Opportunity Identification
14 Grade 10 Community Service Learning questions on Opportunity Identification, with worked marking schemes. 14 questions are available on this topic in full.
Question 1
1 markA Grade 10 group finds that pupils in nearby primary schools lack story books, but the group has very little money. What is the wisest action before spreading the idea to the whole sub-county?
A. Announce the project on radio before anything else is done
B. Borrow a large loan and buy books for every school in the sub-county at once
C. Try the idea in one school first and learn from the results
D. Wait until a donor offers to fund the whole sub-county
(1 mark)
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5 marksA youth group in Kajiado has noticed that milk from pastoralist households often goes sour before it reaches the market. Suggest five pieces of information the group should gather before starting an enterprise to cool and sell the milk.
(5 marks)
Marking scheme
Award 1 mark for each relevant piece of information, to a maximum of 5. Any FIVE of: how much milk the households produce and how much of it is lost each day; how far the market is and how long the milk takes to get there; the price buyers currently pay and what customers would pay for cooled milk or mala; whether electricity, water and a suitable building are available, and what the cooling equipment would cost; who else is already buying, cooling or transporting milk in the area (competition); the skills the work needs and whether members already have them or must be trained; the licences and public health requirements for handling milk; how supply changes between the wet and dry seasons; how much capital the group can raise and from where. (5 x 1 = 5 marks)
Question 3
1 markWhile scanning their neighbourhood in Kilifi, learners list four situations. Which one is most likely to be a genuine social entrepreneurship opportunity?
A. Farmers lose many mangoes to rot every season because there is no way of preserving them
B. Some young people would like a newer model of mobile phone
C. The shop at the centre has run out of one brand of soda this week
D. Residents complain that the weather is too hot in January
(1 mark)
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3 marksDescribe three steps a class should follow when carrying out a needs assessment in the community around their school.
(3 marks)
Marking scheme
Award 1 mark for each step correctly described, to a maximum of 3. Any THREE of the following, which should be described in this order: (a) Planning - decide the area to cover, agree on what they want to find out, prepare the questions and seek permission from the school and the local chief or village elder. (b) Collecting information - visit the community and gather views from different groups (elders, women, youth, traders) using interviews, questionnaires, observation or group discussion. (c) Organising and analysing the findings - write up the answers and see which problems are mentioned most often and by most people. (d) Ranking the problems and reporting back to the community to confirm that the findings are correct before choosing a project. (3 x 1 = 3 marks)
Question 5
1 markA Grade 10 class wishes to begin a community service project in the village around their school. What should they do first?
A. Buy the tools and materials they think the project will need
B. Carry out a needs assessment to find out what problems residents actually face
C. Adopt the project suggested by the class prefect
D. Open a bank account in the name of the class project
(1 mark)
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6 marksA new tarmac road has been opened through a rural trading centre. Explain three opportunities this change creates, and for each state how a social enterprise could respond.
(6 marks)
Marking scheme
Award 1 mark for each opportunity correctly explained and 1 mark for a matching response, to a maximum of 3 pairs. Any THREE matched pairs, for example: (a) Perishable produce can now reach town quickly - start a collection and transport service that bulks farmers' vegetables or milk and takes them to market. (b) Many travellers now pass through the centre - run a clean food and safe drinking water kiosk, or a roadside stall selling local produce and crafts. (c) Traffic has increased and accidents are likely - organise road safety training for pupils and boda boda riders, or set up a first aid point. (d) The centre is growing and rubbish is piling up - start a waste collection and recycling service. (e) Farm inputs can be delivered more cheaply - open an agro-input outlet or a group buying scheme for fertiliser and seed. (3 x 2 = 6 marks)
Question 7
1 markA learner assumes that the biggest problem in her village is the poor road. After talking to thirty households she finds that most of them are far more worried about unsafe drinking water. What does this show about opportunity identification?
A. Personal opinion is a more reliable guide than what residents say
B. The learner should now work on both problems at the same time
C. Evidence gathered from the community can correct a wrong assumption
D. Talking to residents wastes time that could be spent starting the project
(1 mark)
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1 markThe long rains fail in Machakos for two seasons running, and households begin buying water from vendors at a high price. In opportunity identification, this situation is best described as:
A. a policy introduced by the county government
B. a problem that is too small for any group to act on
C. a change in the community that has created an unmet need
D. a weakness within the group that wishes to help
(1 mark)
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1 markA youth group in Nyeri has listed five problems affecting their village. Apart from the size of the problem, which consideration is most important when choosing the one to work on?
A. Whether the problem affects the wealthiest families in the village
B. Whether the group has the skills, time and resources needed to tackle it
C. Whether other groups have already tried and failed to solve it
D. Whether the problem was talked about on radio recently
(1 mark)
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4 marksExplain four ways in which involving community members in identifying the problem improves a service learning project.
(4 marks)
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1 markLearners want to find out what difficulties elderly residents in a Turkana settlement face, but many of the residents cannot read or write. Which method of gathering information is most suitable?
A. Reading through last year's county budget report
B. Holding face-to-face interviews with them in the local language
C. Delivering a written questionnaire to each homestead
D. Sending an online form through a social media group
(1 mark)
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4 marksExplain four challenges learners are likely to face when collecting information about problems from members of their community.
(4 marks)
Marking scheme
Award 1 mark for each challenge correctly explained, to a maximum of 4. Any FOUR of: residents may be suspicious about why their views are being written down and may refuse to answer; the visit may raise expectations that the learners will solve every problem mentioned; a language barrier where elderly respondents use only the local language; some respondents exaggerate their problems hoping to attract help, or say what they think the learners want to hear; homesteads are far apart, so transport, time and cost become a problem; people are away in the farms or at the market at the time of the visit; permission from the chief or village elder may take time to obtain; bad weather, poor roads or insecurity may block some areas; learners have limited time because of school work. (4 x 1 = 4 marks)
Question 13
2 marksState two reasons why a group should rank community problems in order of priority instead of trying to tackle all of them at once.
(2 marks)
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2 marksState two reasons why a group should favour an enterprise idea that uses materials available locally.
(2 marks)
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