EDUKASYONG PANTAHANAN AT PANGKABUHAYAN 2 (WITH

ENTREPRENEURSHIP) EL.ED 128

INTRODUCTION

This course module is prepared for prospective teachers of Edukasyong Pantahanan at

Pangkabuhayan (grades 4 and 5) and Technology and Livelihood Education (grade 6). This will
serve as your guide in teaching the different components of EPP/TLE such as entrepreneurship
using technology, elementary agriculture, home economics, industrial arts. The module is self-
instructional and allows you to learn in your own space and pace. It will direct you to do self-help
activities, read a material, do research, watch videos on concepts discussed on this module.
This course module contains the necessary concepts and activities to achieve the course
learning outcomes. It includes the different topics to be taught under each component of
EPP/TLE for grades 4, 5, and 6. The objectives of each lesson in the component will serve as
your instrument as to the teaching skills and knowledge you will hone upon completing this
module. The lessons are presented according to the major component areas .Each lesson has
an overview, followed by the lesson objectives. Selected texts or lessons perceived to be the
most important tips for prospective teachers are included. Self- assessment questions and
activities that will enhance your knowledge and skills are provided in each lesson. This module
highlights the important competencies to be learned by the students in EPP/TLE under the K to
12 Basic Education Curriculum (2016).

How to learn from this module?

To aid in your learning of those lessons aforementioned, this module contains lessons within
a chapter/unit. Each lesson must be accomplished weekly and is further divided into parts, as
follows: 1. Learning Compass

This portion orients you with the learning outcomes for the learning unit.
2. Let’s Begin!
After the identification of learning outcomes and overview for every
lesson, you will be given a task that leads you to the key concepts to be
discussed in that unit.
3. Let’s Learn
This serves as the discussion of the concepts of each lesson.
4. Take Note!
This provides the summary of the important concepts of the lesson.
5. How Far Have We Gone?
To check whether the given learning outcomes are met, you are given
another task to assess the extent of understanding.
 ● Importance of Edukasyong Pantahanan at
Pangkabuhayan With Entrepreneurship In The K-12
Curriculum
● Components of EPP in the K to 12 Curriculum A.
Industrial Arts
B. Home Economics
C. Agriculture
D. Theories of Entrepreneurship

Learning Compass
At the end of the unit, the pre-service teacher can:
1. explain the importance of EPP in the holistic development of the learner for the
improvement of their quality of life, their family and their community
2. develop or construct a project in any component of the EPP curriculum.

Let’s Begin!
Are you ready to share your knowledge? Here we go… What is the importance of
entrepreneurship in School Curriculum?
Let’s Discuss (Weeks 1-2)

Importance of Edukasyong Pantahanan at Pangkabuhayan With

Entrepreneurship In The K-12 Curriculum
While the society all around is developing with technology and innovations, the K-12
schools have been in a stagnant scenario. Education is the driving force behind every
country’s economy, directly or indirectly. Sure, many schools have adapted to modernization,
and have started making students work in groups to solve problems, learn online and
integrate science with arts. But it is noticed even then, students that are graduating lack the
advanced skills and innovative thinking to work through the modern day challenges in the
workplace. Thus, entrepreneurship, the capacity to not only start companies, but also to
think creatively and ambitiously, is very important to be included in school curriculum.

Entrepreneurship education aids students from all socioeconomic backgrounds

to think outside the box and nurture unconventional talents and skills. It creates
opportunities, ensures social justice, instills confidence and stimulates the economy.
Entrepreneurship education is a lifelong learning process, starting as early as elementary
school and progressing through all levels of education, including adult education.
Introducing young kids to entrepreneurship develops their initiative and helps them
to be more creative and self-confident in whatever they undertake and to act in a socially
responsible way.

Components of EPP in the K-12 Curriculum

A. Industrial Arts

INDUSTRIAL ARTS" refers to skills and processes within industries by which changes
are made in raw materials increase their; usefulness to mankind. As used for educational
purposes, industrial arts encompasses a phase of general education which provides
opportunities for observation, study, and experiences centered on tools, machines, and
processes through which man has adapted his physical world to serve his needs. At the
elementary-school level this study is concerned with the ways and means by which materials
and products used in daily life are obtained and prepared. The changing of cream to butter,
the milling of wheat into flour, the tanning of leather, the production of paper; the making of
pottery, and the preparation of fibers for weaving are some of the simple processes within
the industrial-arts area which children can understand and which contribute to their
adjustment in our complex technological culture.

Industrial Arts has an important role to play as part of general education in our
modern society. Each day our world becomes more mechanized and technical with the
invention and production of more labor-saving devices. Many tradesmen and technicians
are needed to install, operate, and service these modern pieces of equipment. Industrial
Arts offers the student an opportunity to acquire some insight into various technical and
trade areas. Lab or shop classes are not designed to turn out tradesmen or technicians but
are for the purpose of acquainting the student with various occupations requiring some
type of mental manual skill. Industrial Art class experiences will have carry-over value in
later life, in job situations, in consumer knowledge, or possibly in home maintenance.
Vocational Building Trades provides students an opportunity to explore twenty areas of pre-
apprenticeship training for those that are considering construction as a career.
Craftsmanship is not dead; it just has to be taught and honored.
● Carpentry is a skilled trade and a craft in which the primary work performed is the
cutting, shaping and installation of building materials during the construction of
buildings, ships, timber bridges, concrete formwork, etc. Carpenters traditionally
worked with natural wood and did the rougher work such as framing, but today
many other materials are also used and sometimes the finer trades of cabinet
making and furniture building are considered carpentry.
● Plumbing may be defined as the practice, materials, and fixtures used in installing,
maintaining, and altering piping, fixtures, appliances, and appurtenances in
connection with
sanitary or storm drainage facilities, a venting system, and public or private water
supply systems. Plumbing does not include drilling water wells; installing water
softening equipment; or manufacturing or selling plumbing fixtures, appliances,
equipment, or hardware. A plumbing system consists of three parts: an adequate
potable water supply system; a safe, adequate drainage system; and ample fixtures
and equipment.
● Electronics is the study of how to control the flow of electrons. It deals with circuits
that are made with parts called components and connecting wires that control the
flow of electricity and direct it to do useful things.
● Metal works is the process of shaping and reshaping metals to create useful objects,
parts, assemblies, and large scale structures. As a term it covers a wide and diverse
range of processes, skills, and tools for producing objects on every scale: from huge
ships, buildings, and bridges down to precise engine parts and delicate jewelry.
● Electrical is defined as something related to electricity, which is energy resulting from
charged particles. When a wire carries electric current to your television or
refrigerator, this is an example of an electrical wire.
 ● Orthographic drawing/CAD are a very common style of drawing and are easily
created with AutoCAD.

The curriculum nowadays aims to give chances to the students to continue studying
while they have the chances or opportunities to work. The learnings they will have in class
will be carry- over value in later life, in job situations, in consumer knowledge, or possibly in
home maintenance.

On the elementary level for EPP, the areas offered under the Industrial Arts
components are as follows:

Grade 4: Basic Mensuration, sketching, shading, and outlining techniques

Grade 5: Wood, Metal, and Bamboo Products, Electrical Work, Product Creation and Repair

Grade 6: Enhancing/Decorating Finished Products, Construction and Repair of Simple

Electrical Gadgets: The Arts of Recycling

B. Home Economics
Is a field of study that is primarily concerned with strengthening family life and
increasing productivity of individuals in the social economy. It synthesizes knowledge from
arts and science-based disciplines to improve manipulative skills, organizational skills and
social skills (James, 2003).
Home economics is a broad field of knowledge and services concerned with all
phases of family life. Lemchi (2001) also noted that Home Economics is a skill-oriented
subject which is capable of equipping the individuals with basic skills and knowledge that
will help them to be self-reliant and thereby contribute to the social and economic
development of the individual, the family, and the nation at large.
● Food, health and nutrition - Eating a well-balanced diet, with adequate nutrients and
appropriate calories, is a fundamental requirement for continued health. An
appropriate diet contributes to healthy development, healthy ageing and greater
resilience against disease. Similarly, a poor or inappropriate diet places people at
greater risk of infection and a range of chronic illnesses – including cancer, type 2
diabetes and cardiovascular disease.
● Personal finance and family resources - is the financial management which an
individual or a family unit performs to budget, save, and spend monetary resources
over time, taking into account various financial risks and future life events
● Textile and clothing is about the design, manufacture and marketing of clothing and
footwear and other textile products. Studying in this area includes learning about
fabrics and other materials and about weaving, dyeing, printing, pattern-making,
sewing, washing, etc.
● Consumer science is a social discipline that focuses on the interaction between
people and the environment. Some of the topics addressed by a specialist in
consumer science are nutrition, aging, housing, food safety, community, and
 parenting.
● Household management refers to the various tasks and chores associated with the
organization, financial management, and day-to-day operations of a home.
Housekeeping is a term that is sometimes used to refer to the cleaning and physical
upkeep of a house, as distinct from financial issues or outdoor maintenance.
● Human development is defined as the process of enlarging people's freedoms and
opportunities and improving their well-being. Human development is about the real
freedom ordinary people have to decide who to be, what to do, and how to live.

At the elementary level for EPP/TLE the areas of Home Economics are Home
and Family Life, Food and Nutrition, Clothing, and Arts and Crafts. The following are
the lessons covered in each grade level.
● EPP 4 comprises lessons focused on skills that a person needs for household
management. It is important that regardless of age and gender, one should be
able to manage our homes for smooth and comfortable living and life skills
are expected from everybody. Some of the topics taught are cloth care, food
preparation, home care, and more.
● EPP 5 comprises lessons on various ways of facing the adolescent years of
having a clear understanding on how to develop emotional, mental, and social
maturity on complying with the tips on how to improve one’s health, on
following the guide in choosing the right and appropriate clothes for different
occasions, and on practicing the effective methods of keeping clothes clean
and neat, and how to prolong their serviceability.
● TLE 6 comprises enhanced and expanded knowledge and skills on home
management, sewing household linens and food preservation that will help
improve the family’s economic and community life.

Your role as a future teacher starts with the recall of your previous knowledge
and skills of the different lessons in home economics and update of the different
learning competencies as prescribed in the k to 12 curriculum. Knowing the concepts
of each lesson in each area of home economics will help you to decide which
approaches, methods, and strategies you are going to use in teaching the lesson
later in this course. It will also boost your confidence in teaching the lesson.

C. Agriculture
Is the science and art of cultivating plants and livestock. Agriculture was the key
development in the rise of sedentary human civilization, whereby farming of domesticated
species created food surpluses that enabled people to live in cities. The history of agriculture
began thousands of years ago. After gathering wild grains beginning at least 105,000 years
ago, nascent farmers began to plant them around 11,500 years ago. Pigs, sheep and cattle
were domesticated over 10,000 years ago. Plants were independently cultivated in at least
11 regions of the world. Industrial agriculture based on large-scale monoculture in the
twentieth century came to dominate agricultural output, though about 2 billion people still
depended on subsistence agriculture into the twenty-first.
· Livestock Production. Livestock is commonly defined as domesticated animals
raised in an agricultural setting to produce labor and commodities such as
meat, eggs, milk, fur, leather, and wool.
· Agricultural economics is an applied field of economics concerned with the
application

of economic theory in optimizing the production and distribution of food and fiber.
· Crop production. Irrigated farm areas mainly grow rice and sugarcane whereas
rained
areas are planted with coconut, corn and cassava. The Philippines' major
agricultural products include rice, coconuts, corn, sugarcane, bananas, pineapples,
and mangoes. · Modern Agriculture is a term used to describe the wide type of
production practices employed by American farmers. It makes use of hybrid
seeds of selected variety of a
single crop, technologically advanced equipment and lots of energy subsidies
in the form of irrigation water, fertilizers and pesticides.

Agriculture is one of the four areas in Technology and Livelihood Education. It

introduces you to agricultural practices and projects which will help enhance and expand
your knowledge and skills in tree planting and propagation, and in animal and fish raising.
Through these skills and knowledge, you will be able to contribute to your family income as
well as to the betterment of the economy of the community you live in. Agriculture is the
science and art of the production of plants and animals useful to man. Agricultural products
that farmers produce and sell add directly to the wealth of the country.

Agriculture and the K-12 Education

by Imelda C. Barbacena
Juan F. Trivino Memorial High School
Caranan, Pasacao, Camarines Sur

It is taught in the most basic of Philippine education that our country stands out for its
flora and fauna. For centuries, people from all over the world have sought our country for our
wealth of natural resources. Being one of the richest and most bio- diverse countries in
terms of raw materials and agricultural and economic development potential, it is only fitting
that we, as dedicated and proud Filipino citizens, all strive to nurture it.
 This is the primary reason why Agricultural Science is being offered in the Philippine K-
12 Education. In an effort to improve not only Philippine education, but also the lives of all
Filipinos and the condition of our country, the heavily-debated, brand new K-12 curriculum
had kicked off just this school year. Since the dawn of our nation, we have used agriculture
to sustain our lives. The Philippines was, and still is, a predominantly agricultural country. We
have always relied heavily on this discipline to ensure technological and economic
development, as well as the nutrition of the Filipino citizens. Even before, our ancestors, who
were already aware of our country's resource wealth and potential, had spent years
developing and innovating ways to better the agriculture in our land. This is why it is
important that we are including specializations on this subject in the curriculum of our newly-
implemented K-12 Education, so that we may honor and further the progress of our
ancestors towards our common goal of a better future for our country. Agricultural and food
education provides guided learning and instruction on crop production, resource efficiency
and waste reduction, livestock management, water and soil conservation, as well as
technology and nutrition. These are all information that could increase production and
enhance product quality and resource conservation.
This component of EPP/TLE, which is not only limited within the classroom, but
extends even beyond the school campus, offers plenty of experience necessary for personal
growth. It also provides a foundation of learning suited for pursuing careers in production,
business, food and nutrition, conservation, and natural resource industries. The students will
be guided so that they acquire certain
essential skills such as perseverance, self-confidence, responsibility, interpersonal skills, and
many more, which will all aid in their journey towards individual development and career
success. As a bonus, it even further develops and boosts the young Filipinos' interest and
love for our country. This education will produce ready and well-rounded individuals who will
soon run the agricultural industry, upon which Philippine society depends on. By helping our
students not only understand, but also apply these scientific concepts, as well as develop
these skills, we are guaranteed a better shot at an improved quality of life, not just for
farmers and agricultural advocates, but also for the whole Philippine population. It is clear
that by incorporating agricultural science and education to the K-12 curriculum, we are all on
the right track. By disseminating this information to the Filipino youth, as well as helping
them learn how to utilize them, and inspiring them to develop the agriculture of our country,
we uphold the fundamental purpose of the K-12 education -- to help further prepare the
Filipino youth, and steer them towards creating a new, bountiful era, which will benefit the
Filipino society, and the generations that will come.

D. Theories of Entrepreneurship

It is a universal fact that entrepreneurship is an important factor in economic

development. An Entrepreneur is the risk bearer and works under uncertainty. But no
attempts were made by economists to formulate a systematic theory of entrepreneurship.
According to William J. Baumol, the economic theory has failed to provide a satisfactory
analysis of either the role of entrepreneurship or its supply.
 1. Economic Theory
The economic entrepreneurship theory has deep roots in the classical and
neoclassical theories of economics, and the Austrian market process (AMP). These
theories explore the economic factors that enhance entrepreneurial behavior.

1.1. Classical Theory

The classical theory extolled the virtues of free trade, specialization, and
competition (Ricardo, 1817; Smith, 1776).The theory was the result of Britain’s
industrial revolution which took place in the mid-1700 and lasted until the
1830s.The classical movement described the directing role of the entrepreneur in
the context of production and distribution of goods in a competitive marketplace
(Say, 1803). Classical theorists articulated three modes of production: land; capital;
and labor.

1.2 Neo-Classical Theory

The neoclassical model emerged from the criticisms of the classical
model and indicated that economic phenomena could be relegated to instances of
pure exchange, reflect an optimal ratio, and transpire in an economic system that
was basically closed.
The economic system consisted of exchange participants, exchange occurrences,
and the impact of results of the exchange on other market actors. The importance
of exchange coupled with diminishing marginal utility created enough impetus for
entrepreneurship in the neoclassical movement (Murphy, Liao &Welsch, 2006).

1.3 Austrian Market Process (AMP)

These unanswered questions of the neoclassical movement led to a new
movement which became known as the Austrian Market process (AMP). The AMP,
a model influenced by Joseph Aloi Schumpeter (1934) concentrated on human
action in the context of an economy of knowledge. Schumpeter (1934) described
entrepreneurship as a driver of market-based systems. In other words, an important
function of an enterprise was to create something new which resulted in processes
that served as impulses for the motion of market economy.

2. Social Theory
Sociological theory is the third of the major entrepreneurship theories. Sociological
enterprise focuses on the social context .In other words, in the sociological theories the
level of analysis is traditionally the society (Landstrom, 1998)

3. Psychological Theory
The level of analysis in psychological theories is the individual (Landstrom, 1998).
These theories emphasize personal characteristics that define entrepreneurship.
Personality traits needed for achievement and locus of control are reviewed and empirical
evidence presented for three other new characteristics that have been found to be
associated with entrepreneurial inclination. These are risk taking, innovativeness, and
tolerance for ambiguity
3.1 Personality Traits Theory
Coon (2004) defines personality traits as “stable qualities that a person
shows in most situations”. To the trait theorists there are enduring inborn
qualities or potentials of the individual that naturally make him an entrepreneur.
The obvious and logical question on your mind maybe, “What are the exact
traits/inborn qualities?” The answer is not a straightforward one since we cannot
point out particular traits. However, this model gives some insight into these
traits or inborn qualities by identifying the characteristics associated with the
entrepreneur. The characteristics give us a clue or an understanding of these
traits or inborn potentials. In fact, explaining personality traits means making
inferences from behavior.

3.1.1 Locus of Control

Locus of control is an important aspect of personality. The concept was first
introduced by Julian Rotter in the 1950s. Rotter (1966) refers to Locus of Control
as an individual’s
perception about the underlying main causes of events in his/her life. In other
words, a locus of control orientation is a belief about whether the outcomes of
our actions are contingent on what we do (internal control orientation) or on
events outside our personal control (external control orientation).

3.2 Need for Achievement theory

While the trait model focuses on enduring inborn qualities and locus of control
on the individual's perceptions about the rewards and punishments in his or her
life, (Pervin, 1980,), need for achievement theory by McClelland (1961) explained
that human beings have a need to succeed, accomplish, excel or achieve.
Entrepreneurs are driven by this need to achieve and excel. While there is no
research evidence to support personality traits, there is evidence for the
relationship between achievement motivation and entrepreneurship (Johnson,
1990). Achievement motivation may be the only convincing logical factor related
to new venture creation (Shaver & Scott, 1991).

4. Crop Production Theory

Plants are autotrophic and therefore they fix the energy of the sun and manufacture
food from simple inorganic substances for almost all other organisms through
photosynthesis. Crop plants have a wide range of development and growth responses to
sunlight, day length, temperature, nutrients, and water supply. Farmers do not, however,
choose plants as crops for optimum adaptation to individual environments, but those that are
preferred food, as in developing countries, or to meet market requirements, including global
trade. In consequence, crops are managed to withstand environmental stresses. Socio-
economic forces drive change in agriculture that is currently challenged to increase
production by 70% to feed 9.2 billion by 2050.
Green plants occupy a special place among all living things on earth, the biosphere,
because, uniquely, through their greenness, they connect earth to an external source of
energy, the sun. They ‘pack’ this energy into sugars or carbohydrates (CHOs) that become
the basis of all other living things, except for some chemoautotrophic organisms, principally
bacteria. This puts them at first position on the food chain that includes all other organisms:
humans, carnivorous and omnivorous creatures, and decomposers. The carbon-based
organic compounds that plants accumulate in vegetative structures and storage organs are,
directly or indirectly, food for the vast majority of organisms in the biosphere. Plants alone
are independent of other organisms by fixing carbon (C) from atmospheric carbon dioxide
(CO2) and producing oxygen (O2) as well as carbohydrates (CHOs). They are dependent
only on mineral nutrients and water they absorb from soil for the internal chemistry of their
metabolism. The unique process by which plants fix solar energy that then moves through
the entire food chain until the C is returned as CO2 to the atmosphere is called
photosynthesis.
5. Opportunity-Based Theory
The opportunity-based theory is anchored by names such as Peter Drucker and
Howard Stevenson. An opportunity-based approach provides a wide-ranging conceptual
framework for entrepreneurship research (Fiet, 2002; Shane, 2000). Entrepreneurs do not
cause change (as claimed by the Schumpeterian or Austrian school) but exploit the
opportunities that change (in technology, consumer preferences etc.) creates (Drucker,
1985). He further says, “This defines entrepreneur and entrepreneurship, the entrepreneur
always searches for change, responds to it, and exploits it as an opportunity”. What is
apparent in Drucker’s opportunity construct is that entrepreneurs have an eye more for
possibilities created by change than the problems. Stevenson (1990) extends Drucker’s
opportunity-based construct to include resourcefulness. This is based on research to
determine the differences between entrepreneurial management and administrative
management. He concludes that the hub of entrepreneurial management is the “pursuit of
opportunity”.

6. Resource- Based Entrepreneurship Theories

The Resource-based theory of entrepreneurship argues that access to resources by
founders is an important predictor of opportunity based entrepreneurship and new venture
growth (Alvarez & Busenitz, 2001).This theory stresses the importance of financial, social
and human resources (Aldrich, 1999). Thus, access to Honing, 2003). Financial, social and
human capital represents three classes of theories under the resource – based
entrepreneurship theories.

6.1 Financial Capital/Liquidity Theory

Empirical research has shown that the founding of new firms is more
 common when people have access to financial capital (Blanchflower et al, 2001,
Evans & Jovanovic, 1989, and Holtz-Eakin et al, 1994). By implication this theory
suggests that people with financial capital are more able to acquire resources
to effectively exploit entrepreneurial opportunities, and set up a firm to do so
(Clausen, 2006).

6.2 Social Capital or Social Network Theory

Entrepreneurs are embedded in a larger social network structure that
constitutes a significant proportion of their opportunity structure (Clausen,
2006). Shane and Eckhardt (2003) says “an individual may have the ability to
recognize that a given entrepreneurial opportunity exists, but might lack the
social connections to transform the opportunity into a business startup. It is
thought that access to a larger social network might help overcome this
problem” (pp.333).

6.3 Human Capital Entrepreneurship Theory

Underlying the human capital entrepreneurship theory are two factors,
education and experience (Becker, 1975).The knowledge gained from education
and experience represents a resource that is heterogeneously distributed across
individuals and in effect central to understanding differences in opportunity
identification and exploitation (Anderson & Miller, 2003, Chandler & Hanks, 1998,
Gartner et al, 2005, Shane & Venkataraman, 2000).