Entrepreneurship for Kids™
By Galit Zamler
[email protected]

Experiences and Examples from the Entrepreneurship for Kids Program
By Galit Zamler

Entrepreneurship for Kids

Projects Execution

Beyond the cutting-edge experiential learning described on this page and on the "experiences from the program part II" 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 this entrepreneurship program for young students, take part in the execution of many projects. I recommend you read about some of the projects on the Kids Initiate page.

EFK Program in India

Students in India are studying the Israeli EFK Program. Teachers are being trained as well so that they can teach more students. The goal is to teach many children life skills.

Students in India are studying the Israeli Entrepreneurship Program Teachers in India are trained to teach entrepreneurship Teachers in India teach entrepreneurship lessons from Israel

EFK program in Vietnam

Vietnamese children participate in the Israeli entrepreneurship program.

The first session included warm-up exercise for formulating the group and developing entrepreneurial's mind.

The children learn entrepreneurial models such as the "SMART Model". This helps them set goals, connect them to ideas, and decide on ventures.

Children in Vietnam are studying Galit Zemler's Israeli Entrepreneurship Program Children learn entrepreneurship models Entrepreneurship course for children developed in Israel and taught in Vietnam

Entrepreneurship Course in Hong Kong

Activity in a children's entrepreneurship course in Hong Kong

At the end of an entrepreneurship course for children in Hong Kong, the instructors wrote:

"A ten-session entrepreneurship course in Hong Kong, based on the EFK program has come to an end.

The children succeeded in setting up two projects with a social impact. It demanded thinking and creativity.

The experience itself during the course and the way to the final product was exciting and unique.

As part of the values and skills the children learned during the course, they underwent unique activities, such as practical activities on 'thinking out of the box.'

The children created a real box which contained personal characteristics of each of them. After removing the box from their heads, they understood what it meant to think outside the box.

The road was not easy. For example, the tent model went through several plans and reincarnations until it reached its final configuration.

The children discovered that the original idea they considered for building the model was not feasible and they almost gave up. But, just like real entrepreneurs, they learned from the failure and found a more creative and efficient solution that ultimately enabled them to produce a better product.

The children said, before the course, they could not believe children could change the world. They added the course made them want to continue doing and create great things.

Best Regards,

Visit of a Delegation of Educators at MLA Hub

Galit Zamler and educators from developing countries at MLA Hub

Galit Zamler accompanied a delegation of leading educators from the Ministry of Foreign Affairs, all from developing countries to a visit at the MLA Hub.

Eti Vidavsky, a serial entrepreneur who leads the innovation center, told the delegation members about the center's work as an incubator for entrepreneurs.

Students who participate in the program, which lasts two semesters, are eligible for academic points and push their ideas forward. They do this with the assistance of experienced mentors, who provide their time and knowledge.

This gratitude letter followed the visit:

Children in China Learn the Israeli Entrepreneurship for Kids Program

Seven students aged 9-15 took part in the first entrepreneurship course in China. It's based on the Israeli entrepreneurship kids curriculum.

The course took place through a summer camp. The children learned about various subjects from the entrepreneurship field while they also engaged in fun activities, and helped in the development of two projects, both building models for them as well. The first project was a smartpen, and the second one was fitness training for blind people.

In these pictures, the children present their ideas for projects, the smartpen, and a fun challenging activity.

Children in China participate in entrepreneurship courses from Israel

Latin American Delegation Visit

Mrs. Zamler has been leading an institutional training at the Ramot Weizmann School in Yavne on the subject of "meaningful learning and functional learning in entrepreneurship education".

Mrs. Zamler has a close acquaintance with the school and its impressive achievements in education for entrepreneurship. The school allows students to choose, make mistakes and change, and to explore, experience, and to work as a team. All these led her to recommend MASHAV, Israel's Agency for International Development Cooperation at the Ministry of Foreign to visit the school with a delegation of leading Latin American educators, knowing this school would serve as a model for entrepreneurship in education.

Choosing this school was the right decision. The visit was successful, and the education processes embedded in the school made a great impression on the delegation members. This was learned through a letter received by the school's principal from a member of the delegation, Professor Luis Oscar Diaz, technical supervisor of the Ministry of Education on schools in Argentina.

Delegation's organizers sent a thank-you letter to the school which they wrote (in Hebrew).

This presentation summarizes the visit:

Among members of the delegation, were professors and those of the higher education system in Latin America. To present a full picture of the entrepreneurial processes that Israelis experience from childhood to maturity, Mrs. Zamler accompanied them on a visit to the Novus Center of Entrepreneurship at the College of Management.

The visit went well thanks to Professor Dafna Kariv, Vice President of the College of Management and the founder of Novus Center, Dr. Gali Ingber, Academic Director of the College, and Galia Shutz, the administrative director of the college, who spoke together about the programs being studied at the college. Tal Berman the at the Center, along with two entrepreneurs who grew up in the college's entrepreneurship program presented the ventures.

Galit Zamler is accompanied by a delegation of educators to Novus Entrepreneurship Center

Entrepreneurship Workshop

At the end of the visit, the delegation participated in a workshop led by Galit Zamler. It focused on entrepreneurship education and skills development. The delegation members both enjoyed and learned.

Galit Zamler's workshop on entrepreneurship education and entrepreneurial skills development Entrepreneurship workshop in education led by Galit Zamler Galit Zamler teaches in a workshop on entrepreneurship education

Following two successful visits and the workshop in entrepreneurship, the delegation's organizer, Mr. Damian Filut sent to Galit Zamler an appreciation letter.

Multi-disciplinary Entrepreneurship Conference

Multidisciplinary Entrepreneurship Conference at Ramot Weizman School

"Ramot Weizman" school, run by Amalia Swisa, organized a multidisciplinary entrepreneurship conference, focused on a summary of the year's entrepreneurship, activities, research, and teaching.

The excited children presented their projects and enjoyed enthusiastic feedbacks of the conference guests.

children's invention - fly jump Young students are researchers and inventors Go out with the Pokemon go

Before the conference, students realized the importance of presenting projects. Each practiced by standing in front of an audience and gave short and stimulating pitches.

The students present their projects to Galit Zamler clothes finder A young student introduces his invention

The children thought about and invented items including, a scooter suitable for both land and sea, a device which enables people with hand disabilities to open doors with ease, along with the machine to help people quickly dress. Other items included a kit to help children with attention and concentration issues swallow big pills; turning the school into an open school and more.

This video captures the entrepreneurship event at the Ramot Weizmann School:

Asking Questions

Students from the "Nofim" School in Kanot, under the guidance of Yehudit Priva, participated in social entrepreneurship lessons and raised questions at the start of the process. They include:

- What is entrepreneurship?

- Who needs entrepreneurship?

- Who invented social entrepreneurship?

- Does the community benefit?

- How many types of entrepreneurs are there?

- Does social entrepreneurship cause discomfort?

- Who was the first social entrepreneur?

students ask questions about entrepreneurship

Solving Social Problems

Students from the Hebrew Academy in Florida, led by Rabbi Avi Bossewitch, participated in weekly entrepreneurship classes as an elective course. Their guides were teachers Angie Lopez, Javier Gonzalez, and Chani Richmond.

The class called Entrepreneurs STEAM included aspects of entrepreneurship based on our program to creating a problem-solving service or product.

These pictures exemplify the process students went took in the elective course.

1) Problem-solving

The thinking process of problem-solving

2) Prototype creation

The kids prepare prototype

3) Product testing

The experimentation process

4) Prototype modification

Prototype modification

From Idea to Product in 3 Sessions

Seventh graders in ORT Holon participated in a three-day Hackathon event. On day one, we exposed students to the entrepreneurial world. On day two, they raised ideas for projects. On the last day of the event, they prepared models and made pitches.

ORT students in an entrepreneurship workshop ORT students participate in an Entrepreneurship Hackathon from idea to product The children work in a team and are creative in building models

Read about the Hackathon event at ORT Holon.

Leadership Teamwork Group

The leadership group from Keshet School in Jerusalem came up with an idea for a social community project, which would cultivate a community garden.

Along with the progress of implementing their idea, social coordinator Sharon Cohen and the students practiced tasks which proved they knew how to work as a team.

An exercise in teamwork for entrepreneurial children Leadership members in team work Leadership members at Keshet School in Jerusalem demonstrate teamwork

Hosted Ministry of Foreign Affairs Delegation

The Sadot School in Pardes Hanna-Karkur headed by Talmor Klos educates students for innovative entrepreneurship.

This year, the school hosted a delegation from the Ministry of Foreign Affairs, included leading educators from developing countries.

Guests were impressed by the entrepreneurial culture of the school. They were also impressed with the products and diverse curriculum which nourishes the children's curiosity, as well as essential life skills from an early age.

It gives us great satisfaction to witness the school's entrepreneurial culture. It all started with the accompanying of the Entrepreneurship for Kids Program and the school took off on its own.

Hosting a delegation from the Ministry of Foreign Affairs of leading educators The students explain to the members of the delegation about the education for entrepreneurship in the school The school principal explains about the education for entrepreneurship

As part of the tour, educators observed a school panel attended by the principal, along with teachers, student representatives, and the parents' committee chairman.

Highlights from the Panel:

Fifth-grade student, Noam: "The teachers chose the entrepreneurial environments and the students chose which they would join. Ideas and projects are our own. Teachers do not tell us what to do. It is fun to create so many projects. The feeling of being part of it all is fantastic."

School principal, Talmor: "There is a shift in the perception. Teachers do not have all the answers for all the knowledge. They are mentors and instructors who guide children's ideas. Understanding the role of the teacher is important to student entrepreneurship education."

Fourth-Grader, Yaara: "Choosing which project field environment we want to join helps us develop a better product and makes it fun."

Sixth-grader, Ido: "It is nice to see the way the school has developed because of student entrepreneurship. Children have done amazing things. When you are in an entrepreneurial school like this, you are much more involved and aware of what happens around you. You cab join in, make a change, and have influence."

Fifth-grader, Ido: "The cohesiveness of the groups and idea discussions about product implementation."

Sixth-grader, Ella: " many things which exist now were not here when I enrolled in the school. It feels like the students built the school. Entrepreneurship enriches our curriculum. We attend a variety of classes and look forward to the outcomes of our ideas and products."

panel at the entrepreneurial school

Delegation Participants Pose Questions of Panel Members:

Question: How do you get teachers, parents, and students to think alike? What were some of the challenges?

Parent representative Eithan replied: "There are clear limits concerning how parents can intervene. The main goal is always to benefit the children. Parents are here to help the school. At times, there are conflicts, but the children are always at the center of what we do.

Question: "How did you decide to focus on entrepreneurial education?"

Principal's answer: "Choosing entrepreneurship was right from the beginning. Everyone was attracted to the idea. The community here is young, and entrepreneurship is a common language for everyone can understand and want to join in."

Question: "Do you have a teacher evaluation tool for entrepreneurship?"

Principal's answer: "Along the way we stop to do entrepreneur coordinator reviews. There are also feedback and assessments at the end of the process."

The visit ended with a workshop with the delegation led by Galit Zamler on the subject of entrepreneurship.

Galit Zamler leads a workshop on entrepreneurship for members of a delegation of educators

A few days later, a member of the delegation shared her personal experience, inspired by the workshop and visit:

"Being inspiring by what I learned that day, I did a small experiment with my 5 years old daughter via Skype. The process of finding needs (awareness), forming ideas to get a solution, and coming up with solutions which become a real product.

My husband told me about a problem my daughter had with the ink from her favorite cartoon books (the Doraemon series) on her fingers when she turned the pages and touched the book's images. I didn't notice the books hadn't been printed well by the publisher, and the printed-ink didn't adhere to the paper well. I bought her more than 30 books without noticing the problem.

I asked my daughter what thoughts she had about the problem and the need.

She wanted to read books and not get her hands dirty with ink.

I encouraged her to think about remedies.

She thought about it for a few minutes and decided she could make a machine which automatically turned book pages.

Surprised at her thinking, I told my daughter, her ideas were fantastic on needed. First, we needed to see if the product already existed.

Method and Results

Two 4th grade classes from the "Dvora Omer" School in Netanya participated in entrepreneurship classes led by Miri Yishay.

After a long year process, students learned about several types of ventures, learned to identify needs and develop creative thinking. They also identified entrepreneurial competency and more.

Before the year ended, the school hosted an event where students shared their learning process and presented their products.

Galit Zamler received an invitation and came to the school to hear and learn more as the students presented their ventures and answered questions. This helped them progress in the process of bringing their ideas to realization.

The invitation to hear the students present their ventures

Read about the venture ideas of the students and those realized.

Students were excited to meet Galit, and she enjoyed hearing from them as they explain their ideas and what they were doing with available resources to realize their ideas.

Student questions revealed their excitement for advancing their ventures.

Meeting with the students and Miri Yishay, who created the course was a fun and enriching experience.

Read students' end of year reflections.

Entrepreneurs Convention

Young Student Entrepreneurs Convention

This year, the "A.D. Gordon" School in Kfar Saba, transformed itself into a hub to teach entrepreneurship to its students. School principal Gila Ben Yossef led the efforts.

The entire school staff participated in Galit Zamler education and entrepreneurship training. Fifth and sixth-grade teachers participated in entrepreneurship classes with their students, based on the program.

Students formed ideas for ventures and learned in their debate classes, to present the ideas briefly, but in ways which intrigued.

By the end of the year, the school held an "Entrepreneurs Convention", and invited the parents, the mayor, and educators.

Students and school staff were excited about the convention. Students distributed business cards they design themselves, according to their venture fields. They presented their ideas first in the schoolyard and then in their classes to their parents.

This sign welcomed the visitors:

The sign that welcomed the school visitors

The entrepreneur students present their ideas:

The entrepreneur students present their ideas to the crowd in stands

Elevator pitch - Young student entrepreneurs present venture ideas to parents.

Elevator pitch - Young student entrepreneurs present venture ideas to parents

The learning process students underwent impressed the parents, and the young entrepreneurs' convention was marked as a huge success.

Here are some of the parents' comments:

"It just needed a beer tap to make it feel like an adult convention"

"From what I observed today, the students learned things I studied for my BA"

"This will definitely help them in the future"

A Visit to the Elite Company of the Strauss Group

The fourth-grade group from the Hebrew Reali School in Haifa participated in the EFK Program guided by teacher Keren Mizrahi. They came up with a project idea for 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 students, and then, upgrading the original idea, students were asked to offer it to a candy company.

For that reason, we scheduled a visit for the kid-preneurs to meet with the Elite company, part of the Israeli Strauss group.

Company executives greeted the young entrepreneurs and watched as they presented their project.

Keren Mizrahi felt an enormous sense of pride about the way the students handled the demonstration and were able to answer questions posed to them by Elite executives.

The visit excited the students, and they were happy for the chance to present their presentation. They look forward to hearing opinions from the Elite executives concerning their project.

See Photos:

A visit to Elite

Presentation by students to Elite executives:

Although the Elite executives loved the student's project idea, they asked them to find a solution for using the same wrapping to seal the lollipop without it sticking?

A Visit to the Milbat Organization

A group of entrepreneurial leaders from the Mordei HaGeta'ot school in Ramat Gan visited the Milbat organization located within the Israeli Sheba hospital grounds.

 Milbat Organization

Milbat organization helps people with disabilities and develops aids for a better quality of life. Student entrepreneurs have great ideas which benefit society. They decided to meet with Milbat.

Entrepreneurship for Kids group, in grades 4 and 5, accompanied by teacher Sarit Alfital, met with Ma'ayan who is the organization group coordinator.

 A visit to Milbat

Students saw 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 hardships about people with disabilities and, discovered ways to help them.

Students watched a video which explained Milbat, established 33 years ago and in which 420 people from all ages and walks, volunteer. Before the video, students asked questions. One was: "What is the difference between a person suffering from Autism or mental disability and a person who suffers from a mental illness?"

Students learned about developmental processes for various aids the organization requested. They were intrigued by the presented objects.

Ma'ayan answered students' questions about why there are two kinds of crutches and demonstrated the differences.

Different kind of crutches

Students also learned about various types of wheelchairs. For example, a wheelchair designed for a person with one working hand. They asked about the importance of having a rear brake on the wheelchair. After a demonstration, they learned the back brake on a wheelchair keeps the person in the chair from flipping backward.

Different kind of wheelchairs

Students believed one of these aids, called an Owl, was a child's plaything. 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 a 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 Owl and feel its vibrations.

 An owl

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 four to six, 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 of 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 how 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:

 A thank you 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,
Tali Toledano
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

Tel-Aviv-Yaffo Academy

The leadership in an entrepreneurship class, grades six to eight, 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, which is to answer needs in a unique and better way than those we have today.

Noam shared with the students his own 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 wanted 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.

Also, 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 earning money and some for 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, whom 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

 Side Kick, an Israeli developer of digital games

Fifth grade 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 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; some people 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.

* 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 your ideas. Do it often because ideas can change. That is how we make sure everyone understands our intentions.

* A good combination of 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. In 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 how they present themselves and their ambitions.

Afterward, the students were given example business cards and then 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.

Playcast company

The students were very impressed with the progress the entrepreneurial company had made since its 2007 foundation.

A visit to the Playcast

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 students how the idea was conceived and how that idea had become a reality.

Students learned what a server farm was, what a communications cloud was, QA (program checking), how to market, how to recruit employees, what the fortune recruitment of new companies was, 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.

With thanks,

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.

A guest lecturer

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.

marketing 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.

Hummus sandwiches project

A Visit to the Wix Company

A group of sixth-grade students from the Kaplan school in Petah Tikva, which 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. They 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 to being brought onto the market and constantly improving as necessary 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 emails between the visit coordinators to the Wix company.

"Hello Yuval,

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.

Dina Liberman
Educations and Entrepreneurship Coordinator
Kaplan School, Petah-Tikva"

Yuval, a Wix representative responsible for planning the visit to the company, responded to this:

"Hi Dina,
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,

Yuval Finkelstein,
Director of Operations

Reasons for and against the 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 the people around you 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 would receive compliments from kids and adults alike

* If another school can do it, so could we

* We would make a lot of money that could benefit the school

* We'll learn how to do business

An entrepreneurship lesson

Students were told about the initiatives that were successful despite some resistance surrounding the idea. They 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, which was 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.

The importance of forethought Working as a team Define a 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 are learning business entrepreneurship, know our demographic and work in cooperation with each other.

Learn business entrepreneurship

SWOT model

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 so 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 so 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 three days a week so 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

Studying the SWOT model


Kids learned about positioning and made positioning diagrams of their kiosk against competitors. The goal was to test their kiosk would be unique as opposed to others. After deliberation and a poll, most kids decided their kiosk would be cheaper and of a higher quality than their competitors.

To illustrate for the kids what positioning meant, and how others see us, we played an imagination game with costumes; We asked what would one 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')?

Learn about positioning

This way, the kids reached the conclusion that in order for the target audience to 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 way.

Creativity and Brainstorming

When we learned about the brainstorming technique, its stages, and advantages, we noticed that when we started our initiative, we used this technique everyone brought up ideas and we wrote them all down. Only during 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.

Creativity and brainstorming

We started learning the module with a copyrighting 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.

Intellectual property

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 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.

Intellectual property


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 are negotiating


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.

Purchasing process

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 had 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 on one team and on the other, Matan. All other kids in the groups cooperated and both teams were successful at the task.

Teamwork Working as a team

Group pressure

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' storybooks - 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:

Guest entrepreneur lecture

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 as 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 about many more experiences of students in the Entrepreneurship for Kids (EFK) Program on the Experiences from the program part II page.