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Designed for first year students in postsecondary technical schools, this curriculum guide, comprising 22 modularized instructional subunits, is designed to create among the students (1) an awareness of the phenomenon of entrepreneurship, (2) motivation for exploring entrepreneurship as a distinct career option, (3) acquaintance with the skills, knowledges, and attitudes required of an entrepreneur, and (4) an insight into the problems and prospects inherent in entrepreneurship. Each of the 22 subunits is organized in four major units: Concept Factors, Personal Factors, World Factors, and Managerial Transition Factors. The subunits are designed to be taught in forty-four 50-minute sessions. However, the authors note that they are flexible to the extent that they can be taught in 40 sessions or spread over 48 or 50 sessions. (A 2-week orientation to the teaching of entrepreneurship is recommended for teachers who intend to use this curriculum.) Each unit begins with a brief introduction describing its major topics. With one exception, each subunit is designed to cover a single topic, which is described in the student objective for that subunit. Each subunit includes overall and enabling objectives, resources, information for the teacher on advance preparation, instructional activities, recommended class time, and a bibliography. (SH)

Designed for first year students in postsecondary technical schools, this curriculum guide, comprising 22 modularized instructional subunits, is designed to create among the students (1) an awareness of the phenomenon of entrepreneurship, (2) motivation for exploring entrepreneurship as a distinct career option, (3) acquaintance with the skills, knowledges, and attitudes required of an entrepreneur, and (4) an insight into the problems and prospects inherent in entrepreneurship. Each of the 22 subunits is organized in four major units: Concept Factors, Personal Factors, World Factors, and Managerial Transition Factors. The subunits are designed to be taught in forty-four 50-minute sessions. However, the authors note that they are flexible to the extent that they can be taught in 40 sessions or spread over 48 or 50 sessions. (A 2-week orientation to the teaching of entrepreneurship is recommended for teachers who intend to use this curriculum.) Each unit begins with a brief introduction describing its major topics. With one exception, each subunit is designed to cover a single topic, which is described in the student objective for that subunit. Each subunit includes overall and enabling objectives, resources, information for the teacher on advance preparation, instructional activities, recommended class time, and a bibliography. (SH)

One of 33 self-paced instructional modules categorized under 13 major headings, which have been prepared for training industry services leaders to provide guidance in the performance of industry service tasks, this module is an introduction for those who need basic information about the concepts and activities of industry services programs. (Industry services are tasks performed by a public agency or institution, directly related to manpower development for new and expanding private industry.) Seven learning activities cover various aspects of industry services and industry services programs. (The titles of the 13 major categories of Industry Services Leadership Development (ISLD) Modules are (1) Orientation to Industry Services, (2) Establishing Contacts and Relationships, (3) Obtaining Agreements, (4) Identifying Training Needs, (5) Acquiring Resources, (6) Training Instructors for Industry Services, (7) Preparing for Training, (8) Preparing Training Materials, (9) Selecting Candidates, (10) Monitoring Training Programs, (11) Closing Training Programs, (12) Placing Program Participants, and (13) Evaluating Industry Services Programs). (HD)