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ECOPRENEURSHIP MANUAL first edition 2025

This is a training manual developed to support young ecopreneurs to start up sustainable businesses

The Ecopreneurship Boot Camp Manual has been developed and published by: Ghana Friends, Denmark www.ghanavenskab.dk Youth Empowerment for Life, Ghana, www.yefl-ghana.org

The materials in this manual can be used by organisations, institutions and individuals if publishers are credited. To access the full materials go to: www.yefl-ghana.org or www.ghanavenskab.dk Design by Lise Grauenkær

CONTENT Introduction 3 Module 1 - My business environment

Module 2 - My Means

Module 3 - My Attitude

Module 4 - My constraints

Module 5 - My interactions

Module 6 - My Value

Module 7 - My Opportunity

Module 8 - Qualifying My Opportunity

Module 9 - My Next Steps

__________________ Follow up trainings Module 10 - My Branding Module 11 - My Finances

PURpose OF THE MANUAL The Ecopreneurship Bootcamp Manual is designed as a training guide for facilitators and organizations working with young people who want to start or grow sustainable businesses. It builds on years of entrepreneurship experience in Ghana — but adds a critical new dimension: the environment. This manual introduces the concept of ecopreneurship — entrepreneurship that creates value for People, Planet, and Profit. It encourages participants to see themselves not just as business creators, but as agents of environmental and social change.

introduction

Through 12 hands-on modules, participants are guided from understanding themselves and their environment, to identifying opportunities, designing green solutions, building partnerships, and developing sustainable business plans.

THe ecopreneurship model The model has 12 modules that are implemented over the course of a year. It has been developed based on the partners’ long experience with entrepreneurship trainings.

MY SAVINGS

MY BUSINESS ENVIRONMENT

MY MEANS

MY ATTITUDE

MY OPPORTUNITY

MY VALUE

MY INTERACTIONS

MY CONSTRAINTS

QUALIFYING MY OPPORTUNITY

MY WAY

MY BRANDING

MY FINANCES

INTRODUCTION

BEING AN ECOPRENEUR Ecopreneurship (or eco-business) is entrepreneurship that seeks to solve environmental problems while also creating economic and social value. An ecopreneur is someone who identifies opportunities in environmental challenges — such as waste, deforestation, pollution, or climate impacts — and turns them into viable, sustainable businesses.

Ecopreneurship is guided by the Triple Bottom Line: 1. People: Creating social value and improving lives. 2. Planet: Protecting and restoring the environment. 3. Profit: Ensuring the business is financially viable and sustainable. Together, these three pillars form the foundation of every eco-business idea developed in this bootcamp.

Check out Sara Sarasvathy explaining her theory: https://www.youtube.com/ watch?v=Ruvb_kGAMYw https://www.youtube.com/watch?v=hCMpd7z4AbA

introduction

Effectuation: HOW ECOPRENEURS THINK AND ACT The ecopreneurship model is inspired by effectuation theory developed by Professor Saras Sarasvathy. Effectuation is an action-based logic used by successful entrepreneurs — including ecopreneurs — who start with what they already have and take small, meaningful steps to create change. Rather than waiting for perfect conditions or big investments, effectuation teaches participants to act with their existing means and shape the future themselves.

According to Sarasvathy expert entrepreneurs believe that people shape the future. They believe that if they can make the future happen, they don’t need to worry about predicting the future. The focus is on using a set of evolving means to achieve new and different goals. Effectuation evokes creative and transformative tactics. Effectual thinkers believe that if I can control the future - I do not need to predict it. Effectuation encourages participants to think creatively, act responsibly, and design businesses that work with — not against — their environment.

CAUSAL VS. EFFECTUAL REASONING Managerial thinking (Causal)

Entrepreneurial Thinking (Effectual) Distinguishing characteristics Imagining a possible new end using a given set of means

GIVEN GOAL

GIVEN MEANS

IMAGINED ENDS

GIVEN MEANS

Distinguishing characteristics Selecting between given means to achieve a pre-determined goal

INTRODUCTION

THe five principles OF EFFECTUATION

BIRD IN HAND PRINCIPLE Start with your means. Don’t wait for the perfect opportunity. Start taking action, based on what you have readily available: who you are, what you know, and who you know.

AFFORDABLE LOSS PRINCIPLE Set affordable loss. Evaluate opportunities based on whether the downside is acceptable, rather than on the attractiveness of the predicted upside.

LEMONADE PRINCIPLE Leverage contingencies and embrace surprises that arise from uncertain situations, remaining flexible rather than tethered to existing goals.

introduction

CRAZY-QUILT PRINCIPLE Form partnerships with people and organizations willing to make a real commitment to jointly creating the future--product, firm, market--with you. Don’t worry so much about competitive analyses and strategic planning. PILOT-IN-THE-PLANE Control < > predict: By focusing on activities within their control, expert entrepreneurs know their actions will result in the desired outcomes. An effectual worldview is rooted in the belief that the future is neither found nor predicted, but rather made.

APPLYING DESIGN THINKING TO ECOPRENEURSHIP To complement effectuation, the manual also draws on Design Thinking — a human-centered and problem-solving approach that helps participants: •

Empathize: Understand the real environmental and social needs of their communities.

•

Define: Clearly describe the challenge or opportunity they want to address.

•

Ideate: Generate creative ideas and eco-solutions.

EMPATHISE

DEFINE

•

Prototype: Create small, testable versions of their ideas.

•

Test and Improve: Gather feedback and make improvements.

Design Thinking is practical, participatory, and visual — it helps ecopreneurs develop ideas that are both innovative and relevant to their communities.

IDEATE

PROTOTYPE

TEST

INTRODUCTION

PREPARING FOR THE ECO-CAMP: SAVINGS THROUGH VSLA Before joining the Ecopreneurship Eco-camp, the young people we work with are mobilized into entrepreneurship groups about 5–6 months in advance. These groups are trained in the Village Savings and Loans Association (VSLA) approach — a trusted, community-based savings system that helps members build financial discipline and access small loans. Through the VSLA, group members begin saving together regularly. Over time, they can borrow from their collective fund to support personal or business needs. After about 12 months, the group conducts a “share-out,” where members receive their savings and earnings. Many groups continue saving together long after this first cycle.

introduction

For eco-entrepreneurs, the VSLA plays an important role. It not only provides access to start-up funds for new eco-businesses but also builds a financial safety net that helps sustain businesses through challenges such as market changes or environmental shocks. The VSLA methodology is widely recognized and used across many countries. All the materials needed to establish and manage a VSLA group can be found at www.vsla.net. For additional guidance, groups and facilitators are welcome to contact YEfL Ghana for consultation and support.

how to USE THE MANUAL This manual is divided into 12 modules. •

Module 1 is starting Village Savings and Loans Associations for the participants 6 months prior to the eco-camp.

•

Modules 2 - 9 are designed for a 5–6 day intensive eco-camp, where participants stay and learn together through interactive exercises, teamwork, and reflection.

•

Modules 10 – 12 are for follow-up training and business development support, focusing on refining eco-business ideas, branding, and financial management.

Each module includes: • • •

A short introduction explaining the concept. Exercises to guide reflection, creativity, and collaboration. Facilitator’s notes with tips and examples.

Facilitators are encouraged to: • • • •

Create an open, inclusive, and creative learning space. Use local examples and real environmental challenges. Encourage participants to share experiences and work together. Continuously connect discussions to the People–Planet–Profit framework.

INSPIRE CREATIVITY! The model and training focuses on sparking creative thinking and providing the participants with a space to engage with new and known materials. The eco-camp is not an academic exercises, but planned to be engaging, hands-on and not least creative. Therefore, make sure to have a selection of relevant creative materials ready for the eco-camp. We suggest some or more or the following materials: • • • • • • • •

Paper Flip charts Scissors Post-its Markers/crayons/pencils Tape in different colours Wooden building blocks or LEGO String in different colours

”Waste” materials such as: • Plastic bottles • Plastic bags • Natural materials • Cans • Bottles

INTRODUCTION

Welcome to THE ECO-CAMP! Welcome everyone! This bootcamp is about turning ideas into action — action that helps people, protects the planet, and creates profit. This manual will guide you step by step as you explore who you are, what you know, who you know, and the environment around you — and how all of these can become the foundation for your eco-business journey.

WHAT IS ECOPRENEURSHIP? Ecopreneurship means starting a business that solves an environmental problem while also creating

jobs and income. An ecopreneur looks at waste, pollution, or other challenges and says: “There’s an opportunity here to do good — and make it sustainable.” Everything we do in this bootcamp builds on the three pillars of sustainability: People – improving lives and supporting communities. Planet – protecting and restoring our environment. Profit – earning money in a fair and sustainable way.

HOW WE WORK - THE EFFECTUATION WAY We use an approach called Effectuation — it’s how successful entrepreneurs think and act. It teaches us to start with what we have, take small, smart steps, and create our own future. Throughout the bootcamp, we use five simple principles: 1. Bird in Hand – Start with your means: who you are, what you know, who you know, and your environment. 2. Affordable Loss – Focus on what you can afford to lose, not on big risks. 3. Lemonade – Turn problems into opportunities. 4. Crazy Quilt – Build partnerships and collaborate. 5. Pilot in the Plane – Don’t wait for luck — create change with what’s in your control.

DESIGN THINKING We also use Design Thinking, a creative process that helps us understand real problems, come up

with new ideas, and test them fast. We will empathize, define, ideate, prototype, and test — over and over — until the ideas are ready to grow.

OUR GOAL By the end of this bootcamp, you’ll have a clear eco-business idea, a simple plan to develop it, new

partners and collaborators, and the confidence to take your first real step as an ecopreneur. Let’s begin — and turn our ideas into actions that make life better for People, Planet, and Profit.

ENJOY THE JOURNEY!

MODULE 1 MY BUSINESS ENVIRONMENT

Introduction The purpose of this module is to help participants understand the broader context in which their future eco-businesses will operate — the environmental, social, and economic systems that shape opportunities and challenges around them. Before becoming ecopreneurs, participants must first understand the changes happening in their environment, especially those related to climate change and sustainability. This module introduces the foundation of ecopreneurship — creating businesses that contribute positively to People, Planet, and Profit. Participants will explore how human activities and natural systems are connected, how climate change affects livelihoods, and how eco-innovation can turn environmental challenges into opportunities. The module also introduces green skills and green jobs as pathways for youth empowerment and climate resilience. Through discussions and participatory exercises, participants will learn the difference between weather and climate, identify local signs of climate change, and reflect on how these changes influence their communities and potential businesses. They will also begin to see that protecting the environment is not only a responsibility — it can also be a source of creativity, innovation, and income. By the end of this module, participants will: • Understand what ecopreneurship means and why it matters. • Recognize the link between climate change and local livelihoods. • Identify how eco-businesses can create value for people, the planet, and the economy. • Begin to think about the environmental problems and opportunities in their own surroundings. This first module lays the groundwork for the entire bootcamp. It opens participants’ eyes to the world around them — their business environment — and inspires them to think of ways their actions and ideas can help build a more sustainable future.

module 1 - my business environment

PRE-EXERCISE SETTING THE ECO-FRAME Before we embark on the first module in the ecopreneurship journey the participants will learn about two guiding principles for ecopreneurship. Present the principles to the participants.

# 1 GUIDING PRINCIPLE // PEOPLE, PLANET & PROFIT PEOPLE (SOCIAL VALUE)

Your business should benefit people. That could mean creating jobs, making life easier, supporting health, or giving access to something that improves daily living. It also means treating employees, customers, and communities fairly and with respect. • Ask yourself: How does my business idea make life better for people?

PLANET (ENVIRONMENTAL VALUE)

Your business should protect and care for the environment. That could mean reducing waste, saving energy, reusing resources, or creating products and services that reduce harm to nature. Ecopreneurs take responsibility for the planet and make sure their solutions are part of the change. • Ask yourself: How does my business idea reduce harm and help the environment?

PLANET (ENVIRONMENTAL VALUE)

Your business should also make enough money to survive and grow. Profit is what allows you to pay costs, reward your team, and reinvest in your idea. Without profit, your eco-business cannot continue to have a positive impact on people and the planet. • Ask yourself: How will my business earn money in a way that is fair and sustainable?

People, Planet, Profit together = Sustainable Business.

A good eco-opportunity always balances these three areas. If one is missing, the business is not sustainable.

Facilitator’s note

Give the participants the “People, Planet, Profit – The Triple Bottom Line” handout. It is a Venn diagram illustrating the principles with guiding questions in each, so participants have a clear picture throughout the boot camp. Ask the participants to discuss it in groups and reflect on how it translates to their own reality and environment.

module 1 - my business environment

PRE-EXERCISE SETTING THE ECO-FRAME # 2 GUIDING PRINCIPLE // GREEN SKILLS, GREEN JOBS, & CLIMATE RESILIENCE GREEN SKILLS

Green skills are the knowledge, abilities, beliefs, and attitudes required to live in, nurture, and promote a sustainable and resource-efficient society. They are competencies that allow individuals and organizations to embrace environmentally friendly practices, reduce adverse ecological consequences, and contribute to the transition to a green economy. These skills are critical for accomplishing climate goals and the Sustainable Development Goals (SDGs). They improve employment in emerging green economies (renewable energy, eco-tourism, sustainable transportation and agricultural practices, and so on). In a nutshell, green skills are those that promote sustainability, resilience, and a low-carbon economy.

GREEN JOBS

According to the International Labor Organization (ILO), green jobs are those that contribute to the sustainable restoration and conservation of the environment and ecosystem through lessening the environmental impact of businesses and economic sectors. Their contributions to the environment include reducing pollution, conserving energy, protecting ecosystems, and mitigating climate change. Decent work provides fair pay, secure working conditions, and social protection. Sector-wide presence. They are found in both established green industries (e.g., recycling, reuse, and renewable energy) and traditional sectors (like manufacturing, construction, and agriculture).

CLIMATE RESILIENCE

Youth empowerment through green jobs is a key subject at the nexus of climate action, employment, and social development. High youth unemployment, particularly in Africa, combined with the climate problem, means that involving youth in green jobs directly contributes to climate efforts. With innovation and enthusiasm, young people contribute the fresh ideas, digital skills, and entrepreneurial enthusiasm required for the green shift.

module 1 - my business environment

EXERCISE 1 – WHAT IS ECOPRENEURSHIP? OBJECTIVE The objective is to get the participants to reflect and define how they themselves understand ecopreneurship or what being an ecopreneur means.

description 1. Ask participants to reflect individually and write down how they define ecopreneurship on sticky notes. 2. Afterwards, all participants share their understanding and definitions and hang them on the wall. 3. Lead the discussion by reminding them of the triple bottom line: People, Planet and Profit and green skills and jobs introduced earlier.

WHAT IS... ? Definition 1 – Simple and Practical An ecopreneur is a person who starts and grows a business that protects or improves the environment while creating jobs and income. They see environmental challenges — like waste, pollution, or resource scarcity — as opportunities to build creative, sustainable solutions that benefit people, planet, and profit.

Definition 2 – Inspirational and Reflective An ecopreneur is a changemaker who uses innovation and entrepreneurship to create positive environmental and social impact. Ecopreneurs believe that business can be a force for good — by turning environmental problems into opportunities for sustainable growth and community well-being. *These are just inspirational definitions - the participants are allowed to determine their own definitions.

module 1 - my business environment

EXERCISE 3 - WEATHER VS. CLIMATE CHANGE OBJECTIVE The objective of the exercise is to facilitate participants to understand and appreciate the difference between weather and climate.

description 1. First give the participants an introduction to the definitions of weather and climate based on the below descriptions.

Weather Day-to-day state/condition of the atmosphere in a particular place over a short or specified period of time (instantaneous, hourly, daily, weekly, etc). Describes, e.g., the degree to which the atmosphere is hot or cold, wet or dry, calm or windy, clear or cloudy, moist or dry, etc. Weather is: • • • •

Short term limited area Can vary rapidly in space and time Difficult to predict

Climate Change Climate change refers to long-term shifts in temperatures and weather patterns, primarily caused by human activities such as the burning of fossil fuels, deforestation, and industrial processes. These activities increase greenhouse gas emissions, trapping heat in the atmosphere and altering global climate systems. Weather is: • • • •

Long term (averagely 30 years) Averaged over a wide area Seasonal changes Measured over long spans of time

module 1 - my business environment

EXERCISE 3 – PART 1 // WEATHER description 1. Place the 4 pieces of paper with - hot, cold, rainy & dry – on the floor with the following setup (see illustration). They should be far apart: 2. Answer with Your Feet Explain to everyone the difference between weather and climate: a. Weather - Refers to conditions like rain, temperature, and wind at a particular time and place. b. Climate - What the weather is like over a long period of time (the “average”) in a specific area (more than 30 years).

2. Ask everyone to think about what the weather is like right now. For example, is the weather? a. Hot or Cold b. Rainy or Dry Demonstrate that if they think the weather today is “hot and dry,” then they should stand in the middle of the HOT and DRY cards. Ask everyone to answer with their feet what they think today’s weather is like. They can stand anywhere between the 4 weather type cards.

HOT DRY

RAINY

COLD

module 1 - my business environment

EXERCISE 3 – PART 2 // CLIMATE CHANGE description 1. Introduce the piece of paper with “TODAY”.” Place it on the ground in the middle of where the youth are standing.

4. Ask everyone to look at where the “TODAY” card is placed. Is it the same as the normal weather that month, or different?

2. Ask everyone what the weather is normally like on their birthday. If it is normally hot and rainy, they stand between the HOT and RAINY cards. Ask them to think back as many birthdays as they can remember and to stand in the right spot.

5. Ask everyone if they can remember what the difference is between weather and climate

3. Start with the current month. Check to see if everyone with a birthday that month is standing in the same place. If not, ask them to discuss and agree on what the weather is normally like that month.

Where all of you are standing represents the climate in your birthday months. This is what the weather is normally like, going back as many birthdays as you can remember.

6. Explain The card of “TODAY” shows the weather; what it is like outside right now?

HOT August

DRY TODAY’S WEATHER RAINY January

COLD

module 1 - my business environment

EXERCISE 4 – CAUSES OF CLIMATE CHANGE OBJECTIVE To promote discussion and reflection about changing climate risk and other related issues. 1. Select a film or video of general interest about climate change (search for a relevant video) 2. Prepare three questions that are relevant to the information contained in the video, these could cover three main questions: 1. what are the CAUSES of climate change? 2. what are the IMPACTS of climate change? 3. what can we DO about it?

description 3. Put participants into groups and ask them to brainstorm what they know about climate change (what causes climate change, what are the likely impacts of climate change, what can we do to reduce the impacts?) 4. Ask participants to think about impacts in their community and what they can do in their community 5. Ask participants to think about the opportunities these presents to them in their communities or as a business.

FACILITATORS’ NOTES Facilitators can guide participants to consider the opportunities and threats of climate change on businesses. E.g. • • • • • •

Unpredictable weather patterns affecting agriculture and raw material supply Increased costs due to energy and resource scarcity Damage to infrastructure from floods, storms, and rising sea levels Shifts in market demand toward greener, sustainable products Policy and regulatory pressures to adopt eco-friendly practices Demand for green skills, green jobs, and youth empowerment.

module 1 - my business environment

MODULE 2 MY MEANS

Introduction Discovering and Using What You Already Have This module helps participants take the first practical step in becoming ecopreneurs — identifying and using the resources they already have. It is built on the Bird-in-Hand principle from the Effectuation Theory, which teaches that successful entrepreneurs don’t wait for perfect conditions or outside funding. Instead, they start with what they already possess — their skills, knowledge, relationships, and environment — and take small, achievable steps toward their goals. Through this module, participants learn that means are about more than money. Ecopreneurs often begin their journey not with big capital, but with creativity, networks, and local opportunities. By recognizing and mobilizing their available means, they can turn everyday challenges into business possibilities. Participants explore four key types of means: • Who I am – personal strengths, skills, and character traits. • What I know – knowledge, experience, and education. • Who I know – networks, relationships, and community connections. • My environment – natural and local resources such as land, waste materials, biodiversity, and climate conditions. For ecopreneurs, the environment is both a responsibility and an opportunity. It provides inspiration, raw materials, and a reason for innovation. Recognizing what the local environment offers — and how to use it sustainably — is central to developing eco-friendly business ideas. By the end of this module, participants will: • Understand the concept of means and why it is key to ecopreneurship. • Identify their personal, social, and environmental resources. • Recognize that financial capital is only one part of what they already have. • Begin to connect their strengths and surroundings to potential eco-business ideas.

module 2 - my means

PRE-EXERCISE To support the participants to discover their means and personal strenghts we use the online character test developed by VIA university in Denmark. The test takes approximately half an hour to complete online. Facilitators: Before you start Module 2, arrange that the participants can take the test, this could be done on the day that they arrive to the eco-camp.

TAKE THE CHARACTER TEST Your Strengths

The VIA Classification of Character Strengths comprises 24 character strengths that fall under six broad virtue categories: wisdom, courage, humanity, justice, temperance and transcendence. Each one of us possesses all 24 of the character strengths that are used in the VIA test in varying degrees making up our own unique profiles. They are morally and universally valued, encompass our capacities for helping ourselves and others, and produce positive effects when we express them. Knowing your constellation of character strengths is the first step towards becoming aware of your means and using them.

The Good in You

Character Strengths are the positive parts of your personality that impact how you think, feel and behave and are the keys to you being your best self. When applied effectively, they are beneficial both to you and society as a whole. They are different from your other strengths, such as your unique skills, talents, interests and resources, because character strengths reflect the ”real” you — who you are at your core. You can learn more about the character strengths and take the test here: www.viacharacter.org Facilitators note: If you can’t access the test online - print it out or spot strenghts in groups in exercise 1. If the participants have taken the test online, you can skip exercise 1 and move on to exercise 2.

module 2 - my means

EXERCISE 1 MY CHARACTER STRENGTHS OBJECTIVE The objective of the exercise is for the participants to know who I am by identifying and reflecting upon their own top strengths, and have a visual representation of their strengths that they can show to others. This will be helpful when the participants need to know each other’s strengths and find possible partners with complementing strengths. It will also illustrate how strong they are if they pool together their means. Before the exercise give a good introduction to the 24 character strengths. You can see them here: https://www.viacharacter.org/character-strengths

description 1. Give each participant a print out of the 24 strengths and give them 10 minutes to reflect on what they feel are their top 5 strengths. Ask them to share it in plenary. 2. Ask the participants to work together in pairs. 3. Participant 1: Tell a story from your life to the other participant. The story should be about something you have done and said in a specific situation in your own life. 4. Participant 2 listens well (what did participant 1 say and do in the story?) 5. Participant 2 reflects about what he/she heard. What did the story tell about participant 1´s character strengths? Did it show kindness, creativity, courage, honesty, hope, love etc. Think about the 24 character strengths. 7. The participants take turns doing this - and repeat the exercise a couple of times to get different perspectives. 8. When they are done, ask each participant to try to sum up what strengths he or she has identified as their own top strengths.

module 2 - my means

EXERCISE 2 – MAPPING WHAT I KNOW OBJECTIVE The objective of this activity is for the participants to get an overview of their education, experience, expertise, skills and knowledge. In other words - what you know.

description 1. Ask participants to make a list of their skills, education, experience, and expertice. 2. They should use 15 minutes to write down everything they know how to do. 3. Ask participants to share what they know in groups or plenary.

FACILITATORS’ NOTES They can think of this exercise as making an extended resume/CV Be sure they are wide in the search for skills, anddon’t be afraid to write down things that might not be very important - they can select later.

module 2 - my means

EXERCISE 3 MY DREAM BOARD OBJECTIVE The objective of this activity is for the participants to find their dream and passion. Knowing your dreams and passions are important parts of really knowing who you are and what you want. Being aware of their dreams will help them make it come true.

description 1. Ask the participants to find illustrations, pictures, text or make their own drawings of the things they dream about. Things they want to happen in their future life. It can be dreams in their personal or professional life. Any dream they have. 2. Put all the illustrations, drawings etc. on a poster. 3. Each participant presents their Dream Board to the rest of the group.

module 2 - my means

EXERCISE 4 – WHO I KNOW OBJECTIVE The objective of this activity is for the participants to identify/map out persons or groups of people in their social network. This could be people who practice sustainable ecopreneurship for possible partnership, or other people. You never know how one person in your network might end up being a very valuable resource.

description 1. Give an introduction explaining that: ”As an ecopreneur you need to be able to expand and maintain your personal network.” First, you must be aware of who is actually part of your network. 2. Ask participants to use 15 minutes to write down who they know or make it as a sketch. 3. Ask participants to identify entrepreneurs, farmers, artisans, NGOs in their locality whose work can contribute sustainably in starting eco-friendly businesses.

FACILITATORS’ NOTES Tell the participants to focus on who they know and who these connections know of (more degrees of connection). It should be people they know of and they have to be able to get in contact with the person. Six degrees of separation is the theory that any two people on Earth are connected through a chain of no more than five intermediaries, or six acquaintances. The theory suggests that if you know a person, who knows a person, and so on, you can connect to anyone in the world through a maximum of six ”friend of a friend” steps. Can you come up with an example???

module 2 - my means

EXERCISE 5 ENVIRONMENTAL BOARD OBJECTIVE The objective of this exercise is for participants to know their environment and identify natural bodies in their environment, how these natural bodies can affect their lives and how they can make living out of these natural bodies sustainably.

description 1. Ask participants to sketch/draw natural bodies (trees, water bodies, mountains) about their environment relative to where they live/work.

2. From the sketch, ask participants to share with their colleagues: • • •

How do these natural bodies help humans What do humans get from these natural bodies How negatively can human lives be affected if these natural bodies are absent

3. Ask the participants to think about things that they can do, to ensure that these natural bodies are not used up completely or destroyed. This would be shared in subsequent models.

The participants can also use pictures which depict their environment to represent them in the environmental board.

FACILITATORS’ NOTES Facilitators guide participants to understand that natural bodies in the environment can be helpful to humans both economically and health wise. Economically, humans can use these natural bodies to generate income. E.g rearing fishes in ponds, growing economic trees to sell the fruits for income etc. Healthwise, natural bodies in the environment help humans to live healthy. Trees serve as medicine, provide clean air to breath, provide shade for resting, promote rainfall through evapotranspiration, and water bodies provide water for domestic and commercial/industrial use.

module 2 - my means

EXERCISE 6 – MY SEASON MY RESOURCE OBJECTIVE This exercise is aimed at helping participants to map out natural resources in their communities according to seasons and how beneficial those natural resources are in these seasons.

description 1. Make groups of 3-4 participants, and ask them to identify and list natural resources that are found in their communities during: • •

Rainy season Dry season

2. In plenary, participants discuss the usefulness of the natural resources during these seasons.

FACILITATORS’ NOTES Facilitators guide participants to know that different natural resources have different uses during different seasons. • • •

River bodies serve as a source of drinking water for both rainy and dry seasons but are more useful for irrigation in the dry season. Plants serve as animal feed during the rainy season; trees serve as shade during dry season. Higher lands serve as grazing fields for animals during the rainy season while low land areas serve as water collection points for animals to drink during dry season.

module 2 - my means

MODULE 3 MY ATTITUDE

Introduction The second step in this model is about attitude, because attitude can change situations. In ecopreneurship, attitude is even more important: it is not only about seeing opportunities and acting on them, but also about taking responsibility for how businesses affect the land, water, climate, and communities – or the environment in general. According to the Ghana Entrepreneurship Monitor, entrepreneurship is a highly perceived career choice among youth in Ghana (GEM, 2014), and 80% of young Ghanaians see themselves as having the necessary skills to start a business. However, many still believe they need external help, grants, or favourable conditions before they can take action. Field research in Northern Ghana has also revealed a common “waiting for rain” attitude — a mindset of postponing action until outside circumstances change. In the context of ecopreneurship, this waiting attitude has an even greater cost. Climate change and environmental degradation are already affecting agriculture, water, and livelihoods in Northern Ghana. If young people wait, opportunities to create solutions may be lost, and the environmental problems may worsen. Ecopreneurs must therefore embrace a proactive attitude: to see environmental problems as opportunities, to take small steps with what they already have, and to prove that it is possible to do business that creates value while also protecting the environment. The main purpose of Module 2 is to challenge the waiting attitude and build an entrepreneurial mindset that is action-oriented, responsible, and eco-conscious. Participants will reflect on how their own choices and businesses can either harm or help the environment and how adopting a “do no harm” approach strengthens both their businesses and their communities. This module also introduces two key principles that shape ecopreneurship: • Pilot in the Plane – taking control of what you can influence, including your impact on the environment, instead of waiting for perfect conditions. • The Lemonade Principle – turning challenges (such as waste, drought, or limited resources) into opportunities for innovation and sustainable solutions. By working with attitude in this way, participants learn that there will always be possible actions they can take — actions that not only move their business ideas forward but also contribute positively to people and the planet.

module 3 - my attitude

EXERCISE 1 - ECOPRENEURSHIP: A RISKY BUSINESS? description

OBJECTIVE To help participants reflect on their attitudes towards risk, and to consider both business risks and environmental risks. They should see that ecopreneurship is not only about avoiding harm, but also about turning risks (like waste or climate change) into opportunities.

1. Form groups of four and discuss: • What is risky for you as an ecopreneur? • What risks do you see in starting a business that is eco-friendly? 2. Watch the video with Saras Sarasvathy: https://w w w.youtube.com/watch?v=3IJlHfw43mQ 3. Ask the groups to reflect: • Do you think ecopreneurs are special risk-takers? • How does the environment itself create risks (e.g., drought, floods, waste problems)? • Could you make the future greener through your business?

FACILITATORS’ NOTES Emphasize that ecopreneurship involves two types of risk: 1. Business risk (e.g., competition, financing, customer demand). 2. Environmental risk (e.g., drought, floods, soil degradation, waste accumulation). Use local examples: • •

Floods destroying crops: business opportunity for improved drainage or rainwater harvesting. Plastic waste: risk for environment, but also a business opportunity in recycling/upcycling.

Guide discussion toward the idea of making the future instead of waiting for perfect conditions. Remind participants: risks can be transformed into opportunities if they are creative.

module 3 - my attitude

EXERCISE 2 - ECOPRENEURSHIP: ADVANTAGES AND DISADVANTAGES description

OBJECTIVE To make participants reflect on the specific advantages and disadvantages of ecopreneurship. They should recognize that eco-friendly businesses have challenges but also unique strengths and opportunities in today’s world.

A personal presentation Give a max 2 minute presentation of who you are based on the strenghts and you identified in Module 2. What is your specific interests or passion in relation to ecopreneurship?

1. Ask the participants to work in groups of four people. Each participant makes a personal presentation to the group members before they start. 2. Discuss what kind of advantages and disadvantages they see in being a young ecopreneur. Advantages: access to new green markets, creating solutions for the community, being seen as innovative, protecting the environment. Disadvantages: limited awareness in the market, higher start-up costs, lack of eco-knowledge or eco-friendly materials. 3. Write down all the advantages and disadvantages.

FACILITATORS’ NOTES

4. Each group presents their results.

Encourage participants to think about long-term benefits of eco-businesses: • Competitive edge (green branding). • Attracting support from NGOs, government, and climate funds. • Stronger community trust. Also discuss short-term challenges: • Higher costs for eco-materials (e.g., biodegradable packaging). • Markets that may not yet be aware of eco-products. Share examples: • Farmers switching to organic crops may earn less at first but later access premium eco-markets. • A waste-to-charcoal project might require high upfront effort but creates sustainable income. Stress that ecopreneurship links to the triple bottom line: People, Planet, Profit!

module 3 - my attitude

EXERCISE 3 – WAITING FOR THE RAIN? OBJECTIVE To challenge the waiting attitude by showing that even without perfect conditions, eco-friendly businesses can start small and grow. Participants should begin to see themselves as active agents who can address environmental issues instead of waiting for change.

Data from survey Data from Northern Region shows that between 52 % and 60 % of youth agree or strongly agree, that they are waiting for someone to help them start a business.

description 1. Form groups of four and discuss: • What is risky for you as an ecopreneur? • What risks do you see in starting a business that is eco-friendly? 2. Watch the video with Saras Sarasvathy: https://w w w.youtube.com/watch?v=3IJlHfw43mQ 3. Ask the groups to reflect: • Do you think ecopreneurs are special risk-takers? • How does the environment itself create risks (e.g., drought, floods, waste problems)? • Could you make the future greener through your business?

FACILITATORS’ NOTES Highlight the danger of the “waiting attitude”: if youth wait, environmental problems worsen. Use a metaphor: “The environment will not wait for us – droughts, floods, and plastic waste grow every day.” Encourage participants to list small eco-actions they can start immediately: • Turning organic waste into compost. • Selling reusable bags. • Planting trees or drought-resistant crops. • Collecting and sorting plastics. If possible, invite a guest eco-entrepreneur (local farmer using composting, someone making charcoal briquettes from waste) to share their story of starting small. Link to the Pilot in the Plane principle: focus on what they can control.

module 3 - my attitude

EXERCISE 4 - BUILDING YOUR MEANS (BRICOLAGE) OBJECTIVE To illustrate how limited resources can inspire eco-friendly creativity, and how bricolage (making something valuable out of little or nothing) is a core ecopreneurship skill. Participants practice re-imagining waste as a business opportunity.

description 1. Divide participants into groups of 3–5. Provide creative materials such as waste (plastic bottles, cans, cardboard), wood blocks, and string etc.

FACILITATORS’ NOTES

2. Give these rules: • Build a product that has a function and could be useful to others. • Try to use “waste” or eco-friendly solutions in your product. • You have 30 minutes to build. 3. Afterward, each group presents: • What did you build? • How could it reduce harm or improve the environment? • Could this be made in real life with local materials? 4. Discuss: • Can having no money push you to be more eco-innovative? • How can eco-bricolage (using “low-value” or waste materials) become a business opportunity?

Before the exercise, explain bricolage simply: “making something valuable out of waste or limited resources.” Provide as many waste materials as possible (plastic bottles, cans, cardboard, sachet water bags). Encourage participants to see them as business resources. After presentations, ask probing questions: • Could this idea reduce environmental harm? • Who would buy or use this? • How could it be scaled into a real eco-business? Stress the point: eco-preneurs see value where others see waste. Optional add-on: show a short video or photo examples of Ghanaian youth recycling waste into useful products (bags, stoves, briquettes).

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MODULE 4 MY CONSTRAINTS

Introduction The third step in this model is about constraints and how to overcome them. For young ecopreneurs in Northern Ghana, constraints are not only financial or social, but also environmental. Field research in Northern Ghana shows that young people face challenges such as lack of start-up capital, a waiting attitude, unsupportive traditions, limited education, and low levels of trust. These remain real barriers, but in ecopreneurship we must also look at environmental constraints that affect daily life and business opportunities, such as: • • • • • • • •

Plastic waste and poor waste management – streets, markets, and communities often lack effective systems, leading to blocked drains, flooding, and health risks. Air pollution – from burning waste, inefficient stoves, or vehicle emissions. Deforestation and loss of trees – from charcoal production and firewood collection, which reduces shade, biodiversity, and local climate regulation. Unreliable energy access – dependence on expensive or polluting energy sources like diesel generators instead of clean energy alternatives. Water challenges – limited access to clean water, or contamination from waste and chemicals. Fast fashion and low-quality imports – creating large volumes of textile waste. Limited recycling and repair systems – very few opportunities to reuse or upcycle materials such as glass, metal, electronics, or packaging. Climate variability in farming – unpredictable rainfall, droughts, and flooding that affect food and raw material supply.

One of the main purposes of this module is to help participants recognize both their personal constraints and the environmental constraints shaping their business opportunities. Ecopreneurs must learn not only how to overcome barriers like access to finance, but also how to design businesses that avoid causing further environmental harm. An important part of this is understanding the principle of affordable loss. Traditionally, this means only risking what you can afford to lose financially. In ecopreneurship, affordable loss also means not engaging in practices that degrade the land, pollute water, or create long-term environmental costs. Protecting natural resources is part of protecting your future business. This module therefore encourages participants to: • Identify their own personal and environmental constraints. • Explore how to transform those constraints into opportunities. • Begin to see eco-friendly practices not as extra costs, but as ways to build resilience and sustainability into their businesses. By the end of this module, participants should be more aware of how their environment and community shape their entrepreneurial choices, and how they can act responsibly within those constraints while still building viable and innovative eco-businesses.

module 4 - my constraints

EXERCISE 1 - FINDING CONSTRAINTS OBJECTIVE To make participants aware that constraints are not only about money or skills, but also about environmental conditions that shape their business.

description 1. In pairs, discuss: “What are your main constraints to starting a business?” • Each person should list three personal constraints (e.g., lack of finance, limited network, low trust). • Then add three environmental constraints (e.g., plastic waste in the community, unreliable electricity, polluted water, flooding, or deforestation). 2. In plenary: • Draw a 9-square matrix on a flipchart. Write “constraints” in the centre. • Fill the other squares with the constraints identified. 3. Discuss: • Do many people share the same constraints? Which are most urgent?

FACILITATORS’ NOTES • • • •

Start by explaining what “constraints” mean in ecopreneurship: things that make it harder to start or run a green business. Encourage participants to think about personal constraints (lack of capital, low trust, few networks) and environmental constraints (waste, energy access, deforestation, flooding). Use concrete local examples: sachet water waste, erratic electricity, or polluted drains. Stress that many constraints can be turned into eco-opportunities.

You can distribute Ecopreneurship Handout: Environmental Constraints & Opportunities to inspire the participants.

module 4 - my constraints

EXERCISE 2 – HOW TO OVERCOME CONSTRAINTS? OBJECTIVE To help participants explore practical ways of overcoming both personal and environmental constraints, using their means and creativity.

description 1. In groups of four, revisit the list of constraints. For each constraint, brainstorm: • What eco-friendly or innovative solution could reduce this constraint? • What resources (personal, social, environmental) could we use to overcome it?

Local proverb ”The death of someone’s goat becomes the meat for someone’s pot of soup”.

2. Present your strategies in plenary.

FACILITATORS’ NOTES

•

Remind participants of their “means” from Module 1 and ask: How can these be used to overcome the constraints you listed?

•

Prompt them to look for eco-innovations: e.g., turning waste into a product, using solar instead of diesel.

•

Encourage use of storytelling or local proverbs about turning problems into opportunities

•

Guide them to see that collaboration often makes it easier to overcome both financial and environmental barriers.

module 4 - my constraints

EXERCISE 3 – AFFORDABLE LOSS description

OBJECTIVE To help participants see that “affordable loss” applies not only to money, but also to natural resources and community wellbeing.

1. Ask participants to think about a time when they lost something valuable (money, time, opportunity, or natural resources like land, trees, water). 2. Share their stories in small groups, reflecting on: • • • •

What did I lose, and why? What were the consequences? How can I prevent it from happening again? What did I learn?

3. Discuss as a group: • How much can you afford to lose when starting a business — financially and environmentally? • What are the long-term costs of harming the environment?

FACILITATORS’ NOTES Explain “affordable loss” in simple terms: risk only what you can afford to lose. Expand it to ecopreneurship: Don’t risk damaging the environment, because that loss harms your community and your future business. Use local examples: burning plastic waste may save money now but creates health costs later. Ask reflective questions: What kind of financial risks can you take? What kind of environmental risks should you avoid completely?

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EXERCISE 4 PERSONAL SWOT OBJECTIVE Ecopreneurs must understand themselves, not just the environment. Your strengths and weaknesses as a person will shape what kind of eco-business you can start. And your environment — with all its problems and possibilities — creates opportunities and threats. In this exercise, we will explore how you, personally, connect to the eco-opportunities around you.

description 1. Ask participants to draw a simple SWOT table or use the Eco-SWOT-handout. Guide them with eco-focused prompts: Strengths – What skills, values, or eco-knowledge do I already have? (e.g., creativity, farming knowledge, repair skills, eco-awareness, strong networks).

Weaknesses – What do I lack that could hold me back? (e.g., limited funds, lack of technical eco-skills, no experience in marketing). Opportunities – What environmental problems could be turned into businesses around me? (e.g., plastic waste, lack of clean energy, polluted water, tree cutting). Threats – What external risks could harm my eco-business idea? (e.g., climate shocks, market not valuing eco-products yet, competition). 2. In pairs, share one eco-opportunity and one eco-threat, and discuss how personal strengths and weaknesses connect to them. Wrap-up “Your SWOT is a mirror. It shows you where you are strong, where you need partners, what eco-problems you can work on, and what risks you need to prepare for. Ecopreneurs succeed not by having no weaknesses or threats, but by knowing them and planning around them.”

FACILITATORS’ NOTES • • • • •

Begin by explaining SWOT in simple terms: Strengths, Weaknesses, Opportunities, Threats. Remind participants this SWOT is about themselves as ecopreneurs, not their business idea yet. Stress that weaknesses and threats are not failures — they are starting points for learning or partnership. Use the Eco-SWOT-handout or draw a 2×2 table on the board so participants can see the structure. Encourage them to write keywords, not long sentences.

You can also give the participants the ”Example handout - Mariama” for inspiration

module 4 - my constraints

EXERCISE 5 – PLAYING MY CARDS RIGHT OBJECTIVE To help participants visualize constraints and actively use their strengths to overcome them, especially by turning environmental problems into opportunities.

Examples: Constraint = lack of capital Strength = strong network solution = start a group eco-business.

description 1. Each participant lists three constraints (personal and/or environmental). 2. Draw them as simple icons on cards. 3. In groups, put constraint cards on the table. Then use strength cards (from Module 1) to see how personal or shared strengths could overcome constraints.

Constraint = too much waste in community; Strength = creativity Solution = upcycling into products.

FACILITATORS’ NOTES • • • •

Remind participants of their strength cards from Module 1. Ask them to place their constraints on the table, then “play” their strength cards to see how they could overcome them. Encourage them to combine strengths with eco-opportunities: e.g., creativity + plastic waste = new products. Highlight that working in teams allows them to pool their strengths, making it easier to tackle bigger constraints.

module 4 - my constraints

MODULE 5 MY INTERACTIONS

Introduction The fifth step in this model emphasizes interaction with other people, recognizing that ecopreneurship cannot be pursued in isolation. African ecopreneurs often have fewer immediate resources and must therefore draw on the assets embedded within their social networks (Langevang, Namatovu, & Dawa, 2012). These networks, especially families, can act as both enabling and constraining forces. Family influences opportunity emergence and recognition, the decision to start a business, and long-term resource mobilization (Langevang, Namatovu, & Dawa, 2012). Participants are encouraged to critically assess their family dynamics and find ways to transform potential constraints into long-term support systems. A key challenge facing young entrepreneurs is low trust, which affects collaboration and limits the ability to share resources or co-create ventures. This module therefore focuses on building trust through small mastermind groups, fostering mutual support and accountability. Importantly, participants are also encouraged to adopt an eco-conscious mindset in their interactions and business models. This means considering the environmental impact of their ventures, promoting sustainable practices, and leveraging community networks to support green innovation. Whether through resource sharing, waste reduction, or climate-smart ecopreneurship, social interactions should also reflect a commitment to ecological responsibility. The main purpose of Module 5 is to help participants understand that their motivations and actions are embedded in social and environmental contexts. By engaging others, they not only gain access to diverse resources and perspectives but also contribute to building resilient, inclusive, and sustainable communities. Now is the time to reach out to seek advice, support, and collaboration that aligns with both social and eco-conscious values.

module 5 - my interactions

EXERCISE 1 ECO-TRUST BOX OBJECTIVE To build trust, cooperation, and clear communication among participants — key values in eco-entrepreneurship where collaboration and transparency are essential for creating sustainable impact.

description 1. Prepare an open space and place 3 – 4 objects around (e.g., a bottle, cone, or chair) to mark pathways. 2. Divide participants into pairs. One participant (the “guide”) faces forward and can see the path; the other (the “explorer”) faces backward and cannot see. 3. The pair links hands. The guide must direct the explorer to move around the obstacles without speaking — only using eye movements, facial expressions, and gestures. 4. Once they complete the path, they switch roles. 5. Afterward, discuss as a group: • How did it feel to depend on non-verbal trust? • How does trust affect teamwork in eco-projects or community-based enterprises? • What can we learn about communication when managing shared environmental goals?

FACILITATORS’ NOTES •

Relate this to eco-collaboration — trust is needed when communities share resources like water, land, or waste systems.

•

Sustainable ventures succeed when partners communicate clearly and act transparently.

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EXERCISE 2 SEEING THROUGH ECO-EYES OBJECTIVE To strengthen mutual trust, empathy, and group responsibility — qualities needed to co-create environmental solutions and support one another in sustainable initiatives.

description 1. Form groups of 8–10 participants and mark a small, safe area where everyone can stand close together. 2. Ask participants to walk slowly around the space. 3. When ready, a participant says, “I’m falling,” and gently leans back. 4. The rest of the group must catch them before they hit the ground. 5. Continue until everyone has taken a turn (some may fall more than once). 6. Conclude with reflection questions: • How did it feel to fall? To catch? • How does trust build resilience in eco-ventures or climate action? • What happens when one person fails to act responsibly? • How can we support each other to “catch” our shared environmental mission?

FACILITATORS’ NOTES Link the discussion to ecosystem thinking: in nature, every element supports another. Likewise, in sustainable businesses, partners must trust each other to play their part — when one fails, the whole system is affected.

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EXERCISE 3 – SPOTTING ECO-OPPORTUNITIES AROUND ME OBJECTIVE The objective of this activity is to create collaborative mastermind groups focused on eco-conscious entrepreneurship themes, enabling participants to share ideas, identify challenges, and co-develop sustainable business solutions.

Step 2: Theme grouping (20 mins) 1. The facilitator collects all themes and writes them on a flip chart. 2. Group similar themes together to form thematic clusters. For example: •

description Step 1: Eco-Theme (15 mins) 1. Ask participants to reflect individually on areas of entrepreneurship that intersect with environmental sustainability. Provide guiding questions: • • •

What eco-related problems do you care about solving? What green business ideas excite you? Where do you see opportunities for sustainable innovation?

•

Zero-waste packaging and plastic alternatives Sustainable Packaging Solar-powered kiosks and clean energy for homes Renewable Energy Access

Step 3: Group Formation (10 mins) 1. Invite participants to join the cluster that resonates most with their interests or experience. Each cluster becomes a mastermind group. 2. Each group should: • Introduce themselves and share their motivation • Choose a group name that reflects their eco-theme.

2. Let them write down 2-3 themes they feel drawn to. Examples: • Circular economy • Sustainable agriculture • Green construction • Eco-mobility • Zero-waste product design • Renewable energy solutions • Ethical fashion • Eco-friendly food services

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EXERCISE 4 ECO SYNERGY LAB OBJECTIVE The objective of this activity is for participants to identify the unique and shared strengths within the mastermind group and develop a strategic plan to leverage these means for eco-entrepreneurial success.

description Part 1: Personal Resource List (20 mins) 1. Each participant in the group completes a short worksheet or shares aloud: What do I bring to the table? Encourage them to list their means such as: • Skills (e.g., marketing, design, finance, farming, coding) • Eco-values (e.g., zero-waste living, climate activism, permaculture) • Tools and Resources (e.g., access to land, equipment, networks, funding) • Connections (e.g., NGOs, suppliers, local leaders) • Experiences (e.g., past ventures, community projects, failures)

Part 2: Strengths Mapping (30 mins) 1. As a group, create a Shared Strengths Map on a large sheet: • List similar strengths together (e.g., design and branding, Creative means) • Highlight unique strengths that no one else has • Use color codes or icons to represent different categories (skills, tools, values, etc.) Discussion Prompts: • What strengths do we share? • What gaps do we have? • Which strengths are underutilized? • How do our eco-values align?

FACILITATORS’ NOTES

Encourage openness and honesty in sharing. The goal is not to compete but to discover synergy — how diverse strengths complement one another. Remind participants that sustainable success often depends on collaboration — no one can build a green business alone. Link this activity to earlier modules on My Means and My Environment — participants are now learning to use those personal and environmental means collectively. Guide them to think of shared eco-values as a foundation for trust and long-term partnerships.

module 5 - my interactions

EXERCISE 5 – ECO-INSPIRED MENTORSHIP MAPPING OBJECTIVE The objective of this activity is to help participants identify inspiring ecopreneurs, explore mentorship opportunities, and build strategic networks that support sustainable business development.

description 1. In Mastermind Groups Participants should work in their mastermind groups based on shared ecopreneurship themes (e.g., green tech, sustainable agriculture, circular economy, sustainable farming). 2. Brainstorm Eco-Role Models (20 mins) As a group, list all the entrepreneurs, changemakers, or businesses you know-especially those involved in: • Sustainable farming • Clean energy • Waste management • Eco-friendly products • Green construction • Ethical fashion For each role model, write a few words describing: • Their business or initiative • What makes them eco-conscious • What resources or wisdom they might offer

3. Mentor Matching (15 mins) Discuss: • Can you identify someone from your list who could be a mentor to one or more group members? • If not, reach out to other mastermind groups for suggestions. • Consider local leaders, alumni, or business owners with a sustainability focus. 4. Mentor Outreach Planning (20 mins) Prepare a short pitch to approach your potential mentor. Include: • Who you are and what you are working on or your group is working on • What you hope to learn from them (Mentor) • How often you would like to meet (e.g., monthly check-ins, one-time advice) • How you will persuade them (e.g. shared values, mutual goals, your commitment) 5. Facilitator Check-In (10 mins) Share your mentor choice and pitch with the facilitator. Discuss whether this is a good match and refine your approach if needed. 6. Make the Call or Send the Message (Optional) If ready, reach out to your chosen mentor. Be respectful, clear, and enthusiastic. If not ready, set a timeline for doing so.

module 5 - my interactions

MODULE 6 MY VALUE

What is an ecopreneur? Climate change and my environment My environment and business opportunity

Introduction The purpose of this module is to help participants understand that successful eco-businesses are not just about selling goods or services but about creating sustainable value. Value comes from solving community problems while protecting the environment, conserving resources, and promoting healthier living. In ecopreneurship, creating a business is not just about selling products or services — it is about creating meaningful and sustainable value. Customers today are increasingly conscious of their choices, and they prefer solutions that improve their lives while also protecting the planet. This means entrepreneurs must think beyond profits and consider how their business can reduce waste, conserve natural resources, and respond to community needs in an environmentally responsible way. This module introduces participants to the concept of value creation from three perspectives: - Monetary value: Does it save or make money? - Non-monetary value: Does it bring satisfaction, convenience, or pride? - Environmental value: Does it help protect the environment and promote sustainability? By exploring these dimensions, participants will learn how to identify eco-friendly opportunities around them, and how their own skills and resources can be matched with real community needs. This knowledge becomes the foundation for designing innovative eco-businesses that create long-lasting impact. Key Ideas People buy goods and services because they create value — especially when resources are limited. Value includes: - Monetary value (affordability, savings). - Non-monetary value (comfort, pride, social status, convenience, emotional satisfaction). - Environmental value (eco-friendliness, reduced pollution, resource efficiency). To find eco-business opportunities, participants must search for disharmonies — situations that do not work well, harm the environment, or could be improved sustainably. The goal is to match participants’ skills, resources, and eco-friendly practices with community needs and environmental challenges.

Guiding Questions • • •

How can I create value that is also good for the environment? What disharmonies in my community have environmental consequences? How can my means (skills/resources) solve problems sustainably?

module 6 - my value

EXERCISE 1 FINDING ECO-VALUE description

OBJECTIVE Learn how to recognize extended and environmental value in goods or services.

1. Facilitator gives examples of products with eco-friendly additional value: Example: A reusable shopping bag costs money but saves repeated plastic use, reduces waste, and shows environmental responsibility.

Venn diagram People

2. Participants think about purchases they or their families made that gave eco-benefits. Examples: Solar lantern, organic food, refillable bottles. 3. In pairs, participants share their examples and discuss:

Planet

Profit

• • •

Why was it valuable beyond price? Did it also have environmental benefits? Could the same value have been created in another eco-friendly way?

FACILITATORS’ NOTES • • • • •

Emphasize that value in ecopreneurship goes beyond money — it includes environmental and social benefits. Encourage participants to share local examples of products or services that create eco-value (e.g., solar lamps, organic farming, recycling initiatives). Use the People–Planet–Profit triangle or a Venn diagram to visualize how different values overlap. Prompt participants to explain why something has value — not just what it does. Keep the discussion grounded in participants’ realities; focus on small, relatable examples rather than abstract ones.

module 6 - my value

EXERCISE 2 – FINDING ECO PROBLEMS/GAPS OBJECTIVE Identify disharmonies in daily life that also have an environmental dimension.

2. Create a poster listing eco-problems/disharmonies. 3. Groups present findings, highlighting eco-friendly opportunities. Example:

description 1. In mastermind groups, brainstorm areas where things don’t work well or harm the environment: • • • • •

Household (e.g., too much plastic waste) Community (e.g., poor waste collection leading to flooding) Energy (e.g., reliance on expensive kerosene or firewood) Food (e.g., heavy chemical use in farming) Lifestyle (e.g., fast fashion waste)

• •

Plastic waste = Recycling/upcycling business Firewood cooking = Clean cookstove enterprise

Save these problems for the next step, where they will become eco-opportunity seeds.

FACILITATORS’ NOTES Always bring discussions back to the ecopreneurship perspective: How does solving this problem reduce waste, conserve energy, or protect the environment? Share relatable eco-examples: - Solar energy vs. kerosene lamps. - Composting organic waste vs. dumping it. - Local cloth (kente, batik) vs. imported fast fashion. Encourage participants to see that eco-friendly businesses often create double value: solving people’s needs and improving the environment. Reinforce the idea that sustainability itself is a value customers appreciate.

module 6 - my value

MODULE 7 MY OPPORTUNITY

Introduction The seventh step in this model is about identifying opportunities. For ecopreneurs, opportunities are not only about what customers want, but also about solving environmental problems in ways that create value for people and communities. An opportunity is realistic when it matches the individual or shared means of the participants. The better the match between opportunity and means, the greater the chance of success in the long run. Environmental problems such as unmanaged waste, unreliable electricity, polluted water, deforestation, and climate change are not only constraints — they can also be turned into eco-friendly opportunities. Ecopreneurs ask: Does this idea reduce harm or improve the environment? Can it create value for people and profit while also protecting the planet? This module is about finding such realistic opportunities. It is also a creative ideation process, opening up the mind to see new possibilities. Ideation takes time, so participants will go through exercises with different people to spark ideas and develop new opportunities. They will also have time to make some ideas more practical and explore their feasibility. By working this way, participants begin to see that eco-opportunities are everywhere — in waste, water, energy, farming, and urban life — and that matching these opportunities with their own means gives them the best chance of building viable and sustainable eco-businesses. Facilitator’s Note – The “Million Dollar Idea” Explain to participants that the aim of this module is not necessarily to find a “million-dollar idea” right away. Ecopreneurship is often about starting small and realistic, using what you already have. Encourage them to think of opportunities as seeds that can grow over time, especially when they solve environmental problems. The key is not size but fit — between the opportunity, the environment, and their means. Furthermore, an objective in the module is also mapping what business sectors the participants will work in and support them to form relevant business groups to qualify their opportunities in module 7.

module 7 - my opportunity

EXERCISE 1 THE BALL GAME OBJECTIVE To warm up participants’ creativity, get many eco-opportunity ideas flowing quickly, and make them realize that environmental problems can also be seen as business opportunities.

description 1. Ask all participants to stand in a circle. Use the eco-related problems or disharmonies that they have already identified. Pick one, say the problem out loud and throw a ball to one participant. Now they must come up with eco-friendly business solutions to the problem. 2. Instruct the participants to start their sentences with “We could…” or “I could…”. 3. The first participant gives their contribution and throws the ball to another participant. Ask them to be quick. If a problem seems to be difficult and stalls the game, give them a new problem to solve; otherwise choose a new problem when it seems exhausted. 4. After the game, ask the group to cluster the ideas on a flipchart into themes (waste, energy, water, etc.) so they see the range of eco-opportunities together.

FACILITATORS’ NOTES • • • •

Keep the pace fast — it’s about energy, not perfect answers. Encourage participants to think about different sectors: waste, energy, water, transport, housing, farming, fashion. Use prompts if they get stuck: “What makes you frustrated in your community? Could that be solved in a greener way?” Stress that there are no wrong answers. Even “crazy” ideas can inspire real eco-businesses later.

module 7 - my opportunity

EXERCISE 2 - BRAINSTORM & CONSTRUCTION OBJECTIVE To use creativity and teamwork to transform brainstormed eco-opportunity ideas into something visible and tangible, making the opportunities easier to understand and discuss.

description 1. Divide participants into groups of 4–6. 2. Give each group a set of creative materials (waste items like bottles, cans, cardboard, sachet bags; string; clay; markers; scissors). 3. Ask each group to brainstorm eco-opportunity ideas — simple businesses that can reduce harm or improve the environment.

EXAMPLES

Recycling waste into products, solar charging services, water filters, tree planting, eco-friendly packaging. 4. Choose one idea and construct a simple model or symbol of it using the materials. The goal is not a perfect product, but a quick prototype that shows the core idea. 5. After 20–30 minutes, each group presents: • What is the idea? • How does it help people and the environment? • Could it realistically work with the means you already have? 6. After presentations, invite other groups to give eco-feedback: How could the idea be made greener? What would make it more realistic?

FACILITATORS’ NOTES

•

Emphasize that prototypes should show the eco-benefit clearly (e.g., “this reduces waste,” “this saves water”).

•

Keep the focus on feasibility — participants should connect the prototype to their own means (skills, networks, resources).

•

Encourage groups to explain their prototype in simple words: “What problem does it solve? How does it protect the environment?”

module 7 - my opportunity

EXERCISE 3 – SUSTAINABLE IDEAS FACILITATORS’ NOTES

OBJECTIVE To evaluate eco-opportunity ideas in a structured way, considering not only novelty, attractiveness, and feasibility, but also environmental sustainability.

•

Remind participants that a good eco-business must balance People, Planet, and Profit.

•

Stress that environmental sustainability is not “extra” — it’s at the core of ecopreneurship.

•

Encourage honest discussion: some ideas may be attractive but not feasible, or feasible but not sustainable. That is fine — the goal is to learn how to evaluate ideas critically.

description 1. Divide participants into groups of 4–6 preferably based on types of businesses/sectors. Each group chooses one eco-opportunity from the brainstorm and construction exercise. 2. Discuss the idea using the NAFE technique (see below), with a focus on ecopreneurship and give the participants the handout. Ask them to score their ideas from 1 – 5 (1 being lowest and 5 highest). 3. Present and compare the NAFE ratings in plenary.

The NAFE TECHNIQUE (handout available) N = Novelty • Is the idea new or innovative in your community? • Does it bring a fresh eco-solution to a local problem? A = Attractiveness • Is it appealing to customers, partners, or investors? • Would people support it because it is eco-friendly? • Does it have social value as well as business value? F = Feasibility • Can you realistically start it with your current means (skills, networks, resources)? • Can it be run affordably and scaled up over time? E = Environmental sustainability • Does it reduce harm to the environment or improve it? • Is it designed to use resources wisely (reduce, reuse, recycle)? • Could it stay eco-friendly as the business grows?

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EXERCISE 4 - THE IDEA FAIR // PARTNERING FOR ECO-OPPORTUNITIES OBJECTIVE To allow participants to present their eco-opportunity ideas, get feedback, and explore possibilities for partnerships that pool resources and strengthen sustainability.

3. Visitors ask questions and give feedback. But this time, they also think about partnerships: • •

description 1. Set up the room like a small fair or marketplace. The participants display their eco-opportunity idea on a poster, flipchart, or table. 2. Participants circulate around the room, visiting each “stall.” At each stall, the participants present their idea briefly (2–3 minutes).

•

Could I add value to this idea with my own means (skills, networks, resources)? Could we join forces to make this eco-opportunity stronger? Would collaboration (internal and external) make the idea more eco-friendly, realistic, or sustainable?

4. After circulating, participants are asked to reflect: • • •

Did anyone offer to collaborate with me/us? Which partnerships make sense for the idea? Should we merge or adapt our opportunity to work together?

5. Prompt the participants to seek direct collaborations (this could also be a take home assignment for the evening).

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EXERCISE 5 – FINDING MY ECO-TEAM OBJECTIVE To encourage participants to identify others with similar eco-business interests and to form collaboration groups, Mastermind groups, or miniteams for continued support and development. This can be an alternative to exercise 4.

description 1. Ask each participant to write down their eco-business idea in one short sentence on a card or sticky note. Example: “Turning plastic waste into paving tiles.” 2. Stick all ideas on the wall or place them on tables.

3. Invite participants to walk around, read the ideas, and look for similarities. • •

Which ideas tackle the same environmental problem? Which use similar methods (e.g., recycling, clean energy, eco-agriculture, eco-fashion)?

4. Participants group themselves according to shared or related eco-opportunities. 5. Within the new groups, they introduce themselves and discuss: • • •

What is common in our ideas? How could we benefit from collaborating? Do we want to form a Mastermind group or eco-team to continue supporting each other?

FACILITATORS’ NOTES 1. Encourage openness: participants don’t have to merge ideas, but they can pool resources, share learning, and test together. 2. Explain the concept of Mastermind groups / Eco-team (small peer-support groups that meet regularly to share progress, challenges, and advice). 3. Highlight that eco-businesses often become stronger when people collaborate rather than compete. 4. End the exercise with each new group writing down: • Their shared eco-theme (e.g., waste-to-products, clean energy, sustainable farming, eco-fashion). • A first plan for how they will keep in touch after the boot camp.

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EXERCISE 6 PROTOTYPE AND TEST OBJECTIVE To turn ideas into something visible and testable, showing how they solve an environmental problem. To test eco-opportunities with peers, see how others react, and improve the idea.

description Now that you have identified some promising opportunities, it is time to make them more concrete. The best way to do this is by creating a prototype — a first, simple version of your idea. Prototyping helps you test if the idea can really work and lets you get feedback before investing too much time or money.

Focus on showing how the eco-part works: • If it reduces waste, how? • If it saves energy or water, how? • If it is healthier for people or the community, how?

For ecopreneurs, prototypes should also answer: • Does this reduce harm or improve the environment? • Can this work in a simple and affordable way with what I already have? • Would people in the community accept or buy it?

1. Present your prototype to another group, and invited mentors, or possible users/customers

FACILITATORS’ NOTES • • • • • •

1. In groups, pick one eco-opportunity from your list. 2. Build a simple prototype of the idea. This could be: • Drawing it on paper. • Making a quick model from waste materials, sticks, or clay. • Acting it out as a short role play (e.g., how a customer would use it).

Now it is time to test your idea:

2. The other group asks questions and gives feedback, focusing on: • Is it realistic with the means you have? • Does it clearly help the environment? • Would people use or buy it? 3. Switch roles so every group presents and gives feedback. 4. Adjust your idea based on what you learned.

Keep it playful — remind them prototypes are rough drafts, not final products. Encourage use of waste and recycled materials for models to strengthen the eco-link. Ask them to highlight what makes their prototype eco-friendly. Encourage groups to give honest but constructive feedback. Remind them to listen carefully — ecopreneurs learn from how others see their ideas. Close by asking: “What did you change in your idea after testing?”

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MODULE 8 QUALIFYING MY OPPORTUNITY

Introduction In this module, participants move from having many eco-opportunity ideas to qualifying and testing which ones are realistic, impactful, and sustainable. They will learn how to analyse their ideas against external factors, adapt the Business Model Canvas with an eco-focus, and practice communicating their idea through pitching. The goal is for participants to choose an eco-opportunity that not only creates value for customers but also improves the environment and benefits their community, and to begin designing a solid plan around it. In the earlier modules, participants generated many ideas and explored how to turn environmental problems into opportunities. In this module, the focus shifts to qualifying those ideas: testing which ones are realistic, impactful, and sustainable as eco-businesses. Qualifying an eco-opportunity means asking: Does this idea create value for people and for the environment? Is it realistic with the means and partnerships available? Can it grow into a sustainable business over time? To answer these questions, participants will use two important tools. First, a PESTEL analysis will help them understand how political, economic, social, technological, environmental, and legal factors shape their opportunities. This encourages them to think about the wider system in which eco-businesses operate. Second, they will work with the Business Model Canvas, adapted with an eco-lens so that every part of the business plan considers environmental impact and sustainability. Finally, participants will practice communicating their eco-opportunity clearly and convincingly, and therefore this module ends with a pitch exercise, where participants present their ideas to peers and receive constructive feedback. Pitching helps them build confidence, sharpen their message, and mobilize support for their eco-business. By the end of Module 8, participants will have a clearer sense of which eco-opportunity they can pursue, a structured eco-business model, and the ability to explain their idea in a way that inspires others.

module 8 - qualifying my opportunity

EXERCISE 1 PESTEL ANALYSIS OBJECTIVE The purpose of this exercise is to help participants apply the PESTEL framework to real eco-business opportunities in their local context. Encourage them to think critically about how external factors create both opportunities and challenges for ecopreneurship.

description PESTEL Analysis Worksheet for Eco-Business Opportunities This worksheet will guide you in using the PESTEL framework to analyse and qualify eco-business opportunities in your community. Work in groups, choose one eco-business idea (e.g., plastic recycling, solar kiosks, organic farming, eco-tourism, sustainable fashion), and use the table below to record your findings. 1. Divide participants into small groups (3–5 people). 2. Each group will choose one eco-business idea (e.g., plastic recycling, solar kiosks, organic farming, eco-tourism, sustainable fashion). 3. Using the PESTEL framework, analyse how each factor creates opportunities or challenges for their chosen business. 4. Discuss each factor in your group, identify opportunities or challenges, and write down relevant local examples in the table above.

FACILITATORS’ NOTES • • • • •

5. Groups should prepare a short presentation of their analysis.

Before the exercise, briefly explain each PESTEL factor using simple, local examples. Remind participants that opportunities may sometimes arise from challenges (e.g., plastic waste recycling business). Encourage groups to focus on practical, realistic local examples rather than abstract ideas. After group work, have each group present their table and discuss similarities or differences in opportunities identified. Use the debrief session to link findings back to ecopreneurship principles and sustainability goals.

Handout the Pestel Analysis Worksheet and guide to the participants.

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EXERCISE 2 – MY ECO-BUSINESS MODEL CANVAS OBJECTIVE For participants to structure their eco-opportunity in a clear and practical way, using all nine blocks of the Eco-Business Model Canvas.

description 1. Present the adapted Eco-Business Model Canvas (handout). 2. Briefly explain each nine blocks, emphasizing the eco-questions: 3. In groups, participants fill in their canvas for their chosen eco-opportunity. Give them the “Eco-business Model Overview” handout. 4. Display canvases on the wall and invite peer feedback.

THE 9 BLOCKS OF THE ECO-BUSINESS MODEL CANVAS 1. Value Proposition (The products and services that create value for a specific customer segment and solve their problem or fulfil their need) – What value do we create for customers AND the environment? 2. Customer Segments (The different groups of people or organizations that a business aims to serve and create value for) – Who are your main customer segments and how do they benefit - also socially and environmentally? 3. Channels (The ways in which a business delivers its value proposition to its customer segments, including communication, distribution, and sales channels) – What are the different channels you will need in your business and how do we deliver in eco-friendly ways? 4. Customer Relationships (The type of relationship a business establishes with its customers, such as personal assistance, self-service, communities, or loyalty programs) – What kind of customer relationships do you need to build and how do we build trust as ecopreneurs? 5. Revenue Streams (The cash a business generates from each customer segment (how the business earns money from delivering value) – Outline your different revenue streams and consider how do we earn money in a way that reflects environmental and social value? 6. Key Resources (The most important assets required to make the business model work (e.g., people, knowledge, materials, equipment, finance) – What resources do you need and which resources are sustainable and renewable? 7. Key Activities (The most important tasks and actions a business must perform to deliver its value proposition) – What are the key activities in your business and are they eco-friendly? 8. Key Partners (The network of suppliers and partners that help the business operate successfully) – Who do you need to partner or collaborate with? Who can help reduce negative environmental impact? 9. Cost Structure (All costs incurred to operate the business model, including resources, activities, and partnerships) – Are costs managed sustainably, including environmental costs? Stress that ecopreneurs must think about People, Planet, and Profit in every block.

module 8 - qualifying my opportunity

EXERCISE 3 – PROTOTYPE & TEST description

OBJECTIVE For participants to test whether their eco-business model works in practice and to refine it based on feedback.

1. Ask each group to prepare or update a prototype (sketch, model or any other way of their choice) of their eco-opportunity. 2. Groups present their prototype alongside their Eco-Business Model Canvas. 3. Other groups and facilitators give feedback, focusing on three questions: • • •

Is it realistic with the means available? Does it clearly benefit the environment? Would people use or pay for it?

4. Groups adjust their ideas based on feedback.

FACILITATORS’ NOTES •

Remind participants that prototypes are quick and simple — they are tools for learning, not finished products.

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Guide the feedback so it remains constructive and focused on eco-value and feasibility.

•

Link this exercise back to Module 6: testing helps avoid wasting resources and builds confidence.

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EXERCISE 4 - THE ECO PITCH LAB PART 1 // LEARNING HOW TO PITCH description OBJECTIVE To help participants understand the structure and purpose of a good pitch and practice presenting their eco-business ideas clearly, confidently, and convincingly.

1. What Is a Pitch? Facilitator explains that a pitch is a short, engaging presentation designed to communicate an idea, attract support, or inspire collaboration. It’s not just about selling — it’s about sharing your story and showing the impact your eco-business can make for People, Planet, and Profit. 2. The 7 Elements of a Great Pitch Facilitator introduces the 7 key elements of a strong pitch.

PRO TIPS FOR DELIVERING AN EFFECTIVE PITCH

7 elements of a great pitch

Lead with a hook – a fact, story, or question that grabs attention.

Problem: What pain point or environmental challenge are you solving?

Be clear, not clever – simple language beats jargon.

Solution: What is your eco-product or service, and how does it solve the problem?

Know your audience – tailor the message for who’s listening.

Market: Who are your customers or beneficiaries, and how many are there?

Be memorable – highlight what makes your idea unique.

Business Model: How will your eco-business make money or sustain itself?

Sell your team – people invest in passion and credibility.

Traction: What progress have you made so far (research, prototype, test results)?

Have a clear ask – end with what you need and why it matters.

Team: Who are you, and why are you the right people for this?

Ask: What are you asking for — support, investment, partnership, or mentorship?

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EXERCISE 4 - THE ECO PITCH LAB PART 2 // BLIND PITCHING OBJECTIVE For participants to test the strength and clarity of their idea, display good communication skills, assess market readiness and appeal, improve confidence, collect unbiased feedback, and gain pitching experience.

description Blind Pitching Exercise. 1. Put participants into three-person groups. 2. Each member should present his or her business idea to the rest of the two members in the shortest time possible. 3. He or she should turn his or her back to the rest of the team and listen to their feedback on his or her idea. 4. After hearing either member’s inputs, he or she returns to them. 5. This should continue until all members have contributed their suggestions as inputs.

FACILITATORS’ NOTES • • •

These two pitching exercises help participants strengthen and refine their eco-business ideas while improving communication and confidence. In the Blind Pitching activity, participants present their ideas to peers, then turn away to listen silently as others discuss and give honest feedback — helping them see how clearly their ideas are understood. In the Carousel Pitching exercise, participants rotate through multiple short pitch rounds, improving their message with each interaction based on feedback. Together, these exercises build clarity, adaptability, and confidence in presenting business ideas effectively.

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EXERCISE 4 - THE ECO PITCH LAB PART 2 // CAROUSEL PITCHING description Carousel Pitching Exercise. The purpose of the exercise is to build confidence, clarity, and adaptability in presenting a business idea. 1. Preparations • Arrange chairs in two circles: an inner circle facing outward and an outer circle facing inward, so participants face each other in pairs. • Each participant should have a rough draft of their business idea. 2. Quick Pitch (3 minutes): • Inner circle participants pitch their idea to the person facing them in the outer circle (2 minutes). • The outer circle gives quick feedback (1 minute). • Rotate (1 minute): Outer circle moves one seat to the right, meeting a new partner.

3. Round 2 – Refined Pitch (3 minutes): • Participants pitch again, this time trying to incorporate feedback and make their pitch sharper. • Repeat (3–4 rotations) • Continue until each participant has pitched to several different partners. 4. Debrief (10 minutes): Gather everyone to reflect: • • •

What got easier with each pitch? What feedback was most useful? How did your confidence change?

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MODULE 9 MY WAY

Introduction The focus in this eco-camp has until now been on getting participants to find their biggest eco-opportunities. However, it is not enough to see or think about opportunities — participants must also have the will and confidence to act on them. It is well known that long-term goals can kill any initiative because the effort required seems huge. This is why the model focuses on achievable goals. Achievable goals are the small, concrete steps participants can manage within a short time frame. Each achievement — no matter how small — is a success that builds confidence, energy, and momentum for the longer journey. This connects closely to the Pilot in the Plane principle from effectuation methodology. Eco-preneurs should not wait for the future to happen — they can take the controls, like a pilot in the plane, by focusing on what they can do here and now with the means they already have. The future is not something to predict, but something to create step by step. For eco-preneurs, these steps are especially important. Building a green business often requires trying new approaches, learning about sustainable practices, and finding partners who share environmental values. By moving in small steps, participants can learn, adapt, and steadily grow businesses that are both profitable and eco-friendly. This last step in the model is therefore about helping participants identify their next small, realistic steps with full control — instead of making a big business plan that may feel overwhelming and unmanageable. The main purpose is to support participants to choose their next best eco-steps to act on in the near future after the boot camp. After the training, participants will need coaching and support to continue building their businesses and to strengthen the environmental impact of their opportunities. Explain to participants that ecopreneurs should not wait for perfect conditions before starting. Instead, they can take control of their journey with the resources and partners they already have; like a pilot in the plane. Use this metaphor: “Imagine you are on a journey. You could wait at the roadside, hoping that a bus will come and take you where you want to go. Or you could take the controls yourself, like a pilot flying a plane. As the pilot, you may not control the weather or the wind, but you can decide your route, how to fly, and how to adjust along the way. The same is true for eco-preneurs — you cannot control everything, but you can take small steps now, using what you have, to move toward your eco-business.” Key messages for participants: • You don’t need to predict the future — you can shape it. • Start with small steps you can control today. • Use your means (skills, networks, resources) as your “plane.” • Each action you take builds momentum and confidence for the journey ahead.

eco-camp manual // module 9 - my way

EXERCISE 1 - MY NEXT STEPS

OBJECTIVE For participants to learn how to identify the next eco-steps for their business that are small, realistic, and within their control.

description 1. Ask participants to reflect on their eco-business canvas and stakeholder contacts. 2. Hand out the Pilot in the Plane handout. In pairs, discuss: • Which eco-steps are in my control (skills, networks, resources)? • Which factors are outside my control (policies, climate shocks, competitors)? 3. Share and refine: “What would be my next eco-step to take that is realistic and within my control?”

FACILITATORS’ NOTES Remind participants: like pilots, eco-preneurs cannot control everything, but they can steer with what they have. Link back to the principle: “Don’t wait for perfect conditions — take action with what is in your hands.” Encourage each participant to commit to one clear eco-step they will take in the next 4–6 weeks.

eco-camp manual // module 9 - my way

EXERCISE 2 – MY NEXT 5 BEST STEPS OBJECTIVE For participants to choose the five most important eco-steps they can take in the near future to grow their opportunity sustainably.

description 1. Brainstorm possible actions that move their eco-opportunity forward. Examples: testing a product, meeting a partner, finding information on eco-certification. 2. Use the Pilot in the Plane handout as a filter: mark actions that are clearly within their control. 3. Choose the 5 best eco-steps and put them in order. 4. Fill them into the Annex 8 template (“My Next 5 Eco-Steps”), making sure to explain: • What the action is. • When they will do it. • Why it matters for their eco-business. • Who they can partner with.

FACILITATORS’ NOTES Stress again: the best eco-steps are the ones they can actually do now with their current means. Link to the handout: “This is your flight plan. You are the pilot. Focus on what you can steer.” Encourage participants to share one of their 5 steps in plenary, inspiring others with their eco-action.

eco-camp manual // module 9 - my way

SOCIAL ENTERPRISE WORKBOOK

My next steps - pilot in the plane Ecopreneurs do not wait for perfect conditions. Like a pilot flying a plane, they focus on what they can control and take small steps with the means they already have. The future is not to be predicted, but created step by step.

Things I Control

Things I Cannot Control

• My skills and creativity • Who I choose to partner with • How I use my resources • The small steps I take today • How I explain my eco-idea

Government policy • Market prices • The weather and climate shocks • What competitors do • What other people think

Remember: As the pilot of your eco-business, you cannot control the weather, but you can control how you fly. Focus on small steps with your current means — this is how you create your own sustainable future.

eco-camp manual // module 9 - my way