Module for Students

First Quarter

Weeks 1-4

Module Overview
This module is designed for Bachelor of Elementary Education that introduces Edukasyong
Pantahanan at Pangkabuhayan with Entrepreneurship in the Philippine educational context.

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 This course shall include pedagogical content, knowledge and skills in technology and livelihood
education necessary in teaching and learning in the elementary level. Selected topics in
agriculture, industrial arts, fisheries, and livelihood education and entrepreneurship shall form a
major part of the course. The students will learn appropriate teaching and assessment strategies
and techniques including preparation of fruitful and usable projects that can be utilized in
teaching TLE in the elementary grades. This course will utilize project based and experiential
learning approaches.

Unit 1. Importance of Edukasyon Pantahanan at Pangkabuhayan withEntrepreneurship

in the K-12 Curriculum
1. Components of EPP in the K-12 Curriculum
A. Industrial Arts
B. Home Economics
C. Agriculture
D. Theories of Entrepreneurship

Unit 2. Learning Theories and their Impact to EPP Teaching

A. Behaviourism
B. Constructivist
C. Social Learning
D. Cognitivism
E. Experientialism

How to learn from this module

To aid in your learning of those lessons aforementioned, this module contains lessons within a
chapter. 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.
6. Walk the Extra Mile!
Every unit is ended with suggested activities for the enrichment of learning
and further application of what has been learned.

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 This module also includes a Chapter Reflection at the end of every chapter to jot down your
thoughts by answering self-introspective questions. Rubrics are also found in this module’s
Appendices for your reference in making your outputs. Just follow the notes below each exercise and
activity for guidance. Lastly, a Course Feedback is provided at the end of this module for you to share
your evaluative feedback of this module. This part will be our basis for improvement for future revision.

Welcome to this learning adventure!

UNIT 1

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 “The best way to predict the FUTURE, is to create it!” – Peter Drucker

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 LESSON 1

Importance of Edukasyon Pantahanan at Pangkabuhayan with

Entrepreneurship in the K-12 Curriculum

Components of EPP in the K-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:
 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
 explain and be guided by the different learning theories needed in
teaching EPP.

Let’s Begin!
…are you ready to share your knowledge? Here we go…

What is the importance of entrepreneurship in School Curriculum?

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 Let’s Discuss (Weeks 1-2)
Importance of Edukasyon 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 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 cabinetmaking 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

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 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.

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.

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

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 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.

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 for formulating systematic theory of entrepreneurship. According to William J. Baumol, the
economic theory has failed to provide a satisfactory analysis of either the role of the 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 neo-classical 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 neo-classical 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.

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 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 need
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 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 person 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

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 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 showed 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 exist, 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).

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 Take Note!
REMEMBER:
Entrepreneurship education aids students from all socioeconomic backgrounds to
think outside the box and nurture unconventional talents and skills.

How Far Have We Gone?

Video Clip of Project Making.
Choose one component of EPP in the K-12 Curriculum and select a product/project and
record a video in the making of the project (example: Handicraft Making). You shall be evaluated
according to the rubrics below:

Content – 50 %
Clarity – 25%
Creativity – 25%
Total – 100%

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 Walk the Extra Mile!
Write your personal observation of business success/failures in not more than 500 words.

REFERENCES
https://en.wikipedia.org/wiki/Agriculture
https://www.economicsdiscussion.net/entrepreneurship/theories-
ofentrepreneurship/31823
https://www.cdc.gov/nceh/publications/books/housing/cha09.htm
https://simple.wikipedia.org/wiki/Electronics#:~:text=Electronics%20is%20t
he%20study%20of,it%20to%20do%20useful%20things.
https://en.wikipedia.org/wiki/Metalworking
https://www.google.com/search?q=personal+finance+and+family+resourc
es&oq=%E2%80%A2%09personal+finance+and+family+resources&aqs=chr
ome.1.69i57j33i22i29i30l6.3876j0j4&sourceid=chrome&ie=UTF-8
https://en.wikipedia.org/wiki/Personal_finance
https://www.researchgate.net/publication/230814855_Entrepreneurship_t
heories_and_Empirical_research_A_Summary_Review_of_the_Literature

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