KAB was progressively rolled out to
2006 additional institutions of primary vocational education.
▪ The entrepreneurship education curriculum based on KAB continued to be delivered and rolled out. By
then, about 10 professional schools and lyceums had delivered KAB to 3,000 students.
▪ November: KAB was introduced as a component of a regional initiative to combat the Worst Forms of
Child Labour (WFCL) in Central Asia. As part of this initiative, the 9 modules of KAB were adapted and
2007
translated into Kazakh language, and later, a 5-day training programme named “Tourist business” was
developed based on KAB. Two trainings on “Tourist Business” were conducted by ILO certified KAB
facilitators for a selected group of 30 young people (age of 14-18) in the Usharal region and Almaty
oblast (Koktuma and Akshi villages).
Year KENYA − KAB Key events
▪ Drawing from the technical and vocational training experiences in Kenya during the beginning of the
90’s, the KAB package was launched as part of the efforts to address the high demand for an
entrepreneurship course.
1996
▪ Entrepreneurship education / KAB was integrated in the national curriculum in Kenya at Kenya
Technical Teacher’s College for technical teachers, and subsequently, was introduced in some TIVET
institutions.
▪ Training workshops for KAB facilitators, key facilitators and promoters have been conducted in the
whole country, gathering participants from university level, NGOs, polytechnics, ministries, technical
1997- industrial vocational education & training institutions (TIVET), teacher training colleges, etc.
2001 ▪ 1997: Introduction of entrepreneurship education / KAB in the curriculum of university level.
▪ 2000: An entrepreneurship education / KAB subject was integrated into the national curriculum of
TIVET institutions, based on KAB materials and SIYB contents.
▪ August: KAB training workshop for facilitators, key facilitators and promoters held in Arusha (Tanzania),
with Kenya-based participants (ministries, TIVET, polytechnics)
2002
▪ Training workshop held in Nairobi, with 25 participants from NGOs, enterprises, polytechnics and TIVET
institutions.
▪ July: Training workshop for facilitators, key facilitators and promoters held in Kampala (Uganda), with
2003
Kenya-based participants.
66
▪ February: Training workshop for facilitators, key facilitators and promoters held in Mombasa.
2004 ▪ The Directorate of Technical Education demonstrated its interest in KAB and sent a few staff members
for training workshops organized by the ITC in the region.
▪ KAB training workshops for facilitators, key facilitators and promoters were held in the whole country,
with participants from ministries, polytechnics, public and private TIVET institutions, technology
development and research organizations. A series of 7 workshops for many TIVET institutions started, the
first one held in December 2005, in Kisumu.
▪ June: the annual KAB training workshop conducted at the ILO International Training Center (ITC-ILO)
had Kenyan participants from the Ministry of Higher Education, Science and Technology and one
polytechnic.
▪ A review / refresher workshop was held in Nairobi with participants from 3 universities.
▪ The Kenyan government decided to officially adopt the recently revised KAB package (2005 version) as
2005
the basic materials for a 66 hours of entrepreneurship education course delivered to craft and diploma
level students undertaking technical education course in Kenyan polytechnics, technical training
institutes, technology development centers and technical colleges.
▪ Ministry officers established agreements with the ILO to print and distribute a thousand copies of KAB
sets (revised 2005 version) to some public and private TIVET institutions.
▪ October: a sensitization workshop was carried out in Nairobi, discussing the new KAB materials and its
delivery. Around 60 entrepreneurship education / KAB facilitators, principals and key facilitators were
present, from TIVET institutions, government, polytechnics, teacher training colleges, among others. Sets
of KAB materials were distributed.
▪ A series of 7 KAB training workshops that started in December 2005 was continued and concluded, with
workshops held in Nyeri, Mombasa, Eldoret, Nairobi, Embu and Kakamega, for many public and private
TIVET institutions.
2006
▪ June: the annual KAB training workshop conducted at the ITC-ILO had Kenyan participants from the
Ministry of Education, Science and Technology.
▪ A review / refresher workshop was held in Nairobi with participants from 6 universities.
▪ More KAB training workshops for facilitators, key facilitators and promoters were held in the whole
2007
country (participants from ministries, polytechnics, public and private TIVET institutions).
▪ Other KAB training workshops for facilitators, key facilitators and promoters conducted, involving faith-
based NGOs, TIVET institutions, polytechnics, among others.
2008
▪ July: the annual KAB training workshop conducted at the ITC-ILO had Kenyan participants from a
teacher training college and a university.
Year KYRGYZSTAN − KAB Key events
▪ The materials were translated to Russian and prepared to be introduced in the Russian-speaking
countries in Central Asia, and Kazakhstan was one of the first countries.
▪ 2002: Two training workshops for facilitators, key facilitators and project promoters was carried out in
Bishkek, gathering over 30 participants, including officers from the Ministry of Labour and Social
Protection and staff members from vocational schools in various regions.
▪ School year of 2002-2003: the provisional Russian language version of the materials was pilot tested in
Kyrgyzstan in 8 professional lyceums and other vocational training institutions in Bishkek,Talass,
Mocowski, Kok Jangak, Jalalabad, reaching around 106 students.
2000- ▪ A review group formed by KAB teachers and curriculum development specialists was set to analyze and
2004 gather information of practical outcomes and results of the pilot test experience and the use of the KAB
materials. The group recommended the continuation and expansion of the programme’s outreach.
▪ 2004: the Government issued a decree concerning changes in the curriculum of the primary vocational
education system. The decree determined the introduction of a course named “Basic Business and
Entrepreneurship” (120 hours), developed with inputs from KAB, to be taught in primary vocational
education starting from the academic year of 2004-2005. This course would be initially delivered in the
institutions where teachers had already been trained in KAB, then rolled out to other institutions, as
more training workshops would be held. This measure triggered a rapid increase in the distribution of
KAB materials, as well as in the amount of training workshops carried out.
67
▪ School year 2004-2005: the KAB programme was rolled out to 22 lyceums and vocational training
schools.
▪ 2004: Two training workshops for facilitators, key facilitators and project promoters was carried out in
the northern and southern regions, gathering about 30 participants from vocational schools.
▪ More training workshops for facilitators, key facilitators and project promoters were carried out in the
northern and southern regions, gathering a total of about 30 participants working in primary vocational
education.
2005 -
▪ New KAB version translated into Kyrgyz and reproduced for distribution among primary vocational
2006
institutions.
▪ School year 2005-2006: the KAB programme was rolled out to 12 additional institutions.
▪ School year 2006-2007: the KAB programme was rolled out to 16 additional institutions.
▪ June - December: KAB was adapted and taught in Kyrgyzstan to out-of-school youth and children living
in rural areas, as part of the ILO’s efforts to combat the Worst Forms of Child Labour in Central Asia. Ten
business students were trained in KAB in order to teach the programme to these children. Over 60 rural
2007
unemployed youth living in 5 oblasts, Jalalabad, Osh, Chui, Naryn and Issyk kul were taught with KAB.
▪ More training workshops for facilitators, key facilitators and project promoters were carried out around
the country (for example, in Isseyk Kul) in primary vocational schools.
▪ September: training workshop in Bishkek for about 20 facilitators, key facilitators and project promoters
2008
working in technical and vocational education.
Year MOZAMBIQUE – KAB Key events
▪ December: first Facilitators, Trainers and Promoters were trained in a workshop in Maputo, gathering 12
2007 participants from the government, secondary schools, technical schools, one teacher training institute, one
business development institute and one civil society organization.
▪ May: translation of KAB materials to Portuguese and adaptation for national use.
▪ May: the second training of Facilitators, Trainers and Promoters was carried out with 14 participants from
2008 private secondary schools, technical and vocational schools and universities.
▪ 3 private universities and 1 private secondary school started to pilot test an entrepreneurship course
based on KAB with their students.
▪ In the beginning of the year, one secondary school and one university have incorporated the KAB-based
2009
entrepreneurship course as part of their curriculum and will replicate it in the next school terms.
Year PERU − KAB Key events
▪ A series of training workshops were conducted to prepare facilitators, government officials and project
promoters from the civil society to teach or promote the programme. Workshops were held in Arequipa,
2001 - Lima, Cusco, Abancay and Cajamarca, with a total of about 50 participants trained.
2003 ▪ Two umbrella institutions started delivering KAB to the young beneficiaries of their vocational training
centres and projects: the NGO Consortium of Private Organizations for Support to Micro and Small
Enterprises (COPEME), and the Service Centre for Job Training and Development.
▪ The KAB programme was included as a component of a comprehensive ILO program in Latin America, the
Regional Programme for Sustainable Employment (PRES – Phase II, 2004-2006), which expanded the
outreach of KAB in Peru.
▪ Around 170 facilitators, key facilitators and project promoters were trained in 8 KAB workshops.
▪ The KAB programme started to be delivered on a pilot basis in about 120 institutions in 14 regions of the
country, including technical and general secondary schools, higher education and institutions of non formal
2004 -
education, such as the Social Rehabilitation Centres (CRAS) of the Judiciary.
2006
▪ Creation of a national network of KAB facilitators, key facilitators and promoters of entrepreneurship
education, named Inter-Learning Network.
▪ Entrepreneurship education was integrated into a national curriculum developed for secondary education,
named “Education for Work”. The entrepreneurship contents were based in some KAB modules. In 2006,
the curriculum started to be delivered and rolled out to an increasing number of technical and general
secondary schools.
68
▪ Entrepreneurship education / KAB, as part of the curriculum Education for Work, continued to be rolled
out to more secondary schools around the country.
2007
▪ The Social Readjustment Centres – CRAS located in Piura, Pucallpa, Maranga and Lima continued to
deliver entrepreneurship education classes.
▪ Entrepreneurship education / KAB, as part of the curriculum Education for Work, continued to be rolled
out to more secondary schools around the country.
2008
▪ The Social Readjustment Centres – CRAS located in Piura, Pucallpa, Maranga and Lima continued to
deliver entrepreneurship education classes.
Year SRI LANKA – KAB Key events
▪ A first national version of KAB was developed in Sinhalese.

2004 ▪ August: first KAB training workshop was conducted for Facilitators, Trainers and Promoters, with 20
participants from vocational training institutions island wide.
▪ KAB started to be pilot tested in 3 of the umbrella institutions that participated in the training
workshop, with around 92 trainees.
2005 ▪ Assessments of the pilot test indicated a positive feedback from students and facilitators.
▪ November & December: two KAB training workshops were conducted for Facilitators, Trainers and
Promoters.
▪ Entrepreneurship education based in KAB was integrated into the national curriculum of vocational
training in the school year 2006, so the delivery started to be replicated in the next school years.
2006 ▪ January, February & June: three training workshops were conducted with vocational training
institutions. Tamil speaking vocational training facilitators participated in the January-February
workshops.
▪ July: Another training workshop was held, with staff from the Vocational Training Authority (VTA) and
the National Apprenticeship and Industrial Training Authority (NAITA).
2007
▪ Development of an entrepreneurship curriculum for secondary schools, based in a few KAB topics. This
task was completed for grades 6, 10 and 11.
2008 ▪ February-March: another group of Tamil speaking Trainers, Facilitators and Promoters was trained.
Year SYRIA − KAB Key events
▪ KAB materials were adapted to the Syrian social and economic context and translated to Arabic.
▪ August: first training workshop for facilitators, key facilitators and project promoters, with a total of 55
participants from the selected institutions participating in the pilot project: public secondary schools
(both general and vocational), intermediate secondary institutes and public universities.
2006 ▪ School year 2006-2007: KAB was pilot tested in 19 secondary schools, vocational schools and
intermediate institutes, reaching around 330 students and trainees from Damascus (city and rural area)
and Quneitra. At university level, 4 public institutions started to pilot test KAB to about 100 students, in
Aleppo, Damascus, Homs and Lattakia.
▪ December: KAB refresher workshop with 5 universities.
▪ February: training workshop was carried out for 25 university facilitators.
▪ Around 100 additional facilitators, key facilitators and project promoters from the TVET and SE
institutions were trained to deliver KAB in the school year 2007-2008.
▪ School year 2007-2008: the entrepreneurship education course / KAB was incorporated into the
2007
national curriculum of secondary vocational schools and intermediate institutes. Over 6,000 students
were reached, in a total of 58 secondary schools and intermediate institutes in Damascus, Aleppo,
Lattakia, Homs, Deir Al Zor. The KAB programme continued to be delivered in higher education, with one
additional university participating.
69
▪ Refresher workshops were conducted after the pilot exercises in the educational institutions, gathering
the trained KAB Facilitators, Trainers and Promoters in order to discuss their experience.
▪ Approximately 290 facilitators, key facilitators and project promoters from the TVET and SE institutions
were trained to deliver KAB in the school year 2008-2009.
2008 ▪ Approximately 70 facilitators, key facilitators and project promoters at university level were trained to
deliver KAB in the school year 2008-2009.
▪ School year of 2008-2009: the KAB-based course was rolled out to additional TVET and SE institutions,
and by this moment, a total of about 85 were delivering KAB to over 27,140 students. In higher
education, the KAB programme continued to be delivered, to about 260 students.
Year TANZANIA − KAB Key events
▪ October 2002: workshop for training Facilitators, Trainers and Promoters was carried out in Arusha, with
2002 25 participants from vocational training institutions under the umbrella of the Vocational Education and
Training Authority (VETA).
▪ July: Training workshop for facilitators, key facilitators and promoters held in Kampala (Uganda), with
2003 Tanzania-based participants.
▪ Some institutions started to pilot test the KAB programme.
▪ February: Training workshop for facilitators, key facilitators and promoters held in Mombasa (Kenya), with
Tanzania-based participants.
2004 ▪ A national curriculum based in the KAB package, named Entrepreneurship Development & Education –
EDE, was officially introduced in the education & training system and started to be rolled out into all
Vocational Training Centres (VTCs) in Tanzania.
▪ The EDE curriculum continued to be rolled out to all VTCs.
▪ Start of a technical cooperation project of which a key element was to support the integration of a revised
2005 entrepreneurship course in the curricula of both the instructor’s college and the VTCs. The newly developed
curriculum for level 1 and level 2 trainees, named Entrepreneurship Education & Training (EET), would take
inputs from some KAB content and gradually replace the EDE.
▪ The training manual for EET Module 1 was developed in both English and Swahili.
▪ Three training workshops for facilitators, key facilitators and promoters were conducted, to train
instructors from the 7 selected pilot test centres and from the Morogoro Vocational Teachers Training
College (MVTTC).
2006 ▪ March/April: the 7 selected VTC started to pilot test the Module 1 with 2 groups of 25 trainees.
▪ August: the pilot experiences were evaluated and the process of the development of Module 2 was
initiated.
▪ November: the trainer’s manual for EET Module 2 was finalized.
▪ December: the first KAB training workshop related to Module 2 was conducted.
▪ March: pilot test of Module 2 in the 7 selected VTCs, with one group of 25 trainees each.
▪ Additional training workshops (TOTs) organized in EET Module 1, to facilitate the roll-out of EET Module 1
to all level-1 trainees in the 7 pilot VTCs.
▪ Two information workshops were held, one at Mbeya Regional Vocational Training and Services Centre
2007
(RVTSC) and the other one at Tanga RVTSC, to present the EET training progress and challenges
experienced, the rollout to all trainees and the sustainability of the programme when donor support end.
▪ December: KAB training workshop for facilitators, key facilitators and promoters held in Iringa, about
Module 2.
▪ The EET curriculum (module 1 plus module 2) was officially approved and accredited by the VETA. The
published version consists on 96 hours of entrepreneurship training. The final Trainer Guide and Trainees
2008
Handbook for Module 1 and 2 were published in both English and Swahili.
▪ EET was integrated into MVTTC’s Vocational Teachers Certificate course.
Year TIMOR LESTE – KAB Key events
▪ Adaptation and translation of KAB materials in Tetum.

2005 ▪ 4 Timorese (from the Ministry of Education and the State Secretariat of Professional Training &
Employment) were trained as national key facilitators.
70
▪ First training workshop of facilitators, key facilitators and promoters, with 20 participants from secondary
technical schools and the Ministry of Education.
2006
▪ February to November (academic year): a KAB pilot test was carried out in 12 secondary technical schools
in Dili, Manatuto, Baucau, Lautem, Manufahi, Covalima, Bobonaro and Oecusse.
▪ An entrepreneurship education course based in the KAB modules was officially incorporated as part of the
2007 national curriculum of secondary technical education, and started to be delivered to students.
▪ 2 Refresher Courses for teachers.
▪ Second training workshop, resulting in 16 facilitators from secondary technical schools trained.
▪ Additional secondary technical schools in Aileu, Viqueque and Liquisa started delivering the
2008 entrepreneurship education course in the school year of 2008.
▪ Monitoring of KAB in the schools.
▪ National Schools’ directors workshop.
Year UGANDA − KAB Key events
▪ The first Uganda-based facilitators and project promoters were trained in a series of 3 workshops
conducted in East Africa between 21st October – 1st November 2002 (Arusha, Tanzania), 7th – 18th July
2002-
2003 (Kampala Uganda) and 16th – 27th February 2004 (Mombasa, Kenya). A total of 20 Uganda-based
2004
participants were trained, all working in 16 institutions, among public and private vocational education
and training institutes (VET), one secondary school, one public university and governmental authorities
(Ministry of Education and Sports, etc).
▪ After the training workshops, the participants from four public VET institutes under the Directorate of
Industrial Training (DIT) and other private vocational education and training institutes (at least 20
institutions under the Uganda Association of Private Vocational Institutions - UGAPRIVI) started to carry
out various activities, such as: (a) conducting awareness raising workshops within their own institution,
(b) building the capacity of their institution to deliver KAB, by training other teachers, (c) conduct KAB
pilot training courses. By 2006, all participating private VET providers have been able to make
adjustments in their curricula, either by incorporating the full package or just some modules.
▪ After participating in the training workshop, the public institution Kyambogo University reviewed its
curricula and incorporated KAB modules to suit different levels and courses in the fields of engineering,
vocational education, science and technology.
2005 -
▪ By 2006, the trained officers of the governmental authority DIT, which supervises about 400 private and
2006
four public vocational education and training institutes, had taught entrepreneurship to the Uganda
Electronics and Technicians Association (UETA) members and provided advice to other institutions on
how to integrate entrepreneurship into their programmes, as well as provided advisory services in micro
enterprise development.
▪ By 2006, the trained officer from the Ministry of Education and Sports had provided entrepreneurship
training to heads of vocational institutes. At that time, the Ministry did not have a policy on whether
entrepreneurship education should be included in vocational training courses, therefore, VET institutions
would make independent decisions on whether or not to offer the topic.
▪ By 2006, the participating secondary school Bulo Parents had integrated KAB modules within the
syllabus determined by the Uganda National Examinations Board (UNEB).
Year ZIMBABWE − KAB Key events
71
▪ A KAB Awareness Workshop was conducted in the province of Manicaland, bringing together all the key
staff and principals of the colleges and ministry officials from head offices that are involved in
programme development and training.
▪ September: a training workshop for facilitators, key facilitators and project promoters was conducted,
gathering 18 participants working in vocational training institutions, technical schools and teachers
training colleges. As part of their accreditation process, 11 participants were observed by the key
facilitators while teaching the KAB programme to trainees / students, and afterwards feedback was
provided to them about this first experience with KAB delivery. Four KAB workshops to about 75 students
and trainees were carried out by the participants in training centres and polytechnics located in Gweru,
Mutare, Mt Darwin.
2008 ▪ Three additional awareness raising workshops were held in the Midlands, Bulawayo and Manicaland
provinces. The participants in these workshops were mainly Heads of Institutions or their Deputies,
Lecturers and Provincial Heads from the Ministry of Youth Development and Employment Creation. The
workshop discussed about how the KAB subjects would be integrated into the curriculum.
▪ The next step was collecting information on the needs of the vocational institutions as a basis for the
broad interventions in terms of skills provision. A questionnaire was developed for the needs assessment
task and a final report was completed.
▪ The Zimbabwe College of Forestry and the Forestry Industry Training Centre institutionalized the KAB
programme and decided to start delivering it as part of their colleges’ curriculum in 2009. The Forestry
Commission has revised their training timetable and included sessions dedicated to cover KAB modules,
which have been delivered by accredited trainers.
72
Annex 2. Key events in 2nd level countries
Year CAMBODIA − KAB Key events
▪ April: awareness raising workshop for the economic faculty of the Royal University of Law and
Economics, in Phnom Penh.
2005 ▪ Training workshop for a few university professors.
▪ KAB classes were held in a pilot basis for 3 semesters at the University, for about 3 undergraduate
classes.
2006 ▪ End of pilot test at RULE.
▪ A project proposal was prepared to introduce the KAB programme in four tracks:
(1) in 39 Provincial Technical Training Centres (PTCs),
(2) in 44 Universities, (3) in the Cambodia India Entrepreneurship Development Centre (CIEDC), and
2007
(4) to diploma holders.
▪ Government allowed the start of the pilot test in vocational training centres. Discussions are ongoing in
order to raise funds and adapt the elaborated project.
Year EGYPT − KAB Key events
▪ July: the first KAB training workshop for facilitators, key facilitators and promoters was conducted in
Cairo, with 25 participants from 3 universities and 3 polytechnics.
▪ July: The national programme coordinator and the project assistant were sent to the annual KAB
training workshop at the ITC-ILO.
▪ August: a training workshop was conducted with two batches: (1) 30 vocational training centres
belonging to the Productivity and Vocational Training Department (Ministry of Trade and Industry) and
(2) 10 Technical Secondary Schools and Mubarak-Kohl Schools.
▪ Another training workshop was held in Cairo, gathering 29 trainers and administrative staff from the
2008 training centres belonging to the Ministry of Manpower and Migration.
▪ In preparation for the pilot test, sets of KAB training materials in Arabic and English were distributed to
the educators.
▪ School year 2008/2009: pilot tests started in vocational training centres, technical secondary schools
and higher education institutions.
▪ Helwan University opened two KAB courses (at the faculty of Business Information Systems and faculty
of Commerce).
▪ Ministry of Higher Education issued a decree in favour of the introduction of KAB in the curriculum of
polytechnics and universities.
Year IRAN − KAB Key events
▪ Translation into Farsi and the adaptation of the KAB materials to the Iranian context.
▪ A licensing agreement was provided to the Technical and Vocational Training Organization (TVTO), a
public institution affiliated to the Ministry of Labour and Social Affairs and responsible for holding short-
term technical and vocational training in Iran, allowing the Organization to integrate KAB in their
vocational training curriculum.
2008 ▪ December: the first national KAB training workshop for facilitators and promoters of entrepreneurship
education was held in Karaj at the Instructor Training Centre (ITC), a specialized institution within the
TVTO system. About 28 instructors from 24 provincial offices of the TVTO participated.
▪ One of the results of the first workshop was the development of a plan for implementing KAB at the
provincial level, in a way that each two TVTO instructors trained were teamed up to implement the
programme in each province, starting from 2009.
73
Year IRAQ − KAB Key events
▪ The KAB materials were adapted to the national context and translated to Kurdish.
▪ April - May: two training workshops were conducted for a total of 50 facilitators and promoters working
in vocational training centres, technical colleges and one general secondary school.
2008 ▪ July: two Iraq-based professionals participated in the annual KAB training workshop at the ITC-ILO, in
Turin, Italy.
▪ School year 2008-2009: about 20 vocational schools, vocational training centres, technical institutes and
colleges that participated in the training workshops started to pilot test KAB.
Year MAURITIUS – Key events
▪ December: The first KAB training workshop was carried out in Fort Louis, with 18 participants from the
2007
Mauritius Employer’s Federation and institutions of vocational and technical training & education.
▪ February: a 4-day workshop was organized to train 36 officers (in two batches) from 10 training centres
under the Industrial and Vocational Training Board (IVTB).
2008 ▪ Sets of KAB materials were distributed to each centre for adaptation and use in the training delivery of
the entrepreneurial skills modules.
▪ April: about 10 IVTB Training Centres started to pilot test KAB.
Year MONGOLIA − KAB Key events
▪ The KAB materials were adapted and translated to Mongolian.

▪ August: the first training workshop to Facilitators, Key Facilitators and Promoters was held with 24
2007 participants from secondary schools and vocational institutions located in 12 provinces.
▪ School year 2007/2008: the 20 institutions that participated in the first workshop started to pilot test
KAB, reaching around 1,124 students.
▪ School year 2008/2009: these institutions continued pilot testing KAB with additional students.
2008
▪ November: the Forum of KAB Trainers was promoted.
Year MOROCCO − KAB Key events
▪ A Moroccan consultant for SME development was trained as KAB facilitator in the annual training
2006
workshop held at the ITC-ILO.
▪ The Ministry of Employment and Training, responsible for vocational training and education, expressed
interest in incorporating the KAB methodology into the entrepreneurship education curriculum in use
then, in order to meet the country’s specific needs of vocational training.
▪ The Ministry of National Education launched a large education reform programme and started to
discuss the introduction of entrepreneurship education in secondary and higher education.
▪ The discussions and preparation for the pilot tests started. The first test would begin in higher
2008 education with the KAB distance-learning programme for universities, during 2009. The test in secondary
education and TVET would start with the next academic year 2009/2010.
▪ February – March: a training workshop was conducted for KAB Facilitators, Key Facilitators and
Promoters, gathering 20 participants from 7 universities. It was composed by two parts: one presence
course and the other was an online instruction.
▪ July: a university lecturer participated in the KAB training workshop for project promoters, facilitators
and key facilitators held at the ITC-ILO.
Year NICARAGUA − KAB Key events
74
▪ Three KAB training workshops were conducted in Managua and Estelí, for a total of about 70 facilitators
and promoters from the Ministry of Education, NGOs, public and private TVET institutions, and each of
them developed its own institutional action plans (PAI).
▪ Some institutions initiated their action plans, what involved promoting more training workshops for
their staff members, making available the pedagogic material needed for the classes, as well as setting up
the system of monitoring and evaluation for the KAB pilot project and replication, among others.
▪ The KAB pilot test started to be carried out within about 30 technical and vocational training institutions
(public and private) and NGOs located in the regions of Managua, Estelí, Masaya, Boaco and Granada.
2005
▪ During the pilot experience, some workshops were held between the partner institutions to discuss the
overall progress of the KAB delivery, the difficulties and needs of the stakeholders. As a result, a network
of KAB Facilitators, Key Facilitators and Promoters was gradually formed and a national coordination was
established.
▪ September: the National Meeting of KAB Facilitators was conducted.
▪ October: the first regional Joint Workshop of Secondary Education Students was held in Honduras,
gathering also Nicaraguan representatives from the education and training institutions and KAB students.
During these meetings, the participants provided an overall positive feedback from their KAB experience.
Year OMAN − KAB Key events
▪ Three training workshops were conducted in the country for about 50 facilitators and promoters working
in Higher College of Technology (HCT) and 12 facilitators and directors from 4 vocational training centres
(VTCs) under the Ministry of Man Power.
2007 ▪ July: 5 Oman-based facilitators and promoters from the Ministry of Manpower and the Oman Tourism
College were trained at the annual workshop held at the ITC-ILO in Turin, Italy.
▪ School year 2007-2008: the KAB programme started to be pilot tested within the HTC and the VTCs. The
KAB programme would be fully delivered in two years in the VTCs.
▪ School year 2008-2009: second year of the pilot test within the VTCs.
2008
▪ Another officer belonging to the Ministry of Manpower was trained in the annual workshop at the ITC-ILO.
Year PAPUA NEW GUINEA − KAB Key events
▪ July: two Papua New Guinean participated in the annual KAB training workshop for Facilitators, Key
2005
Facilitators and Promoters in the ITC-ILO.
▪ March: The first national training workshop for Facilitators, Key Facilitators and Promoters was
2006 conducted in Madang, with participants from 7 TVET institutions.
▪ School year 2006/2007: the 7 TVET institutions started to pilot test KAB with their trainees.
▪ July: KAB training workshop for Facilitators, Key Facilitators and Promoters was held in Alotau, with 13
participants from 10 TVET institutions.
2007
▪ School year 2007/2008: the TVET institutions continued the pilot test phase and additional institutions
joined.
▪ A total of 4 KAB training workshops were conducted in Momase, Southern region (NCD Central),
Highlands and New Guinea Islands, with 72 participants from 33 secondary schools.
2008
▪ School year 2008/2009: many of these institutions started to pilot test KAB with their students, and the
others will start in the next school year.
Year THE PHILIPPINES − KAB Key events
75
▪ Pilot test phase was initiated, in two simultaneous initiatives:
(1) introducing the complete KAB package in technical and vocational schools, public and private;
(2) introducing KAB in secondary education, by means of inserting the programme to be tested as part of
a new refined curriculum that was being developed by the National Department of Education (DepED).
2006 ▪ April to September: 6 training workshops for Facilitators, Key Facilitators and Promoters were
conducted in Manila, Tagaytay city, Cebu City, Marikina, with participants from secondary level education
and TVET.
▪ School year 2006-2007: pilot test started in both initiatives, in two batches: (1) 24 secondary schools
and TVET institutions (public and private), (2) 24 secondary schools (public).
▪ Three training workshops were held in Nueva Ecija, Marikina and Cebu City, with participants from
public secondary education and TVET institutions.
▪ School year 2007-2008: the pilot tests in secondary education continued with more participating
2007 institutions, and the weight of Entrepreneurship in the curriculum tested was increased.
▪ October: a locally adapted version was finalized.
▪ Monitoring and Evaluation of the delivery of the revised curriculum was established on a quarterly
basis.
2008 ▪ School year 2008-2009: the pilot test secondary education continued.
Year RUSSIA − KAB Key events
▪ The KAB modules were adapted for Russian-speaking countries, allowing the programme to be
2000
implemented in Central Asia and in the Caucasus.
▪ The first Russian key facilitator was trained in the annual KAB training workshop at the ITC-ILO. As a
2006
result, KAB activities in the country were planned and initiated.
▪ The Belgorod State University expressed interest to pilot test the KAB programme.
▪ May: the first KAB training workshop was conducted in Russia for facilitators and promoters of
2007 entrepreneurship education of the University, with a total of 11 participants.
▪ School year 2007-2008: the University started to deliver the KAB programme on a pilot basis to around
288 students.
▪ Due to the positive feedback received from the students and the facilitators, the University decided to
continue delivering KAB (on a pilot basis) in the school year 2008-2009.
2008 ▪ Another Russian-based trainer, working at the Belgorod State University, was trained as a key facilitator
in order to contribute to building the capacity of the institution to deliver and replicate KAB in the next
school years.
Year SENEGAL − KAB Key events
2003 - ▪ School year 2003-2004: pilot testing the programme within a group of 5 selected technical secondary
2004 schools in Dakar.
▪ January: A workshop was organized with the purposes of distributing certificates to the 250 students
that completed the KAB courses, as well as of allowing the school directors and representatives of
students to share their perspectives about the experience with entrepreneurship education. The
2005 conditions and modalities for replicating the KAB programme in the next school years were also debated
then.
▪ The Ministry of Education announced its intention to integrate entrepreneurship education at secondary
general education, secondary vocational and technical education and at university level.
▪ A new KAB pilot project was initiated. The initial steps involved conducting a regional KAB training
workshop for facilitators, key facilitators and project promoters of entrepreneurship education, in Dakar.
There were 15 participants from Senegal, Mali, Burkina Faso, Niger and Ivory Coast.
2006 ▪ The KAB distance learning programme was presented to universities in Dakar. During the discussions
held with high level officials from the universities, they showed high interest in entrepreneurship
education and KAB was considered as a programme that could be used for nearly all faculties.
▪ School year 2006-2007: pilot test started in vocational education institutions.
76
▪ After positive feedback from both facilitators and students, the KAB programme continued to be
delivered in the next school years, on a pilot basis.
2007
▪ June: another KAB training workshop was carried out for facilitators, trainers and promoters of
entrepreneurship education, in Thiès.
▪ July: a refresher workshop was conducted for KAB facilitators, trainers and promoters and also one
more KAB training workshop was held.
2008
▪ The KAB pilot test was expanded to more technical education and vocational training institutions,
reaching more than 1,600 students / trainees.
Year TAJIKISTAN − KAB Key events
▪ 2003: two KAB training workshops were carried out, one in March and another in December, with a
total of about 33 people trained, including 29 representatives of primary vocational schools and
professional lyceums.
2003 - ▪ After the training workshops, a few institutions pilot tested KAB with their young students / trainees.
2006 The training programme “Street Business” was developed with basis on KAB modules.
▪ At least two of these institutions reported to have continued to deliver KAB over the years that followed
the first experience and one trained facilitator promotes KAB courses independently in other vocational
schools and professional lyceums.
▪ October: a 10-day special KAB training was conducted for 25 children at risk of being involved into worst
forms of child labour, held at the Special Vocational School (SVS) in Dushanbe city. The KAB package was
2007 adapted and localized to the context of Tajikistan, and two separate packages were created for out-of-
school and working children aged 16/18, for children aged 14/16. In addition, these adapted versions
were translated to the Tajik language.
Year TUNISIA − KAB Key events
▪ February: a new law issued by the government stipulated that vocational education shall develop
enterprise culture and a spirit of initiative and creativity among youth.
▪ July: information and planning workshop, gathering inspectors from secondary schools and curriculum
developers from vocational training, mostly staff from the Ministry of Education, the National Centre of
Training of Trainers and of Training Engineering (CENAFFIF) and the Tunisian Agency of Professional
Training (AFTP).
▪ July: 3 Tunisian-based professionals (from Ministry of Higher Education and higher education)
2008
participated in the annual training workshop held at the ITC-ILO.
▪ Discussions about the implementation of the KAB distance-learning course for higher education where
held with the interested universities and the pilot test was planned for starting in 2009.
▪ October & December: one training workshop carried out in two sessions, with about 50 instructors
from training centres and secondary schools.
▪ School year 2008/2009: start of the pilot test in about 25 institutions of vocational training, with 576
trainees participating, and 25 secondary schools, where approximately 876 students joined.
Year UZBEKISTAN − KAB Key events
▪ A pilot project on the KAB Program was launched.

▪ The first facilitators, key facilitators and project promoters were trained in a workshop conducted in
Tashkent. This event had 15 participants from professional colleges, business schools, other institutions
2004 of secondary specialized vocational education & training (SSVET) and non-governmental organizations.
▪ School year 2004-2005: the KAB programme was introduced into the study curricula on a pilot basis,
with several modalities and formats, in 19 SSVET institutions located in 10 regions around the country,
including the capital Tashkent. This exercise targeted around 250 students and trainees.
77
▪ More facilitators, key facilitators and project promoters were trained in KAB, in Tashkent.
▪ School year 2005-2006, 2006-2007: the SSVET institutions continued to deliver the programme to an
amount of targeted students / trainees almost five times larger than the first year.
▪ November 2005: National Workshop on The Role of Business Environment in Promoting
2005 -
Entrepreneurship and Creating New Jobs. The results of the pilot project in professional colleges and
2006
business schools were discussed at a special sectional session. The workshop participants in their
assessments emphasized relevance and necessity of the consecutive introduction of the KAB in the study
programs and curricula of the educational establishments of the Secondary Specialized and Vocational
Education (SSVET) system.
▪ Ministry of Higher and Secondary Specialized Education issued an order that officialized and directed
the pilot phase, determining: (a) a list of professional colleges that would start pilot testing KAB; (b) that
the previous entrepreneurship course taught as part of the national curriculum should be reviewed to
include entrepreneurship education / KAB courses; (c) that the curriculum originated from this
2007 adaptation should be submitted to approval by the pilot colleges, which should then make the necessary
changes and turn it into standard educational plans; (d) that another training workshop would be held for
facilitators of the pilot institutions.
▪ Other KAB training workshops were conducted in Tashkent, Ferghana and Navoi, to participants from
SSVET institutions.
Year VIETNAM − KAB Key events
2005 ▪ KAB materials translated and adapted for use in Viet Nam.
▪ KAB Training workshop for Facilitators, Key Facilitators and Promoters from 8 secondary schools and 4
vocational training centres (VTCs) selected to participate in the pilot test. Over 30 participants were
trained.
▪ School year 2006-2007: KAB was pilot tested in the same institutions, which taught the programme to
2006
around 2,829 students and trainees
▪ Refresher workshop was organized for the facilitators and an assessment of this experience, indicating
positive feedback from students and facilitators.
▪ Training workshop that enabled more 30 facilitators to teach KAB.
▪ A KAB training workshop for Facilitators, Key Facilitators and Promoters was held for TVET institutions.
▪ May: a refresher workshop was conducted.
2007
▪ School year 2007-2008: pilot phase (year 2) continued with focus on vocational training centres in 9
VTCs, with approximately 1,600 young trainees.
▪ School year 2008-2009: 10 vocational training centres participated in the pilot test (year 3), delivering
KAB to about 1,600 trainees in the provinces of Ninh Binh, Danang, HCM City, Ben Tre and Lam Dong.
▪ October: a workshop was carried out with the staff of the participating VTCs to share the experiences of
2008 rd
the two previous years of pilot test and to plan the 3 year.
▪ December: A KAB training workshop for Facilitators, Key Facilitators and Promoters was carried out in
Da Lat City for 28 additional facilitators from vocational training institutes and pedagogical universities.
Year YEMEN − KAB Key events
▪ July: a Yemen-based project officer was trained at the annual KAB workshop held at the ITC-ILO,
representing the Small Micro Enterprises Promotion Service (SMEPS), an organization under the
chairmanship of the Prime Minister.
▪ August: two training workshops were conducted in Sana’a with about 54 facilitators and promoters of
entrepreneurship training, working in technical and vocational institutions under the Ministry of
2008
Vocational Education and Technical Training, community colleges and a BDS provider.
▪ School year 2008-2009: 21 vocational institutes from different governorates started delivering KAB on a
pilot test basis, reaching about 1,680 students.
▪ Monitoring visits to the institutes in Sana’a, Ibb, Taiz and Aden were carried out to follow the progress
of the pilot test.
78
Annex 3. National facilitators awaiting accreditation
Countries Name Institutions Total

Central Asia
Azerbaijan n/a n/a 2
Ms. S. Brutchikova n/a 3
Kyrgyzstan Mr. A. Kuznetzov n/a
G. I. Pismennaya n/a
Ms. Olga Lunina Consultant, enterprise development 1
Russia
training
South East Asia
Qian Kun Assistant professor, Dalian Polytechnic 2
University
China
Wang Yan Ru Assistant professor, China Youth
University for Political Sciences
Vocational Education Development 19
Ir. Sunarno, MP
Centre (VEDC) Cianjur
Sugeng Paryadi VEDC Cianjur
Eliza Merina VEDC Cianjur
Indah Setyowati VEDC Sawangan
Kuswardani Kusno VEDC Sawangan
Yusran VEDC Sawangan
Ratiman VEDC Sawangan
Aris Dwi Cahyono VEDC Malang
Choesen Wawan VEDC Malang
Indonesia Farida Fatmawati VEDC Malang
Technical Education Development Centre
Yayat Supriatna
(TEDC) Bandung
Ali Sulchan VEDC Yogyakarta
Wahono Sumadiono VEDC Sawangan
Dra. Widarwati Sudibyo VEDC Yogyakarta
Ir. Maskun Hartono, MM VEDC Cianjur
Ir. Maman Suryaman, MM VEDC Cianjur
Drs. Agus Sakti Rambe, MPd VEDC Medan
Drs Rindowi, ST VEDC Medan
Neti MEILYAWATI TEDC Bandung
Retired (previously: Lao India 3
BounYenh SIHTTHISAKD
Entrepreneurship Development Centre)
Laos PDR Tinh PANGPASEUTH Lao India Entrepreneurship
Development Centre
Siamphone Chanthapone
Mongolia Yadam Balgansuren Ministry of Trade and Industry 1

Anusha Silva 5
Rashika Wijegunawardana Vocational Training Authority of Sri Lanka
Sri Lanka Mr. P.G. Amarapala ILO Enter Growth Project

Community Business and Technology
Mr. Kitsiri Dharmapriya
Developers
Mr. K.M.S.G. Bandara Industrial Development Board, Sri Lanka
Carlos Bento Mau Bere State Secretariat for Vocational Training 4
and Employment
Timor Leste n/a Ministry of Education
n/a Ministry of Education
n/a State Secretariat for Vocational Training
79
and Employment
Latin America
Bolivia n/a n/a 5
West Africa
National Office for Professional Training
Ivory Coast Yves Ncho 1
(ONAFOP)
National Employers Council of Mali
Modibo Tolo
Mali (CNPM) 2
Abdouramane Poudiougou Private consultant
Center for Professional and Commercial 3
Abdoulaye Ba
Training (CFPC)
Senegal Amadou LO Private consultant
Djibril SOW Private consultant
East Africa
Ministry of Education, 4+
Redempta Oyeyo
Directorate of Technical Education
Ministry of Education Science and
Kenya Peter Kimani
technology
Alice Oluthe Mombasa Polytechnic
Mary Ogola Kenya Technical Teachers College
Southern Africa
Ms. Kobashni Pillay SME Development & Project Executive / 1
Mauritius
Mauritius Employers’ Federation
Mozambique Anah Sachikonye International consultant based in Harare. 1
North Africa
Morocco n/a University Ibn Zohr; consultant. 2
Tunisia n/a University of Sousse 3
Arab Countries
Iran n/a Instructor Training Centre 8
80

Business Plan Note 333

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Business Plan Note 333

Uploaded by

Copyright:

Available Formats

Supporting

Abbas Karimi, Ahmed Abdulbary, Amarbayasgalan Urtnasan, Anamringi Maro, Andreas

Thais Lucas de Rezende & Jens Dyring Christensen

BDS Business Development Services

2 KAB is an entrepreneurship education programme developed in 1996 based on the initial

The international authoritative version is updated every 2 or 3 years to incorporate lessons

2.1 Brief overview of the KAB programme

• Develop positive attitudes towards enterprises and self-employment among the

2.1.2 Expected outcomes

2.1.3 The package

Table 2 - The KAB Modules

KAB Modules & Support Materials

Module 1 What is Enterprising?

2.2 Brief KAB History

KAB translated into French and introduced in West Africa.

KAB adapted and translated to Russian.

First KAB activities in Peru, involving TVET institutions (2001-2002).

KAB was pilot tested in Nicaragua and in Honduras (TVET).

In PNG, TVET institutions started to pilot test KAB.

National adaptation and translation of the KAB package to Vietnamese.

In Zimbabwe, KAB was integrated as part of the curriculum of two universities.

2.3.1 Key Facilitators and Facilitators

International Key Facilitator

• demonstrated expertise in enterprise promotion and entrepreneurship education

Regional Key Facilitator

• familiar with enterprise promotion and entrepreneurship education

National Key Facilitator

• familiarization with enterprise promotion and entrepreneurship education

A common sequence of KAB implementation steps is:

1) The interested institutions (national government, workers’ and employers’ organizations,

2.3.3 Levels of implementation

3 3.1 Countries implementing KAB

Figure 2: KAB countries and implementation level

Latin America: Morocco 2nd

Figure 3 - KAB geographical coverage according to regions

Central Asia &

Lower middle income

Upper middle income

Source: World Bank (http://go.worldbank.org/D7SN0B8YU0)

Figure 5: KAB implementing countries according to human

3.1.1 KAB Languages

Table 3: Languages in which KAB is available

3.1.2 Countries in advanced stages of KAB implementation

Figure 6 - KAB geographical coverage: countries in the 3rd level of

South East Asia & the Pacific

Central Asia & Caucasus

South East Asia & The Pacific

3.1.3 Countries pilot testing KAB

Figure 7 - KAB Geographical coverage: countries in the

South East Asia & the

Table 5: Countries in the 2nd level of implementation

Central Asia & Caucasus

3.1.4 Countries sensitized towards KAB

Table 6: KAB countries in the first level of implementation

Region / Education sector /

Central Asia & Caucasus

Figure 8: KAB implementation levels and the regions

North Africa 3rd

South East Asia 1st

Central Asia &

Mid dle East

Sou th East Asia

Table 7 - Teachers, Promoters and Key Facilitators in 3rd level countries