Table of content: CHAPTER 1: INTRODUCTION TO ENTREPRENEURSHIP EDUCATION. Page 1 1.1: THE ENTREPRENEUR. Page 4 1.1.1: Meaning of Entrepreneurship. P 5 1.1.2: Purpose of Entrepreneurship Education. P 6 1.1.3: Meaning of an Entrepreneur. P 10 1.1.4: Characteristics / Qualities of an Entrepreneur. P 14 1.1.5: Benefits of being an Entrepreneur. P 18 1.2: CREATIVITY AND INNOVATION. Page 23 1.2.1: Meaning of Creativity. P 24 1.2.2: Importance of creativity in business. P 27 1.2.3: How to become creative. P 31 1.2.4: Innovation in Business. P 34 1.2.5: Types of Innovation. P 34 1.2.6: Importance of Innovation. P 36 1.2.7: How to become innovative /Features of an Innovator. P 40 1.3: RISKS IN BUSINESS. Page 46 1.3.1: Meaning of Risks. P 47 1.3.2: Types of Risks. P 49 1.3.3: The Risk Taking Game. P 51 1.3.4: Assessing Risks. P 54 1.3.5: Risk Management in Business. P 56 1. 4: TECHNOLOGY AND BUSINESS. Page 61 1.4.1: Meaning of e-business. P 66 1.4.2: Doing e-business. P 68 1.4.3: Benefits /Advantages of e-business to the entrepreneur. P 69 1.4.4: Challenges of using e-business. P 72 CHAPTER 2: BUSINESSES IN UGANDA. Page 74 2.1: Types of Businesses. P 77 2.1.1: Meaning of Business. P 78 2.1.2: Types of Business P 80 2.1.3: Importance of doing business. P 87 2.2: SUCCESS IN BUSINESS. P 89 2.2.1: Meaning of Success P 90 2.2.2: Indicators of Success in Business P 91 2.2.3: Factors Leading to Success in Business P 94 2.2.4: Benefits of a Successful Business to an Entrepreneur P100 2.2.5: Factors that Lead to Business Failure P 102 2.2.6: How to Revive a Failing Business. P 105 iii CHAPTER 3: BUSINESS IDEAS AND BUSINESS OPPORTUNITIES. Page 107 3.1: BUSINESS IDEAS. P 109 3.1.1: Sources of Business Ideas. P 111 3.1.2: Generating Business Ideas. P 115 3.1.3: How to Select a Good Business Idea. P 117 3.2: BUSINESS OPPORTUNITIES P 120 3.2.1: Meaning of a Business Opportunity. P 120 3.2.2: Characteristics of a Good Business Opportunity. P 122 3.3: MARKET SURVEY. P 123 3.3.1: Meaning of a Market. P 123 3.3.2: Meaning of Market Survey. P 124 3.3.3: Importance / Benefits of Conducting a Market Survey. P 125 3.3.4: Conducting a Market Survey. P 128 3.3.5: Steps in Conducting a Market Survey. P 130 3.3.6 Preparations for Conducting a Market Survey. P131 3.3.7 Presentation of Market Survey Information. P 132 CHAPTER 4: BUSINESS START- UP PROCESS Page 135 4.1: STEPS IN STARTING A BUSINESS. P 137 4.1.1: Factors that Enable an Individual to Start Up a Business. P 137 4.1.2: Steps in Starting a Business. P 142 4.1.3: Sources of business finance. P 143 4.3: SAVINGS AND INVESTMENT. P 145 4.3.1: Saving P 146 4.3.2: Investment P 147 4.3.3: Factors that Determine Savings P 148 4.3.4: Factors that Determine Investment P 150 4.3.5: Saving for investment. P 153 4.3.6: Forms of Savings. P 154 4.3.7: Saving Plan. P 156 4.4: LOCATION OF A BUSINESS. P 158 4.4.1: Factors Affecting/Influencing Location of a Business P 159 CHAPTER 5: GOVERNMENT REVENUE. Page 163 5.1: INTRODUCTION TO GOVERNMENT REVENUE. P 164 5.1.1: Meaning of Government Revenue. P 165 5.1.2: Uses /Importance of Government Revenue. P 166 5.1.3: Sources of Government Revenue. P 168 Appendix 1. Book summary …169-179 Appendix 2. Glossary … 180-181 Appendix 3. References. …...182

This book is a concise conceptualization of fundamental key themes, issues principles and perspectives which govern the dynamics of contemporary social policy planning. My Goal is to provide students with a rapid and holistic sketch of the basic issues and themes of social policy to a style analogous to implemented social policies in Uganda. This style is advantageous in a sense that social policy theoretical discourses ceases to be abstract hence providing students with the inspirations to design policies which can provide answers to contemporary problems. There is nothing in the realm of social development that does not exist in government social policy framework. Using its organizing theme, social policy debates emphasize that social policy and social development are parallel the former is the propeller shaft while the later is the product. Writing this text has not been a picnic; there have been several frustrating moments especially when I first worked into a publisher’s house six years ago and the questions such as, have you ever published? Can we get for you a co-writer? were frustrating. Publishing in Uganda, like any other business, exist within the realm of profit motives. Publishers are not enthusiastic to publish books for high institutions of learning such as universities. These institutions have a culture of buying a few copies which they photocopy for their libraries, instead of buying original copies. Publishers concentrate on primary and secondary school books because that is where they make big profits. This is a paradox because secondary schools prepare students for universities but if the students do not find books in universities how will they be inspired and challenged to build regimes of knowledge which can solve contemporary problems in their societies? I firmly believe that books are the carrier of civilization and providers of knowledge. They help in the production of new regimes of knowledge and without books, history is silent, literature irrelevant and obsolete, science disabled and crippled, especially in the societal context. It is a common phenomenon for people to conclude that in Uganda the reading culture is very low that reading is not in the societal cultural patterns and trimmings. How will people develop a reading culture where there is no facilitated writing culture? Without contextualized knowledge challenge for a change for a better future is always a dream, and inspiration in vein. I write in reference to the conventional practice which I will preface with a brief experience account. I have taught social policy for several years in several universities in Uganda. It is common phenomena in the academia to look for existing literature. However, most of the scholarly works on several social policy issues are written by foreigners with foreign illustrations such as the welfare state, poor law etc. These illustrations are abstract to social policy students in Africa. The resultant effect to this scenario is that the inspiration among the students to apply the acquired body of knowledge is as I said earlier at a standstill. While attention to availability of social policy texts is well merited, intervention to write texts with explorations and historical accounts of our Ugandan and African own policies with authentic illustrations is imperative. This position is visibly lacking in existing texts on social policy issues. While writing this book, I worked with a presumption that it will contribute to the filling of this gap, so that social policy as a discipline can find its theoretical and empirical location in our own academic space. Universities are considered to be manufacturers of knowledge and this book is designed to help students of social policy to acquire a knowledge base of developing policies, and to develop analytical judgment of those existing policies which require revisiting. This can lead to production of new objects of knowledge which can break a dependency syndrome on foreign regimes of knowledge, which often can not be applied in our societies. This text acknowledges the legitimacy and authority of the existing literature. However, production of new regimes of knowledge is a moral imperative and a social duty incumbent on all professionals. Since the field I have chosen to plough has been ploughed before and I have been a beneficiary of this knowledge, I find it a moral duty to contribute to social policy space by helping students to examine philosophical origins of social policy in our society, rather than depending per se on abstract foreign knowledge products. In this text, social policy theoretical discourses point out important issues but at the same time raise questions and relevant analysis that can create a continuum of social policy existence in the academia space. Let me hope this book will go through several editions.

This book presents both practical and theoretical study of pitman shorthand in a logical arrangement. This version is designed specifically for students who have prior knowledge in short hand and are preparing for NCSM and NDSA UBTEB assessments for both 2nd year, 1st semester and 2nd year, 2nd semester. The book has been written in conformity with the NCDC curriculum for students pursuing National Certificate in Secretarial and office Management or National Diploma in Secretarial and office administration qualifications. The book presents a detailed study on the principles governing the use of short hand strokes for purposes of writing correct and readable shorthand outlines. The practical exercises provided in this book prepare the learners for assessment in their respective fields of study as well as equipping a student with practical skills in writing shorthand. It should be understood by the learners that shorthand does not only end in class but it is a lifelong process in the field of secretarial. There has been a belief that shorthand has little to do with office work. This misconception has been generally created by shorthand instructors failing to introduce the learners to the basic objectives of studying shorthand as emphasis has always been projected to only faster writing as the basis of learning shorthand and leaving out all other essentials such as confidentiality, accuracy ant better usage of writing materials (papers). Considering other basic objectives of learning short hand other than faster writing, shorthand equips a learner with skills for better usage of stationery papers, confidentiality and most importantly accuracy in writing office documents. Skills in phonetic sounds make a secretary to be efficient in producing error free documents which may occur as a result of wrong pronunciations of English words.

This book presents both practical and theoretical study of pitman shorthand in a logical arrangement. This book is meant for preparing secretarial students for NCSM and NDSA UBTEB assessments for both first year and second yearcovering all the modules for all the four semesters. The book has been written in conformity with the NCDC curriculum for students pursuing National Certificate in Secretarial and office Management or National Diploma in Secretarial and office administration. The book presents a detailed study on the principles governing the use of short hand strokes for purposes of writing correct and readable shorthand outlines. The practical exercises provided in this book prepare the learners for assessment in their respective fields of study as well as equipping a student with practical skills in writing shorthand. It should be understood by the learners that shorthand does not only end in class but it is a lifelong process in the field of secretarial. Although there has been a belief that shorthand has little to do with office work. This misconception has been generally created by some of the shorthand instructors by failing to introduce the learners to the basic objectives of studying shorthand. The emphasis has always been projected to only faster writing as the basis of learning shorthand and leaving out all other essentials such as confidentiality, accuracy ant better usage of writing materials (papers). Considering other basic objectives of learning short hand other than faster writing, shorthand equips a learner with skills of better usage of stationery papers, confidentiality and most importantly accuracy in writing office documents. Skills in phonetic sounds make a secretary to be efficient in producing error free documents which may occur as a result of wrong pronunciations of English words