Entrepreneurship

in Waste Management
A guide for practitioners

INCLUSIVE AND SUSTAINABLE INDUSTRIAL DEVELOPMENT

The present guide is based on the lessons learned and best practices of the activities aim-
ing at promoting youth entrepreneurship in waste management in the framework of the
UNIDO project “Enhancing youth employability and local economic development in Upper
Egypt”. The project was funded by the Government of Japan and implemented with the
Egyptian Ministry of Trade and Industry.

The present guide was developed by Chemonics Egypt Consultants and Cleantech Arabia.

The views expressed in the present guide do not necessarily represent the views of the
United Nations Industrial Development Organization.
Table of Contents

Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
List of Figures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
List of Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Section 1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.1 The Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.2 Guiding Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1.2.1 Context of Implementation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1.3 General Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1.3.1 Program Stages.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1.3.2 Program Team.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.3.3 Key Stakeholders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Section 2. Program Implementation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

2.1 Outreach and Selection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.1.1 Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.1.2 Key Players. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.1.3 Main Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.1.4 Key Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.1.5 Hints & Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
2.2 Capacity Building. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2.2.1 Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2.2.2 Key Players. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2.2.3 Main Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2.2.4 Key Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2.2.5 Hints & Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
2.3 Foundation Building. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.3.1 Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.3.2 Key Players. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.3.3 Main Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
2.3.4 Key Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
2.3.5 Hints & Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
2.4 Piloting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
2.4.1 Main Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
2.4.2 Key Players. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
2.4.3 Main Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
2.4.4 Key Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
2.4.5 Hints & Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
2.5 Startup. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
2.5.1 Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
2.5.2 Key Players. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
2.5.3 Main Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
2.5.4 Key Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
2.5.5 Hints & Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

A guide for practitioners 3

 List of Figures

Figure 1: A snapshot of the program logo and campaign. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Figure 2: Examples of infographics used in social media posts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Figure 3: Examples of Facebook post by NGO partner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Figure 4: Example timetable of courses in the Capacity Building stage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Figure 5: Extract from the Feasibility Study training that refers to paper making case study. . . . . . . . . . . 31

Figure 6: Extract from Technology training that refers to paper making case study.. . . . . . . . . . . . . . . . . . . . . . . 32

Figure 7: Snap shot from Supply Chain training that addresses three case studies,
including the paper making case study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Figure 8: Snap shot from Technology Assessment training that refers to paper making case study. . . 33

Figure 9: Overview of advisory sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

List of Tables

Table 1: Sample points-based selection form.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Table 2: Sample logistics checklist for the Outreach stage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Table 3: Sample judges’ evaluation form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Table 4: Sample observer evaluation form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Table 5: Overview of consultation sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

4 Entrepreneurship in Waste Management

 1 Section 1
introduction

A guide for practitioners 5

 1.1 The Guide

Drawing on the UNIDO program “Enhancing youth employability and local economic devel-
opment in Upper Egypt” which supported entrepreneurs in the area of waste management
in Upper Egypt,1 this guide is intended to act as a manual for designing and implement-
ing a similar support programmes in the waste management sector in Egypt. There may of
course, however, be relevance for other sectors and regions.

1 The UNIDO program was funded by the Government of Japan and implemented with the Egyptian Ministry of
Trade and Industry in the governorates of Aswan, Luxor, Qena, and Sohag.

6 Entrepreneurship in Waste Management

The set of tools and mechanisms that comprise the support program could be effectively
applied in isolation, but collectively they are intended to assist potential entrepreneurs
with business ideas reach the stage of creating a revenue-generating startup.

The guide sets out the stages of the program and the practical steps to implement them,
including a timeline, key players, critical issues and success factors.

1
Outreach to potential
entrepreneurs

5 Selection and
assessment of
entrepreneurs

Supporting
startups to grow
and obtain
AREAS COVERED 2
financial support
INCLUDE:
and investment

Training and
capacity building
Engaging stakeholders activities
and leveraging the

4 capacity of the
“entrepreneurship
ecosystem”2
3
Throughout the guide, the word “entrepreneur” refers to an entrepreneurial team as a whole,
who may attend the program as a group or nominate a lead entrepreneur to attend and act as
the main contact for the program.

2 The business landscape of stakeholders and supporting institutions around entrepreneurs.

A guide for practitioners 7

 1.2 Guiding Principles

The driving philosophy of the program outlined in this guide is a desire to identify barriers
facing potential entrepreneurs and help them to overcome them by integrating and tackling
the market, human and technological challenges.

This includes, at the outset, assessing the market demand and mobilizing human resourc-
es and technology towards realizing market opportunities. So before commencing the pro-
gram, a business opportunity mapping should be undertaken to identify areas which:

▸▸ Present a higher chance of success for entrepreneurs

▸▸ Meet socioeconomic development objectives of high employability and equal access
to markets for women
▸▸ Have high growth potential

The program design incorporated the results of:

▸▸ Desk research which focuses on international experience and on literature related to

developing countries, as well as Egypt
▸▸ Surveys which include public and private entities, including entrepreneurs, NGOs,
business associations, investors, universities, incubators, and other stakeholders
▸▸ Analysis of Egypt-based waste management startups at various stages of development
▸▸ Ecosystem mapping which should be carried out to leverage the capacity of the Egyp-
tian entrepreneurship ecosystem

8 Entrepreneurship in Waste Management

The main objectives are to find out:

▸▸ Skills required for entrepreneurs in Egypt

▸▸ Barriers facing startups and routes to success

▸▸ Support mechanisms required for entrepreneurs in Egypt

Mapping and surveys should identify both business opportunities and the scale and na-
ture of the entrepreneurial ecosystem.

Based on the mapping and surveys conducted, the main features of the program include:

▸▸ Early stakeholder engagement: Early engagement between the program and key
stakeholders is crucial in generating awareness and interest, particularly from those
that may provide direct support to entrepreneurs. Key stakeholders include the private
sector, NGOs and potential investors.

▸▸ Ecosystem integration: The entrepreneurship support program should integrate with

the existing entrepreneurship ecosystem and outreach to its different components to
collaborate rather that replicate existing activities.

▸▸ Skills transfer: In all capacity building, training and consulting activities there
should be a focus on learning rather than teaching. The program’s role is to cre-
ate an environment conducive to learning and should transfer knowledge and skills
rather than provide fixed solutions. Emphasis should be placed on approaches and
methodologies rather than specific solutions to a particular challenge. This helps
the startups to be more independent from the program and puts them on a more
practical and sustainable path.

▸▸ Transparency: Transparency is a key element of the program. It is important that the

program objectives and assessment methodologies are set out clearly from the start.

▸▸ Community building: The program works on creating a sense of community among the
participants. The entrepreneurs should be encouraged to provide each other with sup-
port, to facilitate their learning experiences and to exchange resources. The program
should share its vision, mission and values with the participants and encourage the
entrepreneurs to carry them forward and become agents of change beyond the pro-
gram in their communities.

1.2.1 Context of Implementation

The UNIDO program showed that targeting a specific industrial sector (as opposed to a
range of sectors) allows the program to:

A guide for practitioners 9

 Focus resources Facilitate startup-
Deliver more Engage sector-
on building to-startup
relevant and specific
the skills and support, through
efficient training stakeholders and
knowledge resource-sharing
and capacity investors more
needed in that and business
building activities productively
sector integration

It is important to stress that while the program can suit any industrial sector, some imple-
mentation activities and content-related changes might be necessary.

The implementation period might have to be adapted as the time needed to develop the
technology, business model, product and/or service varies based on the sector. Other
context-dependent factors include the type of stakeholders and of business services. For
instance, startups producing biomedical devises might require more time to master their
product than startups working in waste management. Moreover, in the waste management
sector in Egypt, it is important to address the role of the informal sector in the life-cycle of
waste, in order to mitigate related supply chain risks. On the other hand, it would be more
pressing to address energy subsidies, incentives, and regulations if the program was work-
ing with startups in the energy sector.

When using the guide, the timeline, training content and financial support offered should
be adapted to the targeted sector. In the UNIDO program, the context of Egypt dictated the
stakeholders engaged by the program, as well as the skills and barriers which needed to be
addressed throughout the stages. For example, research showed that in Egypt, NGOs and
non-profits play a central role in the entrepreneurial ecosystem, meaning that their involve-
ment and integration into the program was crucial (UNIDO, 2014).

Social Impact

While the program should ensure the feasibility of business opportunities, startups with
higher social impact can also be targeted, provided that this is in line with the develop-
ment objective of the program. In the UNIDO program, for example, whose main objective
was to enhance youth employability and promote their socio-economic empowerment, this
was done through an assessment based on a set of selection criteria that included social
impact indicators along with market ones (discussed later in the guide). However, the pro-
gram team can tweak the selection criteria to serve its objectives without changing the
implementation mechanisms.

In conclusion, the program implementation stages, features, and support mechanisms that
are presented in the guide are applicable as long as the program is implemented within a
specific sector and the timeline, training content and financial support required are adapted
to the targeted sector. Outside the context of Egypt, the training, capacity building and the
type of stakeholders engaged may require modifications.

10 Entrepreneurship in Waste Management

 1.3 General Outline

1.3.1 Program Stages

The program consists of five stages which are designed to be dynamic enough to address the
changing needs of the entrepreneur on their journey:

2
3
weeks Outreach

weeks Capacity Building

5
4
weeks Foundation Building

weeks Piloting

Program stages 8 weeks Startup

A guide for practitioners 11

 The stages can be summarized as follows:

▸ Outreach:
▸▸ Awareness-raising and outreach to applicants through online and offline ma-
terials
▸▸ Screening applications to identify innovative potential entrepreneurs

▸ Capacity Building:
▸▸ Building entrepreneurs’ basic skills to develop their initial business plans
▸▸ Assessing performance and selecting recipients of full support and partial sup-
port

▸ Foundation Building:
▸▸ Setting targets and measuring performance of entrepreneurs, including dem-
onstrating technical proficiency, validating numbers and assumptions on the
ground, building the supply chain, identifying employees, and developing poten-
tial clients
▸▸ Supporting entrepreneurs to develop revised, market-tested, business plans and
feasibility analyses
▸▸ Supporting entrepreneurs to design action plans

▸ Piloting:
▸▸ Supporting startups in practical steps towards developing business, e.g. pur-
chasing raw materials, selling sample products, developing agreements with cli-
ents etc.
▸▸ Developing entrepreneurs’ knowledge and skills in financial analysis, to scruti-
nize and develop investment options

▸ Startup:
▸▸ Supporting startups to enter the market and grow their operations and networks
▸▸ Advising on action plans and assisting in negotiations with investing partners

1.3.2 Program Team

The team implementing the program will inevitably vary in size and expertise, depending
on the number of entrepreneurs, as well as the needs of those participating and the areas
of work covered.

The principal roles in the team are outlined below:

▸▸ Program Lead(s): One person, or a small core team, that has a background in support-
ing entrepreneurs and understands the requirements of successful startups, prefer-
ably in the sector in which they are operating (although a technical understanding is
not essential). The Program Lead helps synchronize the implementation by making
sure that all parties involved (including trainers, consultants and implementing part-
ners) deliver a consistent message.

12 Entrepreneurship in Waste Management

 TEAM

Consultation Team
Program Coordinator(s) Program Lead(s)
Marketing Consultant
Financial Consultant
Technical Consultant

▸▸ Program Coordinator(s): One person, or a small core team, that handles the opera-
tions of the program. This includes scheduling and managing activities, event logistics
and communications with the participants and stakeholders. This person/team is also
responsible for identifying and engaging with relevant stakeholders (with the support
of the Program Lead).

▸▸ Consultation Team: A team of specialists providing a consultancy and advisory service

to participants, focusing on transferring knowledge and skills. The team consists of:

▸▸ Marketing Consultant: Advises on how to assess the market, identify customers,

and determine the startup’s competitive edge, as well as their sales and market-
ing strategy.
▸▸ Financial Consultant: Advises on feasibility, cash flow, and cost structure analy-
sis. The financial consultant can help in refining the startup’s business model
and in determining the best investment scenarios. This person also ensures that
startups are following good accounting practices.
▸▸ Technical Consultant: Advises on optimizing technology and the production pro-
cess. The Technical Consultant assists in decisions such as acquiring machin-
ery and building the supply chain. The Technical Consultant should ideally have
knowledge of, and market experience in, the sector in which the program is im-
plemented.

A guide for practitioners 13

 1.3.3 Key Stakeholders
Understanding the role of stakeholders and engaging with them is central to the success
of any entrepreneurship support program. The program works with a diverse pool of stake-
holders, the most important of which are outlined below:

Incubators and accelerators

play an important role in providing a holistic set of entrepre-

neurship support services, both financial and non-finan-
cial. Incubators and accelerators can also provide further
support to participants upon completion of the program.
NGOs

are strategically positioned to play a major role in reaching

out to potential applicants, as well as in promoting social
impact and mobilizing other stakeholders. NGOs can also
help entrepreneurs build support networks and tackle spe-
The private cific challenges related to local community development.
sector
can offer technical and managerial advice, as well as acting as
startup advocates and supporters. Local SMEs (themselves of-
ten successful startups) can provide participants with technical
input and even become suppliers, customers, or investors.
The public
sector
can provide networking support and access to resources
and services. Furthermore, engaging the local adminis-
tration can provide vital support when it comes to the le-
gal and administrative issues around starting a business.
Independent
experts
including technical and business experts, can be involved in assessing
and advising the startups throughout the program as well as being instru-
mental in feedback sessions or expert panels in between program phases.

play a major role in giving exposure to the startups.

This is particularly crucial given the limited resourc-
Private The media
es of startups for marketing and public relations.
investors

whether as individual/angel investors or private sector companies, can provide

financing opportunities and in-kind support to startups. Private sector inves-
tors, who typically provide equity financing, can become active partners for the
startups, helping to ensure growth and sustainability through financial sup-
port, market access and management advice.

14 Entrepreneurship in Waste Management

 2 Section 2
Program
Implementation

Below are the various stages of program implementation. Each stage contains the following:

Objectives: The objectives of the stage

Key Players: The main stakeholders involved

Main Features: The main elements to be implemented

Key Activities: The core action points in the stage

Hints & Tips: A few hints and tips to maximize impact

 2.1 Outreach and Selection

2.1.1 Objectives
The main objectives of this stage are to:
▸▸ Generate awareness about the program and the application process
▸▸ Reach out to potential entrepreneurs to apply to the program
▸▸ Select the participating entrepreneurs
▸▸ Engage relevant stakeholders to promote and support the program

2.1.2 Key Players

During the Outreach stage, the Program Lead and Program Coordinator should communi-
cate and coordinate with key players in the entrepreneurship ecosystem, including:

16 Entrepreneurship in Waste Management

 Student bodies
Private sector (CSR) and
and universities
business associations

Media, including
traditional (broadcast/ NGOs and nonprofit
print) and digital outlets organizations

KEY
PLAYERS

2.1.3 Main Features

▸▸ Startup-centered communication campaigns: Entrepreneurs are motivated by various
factors, including social benefit,3 product innovation and financial rewards, and it is im-
portant to address as many of these factors as possible in the communication strategy.

▸▸ Transparency: Outreach communications should be clear and transparent, including

managing expectations on program content. This has been shown to build credibility
with stakeholders and increase participation from entrepreneurs.

▸▸ Diversity: The entrepreneurship ecosystem is diverse, and the range of partnerships

developed (e.g. from NGOs to the private sector) should reflect this. Building broad
and deep networks through these partners will allow the program to capitalize on ex-
isting resources, communication channels and support systems. In order to maximize
the program’s reach to potential applicants, it is important that the Outreach stage
includes a diverse mix of complementary online and offline activities that are relevant
to the target audience. On-the-ground activities can provide a more concrete mani-
festation of the program, compared with social media, as well as reaching those with
limited access to online channels.

3 Research showed that 75% of entrepreneurs working in waste management in Egypt are motivated by social
development drivers (UNIDO, 2014).

A guide for practitioners 17

 2.1.4 Key Activities
▸▸ Create branding, logo and slogans (By Program Lead – Coordinator)

Branding is a core tool in reflecting the program’s vision, mission and values. Creating a
brand that is true to the mission of the program helps anchor the message and starts to
build a bond with potential entrepreneurs early in the program. The program should decide
on the brand image that it wants to build and every piece of communication should be a
contribution to this image: consistency in messaging is vital.

Figure 1: A snapshot of the program logo and campaign

As an example the logo of the UNIDO program (Figure 1) illustrates innovation by using a light
bulb; it also includes a gear that represents hard work and a recycling sign that reflects the
nature of the program. The title of the program – Supporting Startups in Waste Management
for Development – clearly states the social mission of the program. The slogan – “You are the
hope” – also carries a motivational message that reflects a core aspect of the program: the
belief in the importance of the human factor in the startup’s success and in achieving larger
development goals.

▸▸ Create and distribute promotional material (By Program Coordinator)

Promotional materials and information should come in a range of forms to engage diverse
audiences. Through sharing a mix of scientific knowledge (e.g. through infographics and
data) and showing a passion for socioeconomic development (as shown in Figure 2) the
program can resonate with different people, from science-lovers to social workers.

18 Entrepreneurship in Waste Management

Figure 2: Examples of infographics used in social media posts

▸▸ Announce program details and assessment criteria (By Program Lead – Coordinator)

Details of the program, including the assessment and selection criteria, should be an-
nounced in a clear and transparent way. Through the engagement conducted by the UNIDO
program, one frequent concern expressed by entrepreneurs across many fields was the
lack of transparency and effectiveness of some entrepreneurship program service provid-
ers. In order to distinguish the program as well as manage expectations, it is important to
announce the stages of the program in as much detail as possible, including for example
the type and duration of training sessions, and the amount and nature of financial sup-
port. This could assure potential participants that the program is reliable and worthy of the
significant time investment that is required upon joining. Clear steps for the application
process should also be provided.

Information announced should include:

▸▸ Launch date and dates for information sessions
▸▸ Training start/end dates
▸▸ Training topics
▸▸ Details of assessment criteria and selection process
▸▸ Information on support given to successful entrepreneurs

▸▸ Create a clear application form (By Program Lead – Coordinator)

A concise application form with structured and specific questions can help filter out less seri-
ous participants, whilst also emphasising the required information. It also ensures fairness
in the selection process and ease of assessment through a point-based system (see Selec-
tion Process below).

A guide for practitioners 19

 The applicants should submit:

Personal
name, ID number, address, landline or mobile number, e-mail address
information:

Project details
project name, geography, brief biographies of 3 team members
(total of 5 lines):

project idea, product/service description, process and technology

Project details
used, project innovation, active steps taken towards realizing the
(3 lines each):
project, community involvement, risks, challenges and solutions

▸▸ Engage Partners in Promotion (By Program Lead – Coordinator)

Engaging a broad range of partner organizations in online and offline promotion is an es-
sential, and cost-effective, way to improve outreach activities: increasing awareness and
participation. Key partners include NGOs, non-profit initiatives, student organizations, and
universities. Program staff should ensure consistent messaging, while remaining flexible in
how partners communicate to their audience (see, for example, customized messages from
a partner organization in Figure 3).

Figure 3: Examples of Facebook post by NGO partner

▸▸ Arrange on-the-ground activities (By Program Lead – Coordinator – Implementing

Partner)

20 Entrepreneurship in Waste Management

Holding workshops, events, information sessions and trainings on how to fill out an appli-
cation/prepare a project proposal are key to building trust, generating engagement and at-
tracting high-quality applicants. These offline activities offer applicants the chance to meet
and engage with the program team, to be introduced to other entrepreneurs and change
agents from their communities, and to find out further details about how to enter the pro-
gram and its benefits. Partnering with local organizations can be an effective way of extend-
ing reach and utilizing existing skills and experience.

▸▸ Select Participants (By Program Lead – Coordinator)

The selection process can be broken down into 3 main steps:

1. Collating applications: Use a standard application form which is

easily available and can be submitted online, by email or printed
out and delivered in person (to the program or a partner office).

2.
Selecting participants: Use a point-based system, which tend to
be fast and fair. In a point-based system, each selection criterion
is assigned a numerical value based on the assessment of the ap-
plication. For instance “poor” can be assigned the value 1, “aver-
age” the value 3, “very good” the value 7 and “excellent” the value
10. This approach is faster than providing an integer grade varying
from 1 to 10. An example of values assigned in assessment of a
project is shown in Table 1 below. It is recommended to interview
the shortlisted applicants after the first round of screening.

3.
Announcing successful applicants: To ensure consistency and
transparency, announce the selected participants through the same
channels that were used for the call of applications.

A guide for practitioners 21

 Table 1: Sample points-based selection form

Poor =1
Average = 3
Criteria
Very good = 7
Excellent = 10

Community Engagement
Community-centered

Community-led initiatives promoting local solutions and innovation

Proven generation of local job and income opportunities

Contribution to the socioeconomic development of local communities

Multi-stakeholder initiative

Community involvement and engagement

Social Impact
High number of jobs created per capital investment required

High number of jobs for unemployed per capital required

Absence of barriers to women

Feasibility and team

Working in high ranking business opportunities

Technical/economic assessment of the success potential of the project

Steps taken by the applicant

Applicant structure & preparedness

Degree of innovation

Team readiness

Total Score

22 Entrepreneurship in Waste Management

Table 2: Sample logistics checklist for the Outreach stage

Logistics Checklist
By who Timing Check Comments
Activity
Determine online and on-the-ground
campaigning strategy

Identify local partners

Identify graphic designer

One month
Design logo and choose messaging/slogan before
launch
Collect data and statistics about target
governorates

Prepare announcements

Prepare selection criteria and application

Set information session dates

One week
Book venues in target governorates before
launch
Prepare content for information sessions

Disseminate announcement through partners

Place printed applications in strategic locations

through local partners in targeted governorate

Follow up with questions and answers

Announce information sessions Launch

Create sign-up sheet for information sessions

Confirm participant attendance

Conduct on-the-ground information sessions in

partnership with local partners

Collect applications through online channels and

local on-the-ground partners

Form diverse evaluation panel

Selection
Screen applications

Announce program participants/winners

2.1.5 Hints & Tips

▸▸ Once the program is launched, resources should be allocated to handle all en-
quiries from potential applicants (including phone calls, emails and messages
on social media channels).
▸▸ Use a diverse range of venues to host the information sessions in order to reach
as wide a pool of applicants as possible. Potential venues include university lec-
ture halls, social clubs, NGO facilities and youth centers.

A guide for practitioners 23

 2.2 Capacity Building

2.2.1 Objectives
The main purpose of the Capacity Building stage is to develop the technical and mana-
gerial skills of the participating entrepreneurs and to foster an environment for learning
and knowledge sharing. A selection should occur at the end of the Capacity Building stage
which divides the entrepreneurs into two small groups, one that receives full support and
another that receives partial support.

2.2.2 Key Players

▸▸ Program Lead: Facilitates the training sessions, maintains engagement with entrepre-
neurs and clarifies program objectives. The Program Lead also coordinates with the
trainers to create a training program that is consistent in its content and delivery and
that achieves the goals of the program.

▸▸ Trainers: Deliver training sessions which offer business and technical knowledge and
skills. Trainers are preferably a diverse range of field-specific experts with experience
in training and working with startups.

▸▸ Selection Committee: Assesses participants at the end of the Capacity Building stage.
The Selection Committee should comprise a range of experts with experience of dif-
fering fields.

24 Entrepreneurship in Waste Management

2.2.3 Main Features
▸▸ Clear narrative: Before the training sessions start, each participant should know the
purpose and goal of each session, including what information they will receive, what
practical purpose this serves, how the sessions are connected and how their perfor-
mance will be evaluated.

▸▸ Shared vision and community building: The training sessions offer the program the
opportunity to create a community of entrepreneurs that share the vision of the pro-
gram and the ambition to succeed personally and professionally. This vision should be
shared from day one of the Capacity Building stage.

▸▸ Varied training delivery: The training sessions should cater to the entrepreneurs’ het-
erogeneous learning styles and include material relevant to the contexts that the busi-
nesses are operating in. As a guide, the Capacity Building stage could include 100
hours of knowledge-based lectures, exercises and case studies and 35–40 hours of
free workshop time and one-on-one coaching, over a period of around 12 days. The
delivery method should be divided into teaching (1/3), group exercises on relevant
case studies (1/3) and hands-on activities related to individual projects (1/3).

2.2.4 Key Activities

▸▸ Conduct induction session (By Program Lead)

The Capacity Building stage should launch with an induction session that introduces the par-
ticipants to each other and to the program team, schedule and content. During the session, the
Program Lead emphasizes the program objectives, its mission and vision as well as its larger
social goals and addresses the entrepreneurs’ personal drives. Introductions prior to each
training session are also a good way of integrating the sessions and maintaining motivation.

▸▸ Create a Facebook group for the participants to interact (By Program Lead – Coordinator)

A closed, private, Facebook group, convened by the Program Lead and team, can be used
as a space for the entrepreneurs to interact and support one another. The group also allows
the team to remain in contact with the entrepreneurs throughout the program and beyond,
resolving issues and reinforcing the program’s values.

▸▸ Conduct Training (By Program Lead – Coordinator – Trainers)

Training sessions should be arranged based on the areas of need highlighted by the busi-
ness opportunity mapping conducted at the outset. This allows provides entrepreneurs
with relevant training on market and technological issues and empowers them to take
advantage of business opportunities. As the sessions are typically delivered by external
professionals, it is up to the Program Lead to ensure consistency of delivery and messag-
ing. This will involve briefing the trainers about program expectations, deliverables, and
where their session fits into the broader program, in order to ensure that participants are
presented with consistent teaching styles and homework requirements, for example. See
table below for a sample timetable of training sessions.

A guide for practitioners 25

 Figure 4: Example timetable of courses in the Capacity Building stage

WEEK 1, DAY 1 (1.5hrs)

Subject Content Delivery Method By Homework
Introduction to the program, Program
Welcome Meeting Discussion -
sharing vision, motivation Lead
WEEK 1, DAY 2 (5hrs)
Overview of training subjects
Program
Expectation Setting and required results, community Discussion -
Lead
building activities

Guest Speaker – successful waste Invited

Success Story Discussion -
management startup speaker

Guest Speaker – successful waste Invited

Success Story Discussion -
management startup speaker
WEEK 1, DAY 3 (8hrs)

Overview of supply chain

Supply Chain: management, risks and
Opportunities & Risks opportunities, optimization of Lecture, cases
Technical Develop startup
supply chain, development to studies and
trainer supply chain
Supply Chain: increase success, involvement of exercises
Development & informal sector and integrating
Optimization with it

WEEK 1, DAY 4 (4hrs)

Working on individual project Free workshop* Technical Develop startup
Supply Chain
supply chains and discussion trainer supply chain
WEEK 1, DAY 5 (5hrs)
Introduction to basics of research
methodology; assessing and Lecture, cases
Technology Technical Develop
evaluating technology; product studies and
Assessment trainer product/service
development; performance exercises
assessment
WEEK 1, DAY 6 (8hrs)
Technology Specific Basics of technology presented, Lecture, cases
Technical Develop
Training (1) challenges, aspects that require studies and
trainer product/service
- Compost/Biogas innovation exercises

Technology Specific
Training (2)
Basics of technology presented, Lecture, cases
- Agricultural wastes Technical Develop
challenges, aspects that require studies and
to animal Feed/ trainer product/service
innovation exercises
Untraditional Animal
Feed
WEEK 1, DAY 7 (8hrs)
Technology Specific
Basics of technology presented, Lecture, cases
training (3) – Wastes Technical Develop
challenges, aspects that require studies and
Of Food Industry/ trainer product/service
innovation exercises
Bioethanol

Technology Assessment Assessing and selecting technology Lecture and Technical

and Management - options; determining areas for R&D discussion trainer

26 Entrepreneurship in Waste Management

 WEEK 2, DAY 8 (8hrs)
Determining aspects which require
Innovation in Free Workshop Technical Develop
innovation in selected technology
technology used and discussion trainer product/service
based on the business model
Engage a Stakeholder**
WEEK 2, DAY 9 (8hrs)
Characteristics of cost structure;
Lecture, cases
breakdown and optimization Technical Develop cost
Cost Structure studies and
of cost structure in Waste trainer structure
exercises
management

Basic market research,

Lecture, cases Develop market
Introduction to segmentation and targeting; Marketing
studies and research and
Marketing value proposition; customer trainer
exercises marketing plans
relationships; channels

WEEK 2, DAY 10 (8.5hrs)

Introduction to market research;
main components of a feasibility Feasibility
Lecture and Develop project
Feasibility Study study (from a financial, economical studies
case studies feasibility study
marketing and environmental trainer
perspective)

WEEK 2, DAY 11 (8.5hrs)

Feasibility
Working on individual feasibility Free Workshop Develop project
Feasibility Study studies
studies and discussion feasibility study
trainer

WEEK 2, DAY 12 (8.5hrs)

Introduction to business modeling, Business
Lecture and Develop project
Business Modeling value proposition and the development
examples business model
Business Model Canvas. trainer

WEEK 2, DAY 13 (8.5hrs)

Business
Working on individual project Free Workshop Develop project
Business Modeling development
supply chains and discussion business model
trainer

WEEK 2, DAY 14 (8hrs)

Understanding entrepreneurial Supervised
Program
ecosystem in Egypt; acquiring work and one-
Lead
Closing Session funding; training sessions wrap up on-one session -
Setting expectations for next step Program
Speech
in the program Lead

* Free workshop is training-free, interruption-free, work period hosted in one of the program venues. It is
intended to give all participants the chance to focus on developing their own projects.
** Engage a Stakeholder is a full day where the participants are expected to leave the classroom and engage
all relevant stakeholders in a dialogue to find out the problems that they are facing, what they are ready
and willing to buy and if they would use their solutions. This includes meetings with potential customers,
interviews with suppliers and one-on-one discussions with potential partners.

A guide for practitioners 27

 ▸▸ Develop and analyze relevant case studies (By Program Lead – Trainers)

Case studies allow participants to apply theoretical knowledge to a practical context. Us-
ing examples of different kinds of businesses allows for more dispassionate and analyti-
cal discussions, outside of the field of work of the participants. Entrepreneurs are divided
into working groups to analyze the case studies, which should be related to the topics
discussed in the training sessions. Participants then present their assessments to the full
group, followed by discussion and feedback.

Using the same case studies in different sessions, but looking at them from different angles,
helps create a complete conceptual picture for participants in addressing the various aspects
of creating a successful startup.

For instance, in the UNIDO program, an example of a paper making business (from recycled
agricultural and/or municipal waste) was analyzed from various perspectives, including
technology, supply chain and feasibility. It was also used in a training session related to
assessing environmental impacts as a part of the feasibility analysis.

Figure 5: Extract from the Feasibility Study training that refers to paper making
case study

The paper factory case study was used to illustrate a holistic approach to conducting a feasibility
study. In the example, an investor decides to build a paper factory in an area by a river. This area
relies heavily on the river as a source of fresh water, food and income. The investor’s business will
use and discharge large quantities of water in the paper washing process. The polluted water would
run into the river, which would in turn affect the quality of the water and marine life. This would have
a negative impact on the community’s wellbeing, as well as increasing the cost of water purification
and drinking water production.

28 Entrepreneurship in Waste Management

Figure 6: Extract from Technology training that refers to paper making case study

Figure 7: Snap shot from Supply Chain training that addresses three case studies,
including the paper making case study

The waste management examples illustrated in Figure 6 and 7 are from areas outside
the fields that the participating startups are working in. The trainer used examples of
producing refuse-derived fuel (RDF) from municipal solid waste and selling it to cement
factories, producing wooden panels from palm tree mid-ribs and lastly the paper making
example.

Multiple variations of the same example help stress that key decisions in a startup are
highly dependent on the business model. For instance, as shown in Figure 8 below, one of
the trainings that used the paper making case study compared and contrasted a manual
process to create small quantities of artistic products with a semi-mechanized medium
size factory working in agricultural waste, and a large-scale factory working on recycling

A guide for practitioners 29

 municipal waste. The entrepreneurs were then divided into three working groups and asked
to develop the supply chain for each case. The purpose of this exercise was to help them real-
ize how the nature of the supply chain, as well as technology and innovation requirements,
depends heavily on the business model.

Figure 8: Snap shot from Technology Assessment training that refers to paper
making case study

▸▸ Assign homework (By Trainers & Program Lead)

At the end of each training session assignments should be given to participants to work on
their own product development, as well as their implementation and business plans. The
participants should not be given fixed questions or templates to complete, but they should
be encouraged to draw up a list of specific questions, challenges and deliverables and to
discuss their proposed solutions and action points with the trainers. These are facilitated
and followed up by the Program Lead.

▸▸ Evaluate participants and trainers (By Program Coordinator)

It is important to evaluate the performance of both the participants and the trainers, as well as col-
lecting and integrating feedback following every session.

Evaluation forms should be used to measure performance and satisfaction. The trainers
should be asked to assess the participants’ personal performance, including the following
criteria: punctuality; commitment; participation; ability to function within a group; ability
to work under pressure; ability to work independently; ability to understand the instruc-
tions; ability to apply required knowledge. Entrepreneurs should be made aware that these
evaluations form part of the assessment process.

Similarly, the participants should be asked to provide feedback on the training content and
teaching method, including specific content learnt and how relevant/useful each course was.

30 Entrepreneurship in Waste Management

This can be done verbally at the end of a session, through written evaluation forms and through
the Facebook group.

▸▸ Host selection day (By Program Lead – Selection Committee)

After the intensive training period, the startups should be given the space to take their
ideas out of the classroom and work on developing their business model. One week after
the closing of the training sessions, the entrepreneurs present their business models in
front of a panel of judges for assessment.

This selection helps to decide which of the participants will receive full support, in addition
to seed funding, and which will receive partial support. The participating entrepreneurs
should be aware that the selection does not only depend on the results from the selection
day. As a guide, the selection decision could be weighted as follows: selection day (1/3);
evaluation by trainers (1/3); assessment by the program team (1/3).

The presentation style and structure should be left up to the entrepreneurs to decide on,
rather than providing templates to follow. This provides another element for assessment,
which helps the Selection Committee in analyzing the potential of each entrepreneur.

To ensure a fair and constructive evaluation process, it is advisable to form a balanced

Selection Committee with a combination of business and technical experts, investors and
established startups/SMEs. This diversity not only provides comprehensive assessment
and feedback, but can also help to establish early links with potential supporters.

The Selection Committee should provide constructive criticism and advice. Sample evalua-
tion forms to be used by judges and external observers are shown in Tables 3 and 4.

Table 3: Sample judges’ evaluation form

Evaluator:
Name: Occupancy:
Telephone No.: Organization:
Program Participants:
Business How Well the
Degree of Business Entrepreneur
Project Name: Presenter: Success Barriers are Final Grade:
Innovation: Readiness: Preparedness
Potential: Addressed:

Note : Grades
are A,B & C
Considering
Project 1
“A” is the
Highest & “C”
is the Lowest

Project 2

A guide for practitioners 31

 Table 4: Sample observer evaluation form
Observer:
Name: Occupancy:
Telephone No.: Organization:
Program Participants:
What is the most What would you have
What the biggest threat to
Project Name: Presenter: missing skill for the liked to hear in the
this business is:
entrepreneur: presentation and didn’t:

Project 1

Project 2

2.2.5 Hints & Tips

▸▸ Interactive community-building activities that involve all the participants will add
value to their experience of the program.
▸▸ The program can build a sense of ownership and responsibility by allowing the
participants to decide on and commit to their own training schedule.
▸▸ Participants should be reminded not only of potential financial rewards, but also
of the social importance of their work. They should be encouraged to be change
agents in their communities and be inspired to create value through their busi-
nesses.
▸▸ It helps to frequently remind the entrepreneurs that both the trainers and the pro-
gram implementers are assessing their performance and encourage them to recip-
rocate the evaluation.

32 Entrepreneurship in Waste Management

 2.3 Foundation Building

2.3.1 Objectives
The main objective of the Foundation Building stage is to support the entrepreneurs in test-
ing their business plans and refining their feasibility analyses, as well as developing action
plans of how to carry their business ideas through to implementation.

2.3.2 Key Players

▸▸ Consultation Team:

Technical Consultants: Assess the technology

used and enhance startup processes.

Marketing Consultants: Guide the startups on how

to measure the market size and enter the market,
including identifying target areas, valuing appropriately
and firming up sales plans.

Financial Consultants: Give specific advice on

financial models, investment and growth scenarios.

A guide for practitioners 33

 ▸▸ Independent Panel of Experts: Critically appraises entrepreneurs. This diverse panel
can overlap with the Selection Committee from the Capacity Building stage, in addi-
tion to bringing in independent technical experts.

▸▸ Program Lead: Plays various roles including following up on the progress of the en-
trepreneurs, coordinating the sessions and liaising between the Consultation Team
members.

2.3.3 Main Features

▸▸ From a leader to a guide: During the Foundation Building stage the program starts to
assume the role of a guide rather than a leader

▸▸ Independent expert feedback: Business and technical experts plays a key role in as-
sisting the startups, not only with crucial feedback sessions, but also in beginning to
form part of a larger support network for entrepreneurs.

2.3.4 Key Activities

▸▸ Conduct a needs assessment (By Program Lead)

The Program Lead should conduct a needs assessment to determine the involvement
needed to create successful startups. This involves drawing up a development plan which
identifies the main risks and challenges, and incorporates feedback from the Selection
Committee and the trainers’ evaluations. The time intensity of the support provided may
vary according to the specific startup, however, the program team should provide at least
4 hours of support weekly for those receiving full support and 4 hours every two weeks for
those receiving partial support.

▸▸ Hold a state-of-play meeting (By Program Lead)

Following the selection process, there is a risk that those receiving seed funding and full
support might consider the program “won” and lose sight of the objectives, while those not
receiving seed funding or full support might become demotivated. Therefore, it is important
to call a meeting to stress that:

There are opportunities The program represents

The program is just for everyone to receive one step on a long path to
starting and the investment by the end of potential success, which
real challenges are the program, as well as depends highly on the
ahead. the chance to succeed participants’ persistence and
independently. hard work.

34 Entrepreneurship in Waste Management

▸▸ Hold a one-to-one feedback session (By Program Lead)

The messages above should be reinforced in a one-to-one feedback session following the
meeting, which should also provide feedback and constructive criticism on the individual’s
presentation to the Selection Committee. Lastly, issues and challenges which need to be
addressed immediately are highlighted.

▸▸ Create a tailored “checklist” for each entrepreneur (By Program Lead – Consultants)

A checklist of tasks and stage milestones should be drawn up and discussed with each
entrepreneur, including items such as:

1 Determine location and infrastructure required for setting up work space

2 Determine the optimum structure of the supply chain

3 Undertake a market survey that includes the names and locations of potential
suppliers and clients

4 Identify and acquire quotations for all required equipment/operational

expenses (e.g. rent)

5 Identify and meet with five potential customers

6 Establish relationship with one customer

7 Demonstrate mastery of production process/service

8 Determine legal and regulatory requirements

9 Register a company

The checklist should be prioritized based on the needs of each project. For instance, pro-
jects that require special machinery or equipment should focus on quickly identifying
these, while other startups may need to streamline their processes or investigate regula-
tory requirements.

The entrepreneurs should then develop an action plan of how to meet the checklist items,
in addition to other items that they find beneficial.

▸▸ Engage stakeholders (By Program Lead – Program Coordinator)

At this point, the program should start to meet and engage with potential supporters for the
program and its participants, including private sector CSR units; relevant NGOs; business
incubators and other entrepreneurial support programs. The primary purpose is to gauge
the stakeholders’ interest in assisting entrepreneurs, through:

A guide for practitioners 35

 ▸▸ Helping to build their support network
▸▸ Offering them access to clients
▸▸ Promoting their business
▸▸ Connecting them to opportunities for further support

The program’s meetings with the identified stakeholders (including potential investors)
should focus on presenting the program, the type of support provided to date, and the
participating startups’ backgrounds and progress to date. Follow-up meetings should
be set with those stakeholders interested in continuing to support the program and the
participants.

▸▸ Hold Consultation Sessions (By Program Lead – Consultants)

Prior to the Consultation Sessions (outlined below), the Program Lead should set a meet-
ing with the Consultation Team in order to build a harmonized team. The purpose of this
meeting is to allow each member of the Consultation Team to acquire basic knowledge of
the challenges facing the startups in the other consultants’ areas. For example, the Market-
ing Consultant can provide better support if he/she is aware of the technical and financial
aspects of the businesses, and so on.

Following each consultation session, changes to the entrepreneurs’ action plans and up-
dates to their business models are discussed and agreed between the Program Lead and
each entrepreneur. The Program Lead regularly takes feedback from the full Consulting
Team regarding the progress and needs for each participant, and this informs the type and
level of support for the entrepreneurs in subsequent sessions.

Week 1
▸▸ Consultation Session 1: Cost structure – Supply Chain – Action Plan (By Program Lead
– Financial Consultant – facilitators if needed)

The first Consultation Session should be conducted in a workshop format, with all partici-
pating entrepreneurs attending, including those receiving partial support.

During the workshop, each project should present its cost structure analysis, the outline of
its supply chain, and the action plan to meet the requirements of the checklist. In the spirit
of group learning and knowledge exchange, participants should receive feedback from the
consultant and other entrepreneurs. Here, the main objective should be to identify risks
and opportunities, as well as areas of cost reduction.

The Financial Consultant should shed light on how the cost structure analysis relates to
major decisions, for example whether to hire or purchase equipment. There should be an
emphasis on the importance of verifying data and identifying missing elements by ques-
tioning the sources of data and challenging their validity. As with all subsequent sessions,
the lessons learnt and feedback should be discussed between the Program Coordinator
and the entrepreneurs, and incorporated into an action plan.

36 Entrepreneurship in Waste Management

 Week 2
▸▸ Consultation Session 2: Marketing and Technical Consultations (By Program Lead –
Technical Consultant – Marketing Consultant)

This completely individualized session, led by the Program Lead, should host only those
receiving full support. It should commence with a progress check-in on the action plan
developed during the previous consultation session. Each entrepreneur should then re-
ceive two hours of marketing consultations and two hours of technical consultations. Dur-
ing these intensive sessions, the consultants should mostly assist entrepreneurs with
problem-solving and decision-making: addressing specific questions and challenges. The
Marketing Consultant can assist the entrepreneurs in analyzing their market research and
determining their target audience, competitive edge and marketing mix, while transferring
relevant methods and techniques to the entrepreneur. The Technical Consultant should
drive the entrepreneur to identify areas which require innovation in their product or ser-
vice. The Technical Consultant should also place emphasis on identifying the technology
that best fits the startup and market needs.

Entrepreneurs should prepare the lowest Capital Expenditures (CAPEX) model and
the business models that they developed after the third consultation session. The
lowest CAPEX model could rely on renting machinery instead of purchasing or be
based on the lowest profit generating production rates. The lowest CAPEX model
can be easier to finance and thus offers the entrepreneur the chance to start their
business as soon as possible in case investments could not be acquired, thus pro-
viding a cost-effective, soft-launch for the business.

Week 3
▸▸ Consultation Session 3: Cash Flow Analysis (By Program Lead – Financial Consultant
– facilitators if needed)

This session should be delivered in a general workshop format and involve all participants.
As many startups suffer from issues related to cash flow and poor bookkeeping, this work-
shop should focus on developing the entrepreneurs’ knowledge and skills related to cash
flow analysis and income statements. The consultant should present the basic principles
of cash flow analysis and illustrate the theory with hands-on group exercises. As an assign-
ment, the entrepreneurs should work on developing the cash flow model for their startups.
They should then prepare an updated business model and feasibility study, and determine
the level of investment required, based on their cash flow analysis.

Week 4
▸▸ Consultation Session 4: On-demand Consultation (By Program Lead – Financial Con-
sultant – Technical/Marketing Consultant if needed – facilitators if needed)

A guide for practitioners 37

 Only those receiving full support should attend this final consultation session, which marks
the beginning of the program’s transformation to an advisory role. Again, the entrepreneurs
should receive intensive consultation sessions, with the financial, technical, or marketing
consultants, depending on their needs (determined together with the Program Lead at the
end of Consultation Session 3). But in this session, entrepreneurs should direct the discus-
sions, through raising their crucial questions and concerns, with little direction provided
by the consultants. It should be made clear to the participants that their questions are
expected to be specific: such as how to choose between two different types of equipment
or which material can improve the quality of the product. The entrepreneurs should also
receive feedback on their cash flow analysis from the Financial Consultant, assisted by the
Program Lead or facilitators as necessary. Finally, the entrepreneurs should work on final-
izing and preparing a presentation about:

▸▸ Progress on their check list

▸▸ Progress on their business plan and feasibility study
▸▸ Investment required and team contribution/money already raised
▸▸ Outline of the lowest CAPEX model

The presentation should be delivered to a panel of experts following Consultation Session 4. For
an overview of consultation sessions, see Table 5 below.

Table 5: Overview of consultation sessions

What is covered When By who Delivery mode Attendees

Consultation Session 1 WEEK 1 Led by: Program Lead
Cost structure analysis; risks
After Full support
and opportunities; cost cutting
Selection Financial Consultant Workshop (4hrs)
Outline of supply chain Day Partial support
Action plan
Consultation Session 2 WEEK 2 Led by: Program Lead
Market research
Marketing Consultant
Marketing mix Individual sessions
Full support
Product & service development (4hrs/team/session)
Technical Consultant
Technology assessment
Consultation Session 3 WEEK 3 Led by: Program Lead
Cash flow analysis Full support
Business model
Financial Consultant Workshop (4hrs)
Feasibility study Partial support
Investment required
Consultation Session 4 WEEK 4 Led by: Program Lead
Cash flow analysis and Individual sessions
Financial Consultant
investment needed (4hrs/team/session)
Technology assessment Technical Consultant Full support
Marketing Consultant Q&A by entrepreneurs
Marketing plan
(if needed)

38 Entrepreneurship in Waste Management

 Week 5
▸▸ Feedback Presentation (By Program Lead – Expert Panel)

In Week 5, entrepreneurs receiving full support should present to, and receive feedback
from, a panel of experts, which:

▸▸ Should include some of those who previously assessed the entrepreneurs on the se-
lection day to judge progress achieved.
▸▸ Should be diverse and include technical experts, academics, practitioners, financial
experts, and market experts.
▸▸ Should include experts who are meeting the entrepreneurs for the first time to provide
a fresh assessment.
▸▸ Could include potential investors and supporters.

The entrepreneurs should be informed that they will not be assessed based on their
presentations and that the main purpose of the feedback is to help them strengthen
their business models and boost their chances of success. Entrepreneurs should also be
aware that the feedback they receive will be as critical as possible; this is important to
allow the entrepreneurs to face a realistic appraisal in a protected environment before
they enter the market and get wider exposure in the following stage.

Each entrepreneur should present for 10–15 minutes, followed by a 20–30 minute dis-
cussion with the panel. Through constructive criticism and discussion, the entrepreneur
should be assisted by these experts in moving towards an optimum business model which
can be built in the next stage. The Program Lead should then coordinate the next steps with
the entrepreneurs.

2.3.5 Hints & Tips:

▸▸ The program and consulting teams should bring to the table ideas about the
startups’ potential environmental, social and financial impact.
▸▸ Encouragement should be given to those receiving partial support that they can
still be recommended for investment if they excel in their performance, and vice
versa for those receiving full support.
▸▸ When engaging stakeholders, the program team should keep an open mind
about the type of support which they can give to entrepreneurs, allowing them to
formulate ideas themselves, rather than approaching them with a restrictive list
of ways they could be involved.

A guide for practitioners 39

 2.4 Piloting

2.4.1 Main Objectives

The main objective of the Piloting stage is to make the startups viable: with tested business
models, cash flow scenarios and investment plans that include capital requirements, in-
vestment cycles, and an exit strategy. This should be achieved through helping the startups
to develop their product/service and test business models on the ground, for example by
selling samples to customers and developing relationships with suppliers.

40 Entrepreneurship in Waste Management

Here, the program should help build the startups’ support networks and facilitate access
to finance for the teams performing exceptionally well. Teams performing less well should
be connected to opportunities that could help them enhance their performance and raise
funds when ready.

2.4.2 Key Players

▸▸ Consultation Team:

Technical Consultants: Assess the technology and its performance

during testing in the Pilot stage.

Marketing Consultants: Guide the startups on how

to best utilize the market research gathered during
the Pilot stage and advise them on their marketing
strategy moving forward.

Financial Consultants: Give specific advice on the financial

model, exit strategies, investment and growth scenarios.

▸▸ Program Lead: Plays various roles (potentially assisted by facilitators), including mon-
itoring and following up on progress of participating entrepreneurs, and liaising be-
tween the Consultation Team. In the Piloting stage, the Program Lead also begins to
engage with investors to identify and channel fundraising opportunities.

2.4.3 Main Features

▸▸ Move to independence: Entrepreneurs should be made aware that the program will
take a back seat and that they are expected to take the lead in determining the content
of the advisory sessions in order to achieve the desired goals.

A guide for practitioners 41

 Investor and stakeholder engagement: The Piloting stage is a crucial period for entrepre-
neurs to interact with partners and potential supporters (as well as customers); therefore
it is important that the program assists the teams in identifying and building their own
networks. The program should also help in identifying such supporters and, if necessary,
actively reach out to key contacts on the behalf of the entrepreneurs.

2.4.4 Key Activities

▸▸ Provide seed funding & advice

To support the completion of their testing phase, the entrepreneurs should receive both
financial (seed funding for teams receiving full support) and non-financial support in terms
of advisory through the Consultation Team. As the entrepreneurs move towards independ-
ence, the level of support should decrease to 4-hours every two weeks. As a guide, the
UNIDO program offered seed funding of 2,000 USD to 6 startups to pilot their business
ideas in the market.

▸▸ Engage stakeholders (By Program Lead)

Follow-up meetings with stakeholders engaged earlier in the program should be carried
out, with details of the potential and needs of entrepreneurs and respective business op-
portunities. The stakeholders should then be asked to pledge the type of support they can
provide. This can include: access to clients and other support services (such as incubation
programs), exposure and marketing, and connection to relevant experts.

▸▸ Facilitate investment (By Program Lead)

As with stakeholders, meetings with prospective investors should take place to provide
potential investment opportunities in the startups, based on the program’s technical view
of each business’s growth potential, degree of innovation, and risks/challenges.

On an important note, the program should independently verify the entrepreneurs’ as-
sumptions, data, and technology, and present the team’s unbiased assessment. The pro-
gram team could also advise investors and facilitate further discussions/negotiations.
Participants should be openly informed that the program provides an assessment of their
businesses and performance to the investors.

▸▸ Hold a state-of-play meeting (By Program Lead – Coordinator)

A meeting should be held to recap progress to date and outline the coming steps, under-
scoring the program’s diminishing involvement. Emphasis should be placed on the impor-
tance of the Piloting stage as a real-world assessment, as well as the increasing responsi-
bility of participants.

42 Entrepreneurship in Waste Management

Entrepreneurs should be provided additions/amendments to the checklist:

1 Develop sample product/service

2 Test sample product/service in the market

3 Identify employees to be hired

4 Recognize supporters and build network

5 Attempt to finance the business

6 Register the company

7 Standardize/certify product

8 Finalize business plan

9 Develop investment plan and exit strategy

Entrepreneurs should be asked to prioritize their checklist and add items, including any not
delivered in the Foundation Building stage. At this point, the program should communicate
some of the identified potential supporters for each entrepreneur.

The entrepreneurs should then be asked to:

▸▸ Produce an action plan and budget for the Piloting stage.
▸▸ Develop a refined and optimized business model and investment plan, based on feed-
back from the expert panel (at the end of the Foundation Building stage) and interac-
tions with suppliers and clients during the Piloting stage.
▸▸ Optimize their supply chains, cut costs and develop exit strategies and risk mitigation
measures.

▸▸ Advisory sessions (By Program Lead – Consultation Team)

For an overview of advisory sessions please see Figure 9 below.

▸▸ Advisory Session 1: Consultation as needed (By Program Lead)

Only those receiving full support should attend the session. The Program Lead should be-
gin the session by discussing and questioning the progress achieved and the exit strategy
developed. At this point, the entrepreneurs should have chosen the type of advice they
would like to receive from the consultation team. It is highly likely that more marketing
and finance (as opposed to technical) advice would be required at this stage and that the
overall time spent with consultants would be less than in previous stages. The advisory

A guide for practitioners 43

 sessions should turn into problem solving sessions where the entrepreneurs ask questions
related to the problems they are facing on the ground.

After the first session, the Program Lead should wrap up with a reflection on the results of
the testing phase and advise the entrepreneurs to prepare their long-term growth plans.
Finally, the entrepreneurs should be asked to submit their final business models, in-
vestment and growth plans and exit strategies to the program during the week following
Advisory Session 1.

▸▸ Consultation Team analysis (By Program Lead – consultants as needed)

The Consultation Team, together with the Program Lead, should hold a meeting to review
the entrepreneurs’ final business plans. This meeting should focus on determining cost
cutting measures, risk mitigation, and supply chain optimization. Any major concerns and
proposed modifications should also be pointed out.

▸▸ Advisory Session 2: Feedback and consultation as needed (By Program Lead –

Coordinator if needed)

All participants should attend this session. Again, the Program Lead should ask for a pro-
gress update. The participants should be reminded that the Piloting stage will be concluded
by a public event that will present an excellent and important networking and fundraising
opportunity for entrepreneurs. Details of the public event, including format, content and
venue should be discussed. Following this discussion, the Program Lead should present
suggestions from the Consultation Team to each entrepreneur. These should remain as sug-
gestions that the entrepreneur is encouraged to challenge, modify, or reject. Finally, the
entrepreneurs should be given one final chance to receive advice from a member of the
Consultation Team.

Figure 9: Overview of advisory sessions

What is covered When By who Delivery mode Attendees

State-of-play meeting
▸▸ Recapping the program’s objectives and Full
Program
progress WEEK Support
Lead & Discussion
▸▸ Emphasizing Pilot stage objectives and 1 and Partial
Coordinator
deliverables Support
▸▸ Refine checklist
Program
Advisory Session 1
WEEK Lead & One-on-one Full
Entrepreneurs choose (more likely to be
2 Consultants sessions Support
related to operations)
(as needed)
WEEK 3: Consultation Team Analysis
Discussion of:
Full
▸▸ Final business model Program
WEEK One-on-one Support
▸▸ Investment plan Lead &
4 sessions and Partial
▸▸ Exit strategy Coordinator
Support
▸▸ Growth potential

44 Entrepreneurship in Waste Management

 Once entrepreneurs acquire the necessary knowledge to turn their ideas into startups in the Ca-
pacity Building stage, they can begin to operate in the market at different paces. Many factors like
the nature of their products, market demand, resource availability and even personal talent affect
the time and resources needed for them to conduct a proof of concept.

A good support program should accommodate these nuances and tailor the services offered
to the startups. Some of the businesses will have the capacity to start operations and generate
profit in the piloting stage.

Below are two case studies from the UNIDO program:

- One startup which produced animal feed from date rejects, managed to single-handedly raise
funds for the production of 20 tons of animal feed worth 12,500 EGP. This generated profits of
16,500 EGP that could be reinvested into the startup to grow operations.

- Another startup which produced compost developed a business model that allowed for the
startup to grow at a steady rate with revenues of 4,700 EGP/month without an initial capital
investment.

Entrepreneurs with operating startups should only be provided support on demand, which in
most cases will consist of building and expanding their networks.

▸▸ Prepare presentations for public audience

At this point, participants should be ready to develop their ideas into working models
that can be presented, evaluated and challenged. The program team should work with
entrepreneurs to develop a succinct written and verbal presentation to be presented to
a public audience.

The Program Coordinator should work closely with the participants to rehearse their pres-
entations. These rehearsals should be conducted over 1–2 days around a week before the
final presentation day and should include a recap of results from the Capacity Building,
Foundation Building and Piloting stages, as well as their 5-year action plans.

Participants should be encouraged to practice their presentations as frequently as pos-

sible, with time limits (around 3 minutes), and in front of their fellow participants who can
also give comments and feedback. Participants should also prepare a poster which can
be made public on the event day.

Participants should be supported to be able to present the following:

▸▸ Executive summary (key drivers [market opportunity, social need], innovation as-
pects, steps taken towards developing the project etc.)
▸▸ Value proposition
▸▸ Process (method, technology used etc.)
▸▸ Main challenges/risks and mitigation
▸▸ Investment ask and breakdown (CAPEX, OPEX, team contribution, required in-
vestment)

A guide for practitioners 45

 ▸▸ Financial and non-financial support needed
▸▸ Pay-back period and future plans
▸▸ Team (names, credentials and roles)

▸▸ Host first public event

The purpose of this event is to introduce the startups to a wide group of stakeholders from the
media and the public, private and civil society sectors that can support the startups directly
and can potentially replicate the program at a wider scale. It will also be the first time the par-
ticipants would have the chance to present their projects to a large public audience.

The program should invite a diverse group of stakeholders, including a range of relevant
policy-makers, entrepreneurship program implementers, funding institutions, upcoming/
established entrepreneurs – as well as those who could replicate the program or assist
the startups, including representatives from relevant ministries, international donors, in-
cubators, and NGOs. An influential government representative and an inspirational guest
speaker should be invited to address the meeting, as this can contribute greatly to the suc-
cess of the event and the exposure it receives.

At the event, the full program action plan and results should be presented, followed by all
the startups presenting their 3-minute presentations to the audience. This should be fol-
lowed by a networking session, where the audience has the opportunity to understand the
project details through the poster displays and get acquainted with the entrepreneurs.

2.4.5 Hints & Tips

▸▸ During the advisory sessions, the consultants should guide the entrepreneurs to
answer their questions rather than feed them solutions.
▸▸ The program should aim to organize as many networking events as its resources
permit; it is crucial that awareness is created and that stakeholders in local com-
munities are engaged.
▸▸ The program team should monitor and follow up with participants as much as possible
and offer them advice and feedback on how to best present their startups in public.

46 Entrepreneurship in Waste Management

 2.5 Startup

2.5.1 Objectives
The final stage of the entrepreneurship support program should aim to get the startups
ready to enter the market and succeed. This process should be enhanced through provid-
ing the startups with exposure, connecting them with existing entrepreneurship support
systems, and helping them to expand their network. This stage should also include fund-
raising activities with, or independent of, the program’s support, with the aim of ensuring
the sustainability of the startups.

2.5.2 Key Players

▸▸ Investors: Invest in startups and ideally provide in-kind support through their busi-
ness experience, access to financial services, and technical know-how. Investors can
also help build and upgrade the team’s management skills.

A guide for practitioners 47

 ▸▸ Media outlets: Offer coverage of the startups, document their stories and help them
reach a wider audience. The coverage can also be a tool for marketing.
▸▸ Supportive stakeholders: Deliver different types of assistance to the startups along-
side and beyond the program.
▸▸ Legal/corporate experts: Advise on different company structures and legal frame-
works, financing means and types of partnerships.

2.5.3 Main Features

▸▸ Complete independence: The program should phase out its support, while partnering
with supportive stakeholders and others who can take a lead on specific tasks like
network building and technical support. Partners who have pledged support should
be asked to increase their involvement. The program team should offer only one sup-
port session monthly.
▸▸ Advocacy and exposure: The program’s main role at this stage should be to ensure
the sustainability and growth of the support offered to the participating entrepre-
neurs. A key contribution to this is helping startups expand their network, which may
include potential clients and other entrepreneurship support programs. In addition,
the program should help the startups gain media and marketing exposure.
▸▸ Fundraising support: The program should help the startups to acquire funding and
finalize investment deals (with investors engaged in the program). Those startups
which the program is not directly facilitating funding for should be directed to relevant
resources and advised how to acquire funding independently.

2.5.4 Key Activities

▸▸ Provide on-demand support (By Program Lead – Consultants)

The program should provide only ad-hoc and on-demand support over a specific period of
time, to tackle particular issues and challenges. The program could also offer fundraising
advice and even take the lead on closing a few partnership deals.

▸▸ Host further public events (By Program)

Public events are an effective way to share the successes and lessons of the program and
startups. These events should include selected stakeholders who have the potential to
provide ongoing financial, legal, and administrative support to the startups. The program
should organize as many public events as necessary, depending on geographical reach
and the number of stakeholders engaged.

▸▸ Host closing advisory session (By Program Lead)

The closing advisory session should give startups the chance to ask their most pressing
questions. The Program Lead should emphasize that “the journey has just started” and
advise the startups against slowing down their pace.

48 Entrepreneurship in Waste Management

▸▸ Assist in network building (By Program or Partner)

One of the most important success factors of a startup is its network. With specific knowl-
edge of each startup’s needs, the program should help mobilize a strong network of field-
specific business and technical advisors, university laboratories and academics, NGOs,
government officials, private sector partners and key industry players to support the start-
ups. Engaging previously successful startups and SMEs working in similar fields is a par-
ticularly effective approach, as they are often willing to share their experience with those
just starting out on their journey.

Some startups will have already built a robust network and will not require further assis-
tance. One or two key connections should still be made with those who still need assis-
tance – so the program should communicate with and setup meeting for startups to engage
with key players.

In the waste management sector, for example, key stakeholders include trade associa-
tions; NGOs; public sector technical service providers (through the Ministry of Industry);
SMEs; university laboratories and academics; important industry players and successful
startups in the sector. In many cases, the startups will come forward with contacts they are
having difficulty in reaching and require assistance in doing so; the program should help
them in this regard.

▸▸ Assist with media exposure (By Program Coordinator)

The media plays a major role in giving exposure to the startups – considering that they are
too small to spend on marketing and public relations. A mix of targeted, local and interna-
tional, traditional and digital media can help reach the right audience to continue to build
on the momentum generated by the support program.

2.5.5 Hints & Tips

▸▸ If the identified support partners can carry out activities initially planned to be
delivered by the program, these activities should be handed over to them. This
can be particularly helpful in building networks and creating exposure, since a
larger partnership base can bring in wider and more diverse networks. This could
also help build the capacities of local supporting institutions.
▸▸ The program should plan for events focused on investors, but should also plan
events with customers and communities in mind too.
▸▸ The program team should coordinate the support offered by different groups to
avoid confusion, duplication and conflict of interest.
▸▸ The program should maintain continuous reciprocal feedback with stakeholders:
sharing the lessons learnt at every step.

A guide for practitioners 49