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Entrepreneurship for Kids (EFK) Program for Schools
By Galit Zamler

Entrepreneurship for Kids Program

Entrepreneurship for Kids (EFK) Program


This Entrepreneurship for Kids (EFK) Program is an Israeli enrichment curriculum for schools geared towards entrepreneurial studies from an early age. The program is designed to teach children through hands-on experience entrepreneurial skills which are essential for success in life.

Galit Zamler developed the EFK program as an educational project; Its vision is to make education for entrepreneurship accessible. The program stems from the understanding that education for entrepreneurship is first and foremost, a matter of an entrepreneurial mindset and a way of life.

The program consists of two parts:

Part One - Deals with entrepreneurial skills and student empowerment. This part is a biennial ready-to-teach lesson plans for second through sixth-graders. The lesson plans show and demonstrate the entrepreneur's competencies to young children in an easy-going and fun fashion while identifying and fostering each student's strengths.

Part Two - This part has two versions.

Version One - Entrepreneurship for Kids Program for fourth graders and above, and Version Two - Youth Entrepreneurship Program for middle and high school students.

Each version includes over 20 ready-to-teach modules. Each module covers a different aspect of the entrepreneurial arena. Participants students have the opportunity to experience the development of entrepreneurial projects in the school framework and under the guidance of their teachers who serve as mentors.

You can choose which part(s) of the program your students will take part in.



The EFK program is approved by the Israeli Ministry of Education and is listed in its external programs database.

The program is taught in various forms to students in second through twelfth grades, as well as to special education and gifted students in public, democratic, and private schools.

Click to read reviews and recommendations about the program from principals, teachers, parents, students, and others.

The kids entrepreneurship curriculum was launched in 2009 and so far, by 2020 it has been taught in dozens of schools across Israel and the world, including the USA, China, Hong Kong, India, Vietnam, and South Africa.

Advantages of Galit Zamler's Entrepreneurship Education Method


You can find the answer to the question: 'Why Put Efforts on Entrepreneurship Education From an Early Age?' on the home page.

According to Galit Zamler, entrepreneurship education means imparting knowledge and developing competencies and skills required for success in the 21st century. This should be done in a supporting and encouraging environment from an early age, while experimenting with an entrepreneurial process.

Galit Zamler, who developed the program, believes that entrepreneurship education should be carried out by teachers who are already employed by schools;

- When teachers undergo entrepreneurship training, they acquire skills that are important to have in today's rapidly changing world.

- Teachers' development in entrepreneurship education helps them and the education system to be relevant to students and prepares them to participate and even be leaders as adults in the real world.

- School teachers who teach entrepreneurship and identify abilities that students possess but aren't reflected in a student's grade sheet realize that these students can succeed in life by utilizing those abilities. This understanding drives teachers to believe in the same students. And as Rabbi Carlebach said: "All a child needs is one adult to believe in him."

- Moreover, when an entire school staff undergoes a training course in entrepreneurship education, the organizational culture of that school changes. The school develops an entrepreneurial culture that, with all of its advantages, enables students and the staff to dream up and accomplish goals.

- Galit Zamler wrote the program modules in a well-ordered and clear form, ready for immediate implementation. And yet, Galit makes sure to provide frontal training to the teachers before they get the modules. This method has proven itself since the frontal training allows Galit to deliver the entrepreneurial spirit that's behind the words and the presentations to the teachers.

- Entrepreneurial skills are relevant to each of our children and can be vital in helping them succeed in life. Children can acquire these skills at an early age. The sooner we expose children to entrepreneurship education, the better. We will be able to raise a generation of people who believe in themselves and who aspire to leave their mark on the world and make it a better place.

This program covers a wide range of entrepreneur-related topics. Through it, children learn all the steps the entrepreneur goes through from idea to success. This way, the program instills in children the understanding that each is special in his/her style and can succeed.

This innovative program is unique and experiential. Kids will definitely remember it. It combines lectures, videos, real examples from mature entrepreneurs' lives and from the children's everyday surroundings. Educators use presentations, games, and other activities that create a drive within students to think critically and look for answers to problems in the world.

Watch this presentation about the Entrepreneurship for Kids Program:

The Entrepreneurship Program in Schools


EFK is the most popular enrichment program among Israeli schools that nurtures entrepreneurial mindset from an early age. Primary schools, middle schools, and high schools teach the program.

Read where and how the program has been implemented in schools.

Galit Zamler's entrepreneurship program for kids and youth



Below are logos that represent some of the schools that have so far taught the EFK program in Israel:

schools that teach entrepreneurship calsses



And here, countries around the world that have taught the EFK program:

countries around the world where the EFK program is being taught

How Can You Implement the Program in Your School?


There are two options that you can combine/choose:


1. Empowerment lessons based on the entrepreneur's skills

This is a two-year experiential program of twenty-six lesson plans that are ready for teaching students and tailored to elementary schools. Each lesson plan covers the ins and outs of one entrepreneurial skill.

Throughout this process, students become aware of their own strengths and those of their classmates. They learn to believe in themselves and in their abilities.

The lesson plans, which include activities, discussions, and video clips, can be obtained after initial training with Galit Zamler.


2. Entrepreneurship program and carrying out projects just like experienced entrepreneurs

The entrepreneurship program for students in grades four and above is designed to instill entrepreneurial skills in children and to show them, through hands-on experience, the entire process entrepreneurs go through.

The modules are chosen from the program's syllabus by the school administration and in consultation with Galit Zamler.

Although the topics taught are professional and of a high standard, they are served to students and teachers in a language that is easily understood.

The course emphasizes enjoyment, experiential learning, empowerment, and values such as tolerance, listening to others, and honesty.

The program combines a guest entrepreneur lecture and encourages celebrating Global Entrepreneurship Week.

Galit Zamler designed the program for an independent implementation within schools; the school administration decides who among the school staff will guide students through the program. They will attend a training session (which can be online) with Galit Zamler - the program developer. Galit will deliver the ready-to-use modules after training to ensure the successful implementation of the curricula.

The school staff then implements the program among its students. When the teachers are about to finish teaching the module, they will schedule another training session for the next module, and so on.

As mentioned above, this part of the structured program includes presentations, discussions, video clips, activities, stories and articles to ensure experiential and engaging learning.

When implementing the full program, young entrepreneurs go through the same process as an experienced entrepreneur. They identify needs and opportunities, define a target audience, prepare a business and marketing plan, and set up their own project, such as those listed on the Kids Initiate page.

Here is an example of a detailed process, from uploading ideas to realizing some of them, on the page "Choosing ideas for projects, evaluating them, and implementing them".

The Added Value for the Students


This program is valuable for young students.

The students are actively involved in the planning and implementation of the project, which is based on their own ideas. This process may be a challenging but possible experience for the children and sometimes also for the teachers.

When doing so, the students learn how to plan, set, and achieve goals. They learn to persuade, to do a survey, ask questions, and analyze data. They develop self-confidence and belief in their abilities. They practice public speaking, perform economic calculations, and learn to be wise consumers. They learn to identify opportunities, be attentive and tolerant of others' needs who may be different, solve problems, be creative, and work as a team. They develop social skills, independence, positive thinking, etc.

What Is Required to Implement the Program?


Schools that have teachers with entrepreneurial spirits and who are passionate about entrepreneurship education can apply.



Private companies or governments that want to implement the program in their state, and who can spread it in many schools and reach many children may contact Galit Zamler and get a license.

The Program Outline


EFK is a modular enrichment program that exposes students to the entrepreneurship domain and entrepreneurs' mindset. It empowers each of the children as an individual and as a goal-oriented team. All topics are conveyed to the students in their own language and in an engaging manner.

The program includes a variety of topics such as:

Different types of ventures, vision, business plan, data collection and analysis, program marketing, innovation, creativity, setting up a company, intellectual property, brainstorming, budget, negotiation, product life-cycle, smart consumerism, teamwork, concepts from the business world, humor and optimism, making challenging opportunities work, public speaking, online marketing, event production, PR versus advertising, business intelligence, the art of persuasion, and social entrepreneurship.

Read more about the program:
Various schools' experiences with the program
recommendations,and reviews on the program

The Program Developer

picture of Galit Zamler


The entrepreneurial education program was developed in Israel as an educational project by Galit Zamler, who is a serial technological and educational entrepreneur, a speaker on entrepreneurship, and a consultant on entrepreneurship education in schools. Galit holds an M.B.A in Business Administration and a B.A in Social Sciences and Business Administration.

Another venture developed by Galit Zamler that encourages creativity and innovation among students is the Vickathon project for leading experiential hackathons. These are one-time events where participants develop creative problem-solving ideas and present them in a competitive environment.

What Prevents Schools from Entrepreneurship Education?


As someone who encourages entrepreneurship education from an early age in schools, and understands its high impact on the future of each and everyone, Galit Zamler is curious to know why there are schools that do not expose students to entrepreneurship.

As of now, in light of conversations with school directors, teachers and parents, Galit found nine reasons:

1. Lack of Awareness
Directors and teachers understand that students need to be prepared for life, but are not aware that through entrepreneurial studies that combine imparting knowledge, empowerment, experience, and mentoring, they can meet this need, so learning is also exciting and meaningful.

2. Lack of Knowledge
Sometimes, there is a willingness to teach students entrepreneurship classes, and even the school assigns it a weekly hour in the curriculum, but there are no training and guidance for teachers. In this situation, each teacher has to reinvent the wheel to the best of his/her understanding, and the teachers do not always know what to teach and how. When the study materials are well-prepared and well-written for the teachers, they undergo a short and focused tutorial, which allows them to enter the classroom and teach entrepreneurship with confidence.

3. Concern About the Subject
To teach entrepreneurship, teachers should be willing to get out of their comfort zone, allow students to be creative, imagine, and come up with ideas on subjects they are not always experts in. This exposes the teacher to his students as not knowing everything. There are teachers who fear this situation, although there is no reason to worry. We are not supposed to understand every topic that interests the students, but we are able to help them evolve in directions that interest them.

4. Fear of Technology
Israel is considered one of the most entrepreneurial countries in the world, mainly due to its innovative technological developments, and non-technological teachers are concerned with the need for technical knowledge that they do not have. In fact, entrepreneurship can be in many areas and is not just high-tech. Entrepreneurship can be social, organizational, scientific, environmental, political, etc. Any teacher can take the subject of entrepreneurship to a discipline close to his/her heart. And in general, the idea with entrepreneurship education is to develop a wide range of skills that will help students succeed in any field they choose.

5. A Disappointing Experience
Directors and teachers who have had a disappointing experience in implementing entrepreneurship studies at the school are reluctant to do so again. But today there is a wide range of opportunities to teach entrepreneurship, and every school can find the right program for it. The Entrepreneurship for Kids Program is one of them.

6. Lack of Budget
While entrepreneurship studies are considered to be a relevant and up-to-date topic, it is not necessarily one that involves high costs. Especially if the teachers of the school are the ones who teach the students, and not external tutors. Also, reaching the students' parents and asking for their support as guest entrepreneurs and as experts in their field, can enrich student learning and contribute to parents' relationships with the school.

7. A Hesitation From a Subject That is Perceived as Immoral
There are schools that are reluctant to find themselves encouraging projects where the entire purpose is doing business, while they see their role as an educational-value institution. Well, as mentioned earlier, entrepreneurship is first and foremost a process of imparting skills, and school staff decide what to focus on. So, it can also be social and ethical initiatives that contribute to society and the environment without financial gain.

8. Lack of Time
A reason that is repeated in many schools is the lack of time because the school should be able to teach the curriculum set by the Ministry of Education. The priorities are up to school management considerations. School directors who want and understand the importance of preparing students for the future know how to find the time.

9. The School Teaches Using the PBL Method
One of the elements of the entrepreneurial process that students go through is the realization of an idea for an initiative/project. The PBL method, project-based learning, also incorporates a project. There are other common factors, but the emphasis of entrepreneurship education, as mentioned here several times, is mainly on the skills that students acquire in the process. The initiative and project are part of the experience, but they are not the main issue.


If you have any thoughts on the matter that you would like to share, you are welcome to write to Galit Zamler.

Galit Zamler Answers Questions


How do you know that Entrepreneurship for Kids Program is a success?


"The numbers, the comments, the interest, and the demand, prove again and again that the EFK program is a successful project.

I started my occupation in education in entrepreneurship in 2009 in one school (Moreshet Moshe in Ramat Gan). Since then, dozens of schools have joined in teaching the program every year. In light of the expansion of the program, I understand that it succeeds."



What comments did you get from the principals and the teachers?


"I'll give a few examples that are just the tip of the iceberg:

Some principals introduced the program in their schools then move to another school. Then they turn to me to teach the program in the new school. Tova Goldstein and Shlomit Shigelblat did just that. Returning customers show me that the program is excellent.

Year after year, teachers and principals teach this program and tell me that their students anticipate and wait for the entrepreneurship lessons. That makes me realize I've touched the students' hearts, sparked their interest in entrepreneurship, and helped them express themselves adequately.

One teacher (Chani Richmond) taught the entrepreneurship program in a private school in the United States. She wrote to me that she misses teaching it and that she herself has learned a lot from it. That saying makes me realize that the program empowers the teachers too.

Furthermore, teachers who attended an institutional training I led on entrepreneurship education within the school (A.D Gordon, Ramot Weizmann, and Yitzhak Navon schools) wrote feedbacks greeting the significant contribution the course has on personal development and to their ability to teach students life skills. Through such feedbacks, I learn how much the program provides teachers with knowledge and training relevant to our advanced world and helps them teach and learn together with students."



What comments have you received from the students?


"One of the inquiries I've received was from a student (Itay Shteinberg) who participated in the EFK course when he was a fifth-grader. After eight years, he contacted me to tell me about an idea for a project and asked for my opinion. After so long, that kind of inquiry proves that the entrepreneurship studies were so meaningful to him.

Another inquiry was from a student (Yair Weizenhoiz) who took part in entrepreneurship lessons when he was a third-grader. He turned to me four years later and told me that he plans to present the project he developed while taking part in the entrepreneurship program back then, in front of his classmates at the time (7th grade). Yair asked me to watch him talking about his venture. This is an enormous satisfaction, and again- the understanding that the entrepreneurship studies have a high impact on children.

Another occasion was when a teacher (Lee Glick) felt that she's not progressing with the program modules because students were often having heated discussions about program topics. These discussions made me understand that the program excites the students. It encourages their involvement, which is more important than moving on with the study materials, especially when those same students asked the teacher the following year to continue teaching entrepreneurship."



Is the program a success abroad too?


"The Hebrew Academy, a private school in the US, which gives its students advanced tools and programs, taught my entrepreneurship program. The school staff professed that it was an eye-opening program. They asked me to continue teaching the program a year later. This kind of occasion definitely testifies that the program brings something different, innovative, and essential.

Besides, companies from Hong Kong, India, Vietnam, and Papua New Guinea have acquired licenses to distribute the program in their country. So this is definitely a feeling of satisfaction that the program became an international success.

Furthermore, I teach students from China an online yearly entrepreneurship course. There's a demand for this program, and it implies success."



What are the students' parents saying about the program?


"Sometimes parents come to me during final events at the end of the year in which their children present their projects they've been working on during the year. They often tell me that what the students learned, they themselves learned in a bachelor's degree. From that, I understand that the value the students receive during the entrepreneurship studies is high, and that the parents understand that.

There are schools that the students present the projects they have been working on all year. Usually, during such events, their parents tell me how much their kids have learned from the program. I know from them that the values and skills that the students are learning are valuable and needed.

Some parents wrote me letters about how much their children have earned from the entrepreneurship studies. Those are letters that are always fun to get."



When did you realize that the program is marketing itself?


"Every year, I encourage the schools to mark the Global Entrepreneurship Week, and each year more and more schools are doing so. Even schools that are not part of the entrepreneurship program are informing me about it.

When a teacher (Michal Maman) taught entrepreneurial lessons in one school, then moved to another school, and asked to introduce the program there. From this, I realize that the program is marketing itself.

When people from all over the world visit the program website and then show interest in implementing it in their country, it shows that the program is innovative on an international level.

Additionally, when schools that already teach entrepreneurship and execute many projects turn to me because they are interested in the program's process and depth, I know the program has a real added value. This value stems from the fact that I am an experienced entrepreneur who knows the world of entrepreneurship closely."



What are the comments that moved you the most until now?


"I'm always getting excited when I receive emails from people from all around the world, parents, teachers, principals, businessmen, and others, who encourage me for this project that's called Entrepreneurship for Kids Program and tell me that I'm inspiring.

A mother whose son participated in the course when he was in the sixth-grade contacted me eight years later. She asked if her daughter, who is in the seventh-grade, could join the entrepreneurship course. Her application made me understood that the program left a mark not only on the child but also on his family.

It excites me to hear teachers who listen to my lecture on entrepreneurship in general and entrepreneurship education in particular and tell me that I bring something different since I come from outside the education system, because I have real experience as an entrepreneur and because I am a mother to children.

Teachers say students who participate in entrepreneurship classes are not eager to go to recess. The students prefer staying in class to ask questions and share their project ideas. It proves that entrepreneurship and the different aspects of it fascinate them.

It moved me that India's government representative came to Israel to meet with me and explained that they want to learn entrepreneurship education from Israel and that he is interested in implementing the EFK program in Indian schools. It is both a feeling of satisfaction and a sense of pride in the country.

When a wealthy private school in Israel (King Solomon) that can allow itself to purchase every program it wants chose to teach the program, and its school staff showed admiration from it, that made me realize that the program stands in the highest standards possible

It always excites me when teachers tell me that parents called them to find out 'what classes do their children study?'. They did so because the children came home and said that they enjoyed the entrepreneurship classes.

I feel satisfaction when the lesson is over, the students feel that it's ending too fast, and they're not rushing out for the break. On the contrary - they're staying to ask questions and explain their ideas for projects. That's how they're proving that the entrepreneurship subject, on its various aspects, interests them."


If you agree that entrepreneurship studies are essential to the success of students in real life - contact Galit Zamler.

Schools Map That Have Taught the Program


Schools from all over israel have taught the program

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