Example of Experiences from the Entrepreneurship for Kids Program By Galit Zamler - Program Developer
Beyond the cutting-edge experiential learning described on this page, one of the most significant experiences in the Entrepreneurship for Kids Program is project building, which solely belongs to the students - starting with the idea, all the way through to planning the execution, marketing and performance.
Israeli schools implementing the Entrepreneurship for Kids Program take part in the execution of many projects. I recommend you read about some of the projects on the Kids Initiate page.
Solving social problems
Students from the Hebrew Academy in Florida, led by Rabbi Avi Bossewitch, participated in weekly entrepreneurship classes as an elective course, with the guidance of the teachers: Angie Lopez, Javier Gonzalez and Chani Richmond.
The class called Entrepreneurs STEAM included the entrepreneurship aspect based on our entrepreneurship program, of creating a service or product to solve social problems.
Here are some pictures that exemplify the process students went through during the entrepreneurship part of the elective.
The thinking process of solving problems:
The kids make a prototype:
The children try the product they invented:
Modifying the Prototype:
Building models for inventions
During an annual entrepreneurship course for fourth-graders at the Yitzhak Shamir School in Holon under the direction of Moshe Eini, the students underwent a process of developing entrepreneurial, creative and critical thinking, as well as the ability to identify problems and solve them.
Of the many ideas that were raised in the classrooms and after the examination and filtering process, there are a few ideas left in each classroom.
Over two intensive days, and after the teams were formulated for each idea, the students built models for their inventions accompanied by presentations.
Just before the end of the course, the students will present in their classrooms their ideas briefly in the style of the "elevator pitch".
The course was moderated by Dina Arkin on behalf of the Children's Entrepreneurship Program.
Creativity and teamwork
The young people entrepreneurs of the "Bechor Levi" school in Rehovot, who chose an entrepreneurship course, learn two hours a week about the entrepreneur's skills, identify opportunities, raise ideas for projects and initiate by themselves.
As future entrepreneurs, the students understand the importance of creative thinking and teamwork, and in one of the sessions, led by teacher Mali Cohen, they participated in an activity that combined these two skills.
The students enjoyed and created together as a team, creative models from Lego.
From idea to product in 3 sessions
The students of the two seventh grades at the ORT Holon campus participate in three days of Hackathon during which they learn to develop an entrepreneurial mindset, think about creative ideas for projects, in the style of the elevator pitch.
At the stage of the exposure to the entrepreneurial world, that inspired them to think like entrepreneurs, the students asked many questions, both topicality and smart. All of them received answers that encouraged them to continue as critical thinkers of what was going on around them.
Pictures from the first session, where the students were divided into groups, and thought about ideas for projects based on products presented to them, and then presented them in class:
In the second part of the Hackathon, the students chose a limited number of ideas from those raised in the first session.
Then, each team focused on one project; they developed the original ideas, defined a need, a target audience, why they thought the idea should be promoted and what was needed for that.
The students learned what an elevator pitch is, what it answers and how to differentiate themselves so that others will listen to them.
Pictures from the second part of the Hackathon:
In the third and last part of the Hackathon, the students were creative, able to work in teams and ability to cope with challenges when they were asked to prepare models for their ideas for projects.
Each group prepared a model to illustrate its idea of the project using certain accessories provided to them, and although these are models of different ideas, they all succeeded in building a model that conveyed the message.
At the end of the construction of the models, the students presented the ideas in the classroom.
Teamwork - leadership group
The leadership group at the Keshet School in Jerusalem has already formulated an idea for a social-community project, to cultivate a community garden.
Alongside the progress of implementing the idea, led by social coordinator Sharon Cohen, the students practiced tasks that proved that they know how to work as a team.
Elevator Pitch Event - Choosing product
The two sixth graders, who are about to finish their studies this year at Rivka Guber School in Moshav Nehora, decided together with their parents, the principal and the educators to leave their mark on the school.
For this purpose, the students underwent a workshop on developing entrepreneurial thinking with Galit Zamler.
Then they divided into groups, raised ideas for projects, and each group focused on planning one project, accompanied by the parents, who joined the students and came once a week to the school to promote the ideas.
Each group of children defined why their project was useful, what need does it meet, how to implement it, expected problems and how to deal with them.
The students prepared presentations, videos and an elevator pitch for a record event in which they presented the ideas for the projects to the school principal, the educators, the representatives of the parents and all the students.
On Friday, the excited students came to the elderly home in the moshav, to an event of presenting their project ideas - an elevator pitch event, in order to convince their friends and all attendees vote for their initiative.
The event was attended by Mrs. Adina, ho is in charge of scientific education in the southern district.
After presenting the projects, the students participated in a game led by Galit Zamler, that illustrated them the importance of a vote without group pressure.
Each student voted to two ideas and eventually, one project received the most votes, and it will be implemented by all the students together in a teamwork and with the help of the parents.
The principal of the school, Drorit Garla, shared her insights from the process the students had undergone so far. She praised them for their investment, thinking about the small details, and the ability to stand in front of the audience in an impressive manner.
Hosting a delegation from the Ministry of Foreign Affairs
The Sadot School in Pardes Hanna-Karkur headed by Talmor Klos is a school that educates for innovative entrepreneurship.
This year the school hosted a delegation from the Ministry of Foreign Affairs of leading educators from developing countries.
The guests were impressed by the entrepreneurial culture of the school, the many projects carried out and by the diverse curriculum that nurtures the children's important life skills from an early age.
In terms of the Entrepreneurship for Kids Program, it is a great satisfaction to see a school, which started its way in the entrepreneurial world accompanied by the program, taking off on its own.
As part of the tour, the educators observed a school panel attended by the principal, teachers, student representatives and the chairman of parents committee.
Here are highlights from this panel:
Noam, a 5th-grade student: "Here, the teachers choose the entrepreneurial environment and the students choose which environment to join in. The ideas for the projects are ours, the students, and the teachers do not tell us what to do. It's fun to fill up the school with projects that we thought and we developed. It's a great feeling to be part of it.
Talmor, the school principal: "There is a shift in prescription. It's not that the teacher has all the knowledge, but the teacher is the mentor, instructor who supports the children's ideas. To achieve this insight, work is needed, but it is one of the important things in entrepreneurship education - to understand the role of the teacher."
Yaara, a fourth grader: "The fact that we choose which project environment to join, helps us to develop a product on the field that interests us, so it's fun."
Ido, a sixth grader: "It is pleasing to see how the school develops thanks to entrepreneurship. We can observe what the children had done here and it is amazing. When you are in an entrepreneurial school, you are much more involved in what is happening, you can change, you influence."
Ido, a student in fifth grade: "I like the way of group cohesion and discussions about ideas during the process of implementing the projects."
Ella, a sixth grader: "Half of what exists now did not exist when I enrolled in school, and it feels like the students built the school. Entrepreneurship enriches our curriculum, we have a variety of classes. We know there will be an outcome from entrepreneurial classes, a product, and we want to carry on doing that. It's fun."
Participants of the delegation asked the panel members questions:
Question: How do you bring about all the teachers, parents and students to think alike? What were the challenges?
Eithan, the representative of the parents, replied: "There are clear limits on what parents can intervene in. The main goal is the children's benefit. Parents are sort of help to school, and the principal can be helped by us. Sometimes there are conflicts, but the children are always at the center.
Question: "How did you decide to focus on entrepreneurial education?"
The principal's answer: "Choosing entrepreneurship was right from the beginning and it immaterially attracted everybody. The community here is young, and entrepreneurship is a common language for everyone, and everyone wanted it."
Question: "Do you have a teacher evaluation tool in the context of entrepreneurship?"
The principal's answer: "Along the way we stop and the entrepreneur coordinator does a review, and in addition, at the end of the process there is feedback and assessment."
The visit ended with a workshop for the members of the delegation on the subject of entrepreneurship led by Galit Zamler:
A few days later, a member of the delegation shared her personal experience, inspired by that visit:
"Inspiring by what I learned that day, I did a small experiment with my 5 years old daughter at home via Skype about the process of finding needs (awareness), forming ideas to get a solution and act to make solution becomes a real "product".
My husband told me that she got a problem of having the ink from her favorite cartoon books (the Doraemon series) to her fingers when she turned the pages and touch the images in the book. (I didn't notice that the books hadn't been printed out well by the publisher, and the printed-ink didn't adhere to the paper accordingly and get out upon touching with hands. I bought her more than 30 books like that without noticing the problem before hands).
So, I asked her: here, we have a problem. Now what do you want (what is her need?)
She: I need to read the book without getting my hand dirty because of the printed ink.
Me: OK, now, can you think of any way to avoid that?
She: (After 3 min thinking): I have to create a machine to turn the page automatically without me touching it with my hands.
Me: (Really surprise). YES! THAT"S a COMPLETELY GREAT IDEA. But now let's see if anyone is already doing things like that."
Entrepreneurship class for children
Four fourth graders at the 'Yitzhak Shamir' School in Holon, run by Moshe Eini, participate in an entrepreneurship class, which takes place once a week in the morning.
The students have learned how to be alert to the environment, identify needs and think about ideas for projects.
The ideas resulting from experience, problem or need they collect in a basket, such as the one in the picture:
The children's ideas were uploaded to the presentation:
The students learned why it is important to check whether our idea already exists or not, how to search the Internet, and together they sat in front of computers and checked whether the ideas presented in the classroom had already been realized or not.
When the entrepreneurial children reached the stage of preparing a business plan for their projects, they learned about vision and goal setting, while regarding Elon Musk's vision of launching a sports car into outer space.
Natural Resources Entrepreneurship
The first school in which Entrepreneurship for kids Program and "Honeybee" run by Nimrod Segev collaborated together was Ofek School in Ramle, under the management of Dorit Nevo.
Fifth graders studying about natural resources will participate in three sessions during which they will be exposed to the entrepreneurial world.
They will begin thinking of ideas for projects that use natural resources, and will prepare a module for the idea.
During the first encounter, students were exposed to the entrepreneurial world in the context of natural resources.
They saw how innovative projects that exploit natural resources can improve the environment in which we live.
They then began thinking about the professions that will become redundant in the wake of those ventures, and which new professions may be needed because of them.
After the exposure stage, which excited each and every one of the students, they were given a task to work in groups.
Each group received a panel that helped them to think about creative entrepreneurial ideas, which make use of the sun and water as natural resources.
Each group formed 2-4 ideas for projects and at the end of the meeting we hung up all the ideas of the students in the class so that everyone could see them.
In the second session, the students voted on the ideas for the projects they would most like to implement.
They then analyzed the need for the project, the target audience, what it takes to realize the project and who their competitors are.
At the end of the second workshop, the students presented the idea to the class, while paying attention to the correct stance when in front of the audience, and their classmates helped them to understand what was needed to implement the projects.
The last meeting was named "Hackathon". Prior to this meeting the students brought equipment and accessories needed to build models for their ideas.
First, in order to focus the children just before building the model, they gave their product a name, defined the need it meets and the target audience, thought of a marketing slogan, asked research questions about the project and drew a diagram of the model they were planning to build together.
The children enjoyed the whole process, especially from the model building stage in teams, and at the end of the day presented the models they built to their classmates.
At the end of the meeting, school principal Dorit Nevo wrote: "Amazing process! Recommended for all ages."
And science teacher Michal Ronis wrote:
"It was amazing!
Nimrod and Galit Thank you very much!!!
A real example of meaningful learning"
Sharing the process and the results
Two 4th grade classes from the "Dvora Omer" School in Netanya participated and entrepreneurship classes led by Miri Yishay.
After a long process that lasted throughout the year, during which the students learned about different types of ventures, learned how to locate needs, develop creative thinking, identified entrepreneurs' competencies and more.
Before the end of the school year, the school hosted an event where the students shared their process and the products of what they learned.
This is the invitation that Galit Zamler received, and she came to the school to hear the students present their ventures, answer their questions and help them progress in the process of realizing their ideas.
The excitement of the students from meeting Galit was high, and Galit was also excited to hear such young students eagerly explaining their ideas, and what they are already doing to realize the ideas with available resources.
The students' questions showed how much the students are excited to advance with their ventures.
The meeting with the students and Miri Yishay, that created the course by herself, was an enriching and fun experience.
Read the students' reflection by the end of the school year.
At "A.D. Gordon" School in Kfar Saba, this year the school turned itself into a greenhouse for entrepreneurship for its students. This step was led by the school principal Gila Ben Yossef.
The entire school staff participated in education in entrepreneurship training by Galit Zamler, and the 5th and 6th-grade teachers had entrepreneurship classes with their students, based on the Entrepreneurship for Kids Program.
The students came up with many ideas for ventures, and learned with their debate class guides to present the venture briefly and in an intriguing way.
By the end of the year, the school held an "Entrepreneurs Convention", to which the parents were invited, the mayor and educators.
The students and the school staff were excited about the convention, and the students distributed business cards they design themselves according to the venture they took part in, the students presented their ideas, first in the school yard and then in their classes to their parents.
The sign that welcomed the school visitors:
The entrepreneur students present their ideas to the crowd in the stands
The elevator pitch - The young entrepreneurs present in class to their parents the venture ideas.
The learning process the students underwent impressed the parents, and the young entrepreneurs' convention was marked as a huge success at school.
Here are some of the parents' comments:
"A beer tap was missing to feel like in an adult entrepreneurs convention"
"From what I saw today, the kids learned things I studied in my BA"
"What they learned will definitely help them in the future"
Entrepreneurship products fair
"Sadot" School in Pardes-Hanna-Karkur has hosted for several years a concluding entrepreneurship fair of the activity at school.
This year, as the previous years, the students presented to their parents and fair visitors their products: Ventures and initiatives they developed and realized in the past school year.
This is the invitation and the fair map at school:
Empowerment classes for 3rd-grade students
The Entrepreneurship for Kids Program held empowerment meetings with 3rd graders from the "Avnei HaChoshen" School in Shoham.
During the first meeting, the children listed their strengths. We went through some of them and understood together that when someone mentions his strength, for example, is soccer, we can learn a lot like: the ability to work in a group, persistence, targeted, physically fit and more.
The two sessions with each class focused on three entrepreneurial skills: the ability to take risks, dealing with failure and creativity.
Each of these skills was taught experientially while playing games and the students actively playing a role in the teaching process.
In the picture the students are exercising taking a risk, a collaboration between friends and persistence.
We finished the module of creative thinking by completing a painting creatively and as each student pleased, we added some examples of students' paintings in the presentation.
Tour at the PayPal offices
A group of 5th and 6th graders from "Osishkin" School in Ramar Ha'Sharon, who participate in the Entrepreneurship for Kids Program led by Miri Molcho, went on a tour at PayPal's Company offices in Israel.
The students met the company's CEO in Israel, the sales manager and the information security manager.
They heard about the process of developing the company, how the company detected a need in a safe way to transfer money from and to everywhere in the world, how they defined the audience to their product and developed a win-win solution to both sellers and buyers, and how PayPal became a leading company in the field.
The students enjoyed a pampering hospitality, ate pizzas and played in the employees gaming area.
The students enjoyed the visit and were very interested in the lectures they had from the company's executives.
School entrepreneurship week
The "Pirchei Hamada" School in Rehovot encourages entrepreneurship and uses the curriculum of the Entrepreneurship for Kids Program to teach the skills of an entrepreneur to the second and third graders.
The school hosted a private event "school entrepreneurship week" and invited many entrepreneurs to share their experience with the students.
Galit Zamler showed up too, as a guest entrepreneur and lectured before the 5th graders.
Students in the Amirim program at Hashalom school in Mevaseret Zion participated in their third year of entrepreneurship lessons from the Entrepreneurship for Kids Program, led by vice principal Sigal Bar, who organized a real 24-hour Hackathon event at school, including sleeping bags.
Sigal summed up the entrepreneurial studies and the Hackathon event as follows:
Yesterday, a group of students from the Amirim program graduated from the 3-year entrepreneurial studies program, led by Sigal Bar, in which they learned about the entrepreneurial world, met entrepreneurs, developed business and social projects and even got published in the newspaper.
This year, each young entrepreneur developed his or her own project. The prototype projects were created by the students yesterday during the 24-hour Hackathon, which included: Creating prototypes, relaxing activities, lectures on entrepreneurial rhetoric by Ronit Meiri, and marketing styling by Sharona Zohar.
The students worked at the school and only completed the construction of prototypes at 3:00 a.m. The final products are amazing and creative.
The future generation of HaShalom students is ready, sharp, creative, loves to learn, curious, and most of all proactive and well-adapted to the 21st century.
Among the projects were: A magnetic board for Alzheimer's patients, a tri-headed bottle, a portable clothing rack for the pool, the beach and home, a device for easily finding jewelry, a computer mouse with an attached pad, a mechanical pencil set with replaceable erasers, disposable bags for squeezing lemons...
Thank you for guidance over the years!
A summary of the HaShalom school Hackathon:
A visit to the Elite Company of the Strauss Group
A fourth-grade group from the Hebrew Reali School in Haifa, who participated in the Entrepreneurship for Kids Program and were guided by the teacher Keren Mizrahi, came up with a project idea - an easy to open lollipop wrapper. Read more about this project on the Kids Initiate page.
After developing a product model, executing a survey among the school students and upgrading the original idea, the students were asked to offer their idea to the candy company.
For that reason, a visit was scheduled for the young entrepreneurs to meet with the Elite candy company of the Israeli Strauss group.
The students were greeted by company executives who watched the young entrepreneurs presenting their project.
I shall note that Keren Mizrahi felt an enormous sense of pride for how the presentation was handled and how the students were able to answer the questions posed to them by the Elite executives.
The students were very excited about the visit and about their presentation. They longed to hear the Elite executives' opinions on their project.
Photos from the visit:
This is the presentation given by the students to Elite executives:
Elite executives loved the project idea, but asked the young entrepreneurs to find a solution to this next question: How can we use the same wrapping to seal the lollipop without it sticking?
Presenting ideas for projects
At the Aliyot school in Ramat Gan, two 4th grade classes participated in the Entrepreneurship for Kids Program guided by their teacher, Levana Greenfeld.
During the year, students underwent a process of thinking about and developing entrepreneurial ideas, which they presented in an individual showcase, explaining their project/initiative.
The main guideline for building the showcase was that the presentation should speak for itself - that with no added explanation, the viewer would understand the presentation. That was done by integrating pictures, sketches illustrating the idea, and a verbal explanation.
The students executed their presentations in front of their peers, thus practicing being in front of a crowd.
Levana summarizes: "It was very successful, students stood in line to present their ideas."
Students also offered time for a Q&A after every presentation. They understood that not all questions must have an immediate answer and that they can take the time to think, but that it is important to listen carefully to all questions, needs and restrictions.
A visit to the Milbat Organization
A group of entrepreneurial leaders from the Mordei HaGeta'ot school in Ramat Gan went out for a visit to the Milbat organization, located within the Israeli Sheba hospital grounds.
The Milbat organization helps people with disabilities and develops aids for them to give them a better quality of life. The entrepreneur students always have many great ideas to benefit this society and so it was decided that they should meet up with Milbat.
An Entrepreneurship for Kids group, grades 4 and 5, accompanied by teacher Sarit Alfital, met with Ma'ayan - the organization group coordinator.
Students were shown the organizations Aids site, whose purpose is sharing information about the 17,000 different aids already developed for the benefit of people with disabilities.
During the visit, students learned the hardships of people with disabilities and how to help them.
Students watched a video explaining about Milbat, established 33 years ago, in which 420 people from all walks of life and age volunteer. Proceeding the video, students asked many questions. One of them was: What is the difference between a person suffering from Autism or a mental disability and a person suffering from a mental illness?
The kids learned about the development process of the different kinds of aids requested by the organization and were intrigued by the objects presented to them.
Ma'ayan answered the students' question, as to why there are two kinds of crutches and demonstrated the differences between them.
The kids learned about the varying kinds of wheelchairs. For example, a wheelchair designed for a person with only one working hand. Students asked to know the importance of having a rear brake on the wheelchair. After a demonstration, they all learned the rear break is necessary for the person in the chair not to flip backward.
The students thought that one of these aids, called an Owl, was a child's plaything, and it drew their attention.
They tried giving different explanations for its use: a massage tool, a calling tool, Morse speech, vocal cord augmentation... Actually, the Owl is meant for people with low cognitive response; when you engage the Owl, it responds with two indicators - light and sound. That way, the person using the Owl can learn the connection between action and response, and some love to hold the owls and feel their vibrations.
The young entrepreneurs summarized their visit: It was very interesting. There are many ways to ease the lives of people with disabilities.
Israel's First Hackathon for Entrepreneur Students
Four schools from four different cities in Israel accepted the Hackathon challenge commissioned by the Entrepreneurship for Kids Program. Entrepreneur students, grades 4-6, took part in the first part of the first Hackathon in Israel during the 2014 Global Entrepreneurship Week.
The Hackathon was spread over three sessions, and every individual session is held by a different school that hosts the other schools.
The first session: Entrepreneur students came up with many ideas in five different categories and later narrowed them down to three ideas per category.
The second session: Students focused on one idea in each category, created a business and marketing plan and presented their projects in different ways to all the other attendees.
The third session: Business cards were made and the projects, now developed to a prototype stage, were showcased and explained in full.
Here is a summarized presentation of the three Hackathon sessions:
Read up on every single Hackathon session and on how students and the Education faculty responded to the events on the First Israeli Hackathon for Entrepreneur Students' page.
Check out this article, published in the She'oor Hofshee (Free Class) magazine in March 2015 under the title Learning to make dreams come true (in Hebrew).
A delegation visit from the Ministry of Foreign Affairs
Two schools, both implementing the Entrepreneurship for Kids Programs, hosted a delegation brought by the Israeli Ministry of Foreign Affairs, bringing the top 22 leaders in education from developing countries such as: India, Ghana, Kyrgyzstan, Kenya, Nepal, Myanmar, Ecuador, Kazakhstan, Vietnam, China and the Ukraine.
The purpose of the visit was to show the delegation the way in which Israeli schools further education for entrepreneurship.
The first visit was held at the Kaplan school in Petah-Tikva.
In this presentation, we will try and showcase bits of the visit to the Kaplan elementary school, which is an entrepreneurial educator:
Tali Toledano, the school's principal, summarized the visit saying: The meeting between school staff and the students with the delegation party was a rich and powerful experience.
The feedback we received from our guests strengthens our faith in what we do and that we do it for the benefit of our students, preparing them for real life.
The following is from her letter:
Translation of the letter:
Mrs. Galit Zamler
I would like to express my full gratitude and appreciation for your wonderful initiative to bring our school together with the developing country delegation and to present to them the entrepreneurship in our school.
As a school that teaches entrepreneurship, we believe in sharing and distributing information. The opportunity you have given us to break boundaries and share knowledge with people from different countries has given us a chance to show the initiatives being taken by schools, our unique teaching methods and to showcase initiatives created by students, staff and parents.
The meeting between school staff and students with the delegation party was a rich and powerful experience. The feedback we received from our guests strengthens our faith in what we do and that we do it for the benefit of our students, preparing them for real life.
We have received no less, even more, I feel, than our guests. For that - many thanks.
The more one knows, the better one can express their personality from power to action (Rambam)
With much recognition and appreciation,
Kaplan School Principal
The second visit was held at Mordei HaGeta'ot school in Ramat-Gan
In this next presentation, we will see experiences from the delegation visit to the Mordei HaGeta'ot school that teaches leadership, entrepreneurship and business management, directed by Ronni Shasha.
The visit included a performance by the school band, singing Totzeret Ha'aretz (made in Israel) by the singer/songwriter Arik Einstein, as part of the school's ongoing support of local, Israeli products.
An English guided tour and presentation of entrepreneurship ideas were given by the students. They discussed the needs and insight behind their ideas.
A tour was taken through the different classrooms, showcasing the different classes in which students developed their talents for leadership and entrepreneurship.
A discussion was held with parents, students and faculty regarding the school - a discussion which greatly impressed the delegation who learned that there is a consensus that the Mordei HaGeta'ot school is growing the future generation of Israel's leadership.
A visit to the Tel-Aviv-Yaffo Academy
A leadership in an entrepreneurship class, grades 6-8, from the Mordei HaGeta'ot school, which takes part in the Entrepreneurship for Kids Program, went out for a visit to the Complex (Ha-Mitham), thanks to the generosity of Dr. Eyal Benjamin - Head of the Entrepreneur Department in the Tel-Aviv Yaffo Academy.
Noam Veksler, an entrepreneur and mentor at the Academy spoke to students about entrepreneurship, the process the entrepreneur goes through, the difference between wanting and needing, a business model and the entrepreneur's job- Answering needs in a unique and better way than those we have today.
Noam shared with the students his own personal story - He needed to go out and work at a young age because there was not enough money at home; I worked from age 11 washing building stairwells.
At 16, Noam had started his own stairwell washing business, managed a few friends, employed them and paid them a salary.
Noam describes his first initiative:
I recognized a need: People want clean stairwells.
The service I was offering, aside from cleaning (this so I could get the building committees to employ my friends and me) was a guarantee to the building committee that in any unusual event where a cleanup is due, they could call me and we would take care of it within three hours.
I did not own a car. I rode a bicycle. Strapped to my bike were brooms, buckets and rags I bought at the market. This is how I would move equipment between my friends and run my business.
The building committees paid me and I paid my friends. During my first year, I made 125,000 Shekels. I had no idea what to do with the money, I spent it on nonsense. That was my first business.
Noam's realization from his stairwell cleaning business is as follows: What I understood at that age was that people who have a need will be willing to listen to what I had to offer them, and if what I had to offer them was cheaper, including the moving prices, I had a good chance at starting a business.
Noam, who is a mentor at the academy, told students about the program there in comparison with financial incubators and venture capital funds.
In addition, Noam spoke of an incubator he runs in Ireland for young men and women, ages 14-16, who have started learning entrepreneurship, and came up with creative ideas, some for the purpose of money and some for the purpose of solving a certain need.
After Noam's lecture, the Leadership in Entrepreneurship students took a short break and proceeded once more to gather in the hall with two other entrepreneurs from the Academy, Karen Dovkovski and Erez Gavish, who both told of their initiatives and listened to the students' initiative of a Storage Table. The two Academy entrepreneurs asked questions and gave feedback, as well.
Here is a presentation of the students' visit to the Academy.
A visit to the Side Kick Company
Fifth graders students from the Kaplan elementary school in Petah-Tikva took part in the Entrepreneurship for Kids Program and set out to visit the Side Kick Company, an Israeli developer of digital games.
All students love playing digital/video games, but they were curious to know how the games were developed and so the idea to visit Side Kick, one of the most successful game companies in Israel, was born.
Here is an edited video of the fruitful and successful visit.
A summarization of the insights by Guy Ben Dov, founder of Side Kick:
* It is important to identify market trends.
* It is recommended to develop initiatives as a group and not by one's self. Working as a team, where every participant brings their own advantages, can lead to impressive achievements. The group participants complete one another, have fun working together and can create more than the lone entrepreneur.
* It is highly recommended to create partnerships with other companies.
* There are two important languages: English, as an international language, and the coding language.
* Not everyone needs to be an entrepreneur; there are people who are not leading entrepreneurs, but have the utmost importance in the success of initiatives run by others.
* An entrepreneur loves his initiative, which is why one sometimes does not see what the other sees in it.
* Determination and consistency are important for success.
* A really important factor is time, sometimes more important than money, and one needs to know how to utilize it.
* In order to succeed, there must be a synergy between those who can come up with good ideas and those who can take action and make moves.
* Communication is important because if others do not understand your idea, the idea is without value. How to convey our ideas so others understand them as we do is a skill worth working on.
* Always write down and present our ideas. Do it often because ideas can change. That is how we make sure everyone understands our intentions.
* A good combination between creativity, technology and the business side of things is most important for success.
* Game development is complicated at first, easy in the middle and then complicated once more at the end. It's tough coming up with an interesting idea at first; a game should supply a challenge, but not be too hard. At the end, the main hardship is staying within the schedule.
* Most games are alike in feel or shape to something else.
* We concentrate a few times a year and think of new game ideas that would be challenging, fun and imaginatively reminiscent of something familiar.
* Feasibility checks are also important. Before we develop a game, a graphics designer and programmer build the game in its smallest form to be diagnosed and to check whether it's fun to play. This stage in the process is the toughest because in most cases we see the game is not, in fact, interesting enough, special enough or unique enough compared to games that already exist.
Making business cards
Students from HaShalom elementary school in Mevaseret Zion near Jerusalem, guided by teacher Sigal Hadad as part of the Amirim program, participated in the Entrepreneurship for Kids Program.
After students were shown initiatives from different categories, and after learning about the entrepreneur's craft, they were asked to write down the way in which they present themselves and their ambitions.
Afterward, the students were given example business cards and now the students were asked to summarize what they have written onto a single, individual business card.
The business cards were made using the Microsoft Publisher program and after their completion, the cards were made into badges and from that moment on, students wore their badges to their entrepreneur classes.
A visit to the Playcast hi-tech company
Participants in the Entrepreneurship for Kids Program at the Amirim primary school in Binyamina arrived for a visit at the leading Israeli gaming company - Playcast.
The kids found great interest in the company's work, which was offering computer game service without having to buy a console.
The students were very impressed with the progress the entrepreneurial company had made since its 2007 foundation.
The following is from a letter written by Hila Attias Almagor, head of the Entrepreneurship for Kids Program at the Amirim school, following the visit to Playcast:
Elementary school Amirim took part this week in the Global Entrepreneurship Week that occurs once a year.
115 states across the globe recognize the GEW by having meetings, classes, lectures, competitions, presentations and more.
* Encouraging personal, communal and business entrepreneurship.
* Exposing youth and other sectors of society to the term entrepreneurship.
During the program, students will visit the Playtech company in Caesaria, which creates games using the cloud.
The company supplies its customers with the ability to play PlayStation level games through their television cable box.
During the visit, technology CEO Omri Gilat told the student how the idea was conceived and how that idea had become reality.
Students learned what a server farm was, what a communications cloud was, QA (program checking), how to market, how to recruit employees, what was the fortune recruitment of new companies and what are the options...
Students experimented with the game and some even found work for their summer vacation in the Games Testing Department. It will be interesting to see who the next Mark Zuckerberg will be.
Hila Attias Almagor"
Read up about the Barbari - Health Bar initiated by the young entrepreneurs from the Amirim school.
Founding a Hummusia (Hummus eating place) in school
Ahead of the 2012 Global Entrepreneurship Week, the Yad Mordechai school in Bat-Yam, which teaches entrepreneurship thinking, invited several guests.
One of the guests was a mother of two school students, owner of the Florentine Hummusia in Tel-Aviv.
The mother spoke to the students on the process of establishing the restaurant, how the business was marketed and to illustrate her point - they made shirts together, like the one worn by this young student in the photograph.
In addition to the shirts, marketing was done via hats, flyers and more.
The entrepreneur mother brought with her hummus and the kids made hummus sandwiches using pita bread and sold them as part of the Healthy Recess held at the school.
A visit to the WIX company
A group of 6th-grade students from the Kaplan school in Petah Tikva, that teaches entrepreneurship, took part in the Entrepreneurship for Kids Program.
The school principal, Tali Toledano, asked to focus on technology-related initiatives and to learn how one is made - we took a journey to the grounds of the very successful Israeli-based internet company Wix.
During the visit, students learned how a company is formed from its initial concept, through funding and all the way to being brought onto the market and constantly improving as needed to succeed.
Parts of the visit can be seen in this video.
The visit was a rich experience. Telling us about it is an exchange of E-mails between the visit coordinators to the Wix company.
The kids, part of the leadership in entrepreneurship program at the Kaplan school in Petah-Tikva, wish to thank you for hosting the visit held 1.16.12
Their gratitude is written in the attached letter.
I, Dina, and Esti, Communications Coordinator at the school, would also like to thank you.
You were written about in the school newspaper, and we would be glad to send you a copy when it is published.
I would like it very much if you could personally convey my thanks to each and every one who took part in the successful visit itself, and its planning.
The visit was a triumphant experience that will be forever remembered.
Educations and Entrepreneurship Coordinator.
Kaplan School, Petah-Tikva."
Yuval, a Wix representative responsible for planning the visit at the company, responded to this:
I was very happy to receive this letter from the students. It was an interesting experience for us as well. It is not every day that we have students showing up at our offices.
It is a great privilege for us to be forever remembered.
Advance and prosper,
Director of operations
Reasons for and against realization of an initiative
Every one of the kids in the group at Moreshet Moshe school in Ramat-Gan, came up with reasons for and against creating the initiative of a school kiosk.
To make it easier on the kids we imagined how a supporting environment would respond to the idea as opposed to a non-supporting one. In the reality of business, the entrepreneur will hear responses that go either way. Not once has an entrepreneur with a good, different or revolutionary idea being considered bold or even crazy.
It is important to know the different reactions you may get from your surroundings and how to deal with them.
Here are a few of the reasons given:
* It wouldn't work in our school
* Not enough kids at school
* Not enough funds for an initial purchase
* Convincing the principal will be hard
* We won't be able to enjoy recess, we'll be working
* Everyone would know me
* Adults would respect me
* We shall receive compliments from kids and adults alike
* If another school could do it, so could we
* We would make a lot of money that could benefit the school
* We'll learn how to do business
Students were told about the initiatives that were successful despite some resistance surrounding the idea. They still remained faithful and motivated and continued working for success.
The importance of forethought
We played a game in pairs, where we had to define a goal and how to accomplish it.
Everybody reached their goal - to get to the other side of the playing area without speaking and without getting up from their seats.
Conclusion: forethought and preparation helped achieve the goal.
Testing out initiative ideas
The kids were given a task: Think of an idea for an initiative that we will try to create.
Most kids chose to create a kiosk which is why the business plan will focus on building one in the school where all proceeds are for the school.
Kids were asked if they DO or DO NOT want to make their idea reality. They were asked to think about it before they moved on to a business plan and to return with an answer only in a meeting or two, after they have understood what taking on this task would entail.
And thus we started writing out a business plan:
Idea: Building a kiosk in the school where all proceeds go to the benefit of the school.
What we sell: Snacks, small toys, hot chocolate, sweets.
Answering a need: Kid's needs for sweets and toys.
Demographic: School students.
Who are we: Kids participating in the Entrepreneurship program.
Why do we think we'll succeed? Because we learn business entrepreneurship, know our demographic and work in cooperation with each other.
We studied the SWOT model: Kids brought up these next few points in every section regarding the building of a kiosk in the school for the duration of a week where all proceeds go towards the benefit of the school:
S - Strengths
* We work together on the initiative to plan
* We will have a business plan
* We will have sweets that children love
* We can learn from the experiment done at the Brenner school in Tel-Aviv
* We behave ourselves - which will help persuade the school principal to agree to our idea
* We have the desire to succeed
* Itai spoke to the science teacher and she supports us
* The money will benefit the school
* We are students of the school - we know it and its students well
* We are a small group, and therefore effective
W - Weaknesses
* We would like to earn money
* Our competitors are more experienced than us
* We are a small group - the responsibilities weigh heavy on us
* We have no money
* We will also have to work in school to further the idea and we don't like classes
* There is no established location for the kiosk
* Our success might harm the student council in which case the principal will say no
* We only sell for cash while Arie grocery allows paying in installments.
O - Opportunities
* Kids love sweets
* The principal can support us because the proceedings are for the school's benefit
* We sell 3 days a week - we have prep time
* The student council only sells once a month
* We know the school students and can convince them to buy
* We shall gain fast publicity due to being located in the school
T - Threats
* The principal might not approve
* Kids will be mad, not getting things for free
* It'll rain
* Kids will forget to bring money
* Kids will vandalize our advertisements
Kids learned about positioning and made positioning diagrams of their kiosk against competitors. The goal was to test how our kiosk would be unique as opposed to others. After deliberation and a poll, most kids decided our kiosk would be cheaper and of a higher quality than our competitors.
To illustrate for the kids what positioning meant - The way in which other see us: Imagine a costumed game. What would you think of someone with big square glasses (everyone said Geek), or someone with colored hair, cigarette in mouth and a big chain (everybody said Punk)?
This way the kids got to the conclusion that in order that the target audience will treat their kiosk as a quality one, they needed to not just to sell sweets that kids love, but to design the kiosk in an appealing fashion.
Creativity and brainstorming
When we learned about the Brainstorming technique, its stages and advantages, we notice that when we started our initiative, we also utilized this technique - everyone brought up ideas and we wrote them all down. Only in later, more advanced stages did we disqualify some of the ideas and kept the winner - selling candy that kids love. We did the same regarding the location of the kiosk, where we would store our merchandise, our money, etc.
When we dealt with creativity, we illustrated the need for creative solutions, using enjoyable thinking games.
We started touching on the module with a copyright exercise. Every two kids received the same objects and a card with a task.
The pairs, except for one, were asked to create something and to write down its name in big letters on the card. Only one pair was asked to secretly copy another pair's creation and its name.
In the end, everybody presented their creations. As expected, the team whose project was copied protested and from there we moved to a discussion about copyright and copyright violations.
Itai told the class that he had written many songs and composed a number of them. He asked whether he had the rights to them? We spoke of the feeling Itai would have if he found out his songs and compositions had been copied.
The kids learned the subject of intellectual property. We also learned about trademarking symbols - R, TM. When and where to use them.
We visited a site explaining about the trademarks and learned how to find if a certain name is a registered trademark or not and if it is, is it registered in a certain design?.
We found in the archive a trademark that I had made called MissionBooster.
Though the kids did not know the meaning of Domain name, they understood it when we wrote down an internet address and learned that it is, in fact, a domain name.
We saw instances of copyright infringement, intellectual property theft and its results. Together we arrived at the conclusion that infringement and theft are wrong and not worth doing.
The kids looked at the objects they were given for trademark symbols.
When we learned what a budget is, we saw different types of budgets the kids were familiar with, like their own personal budgets, the family budget, the state budget and more.
We learned about budget sources and expenses. We saw an example of a family budget and learned that there are regular expenses and changing expenses.
At the second part of our meeting, we learned how to negotiate. We started off with an exercise in which every two students held a negotiation, as they saw fit, on a certain topic.
The negotiations held by the students were amusing and real results were not achieved.
We later learned how to properly hold negotiations. We spoke of preparation, understanding the other side's motives and how to persuade them, and the possibility of achieving a win-win result.
Shai and Itai have a negotiation.
At this meeting, we learned about pricing and the different pricing methods.
We remembered how we set the pricing for the kiosk sweets: We checked how much they cost us, how much they were being sold for by competitors, we estimated the price our clients would be willing to pay us and realized that the pricing is also dependent on how the customer views the product (Customer Value).
Shai asked how a manufacturer decides upon a product price, and so we explained the cost of manufacturing plus the profit we are looking to gain (Cost+), the price of competitor merchandise and the customer value.
Itai told us that his uncle explained to him that if he sees an offer for a laptop computer that is supposedly advanced but the pricing is very low - that indicates it's a bad offer - here we started a discussion on the value of cheap products.
We learned about the purchasing process the customer goes through with complex products (expensive) and spoke of ourselves as non-rational consumers.
We brought up instances where we had regretted a purchase, we'd made. Yehonatan, Elamar and Barak told us of action figures with a computer code they purchased - none of them has anything to do with the figures today. Barak told us he had spent his birthday present on such figures and that he was sorry for it.
We spoke of teamwork, it's Do and Do Not Do principals, and we touched on circumstances that might stand in the way of teamwork.
The example that best fits the subject of teamwork and how it is related to all kids who were part of the Entrepreneurship program was the kiosk initiative. And so we tested ourselves as a team in regards to the points that were brought up.
We held an experiment with a sheet to exemplify teamwork - The kids were divided into two teams. From afar, I noticed that Shai took the role of leader and on the other team it was Matan. All other kids in the groups cooperated and both teams were successful at the task.
We learned the effect of the group on the individual and held an exercise that illustrated the power of group pressure.
It was interesting to hear what the kids had to say about the times they had dealt with a group or peer pressure. Almost every one of them had dealt with it or had witnessed it happening.
We spoke of how they dealt with it: Did they succumb to group pressure or not and how did others around them deal with the situation themselves.
Business world terms
Most terms of the business world that we've learned, the kids were familiar with but did not fully understand them. To illustrate their meaning we brought up examples and studied different articles dealing with those terms.
Guest entrepreneur lecture
The kids enjoyed a lecture by entrepreneur Yaela Boker Kriti.
Yaela initiative: STORYLI - This book is about me
Yaela shared how she came up with the idea for personal kids' story books - from her personal need to create an independent business from home.
After assessing what she can do, and what she loves to do - she came up with literary writing.
Given that there are so many books on the market, she looked for something unique and found it: Writing personal children's books.
The kids asked the entrepreneur questions and received answers. Here are some of the questions raised:
Itay: Have you ever written a book only to find out it's been written before?
Itay: Do you illustrate your books?
Itay: Do you know the first kid you wrote a story about?
Yehonatan: Did you take a risk writing a book according to what one kid would like since it doesn't mean other kids could relate to the same stuff?
Yehonatan: How long does it take to produce a book?
Yehonatan: How much does each book cost?
Elamar: What is the name of your website?
Elamar: How will you translate your book to other languages?
Yaela surprised the kids and made them a presentation with their pictures tied in as the heroes of her story.
Here is a picture of Nofar:
A visit to the Microsoft company
As requested by the Petah-Tikva Kaplan school principal, 6th-grade students and participants from the Entrepreneurship for Kids Program learned about subjects from the High-tech field. The chosen topic was Cloud programming - considered one of the principal subjects in the programming world.
In order to strengthen the learning experience, a visit was coordinated between the department of education and the Microsoft Company in Israel, during which the kids learn up close about Microsoft's cloud programming and other advances. The kids were very excited about the visit. It was their first time visiting a High-tech company.
In this next video: The Entrepreneurship for Kids Program learning process before and during the visit.
Read more about what was taught at the Kaplan school, with the Entrepreneurship for Kids Program.
- Solving social problems
- Building models for inventions
- Creativity and teamwork
- From idea to product in 3 sessions
- Teamwork - leadership group
- Elevator pitch event
- Hosting a delegation
- Entrepreneurship class for children
- Natural Resources Entrepreneurship
- Sharing the process and the results
- Entrepreneurs Convention
- Entrepreneurship products fair
- Empowerment classes
- Tour in the PayPal offices
- School entrepreneurship week
- 24-hour Hackathon
- Visit to the Elite Company
- Presenting ideas for projects
- A visit to the Milbat Organization
- Israel's First Hackathon for Entrepreneur Students
- A delegation visit from the Ministry of Foreign Affairs
- A visit to the Side Kick company
- Making business cards
- A visit to the Playcast hi-tech company
- Founding a Hummusia in school
- A visit to the WIX company
- Reasons for and against realization of an initiative
- The importance of forethought
- Testing out initiative ideas
- SWOT model
- Creativity and brainstorming
- Intellectual property
- Purchasing process
- Group pressure
- Business world terms
- Guest entrepreneur lecture
- A visit to the Microsoft company