Social Enterprise Planning

14 Grade 10 Community Service Learning questions on Social Enterprise Planning, with worked marking schemes. 14 questions are available on this topic in full.

1. Question 1

   3 marks

   Explain three factors a group should consider when choosing which social enterprise idea to pursue in its locality.

   (3 marks)

   Marking scheme

   Award 1 mark for each factor correctly named AND explained (any THREE): 1. A real community need - the idea must solve a problem people actually feel, otherwise there is no social value. 2. Market demand - there must be buyers able and willing to pay, so that the enterprise earns income. 3. Availability of local raw materials and skills - e.g. maize cobs, milk or clay found locally keep costs low. 4. Capital available to the group - the idea must be startable with the resources the learners can raise. 5. Time available - the enterprise must fit around lessons and examinations. 6. Legal, cultural and environmental acceptability - the activity must be permitted and must not harm the environment or offend the community. Maximum 3 marks.

2. Question 2

   1 mark

   A group has written a plan for a social enterprise that will rear improved kienyeji chicken and sell eggs to a nearby market. Which part of the plan shows whether the enterprise can pay for itself?

   A. The vision and mission statements of the group.

   B. The budget, comparing projected income with projected costs.

   C. The background description of the community and its history.

   D. The list of group officials and the duties of each.

   (1 mark)

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3. Question 3

   4 marks

   Outline four steps a Grade 10 class would follow when planning a social enterprise to raise and sell fruit tree seedlings to farmers in their sub-county.

   (4 marks)

   Marking scheme

   Award 1 mark each for any FOUR of the following, in a sensible planning order: 1. Carry out a needs assessment / consult the community to confirm the problem and the demand for seedlings. 2. Generate possible enterprise ideas and select one after checking its feasibility. 3. Conduct a market survey to establish who will buy, how many and at what price. 4. Set clear objectives and the social goal of the enterprise. 5. Identify the resources needed (land, water, tubes, seed, labour) and where each will come from. 6. Prepare a budget showing costs against expected income. 7. Draw a work plan giving activities, time frames and the person responsible for each. 8. Seek approval and support from the school administration, parents and local leaders. 9. Plan for records, risks and how the enterprise will be handed over later. Maximum 4 marks.

4. Question 4

   2 marks

   Distinguish between a social enterprise and a welfare group that depends on donations.

   (2 marks)

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5. Question 5

   1 mark

   A group intends to use its whole savings to buy milk, flavours and containers for a yoghurt enterprise. Which activity would best test the idea before the money is spent?

   A. Asking a sample of learners, teachers and parents whether they would buy yoghurt, how often and at what price.

   B. Counting the money the group already holds in its kitty.

   C. Printing posters and banners in readiness for the launch day.

   D. Registering the group with the sub-county social development office.

   (1 mark)

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6. Question 6

   3 marks

   A group works out that making one litre of yoghurt costs it KSh 90. Explain three things the group must consider when setting the selling price.

   (3 marks)

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7. Question 7

   1 mark

   A Grade 10 class plans to make and sell reusable sanitary towels so that girls in their sub-county stop missing lessons. What makes their venture a social enterprise rather than an ordinary business?

   A. It is owned and run by the county government on behalf of the learners and their school.

   B. It sells its towels to earn income, but exists mainly to keep girls in school and reinvests most of its surplus in that purpose.

   C. It keeps no records of income and expenditure because its aim is service and not profit.

   D. It hands out all its towels free of charge and depends entirely on donations to keep going.

   (1 mark)

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8. Question 8

   6 marks

   Explain six reasons why many learner-led social enterprises collapse within their first year of operation.

   (6 marks)

   Marking scheme

   Award 1 mark each for any SIX reasons, correctly explained: 1. Poor planning - the group starts without a needs assessment or market survey and produces what nobody wants to buy. 2. Weak costing and pricing - goods are sold below the cost of production, so the capital is eaten up. 3. Poor record keeping - income and stock are not recorded, so losses and misuse go unnoticed. 4. Mixing group money with personal money, leading to misuse and quarrels. 5. Over-dependence on one donor or one active member; when that source withdraws, the enterprise stops. 6. Failure to involve the community, so the enterprise is seen as a school affair and gets no local support. 7. Poor leadership and conflict over roles and sharing of proceeds. 8. Learners' time being taken up by lessons and examinations, so activities are abandoned. 9. No plan for handing over the enterprise when the learners move on. Maximum 6 marks.

9. Question 9

   5 marks

   Outline five items that should appear in the work plan of a class social enterprise that will make fuel briquettes from maize cobs.

   (5 marks)

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10. Question 10

    1 mark

    While planning an enterprise that will press maize cobs into fuel briquettes, a group learns that a factory in the nearby town has begun selling charcoal cheaply. In a SWOT analysis of the plan, this information is best recorded as:

    A. a threat to the enterprise

    B. a strength of the group

    C. an opportunity for the enterprise

    D. a weakness of the group

    (1 mark)

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11. Question 11

    1 mark

    A Grade 10 class in Machakos has agreed to start a social enterprise but has not yet decided what it will do. Which activity should come first in their planning?

    A. Carrying out a needs assessment to identify a community problem worth solving.

    B. Opening a group bank account at the nearest bank.

    C. Choosing a catchy name and printing branded T-shirts.

    D. Buying equipment early while the prices are still low.

    (1 mark)

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12. Question 12

    4 marks

    A Grade 10 class in a dairy-farming part of Nyandarua wishes to start a social enterprise. Suggest one suitable enterprise for the class and give three reasons why it suits their area.

    (4 marks)

    Marking scheme

    1 mark for a suitable enterprise, e.g. yoghurt or mala making; a milk-cooling and bulking point; fodder (napier or lucerne) seedling production; manure packing and sale to vegetable growers; hay baling. 1 mark each for any THREE reasons linked to the area: - Milk is produced in plenty locally, so the raw material is cheap and always available. - Farmers already keep dairy cattle, so there is a ready market for fodder or manure. - Milk is often sold raw at a low price; value addition raises farmers' earnings, which is the social benefit. - The cool climate favours fodder growing / storage of the product. - The skills needed are simple and parents and extension officers nearby can train the learners. - Transport to nearby market centres and town buyers is available. Maximum 4 marks.

13. Question 13

    1 mark

    A class is planning a clean-water kiosk to be sited at a busy open-air market. Why should the market traders' committee be involved at the planning stage?

    A. Because the law requires every learners' project to be signed for by adults.

    B. Because the traders will be the ones to provide all the capital needed.

    C. Because the traders understand the market's needs and rules, and their support makes the plan workable.

    D. Because involving them lowers the cost of the trading licence.

    (1 mark)

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14. Question 14

    1 mark

    Four groups have each planned a social enterprise that grows and sells vegetable seedlings. Which plan is most likely to keep running after the learners have completed school?

    A. A plan that depends on the learners coming back to run it during every school holiday.

    B. A plan funded by one donor whose cheque is expected to be renewed every year.

    C. A plan that trains a local youth group to run the nursery and prices the seedlings to cover the running costs.

    D. A plan that relies on teachers working in the nursery free of charge after classes.

    (1 mark)

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