A project-based curriculum focused on social entrepreneurship and impact. The micro-course is composed of 10 lessons, each which invites learning that is personal, relevant, and pragmatic. The curriculum drives student learning into the world through self-reflection, network building, and the development of academic, pre-professional, executive functioning, and non-cognitive skills. It is delivered in various formats, designed for your learning environment.
The curriculum is delivered in school and after school, by teachers and mentors, who are trained by DFK staff. In the second phase of the learning experience, the student is guided by a professional mentor from the community and builds a social enterprise project that solves a social problem.
Mentors are community volunteers and employees of sponsor companies.
Overview of the Social Impact Curriculum:
Lessons 1-3, introduce Entrepreneurship.
- Is entrepreneurship for you?
- How is social entrepreneurship different?
- What must you know to build a business?
- How do people work together?
- Who are you as an individual and team member?
Lessons 4-8 present the Business Case.
- Managing your enterprise
- Identifying your client
- Marketing your enterprise
- Selling your product or service
Lessons 8-10 is Making the Pitch.
- Creating the 90-120 second video
- Communicate your mission and vision
- Market, competition, marketing, sales, projections
- Pitch, Story-line, and Purpose
- Launching the Social Enterprise
Dreams for Kids social entrepreneurship curriculum and program is available in any place you are. Students are grades 2-12.
We are actively looking for partners. If you are a youth organization, school, community organizations, corporate or other small business, or individual wishing to make a difference, contact us today for a test run!
Students are not the only ones impacted by this course. Educators and mentors will experience a paradigm-shifting approach to learning and one that they too will carry into their professional work. Mentors are expected to “walk the talk” before they support the student journey. Training by DFK staff.
We have learned that, in general, educators underestimate the capacity of the potential of youths, much the same way they underestimate the abilities of students with disabilities. In particular, we have discovered that capability extends to teens being leaders of impact today. As our students say, “We aren’t the problem; we’re the solution.”
We are actively looking for partners. If you are a youth organization, school, community organizations, corporate or other small business, or individual wishing to make a difference, contact us today!
Our general youth population faces unprecedented challenges in this transformational age. Our local and global landscape is evolving in the face of significant resistance. Youth face mounting social issues today – elimination of jobs, political upheaval, environmental threats, and an education system that all too often fails to prepare them.
There is a critical need to prepare youth as college and job-ready global citizens. There is an education gap in school for necessary entrepreneurship training. Within the next four years, nearly 50% of the existing jobs will have disappeared. This time frame has been accelerated overnight because of COVID-19, as we have seen a complete upending of the current job market. Students must become prepared now for the new economy. Through virtual training and enterprise building, students must learn and embrace entrepreneurial thinking. They must learn to create social enterprises. All employees must learn an entrepreneurial mindset to help their companies grow and adapt to an ever-changing marketplace.
Our social entrepreneurship curriculum fills an education gap, connects students with disabilities to their non-disabled peers, urban students to students from affluent backgrounds. The program supports them all, together, with mentors, and empowers them by defeating the perception they are not able. As our students say, “We aren’t the problem; we’re the solution.”
Youths need to be able to access real, relevant, and life-changing curriculum in their own time, space, and at their own pace. Students who face barriers to learning in mainstream environments need this to be possible during out of school time and with the use of assisted technologies, supported by meaningful individualized, growth-oriented feedback.
If we brought students together with their diverse peers, and let them learn together, create change together, it will change how they see themselves. And it will change how others see them.
Imagine a group of students from the urban Westside of Chicago, working and learning alongside students from rural Pennsylvania, affluent Maryland. Washington D.C. Imagine how that new worldview changes all the students.
Now imagine them creating enterprises that impact local social issues. Consider the profound impact of a group of students segregated by distance and education, now discovering their common bond and shared humanity, and bringing change to communities in desperate need of it.
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