Dnle team5 e_finalgroupproject_writtenreport_dec2012

Entrepreneurship Education Environments
in
Emerging Economies

Team 5E
Final project – DNLE course with Dr. Kim, 2012

Members: Ms. Zen Parry (South Korea/Indonesia), Mr. Guillermo Sicardi (Uruguay), Mr. Rolando
Alagde (Philippines), Ms. Pearl Patra (USA), and Ms. Margarita Siquijor (Philippines)

Have you ever wondered about entrepreneurship education and accessing entrepreneurs outside of
an education system? Often government and non-government programs rely on a pseudo-academic
model of running classes for entrepreneurs to attend through a local classroom based infrastructure.
(It is like a business school program but without the exams!)

What Team Team 5E would like to do is design a new learning environment for entrepreneurs being
less academic in tradition and more lifestyle and environment aligned.

Using the logic and experiential wisdom of Steve Blank (on Udacity.com) and the brilliance of Yves
and Alexander and their Business Model Canvas, the goal of this team is to design a new learning
environment to reach entrepreneurs outside of the academic channels in Indonesia. Internet access is
growing as is mobile phone ownership, along with participation rates on Facebook. With the
emergence of these new digital populations, what Team Team 5E design, can be modified and
adapted to numerous emerging economies globally.

With an initial focus on Indonesia (http://www.bbc.co.uk/news/business-14244923), this project is
expanded to include the potential entrepreneurs of Uruquay and The Philippines.

(https://www.cia.gov/library/publications/the-world-factbook/geos/id.html)

(https://www.cia.gov/library/publications/the-world-factbook/geos/uy.html)

(https://www.cia.gov/library/publications/the-world-factbook/geos/rp.html)

The video that inspired the project – “The 8 Villages App”

http://www.bbc.co.uk/news/world-asia-18327753

Page 1 of 18 DNLE 2012 _Team 5E – Final (Group) Project:
Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com
| Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com |
Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com

Team 5E - Rational of the project
Team 5E is focused on designing a learning system that can readily cross borders between
academic entrepreneurship programs and non-academic communities wanting to develop
entrepreneurial activities. The first demographic group Team 5E is targeting is “agribusiness”, with a
learning model suitable for early implementation in Indonesia, Uruguay and The Philippines. The
rationale for selecting this sector and continuing discussions to develop ideas comes from the
background of the team participants. First hand observations have confirmed that the agricultural
sector often face significant challenges to support their efforts, including access to market
information, new techniques, new technologies, differing levels of completed education, literacy
and financial stability, and other pertinent information. Agri-entrepreneurs tend to be older in age
and experience, which also matches key entrepreneurial traits noted in research.

In designing this environment, key needs must be addressed:

 Mobility - the learning devices must go to the environment, be ‘telecom’ network suitable,
and display content appropriately

 Literacy – it is difficult to assume that all users will be highly literate in their native languages
or fluent in other languages and technologies

 Learning content – numerous research studies (E.g. UNESCO, OECD, World Bank and Asian
Development Bank) cite that small business owners frequently identify ‘a lack of access to
finance’ as the major reason they cannot grow their business, closely followed by ‘not
confident in managing their business to create sustainability’. Team 5E is focusing on
learning content that introduces fundamental concepts for participants, to give structure to
their natural inventiveness and experience, to bring their business ideas to more successful
levels. Three key areas are identified: technical skills, management and marketing skills, and
financial management skills. A brief discussion using Bloom’s Taxonomy as framework for
this group project is included in the attached Annex A, page 7 of 10.

 Eco-system – various levels of relationships must be considered from bank relationships for
financing, community support through local agricultural businesses and suppliers,
government organizations for infrastructure, non-government organizations and follow-up
to mentor and create success.


Team 5E - System functionality and features

System functionality and features are identified on our Business Model under Distribution
Channels. Uruguay and to a lesser extent The Philippines benefit from the “One Laptop per Child”
program, however Indonesia does not (http://one.laptop.org/). Indonesia has a dominant provider
with deep market penetration for Blackberry mobile devices however Uruguay and the Philippines
have dominant sales for non-Blackberry devices such Smart Phones. This disparity does impact
content design, content delivery and infrastructure access and will require technical advice from
designers familiar with these platforms.

Potential idiosyncrasies with various learning devices can best be identified through a formal
“Needs Analysis and Technology Literacy” survey. With a focus on conveying learning through the
participants’ mobile phone, simple requirements are identified such as a cell-phone network with
affordable access plans and content delivered in a format that creates easy reading through the LCD
screen as well as being able to access social media.

Special hypothetical circumstances can include incentives for participants to disseminate
their learning, such as gaining a small credit to their SMS or data plans when they forward a learning
message to someone else registered in the learning network1. This is in contrast to typical data
plans where an account is charged to receive certain volumes of data, which acts as a de-incentive to
sharing information. A key example is quoted in this document under ‘Business Model
Implementation’ and the relationship that Nokia has with farmers in an application based program in
Indonesia.

1
This is an idea in development with decision makers at the Jakarta business school. Currently partners are being identified to launch a
pilot of this concept. The intention is to create an incentive to share information in contrast to current practices of hoarding information or
only having it available in academic environments. It could be like a paid mini-MOOC of sorts…… This practice of ‘sharing’ supports the
collective environments where agribusiness exists, however, further research is needed to define performance measurements tha t can
define the incentives scheme.


Team 5E - Target audience and learning conditions

In the agriculture business world, the target audience originates from:

 Traditional farming families (including land owners and tenant families often in remote
regions)
 Other family members (perhaps not involved in farming directly but with entrepreneurial
ideas and thoughts, and often from extended family relationships)
 Vendors and suppliers, and
 Non-government organizations that bring new technologies or practices to communities.

The agricultural business overall is at the mercy of global markets and climate patterns, with
little control over significant weather events such as floods, famine and drought. Relationships with
vendors and suppliers can bring new products to communities such as drought resistance grains,
including education programs to support the implementation of these new products, often against
time-honoured conservative practices.

In numerous emerging economies, the collective level of education within a farming family tends
to be much lower when compared to equivalent urban family profiles. Another important feature of
this target audience is household incomes are cyclical and seasonal, with a pattern of large revenues
arriving at one point in the calendar, having to be budgeted over the next season/s. Based on
decades of field work in these regions by some team members, their observations include learning
environments tending to be informal and irregular, with common practices including community
meetings led by Elders and information shared in the oral tradition.

New patterns in communication are emerging that include the prolific use and presence of
mobile phones with access to real-time information, although a formal study can address the user
attitudes towards using their phone as a learning device. Government infrastructures play a
significant role in establishing frameworks to support agribusiness enterprises including taxation,
special loans to farms and small enterprises, and in many regions, creating a useable road so that
goods can be brought to market. The ‘elephant in the room’ is the topic of corruption in these
emerging economies that does impact a reliance on technologies, making agri-entrepreneurs
vulnerable in financial ways (e.g. http://news.bbc.co.uk/2/hi/asia-pacific/7547414.stm)


Team 5E - Business Model and Implementation

An example of the business model for the system proposed by Team 5E is included in this
document2.

The proposed business model is for entrepreneurship related content to be delivered to
registered participants as an “App” for real-time decisions. This model is complimented by typical
workshops/study for topics requiring higher learning. Some of the apps will be designed to access
real-time data such as current selling prices and market information, while traditional business
related content will include topics on marketing, management, hiring employees, taxes, etc. The
content delivery model is experiential based in design and is ‘flipped’ to suit the participant with the
space being defined through the mobile device and application. Support involves establishing
community relationships, similar to village elders and government administered ‘chambers of
commerce’3 to facilitate specific workshops such as ‘going to your first bank interview for a loan’.
Qualifying for this information requires registration through a central website (on mobile devices),
which also gives access to other non-app based resources.

This business model is a non-profit legal entity similar to known existing models, and as
different national governances allow, can include profit-making initiatives under the non-profit legal
status. Although not a balanced hybrid, the business model is not a charity or pure non-profit either.
Areas where profit making relationships can be established include working with telecom companies
and designing data plans and access to networks4 to support entrepreneurial learning through
mobile devices including incentives to share information. Designing a mobile device interface to
support this interaction can also be a vendor relationship. Areas where ‘freemium’ activity will
dominate are the integration of social media in the dissemination of information5.

Team 5E has not decided on a formal business name for this project and has not defined
explicitly many key elements, including projected Return on Investment etc. Many of these issues
are understood by team members, and are intended for further discussion in ongoing Skype
conference calls.

2
The business model is authored by Mr. Guillermo Sicardi who is embedded in the Uruquay scenario, supported by Mr. Rolando Alagde
from the Philippines. Ms. Zen Parry is currently involved in a similar entrepreneurship development project in Indonesia through a Jakarta
business school attached to a Foundation focused on micro-financing entrepreneurs (and with an emphasis on agri-entrepreneurs -
http://www.mekar.biz/). The team has also benefitted from the expertise and experience of Ms. Pearl Para and Ms. Margarita Siquijor.

Guillermo Sicardi (Uruguay)guillermo@resultoria.com Rolando Alagde (Phillipines)rollie_l_alagde@yahoo.com

3
http://www.bsd-kadin.org/
4
A good example exists in Uruguay, with the FON network, with dual access for subscribers including sharing their closed networks with
others http://en.wikipedia.org/wiki/FON
5
In this video it is mentioned that Nokia charges around 5c per message for registered participants in the “8 villages” program
(http://www.bbc.co.uk/news/business-18255054).


Implementing the business model requires the following steps:

 Launching the idea – channels for launching the idea can include regional religious and
state-owned based networks (e.g. Madrasa schools and mosques in Indonesia), social
entrepreneurship programs in universities, and various non-government programs
coordinating efforts (e.g. Mercy Corps: water provision programs and crop yield programs -
http://www.mercycorps.org/) etc. Further discussion is required as national attitudes
towards this type of proposed program can bring distrust in some regions (e.g. learning
through the mobile phone in Indonesia is often viewed as ‘not learning’). The launch can be
phased beginning with a pilot then expanding geographically.

 Implementing the business model - can be through establishing of over-arching structure
for governance, including media coverage, identified incentives and benefits, and
supporters, often validated through NGO activities and non-political figures

 Scaling the project - systematically by geographic areas, based on success stories and bank
relationships. Using a ‘hub’ design will ensure quality control initially.

 Sustaining the project – includes “Word of mouth” from communities with success stories,
extensive technology integration and upgrades for the programs to remain relevant. As
identified in the business model, early start-up costs are focused on developing curricula as
apps, driven by feedback from users. Traditional learning is also made available and
supported by known networks and government relationships.

How is the Team 5E project different from others?

It is important to identify what this project does not do in terms of what the reader might
already be familiar with. This project does not intend to create “21st Century” learners, as often
quoted in academic literature and highlighted on YouTube
(http://www.youtube.com/watch?v=c0xa98cy-Rw). Overall, the participants in this project are adult
learners, often from underserved communities or disadvantaged communities, responding to their
cultural and familial histories, not necessarily motivated to attend school as it is now. This project
also does not intend to deliver the latest in technical learning to the audience initially6 (to attempt
this will not create success easily across these cultures). There are also numerous examples of
agribusiness apps available in the English language, focusing on certain USA regions (examples in
Business Model) academic programs and learning models7 administered by non-academic
institutions8.

Instead, this proposed learning environment is intended to bring current information to the
audience in a delivery manner that matches their lifestyle and in a format that is relevant to their
worlds. Details include using images and not relying extensively on text and literacy, content being
driven by user needs (not academic processes), and including incentives for sharing the content. In
Indonesia, agribusiness education takes the form of lectures in community halls delivered by Elders

6
The intention is to work with the technology levels of participants as they are now, and customize the content to fit their use of the
devices, not requiring them to learn or use the devices differently. This can change over time once the project is adopted.
http://www.mercycorps.org/countries/philippines
http://www.mercycorps.org/countries/indonesia
7
http://www.infodev.org/en/Topic.34.html
8
http://www.unl.edu/learncom/aelsf


or village authorities. There are variations on this theme in other emerging economies, but
generally, the dissemination model is that the audience attends an event for one authoritative
speaker with information exchanged top-down.

The project proposed by Team 5E invokes the ‘flipped classroom’ model where the audience
can participate in this information at their convenience with the learning occurring in their
agricultural lifestyle, not divorced from their environment. For cultural sensitivities, the information
might be disseminated ‘top-down’ but the participant interacts with it on their schedule bottom-up
and with a degree of autonomy. This model is very similar to what is frequently identified for
‘distance learning’ (http://www.youtube.com/watch?v=uZk-WdYHkoc)

What about educational content for the Team 5E project?

Before attempting to define specifically the curriculum for such a program, a survey will be
undertaken to assess what the audience/participants want to know or need as real-time
information. Through phased delivery, content can be updated and managed, depending on what
stream of interest suits the participant. Rather than promoting ‘life-long learning’, the intention of
the Team 5E project is to facilitate ‘life-wide learning’, a term introduced by Dr. Dede through the
course with Dr. Kim9. This implies that assessments in this education model are irrelevant, or can
only be noted through performance results. Another lens to view this project through is to think of
the participants ‘self-directing’ their learning, rather than attending a series of classes that do not
necessarily address their immediate needs.

A report by UNESCO, 2012, highlights how mobile learning is activated across Asia is here:
http://unesdoc.unesco.org/images/0021/002162/216283E.pdf and for Uruguay here:
http://unesdoc.unesco.org/images/0021/002160/216080e.pdf An online article discussing mobile
learning in The Philippines is here: http://forumblog.org/podcasts/the-world-needs-mobile-learning/
Familiar academic based educational content is included at the end of this written report. Similar
content is currently offered through various government organizations and academic institutions in
Indonesia.

Accessibility to the Team 5E project
This project is designed specifically with participants from underserved communities as the core
value proposition. Agribusiness participants represent economic levels ranging from subsistence
levels > poverty > subsidized > marginalized > meaning there are few employment pathways
available for participants to explore either because of lack of education or opportunity. Ideas to
make this project scalable and more inclusive include partnering with universities to establish real-
time projects for fostering and mentoring entrepreneurial success or establishing research programs
to support agricultural innovation.

9
http://www.youtube.com/watch?feature=player_embedded&v=-gd76t9t-RQ


Summary to date: what steps are needed to take this project forward?
Establishing the right sets of relationships in all of the listed environments (Indonesia, The
Philippines and Uruguay) is fundamental for this project becoming viable. There is ample evidence
that delivering content through a mobile phone is successful, although little research has been made
available studying agri-entrepreneurs (farmers). This project has a complexity in its description that
can be sublime if care is not taken. The complexity is emphasized through current government
policies in each country and cultural adoption of mobile devices for learning, especially for the
identified non-university based audience. Two common key actions must prevail:

(1) Delivering appropriate content in the right way (real-time information, access through
common social media platforms and typical business related learning courses/workshops all of
which can be accommodated through an academic research/testing program and environment), and
then solving the biggest problem that entrepreneurs face

(2) Gaining access to capital to grow their enterprise (accommodated through non-
academic relationships such as banks, NGOs, Foundations and other qualifying portals).

Numerous initiatives can be driven by non-profit organizations in partnership with academic
institutions for educational content, and government agencies for infrastructure, especially for
installing and maintaining information and communications technology and networks. What must be
offered is a new learning model that fits the audience, in this project being older farmers with little
education typically at the subsistence and/or poverty income levels.

Delivering this new learning format through mobile phones as an ‘app’ in parallel with typical
course content as well is not a new innovative idea. However it is a new concept when the target
audience is clearly identified, which directly influences the content design and delivery. Creating
access to finance for the qualified agri-entrepreneurs to grow their business will have a rippling
impact on economies.

Once the proof of concept is stable, then estimates for income generation can be projected.

-0-


Examples of Entrepreneurship related academic-based content10

1. Pre-Venture: Entrepreneurs who are not yet in business and have neither employees
nor sales.

2. Start Up: Entrepreneurs who have been in business less than three years.

3. Micro Businesses: Entrepreneurs who have been in business more than three years
with five employees or less.

4. Small to Medium Enterprises (SME): Entrepreneurs who have been in business more
than three years with more than five employees.

Sample curriculum for pre-venture and start up entrepreneurs will include a series of
educational modules as follows:

• Starting Your Business
Basic entry-level knowledge for entrepreneurs with an idea in specific geographic regions
(the logic is similar but the details are different in different countries). They will learn the
essentials needed to get started. Course covers taxes, licenses and entity selection for
forming partnerships, LLCs and corporations. 

• Marketing Your Business
 “Build it and they will come” is NOT a marketing strategy! This pivotal information for
entrepreneurs will help you avoid the “Big Mistake” made by unsuccessful start ups.

• Financing Your Business in Today's Economy
In this module, entrepreneurs will receive information developed by an experienced SBA
business loan specialist. They will learn how to ask for a loan, get prepared for the bank and
find money in a tight-fisted economy.

• Building a Business Plan
The module provides expert advice and simplifies conducting the research necessary to
make strategic decisions and develop financial projections.

• Basic Bookkeeping
The module covers bookkeeping requirements for a starting bsiness and includes how to
properly classify and record basic business transactions.

• Business Taxes
Created by a CPA, this module outlines what every business must report related taxes and
distinctions and different filing requirements for each the type of business entity.

10
This content originates from a USA context. However, it is similar to what is taught in Entrepreneurship
programs in higher education in Indonesia. E.g. Universitas Ciputra – ciputra.ac.id For specific courses in agri-
entrepreneurship, again, the USA has well documented content: http://www.unl.edu/learncom/aelsf


Sample curriculum for micro businesses and SMEs will included:

• Strategic Planning for Business Growth
Strategic planning is the foundation of growing a business with purpose. This module will
provide the tools necessary to complete a practical strategic plan. Expert advice simplifies
conducting necessary research to make decisions and develop financial projections.

• Financial Intelligence
This module will teach entrepreneurs how to comprehend business’ financial statements so
they can focus on the big picture and make informed decisions. The module will address
determining the net worth of a business, reading, reviewing and understanding financial
statements in as little as one hour per month, using statements to recognize negative trends
before it’s too late, understand the three statements you must have before making
operating & marketing decisions, speak the same language as a banker and CPA, perform
vertical and horizontal comparative analysis, using ratios to make the most of your assets
and asking financial intelligent questions

• Creating Budgets & Cash Flow Analysis
Cash is the life blood of a business. Understand budgets, budgeting and cash flow analysis
allows an entrepreneur to run their business, rather than having their business run them.
This module will teach entrepreneurs how to develop working budgets and cash flow, create
benchmarks to track the business’s progress on a daily, weekly, monthly quarterly and
annual basis.

• Harnessing the Power of the Internet
In this module, entrepreneurs will learn to use the Internet to enhance their marketing
plans. They will be introduction to four specific Google resources that can help you get
found & attract customers– many of which are free! Get local exposure with Google Places.
Increase productivity with Google Apps. Learn how to measure success with Google
Analytics. Get an easy-to-follow comprehensive guide to some of the best resources
available today in web marketing. The module will also cover a major component of Search
Engine Optimization (SEO) is On-Site Optimization. Entrepreneurs will learn how to develop
a SEO strategy based on methods of the Amazon best-selling book, "The Small Business
Owners Handbook to SEO in Just 15 Steps," by industry expert, Stephen Woessner. How to
select keywords that are proven performers, combine the keywords into site content, and
boost site popularity will also be covered.


Entrepreneurship Education Environments in
Emerging Economies
Focus on Small Business Farmers
Youth people reject to live on farms because they do
Every country need to keep part of it population not have good access to education, entertainment and
living and working on farms, because every country sociability, but during the last years and in the nearest
need to produce an important part of it meat, and to future, Internet and IT´s are changing the rules. People
avoid these people go to live on overwhelming cities. have access to technology and through it we can
access almost to the same things you get on big cities.

The difference between being competitive or not is
the good use of technology, management and financial
skills (basics).

Small business owners and their “crew”, sometimes
reject of adopting new technologies and prefer to use
traditional or familiar methods.

This pictures shows a traditional tractor, but with a
computer and GPS.

And as important as technology is management: how
to decide which product to seed, how to sell,
logistics, etc.

Small Business Owners are able to add value to the
supply chain, and they need to be trained in three
topics:

- technical skills
- management and marketing skills
- financial skills


BUSINESS MODEL GENERATION DETAILS

Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com
| Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com

TARGET
Small agribusiness owners in underdeveloped countries

What this target feel and think?
They do not use to study. They manage their land repeating traditional methods used by
their parents and grandparents.

What do they hear?
They hear they must use new techniques, technology and management.

What do they say and do?
They reject professionalism. They think they know everything. They are afraid of more
intelligent people. They work alone or only with close persons

What do they see?
They see other peers or more organized ranch are getting better results: more productivity,
more incomes and less effort.

Comments:
 In many countries, small business owners normally have the necessary education to enable
them to understand basic methods and newer technologies provided by agricultural
extension workers from the government.
 They employ workers who either are called tenants that do the actual work. These people
are normally less educated and would have problems reading or accessing information from
computers and other devices.
 The owners; with focus on the management and financing issues, they are always
responsible for financing and managing the business. And the tenants on the technical side
as they do the actual work in the fields.
 But the biggest pain point is how to connect them to the market, prices are depressed
during the harvest season when they have to sell the products and are expensive
afterwards. These are the difficulties aside from the relatively low productivity due to
absence of better technologies, i.e. drying methods, possibilities of product processing and
preservation, quality control so that they can vary product offerings to the sellers, etc.

VALUE PROPOSITION

 train people in technical skills (how to seed, how to irrigate, etc.)
 train people in management skills (negotiation, organization, plan, marketing, etc.)
 train people in financial skills (how to deal with a bank, how to access to finance like micro
credits, crowd funding, etc.)

Comments:
 The training package includes logistics and market intelligence perspectives so that they can
in the process be given additional options.
 These would include options in storage, processing and possibilities so they do not fall prey
to traders who buys low and store those products only to release them in the market when
prices goes up.
 Training them in basic organization and management so that groups can create a
cooperative that would enable them to deal better with the market.
 For those who work in the fields, they should be trained in the technical aspects of
agriculture.


RELATIONSHIP
 This target need to be permanent motivated and supported.
 They are hard workers, using more their muscles than their brain.
 We must earn their trust by a permanent contact, via SMS giving useful information (like
weather), practical tips, important offers and motivating messages.
 (Market data, regional prices, buying stations in the areas, corporate buyers, supplier
certifications methods for corporate buyers, etc, government and foundation assistance
available in the area)
 Besides, we must organize bi monthly face to face activities in order to build a confident
peer to peer environment, share experiences and show success stories, (Success stories
should be spread through viral methodologies, but computer access might be a problem for
the target population , SMS technologies might be better)

DISTRIBUTION CHANNELS

Cellular phones and OX Laptops or similar
Everybody has a cellular phone and day by day more people have a Smartphone. So, mobile platform
is crucial.
In some underdeveloped (like Uruguay) are implementing the One Laptop Per Child model (OLPC), a
NGO funded by Negroponte at MIT. So, every home have a PC for children, and this “Troy Horse”,
helps to introduce computing for adult people. Children are the teachers of their parents in TIC´s-
In less connected countries we can encourage the bigger land owners to put up, internet cafes, it
becomes a second source of income and it helps better communication in the community. Of course
paying for internet use is another issue but it can be explained perhaps by not buying cigarettes or
wine in the evening, instead people could learn and be entertained in the modules.

Municipal buildings for face to face training
We also will use underused structure, like schools (after 4 or 5 PM become empty), municipal or
government structures, where we can organize bi monthly face to face meetings and delivering
training and funny activities for integrating people and creating “spirit du corp”.
In some countries going to this places could be a problem, logistical arrangement should be made
perhaps with the local government officials to use government vehicles to bring people to the site.
Or better still make a Classroom on wheels, using a transportation converted into a set up that
would allow training programs to be run.

KEY ACTIVITIES
A friendly platform.
Very intuitive. With images, videos and drawings.
Using the selling process AIDA (Attention, Interest, Desire, Action)
The Pain Chain – People act when they have a problem or need. In this case, this people have low
productivity and hard physical effort. So, we can catch their attention if we show testimonials of
similar people like they, who win more money with less effort, using knowledge and methods.

Bi monthly Meetings
This training (on ground) and funny meetings are very important to gain confidence, to share
testimonials and to motivate people to change.


KEY RESOURCES
Software Platform
Platforms should be simple visual demonstrations, in the form of video streaming and voice, people
get turned off reading text.

Content
 Technical skills
 Management skills
 Financial (simple) skills
 Marketing/Logistics/Information Data Base etc…

Hardware access
We are able to facilitate hardware access to the target, for example making a deal with a Telco who
sell the Smartphoness, with low or corporate tariffs and with the possibility to talk free between the
members of the training group and its teachers, mentors or coaches. This facilitates communication
and reinforces training process on ground. For example: if the small agribusiness owner has a doubt
he can immediately connect on line to consult, send a SMS or call a peer or a technician.
Or use government extension workers in the area. Landline calls are usually cheaper than cell phone
networks. There is always a municipal agricultural extension facilities in these areas.

PARTNERS NETWORK
Government (Municipal) – Every government has offices and buildings through almost all the
territory. This space would be useful to meet people close to their homes so they do not need to
travel any longer

Universities – Almost all Universities have “extension” programs to create a bridge between
University and community, under Social Responsibility Policies or similar. So, we can use their
teachers or advanced students to deliver our courses. This is also useful for students, to have their
first “real working experience” and a way to get their first customers. This is an asset, by identifying
local or state universities in the area they can be very good partners for this project.
Corporate buyers of products, for example coffee companies would have buyers of raw materials,
they can be partners in ensuring that the material they buy are of quality.

COST STRUCTURE
We must invest U$S 50.000 in developing the platform and paying for the content.
A monthly budget for paying the staff and keeping the platform working on line.
Live face to face seminars and funny and networking activities.
Estimated U$S 15.000 monthly

INCOMES
Fees
Small business owners must pay for receiving this training. A little amount, but not for free might be
difficult to collect fees at once, you must first prove that this things works….

Ads
If we have a lot of people participating in this experience, a lot of suppliers will want to access to this
target: for example: companies which sell seeds, fertilizers, tools, technicians, etc. would be able to
advertise in the site. These are the best sources of fundings…


BLOOM TAXONOMY CHART

remember understand apply analyze evaluate create

Recognizing Classifying Implementing Organizing Checking Generating
Effective ways to seed and to Organizing its plantation with Implementing the knowlede Having a written plan for the
Testing and comparing different
take care of the plantation different or unique crop acquired year with key issues: when to Team work with peers and
methods used and results
seed, when to sell, when to ask technicians, sharing experiences
Pricing trends for each crop
Interpreting Using new ways to organize the for credit, etc. and creating new ways to
Detecting new opportunities
Schedule and plan for each Understanding the work, the plantation and their improve their business and life
and improvements
stage of the plantation opportunities and risk taken in effort quality
Best providers and how to get each option
better prices Coordinating efforts, resources
Comparing and information with other
How to access to micro financing
Contrasting their own situation peers
with other peers and/or with
market trends


The “Expo-Activa” is a
“EXPO-ACTIVA”
national fair where farmers
and suppliers live during 3
days and they can see all the
machinery working on real
conditions.

They seed, harvest, train and
sell products. It is a very good
learning, marketing and
business experience.

This activity is to show how
important it is for our
program to integrate
knowledge, practical
experience, business
intelligence and personal
relationships with
entertainment.


EXAMPLES OF PHONE APPS FOR FARMERS

Useful data for your location Market Data Community Connection


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