Psychological training for entrepreneurs to take action: Contributing to poverty reduction in developing countries. Frese, M., Gielnik, M. M., & Mensmann, M. (2016). Current Directions in Psychological Science, 25(3), 196-202. Action and action-regulation in entrepreneurship: Evaluating a student training for promoting entrepreneurship. Gielnik, M. M., Frese, M., et al. (2015). Academy of Management Learning & Education, 14(1), 69-94. Proactive behavior training: Theory, design, and future directions. Mensmann, M. & Frese, M. (2017). In S. K. Parker & U. K. Bindl (Eds.), Proactivity at Work (pp. 434-468). New York: Routledge. (S)training experiences: Toward understanding decreases in entrepreneurial self-efficacy during action-oriented entrepreneurship training. Bohlayer, C. & Gielnik, M. M. (2022). Journal of Business Venturing, 38(1), 106259. Insights into an Action-Oriented Training Program to Promote Sustainable Entrepreneurship. Bohlayer, C. (2023). Insights into an Action-Oriented Training Program to Promote Sustainable Entrepreneurship. In: Halberstadt, J., Alcorta de Bronstein, A., Greyling, J., Bissett, S. (eds) Transforming Entrepreneurship Education. Springer, Cham. Adjusting the sails: Investigating the feedback loop of the opportunity development process in entrepreneurship training. Eller, F. J., Gielnik, M. M., Yeves, J., Alvarado, Y. C., & Guerrero, O. A. (2021). Academy of Management Learning & Education. How can problems be turned into something good? The role of entrepreneurial learning and error mastery orientation. Funken, R., Gielnik, M. M., & Foo, M.-D. (2020). Entrepreneurship Theory & Practice, 44(2), 315-338. A dynamic account of self-efficacy in entrepreneurship. Gielnik, M. M., Bledow, R., & Stark, M. S. (2020). Journal of Applied Psychology, 105(5), 487-505. How passion in entrepreneurship develops over time: A self-regulation perspective. Lex, M., Gielnik, M. M., Spitzmuller, M., Jacob, G. H., & Frese, M. (2020). Entrepreneurship Theory & Practice. STEP Publications Find out more about the fascinating research behind and around the STEP Training! info@doorways-training.org +49 4134 9099726 Wiesenweg 2 21406 Barnstedt Home Doorways About Us Our Projects Success Stories Clients and Partners Contact STEP STEP Impact STEP Projects STEP Success Stories STEP Publications PI PI Impact PI Projects PI Success Stories PI Publications Blog FAQs Support Us © 2023 Doorways gGmbH. All Rights Reserved Terms of Use Imprint +49 4134 9099726 info@doorways-training.org Wiesenweg 2 21406 Barnstedt

PI Success Stories Find out more about the participants of PI Training and how the program has helped them and their businesses! SOME OF OUR PI Projects View all CONTACT Get in Touch Your Name Your Email Address Message I have read and agree to the terms of use . Send info@doorways-training.org +49 4134 9099726 Wiesenweg 2 21406 Barnstedt Home Doorways About Us Our Projects Success Stories Clients and Partners Contact STEP STEP Impact STEP Projects STEP Success Stories STEP Publications PI PI Impact PI Projects PI Success Stories PI Publications Blog FAQs Support Us © 2023 Doorways gGmbH. All Rights Reserved Terms of Use Imprint +49 4134 9099726 info@doorways-training.org Wiesenweg 2 21406 Barnstedt Akouélé A success story from Togo Leila A success story from Togo Habibou A success story from Togo Yeshi A success story from Ethiopia

PI Training in the Media Psychology beats business training when it comes to entrepreneurship The Economist, September 21, 2017 Documented Research Teaching personal initiative beats traditional business training in boosting small business in West Africa. Campos, F., Frese, M., Goldstein, M., Iacovone, L., Johnson, H., McKenzie, D., Mensmann, M. (2017). Science, 357, 1287-1290. Psychological training for entrepreneurs to take action: Contributing to poverty reduction in developing countries. Frese, M., Gielnik, M. M., & Mensmann, M. (2016). Current Directions in Psychological Science, 25(3), 196-202. Increasing personal initiative in small business managers or owners leads to entrepreneurial success: A theory-based controlled randomized field intervention for evidence-based management. Glaub, M., Frese, M., Fischer, S., Hoppe, M. (2014). Academy of Management Learning and Education, 13, 354-379. Further Publications on Aspects of PI Innovation is not enough: Climates for initiative and psychological safety, process innovations, and firm performance. Baer, M., & Frese, M. (2003). Journal of Organizational Behavior, 24, 45-68. Goals need implementation intentions: The model of action phases tested in the applied setting of continuing education. Brandstaetter, V., Heimbeck, D., Malzacher, J. T., & Frese, M. (2003). European Journal of Work and Organizational Psychology, 12, 37-59. Climate for personal initiative and radical and incremental innovation in firms: A validation study. Fischer, S., Frese, M., Mertins, J. C., Hardt, J. V., Flock, T., Schauder, J., et al. (2014). Journal of Enterprising Culture, 22, 91-109. Towards a psychology of entrepreneurship: An action theory perspective. Frese, M. (2009). Foundations and Trends in Entrepreneurship, 5, 435–494. Personal Initiative (PI): A concept for work in the 21st century. Frese, M., & Fay, D. (2001). Research in Organizational Behavior, 23, 133-188. The psychology of entrepreneurship. Frese, M., & Gielnik, M.M. (2014). Annual Review of Organizational Psychology and Organizational Behavior, 1, 413-438. Personal initiative training for small business owners. Frese, M., Hass, L., & Friedrich, C. (2016). Journal of Business Venturing Insights, 5, 27-36. Sociodemographic factors, entrepreneurial orientation, personal initiative, and environmental problems in Uganda. Koop, S., De Reu, T., & Frese, M. (2000). In M. Frese (Ed.), Success and failure of microbusiness owners in Africa: A psychological approach (pp. 55-76). Westport, Ct.: Quorum. Business Owners’ Action Planning and Its Relationship to Business Success in Three African Countries. Frese, M., Krauss, S., Keith, N., Escher, S., Grabarkiewicz, R., Luneng, S. T., et al. (2007). Journal of Applied Psychology, 92, 1481-1498. Creativity in the opportunity identification process and the moderating effect of diverse information. Frese, M., Krauss, S., Keith, N., Escher, S., Grabarkiewicz, R., Luneng, S. T., et al. (2007). Journal of Applied Psychology, 92, 1481-1498. Antecedents of business opportunity identification and innovation: Investigating the interplay of information processing and information acquisition. Gielnik, M. M., Krämer, A.-C., Kappel, B., & Frese, M. (2014). Applied Psychology: An International Review, 63, 344-381. Action and action-regulation in entrepreneurship: Evaluating a student training for promoting entrepreneurship. Gielnik, M. M., Frese, M., Kahara-Kawuki, A., Katono, I. W., Kyejjusa, S., Munene, J., et al. (2015). Academy of Management Learning & Education, 14, 69–94. Cultural differences in planning – success relationships: A comparison of small enterprises in Ireland, West Germany, and East Germany. Rauch, A., Frese, M., & Sonnentag, S. (2000). Journal of Small Business Management, 38(4), 28-41. Unpacking the personal initiative – performance relationship: A multi-group analysis of innovation by Ugandan rural and urban entrepreneurs. Rooks, G., Sserwanga, A., & Frese, M. (2016). Applied Psychology: An International Review, 65, 99-131. PI Media and Publications Find out more about research on the PI Training and the construct of PI, and hear what others have to say about the program info@doorways-training.org +49 4134 9099726 Wiesenweg 2 21406 Barnstedt Home Doorways About Us Our Projects Success Stories Clients and Partners Contact STEP STEP Impact STEP Projects STEP Success Stories STEP Publications PI PI Impact PI Projects PI Success Stories PI Publications Blog FAQs Support Us © 2023 Doorways gGmbH. All Rights Reserved Terms of Use Imprint +49 4134 9099726 info@doorways-training.org Wiesenweg 2 21406 Barnstedt

Martin Developing a never-give-up-attitude Nansana is a busy town but we had to walk a long distance to have lunch. I got funds from my sister and some friends and opened up a restaurant. I made good money that I could use to set up a second business. Martin had been thinking about becoming an entrepreneur for his whole life because he could not imagine being satisfied with becoming “the employee of the month”. However, he had never tried to become self-employed because he feared that he lacked the practical skills. He explained that he had some knowledge in entrepreneurship but did not know how to put it into practice and, hence, never started a business. Asked about the most important learning experiences, Martin said that the training taught him how to plan and execute the start-up of a business, how to develop financial plans, and how to manage finances. After the training, Martin started a restaurant in a town near the capital of Uganda, recognizing a lack of restaurants in the local market. Martin identified the business idea of a restaurant during the STEP training, in which he sold fresh juice together with the other members of the start-up team. He opened the restaurant about eight months after the training. When we met him 18 months after the training, he managed his restaurant successfully and made about 380 USD sales per month. He employed five persons, two full-time employees, and three part-time employees. In addition to the restaurant, Martin started a boutique that sold clothes and shoes for women and children 15 months after the training. The business was located in his parents’ home village some hours away from Kampala. Martin also identified the opportunity to start a company supplying construction materials but because of the high capital requirements, he was not yet able to start operations. Martin mentioned that despite the high amount of starting capital, he would not give up on that business opportunity. After some time Martin faced sudden setbacks and difficult challenges. Four years after the training, he mentioned that he had also opened up a small hotel. His workload from managing several businesses at the same time had been very high. Furthermore, the hotel incurred losses and Martin lost a high amount of money. Despite the fact that he had diligently planned the different steps to start and run the businesses, he had to close the hotel. He explained that the training was a crucial factor in deciding to continue with entrepreneurship because STEP gave him the determination and courage to do so. After the training, his most important principle became “never give up”. This determination and persistence resulted in new businesses and in employment opportunities that he created for himself and other people. Martin had to close one business but was able to continue running his other businesses. He wanted to use the profits to create new businesses that start small and grow over time. Martin persisted in his entrepreneurial ventures and became a successful serial entrepreneur. Success Story of Pascal Success Story of Msafiri info@doorways-training.org +49 4134 9099726 Wiesenweg 2 21406 Barnstedt Home Doorways About Us Our Projects Success Stories Clients and Partners Contact STEP STEP Impact STEP Projects STEP Success Stories STEP Publications PI PI Impact PI Projects PI Success Stories PI Publications Blog FAQs Support Us © 2023 Doorways gGmbH. All Rights Reserved Terms of Use Imprint +49 4134 9099726 info@doorways-training.org Wiesenweg 2 21406 Barnstedt

Trading Support and PI Training BURKINA FASO CLIENT: THE WORLD BANK Description of project: Under the auspices of the Trade Facilitation West Africa (TFWA) program, the project aimed to improve the business skills of small-scale cross-border traders in Burkina Faso. The project was carried out as a randomized controlled trial (RCT) study to measure the impact of the Personal Initiative (PI) Training targeted to a sample of 1,671 small-scale traders. The study will also measure the impact of the PI Training together with a complementary mentoring intervention designed to help traders put the content of the PI Training into action through ongoing engagement with the trainers. Doorways co-founder Benjamin Scharweit was responsible for the implementation of the project as a member of Leuphana University. PI Training and Effectuation Training for Rohingya Refugees PI Training in Zambia

First PI Training in Central Asia TAJIKISTAN CLIENT: INTERNATIONAL MANAGEMENT GROUP (IMG) DONOR: JAPAN INTERNATIONAL COOPERATION AGENCY (JICA) Description of project: In a pilot project together with IMG Partners (Japan), we have trained four trainers from different regions in Tajikistan to deliver a shortened version of the PI Training to female small-scale business owners. The Train-the-Trainer workshop was delivered in Duschanbe, Tajikistan in February 2023 and a subsequent pilot training was conducted in three provinces of Tajikistan to small groups of female entrepreneurs. Working together with a Tajik Incubator (State Business Incubator) that was established in a project funded by the Japan International Cooperation Agency (JICA), the team of trainers then delivered the training to an initial cohort of 60 female entrepreneurs. PI Training in Zambia Digital Content Creation

30% increase in profit after two years for participants of PI Training in Togo 2.7 times higher profit growth for participants of PI T raining in Togo (compared to participants in a traditional business training) 35% increase in the number of employees after one year for participants of PI Training in Uganda 27% increase in sales after one year for entrepreneurs who attended PI Training in Uganda Read More PI Impact The PI Training creates an impact through increasing entrepreneurial success PI TRAINING Impact The impact of Personal Initiative (PI) Training is manifold. First, it changes the mindset of entrepreneurs, which enables them to identify new opportunities, act on them quickly, develop better ideas on how to influence their environment, get more feedback and persist in the pursuit of their new ideas. Second, by providing an effective entrepreneurship training in low- and middle-income economies all over the world, we as implementing partner support the growth of local businesses, and thereby contribute to poverty reduction. Third, we help policy makers and practitioners alike to develop better educational programs for entrepreneurs. The PI Training is based on scientific evidence, and research meets the highest scientific quality standards by utilizing randomized controlled trials (RCTs). RCTs are the only approach that allows to draw causal conclusions and to better understand the conditions and mechanisms by which entrepreneurship trainings affect business success. PI Training has been implemented in the context of several internationally funded research projects in Africa, Asia, Latin America, and the Caribbean. PI Training is evaluated using multiple measurement waves. In Togo, for example, its impact was assessed over a period of more than two years. Below, you find some facts and figures from Leuphana University's research in Uganda and Togo (see Glaub et al., 2014; Campos et al., 2017). EXPERIENCES WITH PI What Participants Say ... The training has changed my life more than my business. The Personal Initiative Training opened my eyes, enabling me to grow my business in new and exciting ways. This training is very helpful for me. The business was dying and it has been reactivated because of this training. Just make it available for all business persons, it would make a difference on people first, then on society. I have to say that I am very satisfied with the training and very grateful for giving me the opportunity to participate. Thank you! My wife is so much more passionate about running her own business now. PI Training is like adding fuel to the fire. - A participant's husband PI TRAINING PI Training Projects View all CONTACT Get in Touch Your Name Your Email Address Message I have read and agree to the terms of use . Send info@doorways-training.org +49 4134 9099726 Wiesenweg 2 21406 Barnstedt Home Doorways About Us Our Projects Success Stories Clients and Partners Contact STEP STEP Impact STEP Projects STEP Success Stories STEP Publications PI PI Impact PI Projects PI Success Stories PI Publications Blog FAQs Support Us © 2023 Doorways gGmbH. All Rights Reserved Terms of Use Imprint +49 4134 9099726 info@doorways-training.org Wiesenweg 2 21406 Barnstedt

STEP Impact The STEP Training aims at creating real impact by promoting entrepreneurial action and success STEP TRAINING The Evaluation Scientific evaluations mainly conducted by Leuphana University Lüneburg show that the STEP Training has positive short- and long-term effects on students’ entrepreneurial behavior. The STEP Training kick-starts the students’ entrepreneurial careers. More importantly, the studies demonstrated that the positive impact sustains over several years. To assess the impact of the STEP Training, randomized controlled trials (RCTs) are used. This means that evaluation studies use the gold standard to assess the impact of interventions and comply with the highest scientific standards. Using an RCT, applicants are randomly selected into a training group and a control group. This guarantees that the students in both groups are equivalent before the training and all differences after the training can be attributed to the STEP Training. Furthermore, a pre-training measurement and several post-training measurements are used to assess the long-term impact of the STEP Training over several years. EVALUATION The Most Important Findings Higher total income STEP Training participants earn 9.7% more two years after the training More business creation STEP Training participants own 33% more businesses two years after the training Stronger entrepreneurial mindset The evaluation studies also revealed mechanisms underlying the positive impact of the STEP Training on business creation. STEP Training participants develop a stronger entrepreneurial mindset. This means that the STEP Training enhances participants’ intentions to start a business, the confidence in their entrepreneurial skills, their knowledge about how to start a business, and their action planning for starting a new business. The stronger entrepreneurial mind-set results in participants identifying more business opportunities and performing more start-up activities to start a new business. Do you want to read more about the impact of the STEP Training in scientific publications and studies? Read More Higher life satisfaction and entrepreneurial passion Evaluation studies also showed that the STEP Training compensates for a lack of financial capital in the start-up process and leads to higher life satisfaction in the short- and long-run. Furthermore, the STEP Training boosts and sustains students’ passion for entrepreneurship, which translates into higher business creation in the long-run. STEP Training thus impacts on a broad range of positive outcomes. STEP PROJECTS Our Projects View all CONTACT Get in Touch Your Name Your Email Address Message I have read and agree to the terms of use . Send info@doorways-training.org +49 4134 9099726 Wiesenweg 2 21406 Barnstedt Home Doorways About Us Our Projects Success Stories Clients and Partners Contact STEP STEP Impact STEP Projects STEP Success Stories STEP Publications PI PI Impact PI Projects PI Success Stories PI Publications Blog FAQs Support Us © 2023 Doorways gGmbH. All Rights Reserved Terms of Use Imprint +49 4134 9099726 info@doorways-training.org Wiesenweg 2 21406 Barnstedt

STEP TRAINING About STEP STEP Training develops (young) people’s skills, knowledge, and confidence to pursue an entrepreneurial career. In the 12-week training, the students learn step-by-step to start their own businesses. This provides them with an effective means of creating jobs for themselves and other people in the community. STEP Training provides an answer to adverse labor market conditions and limited employment opportunities. STEP Training participants learn to create their own jobs by starting and running a business. A key benefit is that the students learn to take charge of their professional future. Through the training, the students become more proactive and independent, which supports them in overcoming the extreme unemployment rates among youths and the challenging job market conditions they are facing. Unemployment and poverty are inextricably intertwined. This is the point where the STEP Training seeks to make a difference. The STEP Training approach is supported by researchers and politicians alike. Politicians and researchers ranked fostering entrepreneurship among the top priorities of their agendas to alleviate poverty. Entrepreneurship is a main driver of economic development and wealth creation. Entrepreneurs have the potential to boost the economy and contribute substantially to new job creation. Against this background, entrepreneurship training, such as the STEP Training, is a main leverage for a successful bottom-up strategy to increase the number of entrepreneurs and accomplish politicians’ agenda. STEP The Student Training for Entrepreneurial Promotion (STEP) is an entrepreneurship training program which has been successfully implemented around the globe. Doorways is a certified provider for the STEP Training. STEP TRAINING How Everything Started The STEP Training project was founded in 2006 by Prof. Dr. Michael Frese and his team from Leuphana University of Lüneburg in cooperation with Makerere University Business School and Uganda Christian University (Uganda). The first training was conducted in 2009 at Makerere University and Uganda Christian University in Uganda. From these two universities, 200 students formed the first cohort to ever attend a STEP Training program. The evaluation of the first training showed significant short- and long-term effects on all factors important for entrepreneurship. Based on the positive results, the STEP Training was implemented at universities in Liberia, Kenya, Tanzania, and Rwanda. In subsequent years, STEP Training was extended to further educational institutions, such as vocational training institutes and secondary schools, as well as to further regions, such as South-East Asia (e.g., the Philippines) and Latin America (e.g., Mexico). Evaluations in each country have shown that the STEP Training has a significant impact on business and job creation. STEP Training thus contributes to poverty alleviation and job creation on different educational levels and in different regions across the globe. STEP TRAINING Concept STEP is Locally Embedded STEP is tailored to local needs and conducted by local trainers STEP is Scientifically Evaluated STEP is evaluated according to highest scientific standards and shows positive short- and long-term effects Read More STEP is Evidence-Based The content is based on research on entrepreneurial success factors STEP is Action-Oriented Trainees start their own businesses and are learning by doing Each time STEP Training is implemented with a new institution, we aim to conduct randomized controlled trials (RCT) with a training group and a control group. A comparison of the pre-training measurement with post-training measurements enables to assess the impact of the STEP Training. The findings support that STEP Training enhances participants’ intentions to start a business, the confidence in their entrepreneurial skills, their knowledge about how to start a business, and their action planning for starting a new business. STEP Training participants learn entrepreneurship on the basis of action principles. The STEP Training action principles have been derived from the scientific literature on entrepreneurship, management, and psychology. They are science-based „rules of thumb“ that provide practical knowledge guiding students what to and how to do it to accomplish the start-up process. STEP Training is also evidence-based with regard to the didactical approach. STEP Training is rooted in action regulation theory and the result of our long-standing experience in training and entrepreneurship research in countries with adverse job market conditions and high youth unemployment. STEP was developed in cooperation with scholars from Makerere University, Makerere University Business School, Uganda Christian University, and Kyambogo University in Uganda. With every new implementation, the STEP Training content is adapted to the local context in cooperation with partners from the local institutions. The training sessions are conducted by local trainers who receive a five day train-the trainer workshop to become certified STEP trainers. The workshops are led by a team of STEP master trainers and in each workshop, up to 12 new STEP trainers are instructed on the methodology and content of STEP. STEP Training participants form teams and engage in the start-up process of a real micro business during the training. They proceed through the entire entrepreneurial process from preparing to launching and managing a real business. This involves that they identify and evaluate new business opportunities, acquire equipment and raw materials, deal with suppliers, and enter the market to offer their product or service to real customers. The participants thus take an active role and learn entrepreneurship „on-the-job“. They experience becoming an entrepreneur under real business conditions. They receive real-life feedback and develop a better understanding of the tasks and challenges of an entrepreneur. This is key to develop a feeling of true mastery of entrepreneurship, a belief of „I can do it“. Implementation Process The ideal procedure to facilitate the long-term implementation of the STEP Training at international partner institutions is depicted here. In a three-year project, the partner institutions are prepared to organize and run the STEP Training, secure the financial resources to sustain the STEP Training, and institutionalize the STEP Training (e.g. as part of their academic program). In the first year, the STEP Training is introduced, implemented, and evaluated to demonstrate its beneficial effects on participants‘ entrepreneurial behavior. In the second year, the partner institution assumes responsibility for organizing and implementing the STEP Training. The partner institution also starts securing funding and the administrative procedures to include STEP in the regular curriculum of one or more programs of study. In the third year, the partner institution independently organizes the training and decides about the institutionalization of the STEP Training in their academic program. STEP Projects View all CONTACT Get in Touch Your Name Your Email Address Message I have read and agree to the terms of use . Send info@doorways-training.org +49 4134 9099726 Wiesenweg 2 21406 Barnstedt Home Doorways About Us Our Projects Success Stories Clients and Partners Contact STEP STEP Impact STEP Projects STEP Success Stories STEP Publications PI PI Impact PI Projects PI Success Stories PI Publications Blog FAQs Support Us © 2023 Doorways gGmbH. All Rights Reserved Terms of Use Imprint +49 4134 9099726 info@doorways-training.org Wiesenweg 2 21406 Barnstedt

Popcorn Parlour From friends to successful business partners STEP did not only teach the five friends the necessary skills and knowledge to successfully run a business, but also offered room to practically develop their business ideas and promoted their self-confidence. The group members Robin Murimi, Hellen Kariuki, Stephen Ngugi, Terry Nissi Wambui and Ibrahim Faruq were already friends before the STEP training started. After receiving the starting capital, it took them a while to come up with a promising business idea. The group interviewed their parents, friends and colleagues for inspiration and decided to sell flavoured popcorn to fill a market gap in the area. In the next step they started Google research for recipes and asked students of Mount Kenya University for their favourite flavour before they started experimenting. Besides chocolate, which was the most popular one, they also produced caramel, strawberry, ginger, mint, lemon, honey, etc. flavoured popcorn. Throughout the training their variety of popcorn expanded due to customers’ requests. Once a customer asked for plantain flavoured popcorn which the group is yet to produce. At the beginning of the training the group would meet almost every evening at friends’ rental houses to make the popcorn. Each group member had their own task in the company such as CEO, secretary and packaging manager, but the popcorn was produced, flavoured and packed by all of them together. The group sold the packed popcorn on the streets and in the university but mainly they knocked at doors, talking to customers directly. Robin said: “interacting with people was the most fun part.” In the sales process they saved the customers mobile numbers and started to produce by order. They developed a huge customer network. For special occasions the group developed special popcorn. For example, on valentine’s day they made chocolate flavoured red coloured popcorn with “happy valentine” stickers and made a profit of 5000 KSH (ca. 40 Euro). The group bought 1 KG of corn in the supermarkets for 200 KSH (ca. 1,60 Euro) which they sold in one day for 2220 KSH (ca. 18 Euro). At the end of the training they made a profit of 26.000 KSH (ca. 209 Euro). The profit was used to pay each group member a salary, to buy further stocks of corn and the rest was saved for the business. After the STEP training was finished, the group decided to keep the Popcorn Parlour running. One of their future plans is to sell popcorn at cinemas. There are two cinemas in Thika and they have already contacted one of the owners to discuss the selling. Furthermore, they want to register the business and open their own shop called “popcorn inn” one day. “Popcorn inn” shall be a chain of shops across the country in the future. The students are very thankful for the opportunity of joining the STEP training. They learned a lot, especially concerning the business plan and registration. In the classes the students felt the lecturers were dealing with every single one of them which they really appreciated. The classes were interactive and therefore they were able to practically develop their ideas. The group members gained a lot of self-confidence throughout the STEP training and their entrepreneurial experiences to continue with their popcorn business. In the long run, the students believe they are capable of successfully starting another business on their own, maybe even in their field of studies. The STEP training supported the students to go their own way and become entrepreneurs. Success Story of Janet Success Story of YANA Trekkers info@doorways-training.org +49 4134 9099726 Wiesenweg 2 21406 Barnstedt Home Doorways About Us Our Projects Success Stories Clients and Partners Contact STEP STEP Impact STEP Projects STEP Success Stories STEP Publications PI PI Impact PI Projects PI Success Stories PI Publications Blog FAQs Support Us © 2023 Doorways gGmbH. All Rights Reserved Terms of Use Imprint +49 4134 9099726 info@doorways-training.org Wiesenweg 2 21406 Barnstedt

Development of STEP Training Curriculum for Student Teachers UGANDA, KENYA, TANZANIA CLIENT: GERMAN ACADEMIC EXCHANGE SERVICE (DAAD) Description of project: The goal of the project was to develop a new entrepreneurship curriculum for student teachers to be rolled out at different universities in eastern Africa with a primary focus on Uganda. The curriculum was used to prepare student teachers to teach entrepreneurship at secondary schools. An international team of experts from Germany, Uganda, Kenya and Tanzania developed a curriculum based on the STEP Training and implemented and evaluated the new curriculum at partner universities in Uganda. STEP Training in Nigeria STEP Training in Lebanon