School Enterprise Challenge

The winners of School Enterprise Challenge 2011 have been announced.

In 2011, Teach A Man To Fish ran the first ever School Enterprise Challenge to an overwhelming response. This global educational competition saw over 350 schools enter and a variety of businesses developed, including restaurants, bag making and furniture repair, giving the the judges a difficult task deciding on winners. Click on the links below to see their final decisions:

• Global Winner
• People, Profit & Planet Winners
• Business Plan Winners
• Country Level Winners

Registration is open for School Enterprise Challenge 2012 . 

Following the success of last year's competition, Teach A Man To Fish are pleased to announce the launch of School Enterprise Challenge 2012. This year's competition is open to all formal educational institutes in any country around the world. This is a fantastic opportunity to generate additional income for your school and by entering you stand a chance of winning a top prize of $5,000!

Schools don't have to start on a large scale to stand a good chance of winning, we want schools to start enterprises with whatever resources they can get their hands on. Recycle waste materials from the community into beautiful jewellery, set up a school garden and sell your produce, create a theatre company and put on shows in nearby towns - it doesn't have to take a lot to get started, just some entrepreneurial creativity!

Apply here for your chance to get involved in this great competition.

Quicklinks

• Map of Entrants
• 5 Steps to Victory
• School Enterprise Challenge Website
• School Enterprise Video Challenge
  

School Enterprise Challenge 2011 Winners

Global Winner - $10,000

The global winner is the school that produced the best 'all-round' business, from the planning stage to the final narrative report. They are also the school that impressed the judges most in all three of the 'People, Profit & Planet' criteria. This year the prize goes to: 

JR School, Mauritius

Business: School Café

The Café utilises produce from the school’s garden and provides typical snacks and meals to the public, and markets itself as organic and sustainable. The Café provides students with experience in both Catering, (which covers gardening and cooking), and Business, (which involves the management and marketing of the Café). A rota ensures that students experience each area of the business on a weekly basis, without disrupting the academic timetable. The school is optimistic about the future, and would like to expand the range of products that the café sells, and would like to increase the production of the garden so they can increase their supply network.

“Participation has changed our lives and provided a new orientation for the future of the JR School, its students and customers, parents, trainers and the community at large!”

 

Back to top

People, Profit & Planet Winners - $5000 each. 

• People Prize: For the enterprise deemed to have had the highest level of impact on the community that surrounds it.
• Profit Prize: For the most profitable enterprise. Original level of investment were taken into consideration.
• Planet Prize: For the enterprise with the best environmental credentials. The winning enterprise had a demonstrably positive effect on its local environment.

People: Indeco School, Zambia

Business: Manufacturing Bags and School Uniforms

The Indeco Community School in Zambia wanted to set up a business making school uniforms, to be sold to the local schools. However, they had no start up capital to buy the materials needed to make these uniforms. To generate this money they used donated pieces of material and rope to create bags that were sold to the local and tourist communities. With some successful advertising demand for the bags has rapidly increased and the School has now manage generate sufficient funds to buy the material and start producing school uniforms.Their business has had a fantastic impact on the local community, employing four local members and organising taster days for other schools to introduce them to their business. All profits made have been used for the business itself and also in improving the school, including the installation of electricity, improving the Divine Hands students’ wellbeing and productivity.

“The fact that Indeco Divine Hands has a website and is a part of the School Enterprise Challenge has really brightened the spirits of the school community.”

Profit: Gymnasium N4, Belarus

Business: Table & Chair Repair

The students at Gymnasium N4 in Belarus set up a business repainting and repairing school furniture,including tables and chairs. They immediately identified a niche in the market and offered their services to 37 secondary schools with over 10,000 students in total. By working together with the Education Department and local Job Centre they have been able to create a very successful business, teaching their students new skills and providing members of the local community with jobs. In spite of a challenging economy, with rapid inflation rates of over 100% a month, the students at Gymnasium N4 have managed to turn a sizeable profit. This money has been spent on proving breakfast to poor students for 5 months while the rest has been reinvested back into the business to continue its development.

“My team is very grateful to have had the chance to  participate in this competition and to have gained the new experiences of planning, starting and managing a business.”

Planet: The Heritage School, India

Business: Mushroom Cultivation

The Heritage School in India set up a mushroom growing business, called THS Mushroom, as a means of generating a cheap, healthy food source in an ecologically friendly way. They grew the mushrooms on waste material from farms, such as straw and sawdust, that is usually burnt, causing air pollution. The waste material from their production was then recycled, providing a more fertile base from which to grow their mushrooms. Students were involved from the planning to the cultivation and have developed and honed various management skills. 

Back to top

Business Plan Winners - $1000 each. 

Prizes were awarded to the entrants who submitted the best business plan. 

Sovhen, Uganda

Business: Banana Sanitary Pads 'Banapads'

Members of SOVHEN, which is made up of a number of female students of different ages and women from the local community, have developed a sustainable business making and supplying sanitary pads to rural women and young girls. The pads are made from banana stems and waste paper from printing presses, which are processed and sterilized. This business provides feminine hygiene products to women who may otherwise not have access, while teaching those involved important business and technical skills. 

Indeco School, Zambia

Business: Manufacturing Bags & School Uniforms

The Indeco Community School in Zambia set up a business making school uniforms to be sold to the local schools. To generate their start up capital they used donated pieces of material and rope to create bags that were sold to the local and tourist communities. All profits made have been used for the business itself and also in improving the school, including the installation of electricity, improving the divine hands students’ wellbeing and productivity.

KCM Konkola Trust, Zambia

Business: Fruit & Vegetable Cultivation

The students at KCM Konkola Trust in Zambia set up a business, called Croaking Frogs, growing fruit and vegetables and producing jams and peanut butter to be sold to the local community. This business has given students the opportunity to get hands on experience of how to research, plan and carry out a business idea. Profits have been reinvested back into the business and they are hoping to expand their products to popcorn and soft drinks.

Back to top

Country Level Winners - Certificate

For the best business in each country.

Armenia: Lori Regional State College

Business: Herbal Pharmacy

Lori Regional state College cultivates herbs for use in health and food; Valerian, Coltsfoot, St. John’s wort, Rosa canina, and Camomile. Their target market is predominantly pharmacies and food markets, but also the wider community. Market research on the local markets indicated that herb cultivation was not a service widely provided, but demand existed in the following services; as medicine, as food, and as a raw material to independent cultivators. The business plan addresses all three to maximise their audience. 10 students are actively involved in both the cultivating and the creation and implementation of the business plan, and they are supervised by two appointed members of staff.

‘First we didn’t believe we could achieve anything. It seemed to be just entertainment, to fill our free time, but it turned out to be a real challenge, something we couldn’t even imagine and we really enjoyed it.’

Bangladesh: FAMS International School

Business: Flowers, Trees and Vegetable Plantations & Nursery Gardens

The school has gardens, of which students decided to cultivate flowers, vegetables and other plants in order to sell within the community. Six students are involved in the enterprise, learning methods of cultivation, selling and environmental awareness. It is incorporated into the school’s curriculum through dedicating a number of lessons to the subject, this helps to include all the students in the school.

‘Every year, students can cultivate and earn a nice profit.’

Belarus: Gymnasium N4

Business: Table and Chair Repair

The business involves a student led team that repair school furniture. Currently the problem of furniture repairs is neglected because of the poor wage associated with the job, and thus is often left for student’s families to volunteer to help. The profits generated through repairs have been used to subsidise the school canteen, which directly benefits the students and their families. Future profits will go into researching the market financially for both business security and to be incorporated into the student’s curriculum, but also socially to expand into new networks. The business is successful because it is offering a service to schools and businesses which is in demand, and at a reasonable rate.

Business: Web and Graphic Design         

The internet based company is run entirely by students and offers services of web page design to individuals and businesses. They are able to remain competitive with similar businesses by using school facilities and not having to pay salaries. The school balances the enterprise by dividing the student’s time between academic studies (am) and being actively involved in the business (pm). The students are fully involved in the marketing; they design and develop the necessary materials and create support networks over the internet and via local means (newspapers, radio etc.).  They hope to invest some profit into facilities that will provide benefits to both the school and the business, e.g. interactive boards and multimedia projectors and cover the costs of the advertising campaign.

‘We entered the School Enterprise Challenge because we wanted to create a new source of income and further educate our students. Our students now stand out, and have the skills to create their own businesses and the ability to invest in their own futures’.

Business: Grasscutter Rearing and Farming, ‘Sonrise Farms Limited’.

‘Grasscutter’ is a popular meat eaten in Ghana, however is often sourced very informally, e.g. through hunting, which is an unreliable supply network. Sonrise Christian High School therefore decided to rear and farm Grasscutter, starting the project with 25 animals (which equates to five families of Grasscutter). They were sourced from reliable farms to ensure a healthy population, and are now housed in cages in a roofed building on the school site. Within a year, Sonrise are optimistic that over 160 animals will have been bred, and hope to target chop Houses, hotels and the local markets with the provision of well reared meats.  The students work for 10 hours a week on the farming business.

‘Because we have been able to successfully initiate the grasscutter project, it has increased the entrepreneurial spirit of our students on’.

Business: Pencil Case/Bag making

The school decided that manufacturing pencil cases, school bags and shopping bags that were produced in an environmentally sustainable way, namely from recycled materials would be a profitable enterprise in their locality. There was some reluctance in the market as to the importance of environmentally friendly products, but the students discovered that providing an education through the advertising and marketing campaigns helped the public to understand the value of the goods they were purchasing. SMPT hope to introduce the enterprise to every new school year to ensure the business remains sustainable.

‘Taking part in School Enterprise Challenge was very important to us. We have learnt so much about how to set up an enterprise starting from scratch’.

Kenya: Zululu School

Business: Farming

Zululu’s project consists of vegetable growing, rabbit rearing and generator rental; with the businesses running as part of lessons in the following subjects; Science, Agriculture, Home science and Social studies. The pupils were encouraged to involve themselves in all aspects of the business, from preparing nurseries, caring for the rabbits, record keeping, and market research. The generation of profit has relieved the concern of parents who struggle to pay school fees, and in the future profits will be reinvested into the businesses.

‘The pupils have received valuable skills in farming and record keeping. They now have knowledge on how to start small activities around them to raise some income’.

Maldives: GA Maamendhoo School

Business: Green Grocers

Maamendhoo students carried out some market research and discovered that there was a gap in the market for locally produced, fresh and healthy produce. They approached their school Principle and the community and managed to raise enough money to invest in the necessary start-up equipment to establish a Green Grocer set-up. Students were keen to get thoroughly involved, and even participated in activities during weekends. Plants and produce were sold at organised school events, and they relied on simple advertising and word of mouth to draw their customers in.

‘Students have gained real experience of running a business, which has enabled them to learn practical and problem solving skills’.

‘JR School Young Entrepreneurs Café is now running successfully since its launch in the context of the School Enterprise Challenge and we intend to maintain it for many years to come’.

Business: Utility bill Paying Service

The business involves students undertaking the role of paying in people’s weekly or monthly bills to reduce the pressure and time constraints that members of the community are under. Income is generated by asking members of the community to sign up to register for the service, and pay a membership fee. Students are timetabled when they can participate in the service, and the managing of the business to avoid disruption to their studies.

‘Everybody in a community has complimented us for getting students involved in such a quality activity’.

Nigeria: Women’s Centre for Continued Education

Business: Stiffa Design and Decoration

The school’s enterprise is ‘stiffa design’, a native word that translates to tattoo or body art. It is regularly used for decoration during celebrations, e.g. weddings. The students have learnt about the practice of Stiffa, and how the raw materials are sourced from trees, but also how to generate a business from the concept. Students participate in the enterprise during the week, and occasionally at weekends, and are supervised by their teachers. The women’s centre for Continued Education is proud to be the only school in the community with an indigenous enterprise, which only helps to strengthen their relationships with the community. To source the stiffa, students have started a tree plantation campaign to ensure that the business remains sustainable.

‘It has empowered the students to be self-dependant’.

‘This experience has enlarged and enhanced our scope and knowledge base as to establish and run a successful business’.

Romania: Scoala Cu Clase

Business: Handicrafts/greetings cards made from recycled products

Students at Scoala Cu Clase spend 2 hours a week involved in the business, with duties ranging from sourcing the recyclable materials for the products, (e.g. waste paper, material, plastic, electrical goods etc.), to designing and manufacturing, to marketing and selling them. Their outlets tend to be shops and post offices. The students take advantage of market days and offer their produce at discounted prices or will have promotional offers, e.g. 2 for 1. Early profits were used to cover the taxes imposed on the school for housing an enterprise; however future profits will be reinvested into the business.

‘We have established a new and sustainable stream of income for our school, forged links with the community and started a tradition of enterprise at our school!’

Rwanda: Akilah

Business: Akilah Tour Company:

Akilah Tours is a student-run, faculty-managed tourism service which draws on the strengths of the Diploma in Leadership and Hospitality Management taught at the institute. The service covers the logistics for tourist attractions, community service opportunities, and home visits with Rwandan families. Furthermore the service targets the identified problems of existing service providers (poor customer service and experiences lacking in ‘real’ Rwanda), and has increased its security by developing unique selling points: a culturally and environmentally sympathetic experience and led by women guides. Strong partnerships with related organisations/institutions are developed by building them into the tour itineraries.

‘Our students are endlessly eager to get involved and lend their individual expertise to this campus endeavour’.

Sierra Leone: Moyamba School of Technology

Business: Computer Centre

The business offers computer/office services and education to Moyamba, as beforehand the district lacked services of this kind at appropriate prices. Production is during normal school hours (and on school land), with students being directly involved approximately 3 hours a week, and more when necessary. Students are taught how to use, maintain and repair the equipment by the School’s Maintenance Team. This is the only student led computer facility in the area, which helps with their marketing strategy.

‘The school decided to take part in this challenge in order to use their skills on how to create a new and sustainable source of income for operation of the school.’

Tanzania: Kantui School

Business: Recycling/making stationary out of newspapers, ‘Kantui Uhai’

Kantui School opted for waste recycling as their student led enterprise, as it only requires low start-up capital, and locally there was demand for such services and products. The enterprise has helped to tackle public concerns over the environment and concerns over the cost and availability of stationary items. The business concept reuses newspapers, eliminating the environmental hazard and creates necessary stationary equipment, such as envelopes, folders and placemats.  The project is proving sustainable, with an income being generated, and students remaining enthusiastic.

‘The weekly updates from staff at TAMTF have made us aware of the diversity of options available to generate profit. There was much interesting reading from other participating schools, and this has helped us learn useful reporting skills’.

Thailand: Chak Kham Khanathon School

Business: Vermiculture, ‘The Little Land Love’

The enterprise is Vermiculture Composting, whereby earthworms are utilised to reduce food waste (a problem for schools/large organisations) and for their products such as worm cast and extract. The environmental benefits when the products are applied to land are; an improvement in soil structure, texture, aeration, lowers erosion and improves its water holding capacity. The project had relatively high start-up costs, having to cover worms, worm beddings, soil and cow manure, however these are mostly one off purchases. The on-going cost will be the purchase of bags for selling the compost, as (free) food waste from the school canteen will fuel the project. A proposed solution to the bags is to reuse bottles, and encourage customers to return these by promoting offers on products for every 12 bottles returned.

Turkey: Sadık EliyeÅŸil

Business: Handicrafts, ‘Magical Hands!’

Students at Sadık EliyeÅŸil decided to produce detailed and high value house ornaments and accessories, constructed out of ceramic dough, beads, glass mosaic, marbling, fabric and wooden materials. They recognised that there is little competition of such produce in their local area, however the cost of materials are expensive which narrows the potential of the business. The school’s stall is located within school grounds, however they are located within close proximity of the city should they chose to market their produce elsewhere. The students used basic advertising tools including leaflets and posters to generate awareness amongst the local community.

‘The project encouraged our students to respect themselves and boosted their self-confidence’.

Uganda: SOVHEN

Business:  Banana Sanitary Pads, ‘BanaPads’

SOVHEN have recognised that the majority of Ugandan women and girls are unable to afford sanitary pads, the direct consequences being high school dropout rates and social judgement of girls/women. SOVHEN are manufacturing Banana Sanitary Pads - the raw material consisting of banana stem which is processed before being submitted to Uganda National Bureau of Standards for approval. These are sold to girls through a number of networks.

‘We are able to tackle the high drop-out rate of girls in education’.

Business: Manufacturing Bags and School Uniforms

Indeco had little money to start investing into a school business, so used what resources were immediately available to them, predominantly donated fabric and ropes. Students, through market research, recognised that there were multiple audiences to engage with; the local community and the tourist community. They started making bags, which were targeted towards both audiences and developed relationships with backpacker organisations. After early profits, the students invested in more materials and have started to manufacture school uniforms for the schools in the region.

‘We had no original investment and therefore everything we have made has been profit. It has shown the school and the community what can be achieved even when you start with very little’.

Back to top

School Enterprise Challenge International - Map of the World

View School Enterprise Challenge Bloggers in a larger map

Back to top

The 5 Steps to Victory...

   1. Form your School Enterprise Challenge Team and decide on a business activity

   2. Submit a Business Plan explaining how your School Enterprise will work

   3. Launch your School Enterprise and generate income

   4. Share News about your School Enterprise through regular blogs

   5. Create a Financial and Narrative Report to tell us how you did.

Back to top