D.Ed. / It is an accepted fact that one of the school's duties is to prepare a pupil vocationally as well as to be economically literate. One of the reasons why this study is deemed to be of current interest is that pupils are being educated to be job seekers instead of -providers. The shortage of entrepreneurs is therefore reaching national proportions. At this moment in time education in South Africa does not aim to establish a culture of entrepreneurship and the pupils believe the only requirement is to complete their school careers successfully. After completion of his/her school career a pupil is geared to enter the labour market as an employee. Only in the minority of cases parents and schools educate their children to form any alternative ideas about themselves and life in general. This study looks at the responsibility of the school with regard to teaching entrepreneurship as it exists in the South African society at present. The aim of this study was to establish the following: what entrepreneurship is and which factors outside the school context play an influencing role, the ways in which the school plays a role in the forming of entrepreneurial skills and what the school's responsibility is with regard to educating entrepreneurship. The method of research which was followed was of a twofold nature and consisted of an in depth study of the literature and an empirical investigation. In the study of the literature the profile of an entrepreneur and the characteristics which play a role in the development of entrepreneurs in the family context as well as the environment and culture were investigated. Personal characteristics were also taken into account. The factors which may play a role in advancing and/or restraining entrepreneurial training in the school context were also investigated. The findings and conclusions with regard to these investigations were stipulated and recommendations were made. A questionnaire intended for businessmen/women and teachers was handed out to the relevant people in the Magisterial District of Springs. The validity and reliability of the said instrument were verified beforehand. The results were processed and interpreted by means of a computer. When two or more frequencies were compared the Two-Way Chi-Square was utilised. For the purposes of this study, contextualities and differences between the respondents were accepted as statistically significant on the 5% significance level as well as the 1cY0 significance level. Findings forthcoming from this study were that the school has an enormous educational task with regard to entrepreneurship and the creation of an entrepreneurial culture in South Africa. The curriculum at school should be directed to the development of young entrepreneurs and should also be practice based. Entrepreneurship and the value thereof should already be emphasized at primary school level. Certain recommendations are made which could be of directive assistance with regard to the establishment of a culture of entrepreneurship and aspects regarding the education of entrepreneurship at school. It is estimated that between 350 000 and 400 000 employees in South Africa are introduced to the labour market annually. Only 50 000 will be employed in the formal sector. It is further estimated that between 33% and 45% of the economically active population (approximately 11 million inhabitants at present) are unemployed. Something could be done about this gloomy picture by starting to look at the schools' involvement and/or task with regard to the education of entrepreneurship. The teaching of entrepreneurship with a view to the future of South Africa specifically and a change in the economic school of thought is primarily regarded to be an educational issue. It should be seen•as an investment in the people of South Africa. The above mentioned reasons underline the importance of an investigation of this nature into the schools' involvement and/or task with regard to the education of entrepreneurship.

D.Ed. / The aim of the study was to determine a strategy to identify and develop entrepreneurship from the point of educational psychology. In this regard, it was necessary to divide the study into two components. The first was to determine a profile of the entrepreneur and secondly how this profile could be developed. In the first part in the literature attributes and skills of the entrepreneur were researched and empirical tested. Two questionnaires were specifically developed to identify attributes and skills of entrepreneurs: firstly a questionnaire, The Entrepreneurial Index Questionnaire, for individuals with a qualification standard six and higher and secondly a projective format questionnaire, The Entrepreneurial Index Projective Format, for semi-skilled and unskilled individuals. In the second part techniques were introduced to developed entrepreneurial attributes and skills: Neurolinguistic Programming and Educational Kinesiology. A specific program to develop entrepreneurship with young adults was also introduced. The programme was completed with a illustration of a young adult that completed the program. The following results were obtained from the empirical investigation: From the anova variance-analysis there is a significant statistical difference on all the entrepreneurial attributes and skills. The Scheffe-pair-variance-analysis show significant statistic differences on the average scores of the entrepreneurial attributes and skills except for: Questionnaire test General knowledge and driving force, responsibility, selfimage and interpersonal relations. Risk and responsibility, self-image and interpersonal relations. Drive force and depression. Adaptation and interpersonal relations. Responsibility and stress, aggression and depression. Stress and interpersonal relations. Self-image and depression. Aggression and interpersonal relations. Depression and interpersonal relations. Projective test Mental alertness in all pairs. Total work attitude and responsibility. Locus of control and responsibility. Locus of control and interpersonal relationships. Adaptation and responsibility. The program for the development of entrepreneurial skills was divided into four phases: what is possible, what is realistic, critical analysing of the business opportunity and lastly the implementation of above mentioned steps. Each phase went through specific steps and NLP and Edu-K was used in each step one to develop and anchor specific attributes and skills of entrepreneurship. The implementation of the program is implemented on five levels. The basic level is the individual environment. The entrepreneur is going to operate in the environment through behaviour. The behaviour is guided by the individual capabilities. These capabilities are organized by the believe systems. Believe systems are organized by the identity of the entrepreneur. The illustration analysis of the individuals that completed the course shows a growth and development in the entrepreneurial attributes and skills that were identified in the first part of the study. It seems possible to identify certain attributes and skills that is part of the successful entrepreneur, and develop it in the young adult to become an entrepreneur.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Masters of Management specialising in Entrepreneurship and New Venture Creation Johannesburg, 2016 / An entrepreneurial mindset has been found to be a key antecedent in the opportunity recognition process and has even been attributed to the massive turnaround of the economic fortune of some developed countries, such as Sweden. Evidence has suggested that entrepreneurially minded individuals recognise and execute opportunity, even in uncertain situations because their advanced cognitive abilities permitted them to derive meaning in complex situations. Foreign students represent a large contingent of international sojourners, faced with a multitude of uncertainties during their stay in the host country. These students are also at the centre of a knowledge transfer system embedded in focal points capable of producing novel ideas. The researcher argued that no better people are best positioned to exploit cross cultural intelligence and the cultural adjustment experience for the development of an entrepreneurial mindset. The study also explored the influence of intangibles or contextual factors in moderating the relationship cultural adjustment and intelligence respectively with entrepreneurial mindset. For the purposes of this report, a quantitative study was undertaken with the aim of quantifying the influence of these constructs on entrepreneurial mindset. Positive correlations have been established between cultural intelligence (cognitive), cross cultural adjustment (social support) to entrepreneurial mindset. The following intangibles (Need for Focal Points Producing Novel Ideas, Need for Informal Fora for Entrepreneurs, and Need for Executive Leadership) have also been found to moderate the relationship between cultural intelligence and entrepreneurial mindset. No intangibles moderated the relationship between cultural adjustment and entrepreneurial mindset. Implications for practice and direction for future research are provided. / MT 2017

O presente estudo analisou como a experiência pode ser o alicerce para o ensino de empreendedorismo, de forma que a aprendizagem tenha significado para os jovens graduandos. O ensino de empreendedorismo ainda é muitas vezes apenas focado na abertura de pequenas empresas, tendo o plano de negócios como sua base. Este alicerce utilizou as teorias da aprendizagem experiencial e aprendizagem significativa, conceituando o ensino de empreendedorismo pela articulação de ambas as teorias. Alguns aspectos foram estudados em profundidade e constituíram os objetivos específicos da presente tese: compreender o que deve ser ensinado em empreendedorismo na graduação, elaborar e testar um conjunto de propostas de aulas para a disciplina de empreendedorismo, levantar os estilos de aprendizagem das turmas investigadas e discutir as premissas da aprendizagem experiencial no âmbito do ensino de empreendedorismo. Por ser um tema ainda em construção, trata-se de uma pesquisa de natureza exploratória, qualitativa, sendo que a mesma foi desenhada em três fases: na fase 1 realizou-se o levantamento de dados secundários que proporcionou a fundamentação teórica da tese e o desenvolvimento do modelo conceitual; a fase 2 e a fase 3 correspondem à pesquisa empírica, sendo a fase 2 voltada à aplicação do modelo em aulas de empreendedorismo, comparando os dados obtidos com dois grupos de alunos, e a fase 3 estruturada para validar os achados e discutir as premissas. Foram delineados como procedimentos metodológicos o levantamento bibliográfico, a pesquisa participante e as entrevistas semiestruturadas com especialistas. Vários resultados foram obtidos de forma a conceituar o ensino de empreendedorismo, podendo-se destacar: (1) a construção do conhecimento em rede se mostrou adequada ao ensino de empreendedorismo, (2) a teoria de aprendizagem experiencial se mostrou efetiva para o desenvolvimento de um modelo conceitual e estimulou a significância e a criatividade no grupo investigado, (3) várias didáticas foram analisadas, com destaque para o plano de negócios, estudo de caso, resolução de problemas, mapas mentais e narrativas, (4) plano de negócio é um meio para a aprendizagem de empreendedorismo e não o seu fim, (5) não é necessário que o professor de empreendedorismo já tenha sido proprietário de um negócio, (6) os docentes poderiam se preparar melhor pedagogicamente e (7) os alunos não gostam de aulas expositivas e querem ser protagonistas do seu aprendizado. O estudo contribui ao ser um passo para o entendimento de um contexto ainda não convergente na literatura e para que instituições de ensino e docentes tenham um novo olhar sobre o ensino de empreendedorismo, tema atual e instigante. / This study examined how experiences can be the foundation for teaching entrepreneurship, so that learning becomes meaningful to the graduates. The teaching of entrepreneurship is often focused only on opening small businesses, and has the business plan as its basis. This foundation has used the theories of experiential learning and meaningful learning, conceptualizing the teaching of entrepreneurship through the articulation of both theories. Some aspects have been studied in depth and constituted the specific objectives of this thesis: to understand what must be taught as entrepreneurship in a graduation course, to elaborate and test a set of proposals for classes concerning the subject entrepreneurship, to raise the learning styles of the investigated groups and discuss the premises of experiential learning in teaching entrepreneurship. Because such a subject is still under construction, it is a research of exploratory and qualitative nature, and it was designed in three phases: in phase 1 it was carried out a survey of secondary data which provided the theoretical foundation for the thesis and the development of the conceptual model; phase 2 and phase 3 correspond to the empirical research, being the second phase focused on the implementation of the model in entrepreneurship classes, comparing the results obtained with two groups of students and the third phase was structured to validate such results and discuss the premises. As methodological procedures were outlined the bibliographic research, the participatory research and semi-structured interviews with experts. Several results were obtained in order to conceptualize the teaching of entrepreneurship, such as: (1) the construction of knowledge in a network way was adequate to the teaching of entrepreneurship, (2) the theory of experiential learning was effective for developing a conceptual model and stimulate the significance and creativity in the investigated group, (3) several didactics were analyzed, with emphasis on the business plan, case study, problems solving, mental maps and narratives, (4) the business plan is a way for learning entrepreneurship and not its end, (5) it is not necessary for the entrepreneurship teacher to have previously been a businessman, (6) the teachers could be better prepare pedagogically and (7) the students do not like expositive classes and want to be protagonists of their learning process. The study is helpful insofar as it represents a step towards the understanding of a context not yet convergent in the literature and contributes so that schools and teachers may have a new perspective on the teaching of entrepreneurship, a current and thought-provoking theme.

O presente estudo analisou como a experiência pode ser o alicerce para o ensino de empreendedorismo, de forma que a aprendizagem tenha significado para os jovens graduandos. O ensino de empreendedorismo ainda é muitas vezes apenas focado na abertura de pequenas empresas, tendo o plano de negócios como sua base. Este alicerce utilizou as teorias da aprendizagem experiencial e aprendizagem significativa, conceituando o ensino de empreendedorismo pela articulação de ambas as teorias. Alguns aspectos foram estudados em profundidade e constituíram os objetivos específicos da presente tese: compreender o que deve ser ensinado em empreendedorismo na graduação, elaborar e testar um conjunto de propostas de aulas para a disciplina de empreendedorismo, levantar os estilos de aprendizagem das turmas investigadas e discutir as premissas da aprendizagem experiencial no âmbito do ensino de empreendedorismo. Por ser um tema ainda em construção, trata-se de uma pesquisa de natureza exploratória, qualitativa, sendo que a mesma foi desenhada em três fases: na fase 1 realizou-se o levantamento de dados secundários que proporcionou a fundamentação teórica da tese e o desenvolvimento do modelo conceitual; a fase 2 e a fase 3 correspondem à pesquisa empírica, sendo a fase 2 voltada à aplicação do modelo em aulas de empreendedorismo, comparando os dados obtidos com dois grupos de alunos, e a fase 3 estruturada para validar os achados e discutir as premissas. Foram delineados como procedimentos metodológicos o levantamento bibliográfico, a pesquisa participante e as entrevistas semiestruturadas com especialistas. Vários resultados foram obtidos de forma a conceituar o ensino de empreendedorismo, podendo-se destacar: (1) a construção do conhecimento em rede se mostrou adequada ao ensino de empreendedorismo, (2) a teoria de aprendizagem experiencial se mostrou efetiva para o desenvolvimento de um modelo conceitual e estimulou a significância e a criatividade no grupo investigado, (3) várias didáticas foram analisadas, com destaque para o plano de negócios, estudo de caso, resolução de problemas, mapas mentais e narrativas, (4) plano de negócio é um meio para a aprendizagem de empreendedorismo e não o seu fim, (5) não é necessário que o professor de empreendedorismo já tenha sido proprietário de um negócio, (6) os docentes poderiam se preparar melhor pedagogicamente e (7) os alunos não gostam de aulas expositivas e querem ser protagonistas do seu aprendizado. O estudo contribui ao ser um passo para o entendimento de um contexto ainda não convergente na literatura e para que instituições de ensino e docentes tenham um novo olhar sobre o ensino de empreendedorismo, tema atual e instigante. / This study examined how experiences can be the foundation for teaching entrepreneurship, so that learning becomes meaningful to the graduates. The teaching of entrepreneurship is often focused only on opening small businesses, and has the business plan as its basis. This foundation has used the theories of experiential learning and meaningful learning, conceptualizing the teaching of entrepreneurship through the articulation of both theories. Some aspects have been studied in depth and constituted the specific objectives of this thesis: to understand what must be taught as entrepreneurship in a graduation course, to elaborate and test a set of proposals for classes concerning the subject entrepreneurship, to raise the learning styles of the investigated groups and discuss the premises of experiential learning in teaching entrepreneurship. Because such a subject is still under construction, it is a research of exploratory and qualitative nature, and it was designed in three phases: in phase 1 it was carried out a survey of secondary data which provided the theoretical foundation for the thesis and the development of the conceptual model; phase 2 and phase 3 correspond to the empirical research, being the second phase focused on the implementation of the model in entrepreneurship classes, comparing the results obtained with two groups of students and the third phase was structured to validate such results and discuss the premises. As methodological procedures were outlined the bibliographic research, the participatory research and semi-structured interviews with experts. Several results were obtained in order to conceptualize the teaching of entrepreneurship, such as: (1) the construction of knowledge in a network way was adequate to the teaching of entrepreneurship, (2) the theory of experiential learning was effective for developing a conceptual model and stimulate the significance and creativity in the investigated group, (3) several didactics were analyzed, with emphasis on the business plan, case study, problems solving, mental maps and narratives, (4) the business plan is a way for learning entrepreneurship and not its end, (5) it is not necessary for the entrepreneurship teacher to have previously been a businessman, (6) the teachers could be better prepare pedagogically and (7) the students do not like expositive classes and want to be protagonists of their learning process. The study is helpful insofar as it represents a step towards the understanding of a context not yet convergent in the literature and contributes so that schools and teachers may have a new perspective on the teaching of entrepreneurship, a current and thought-provoking theme.

D.Ed. / A child is educated with the aim of being able to comply with all the demands of life. One of these demands is having an occupation. In our contemporary society, the demand for work is far greater than the supply, which leads to unemployment. This is one reason for the actuality of this research. The lack of entrepreneurs is a national problem. Generally, parents are of the opinion that someone out there is waiting to employ their child. Children are thus brought up to believe that they must be employees or job seekers. At an early stage, the awareness and attitudes of the youth can be changed by means of entreprenedrial education as a method of combatting unemployment. This study concerns the task of the parental home as creator of a culture characterised by entrepreneurship. A twofold approach, consisting of a literature study (chapters 2-4) and an empirical study (chapters 5-6) was used. The purpose of the study is to determine: • what is understood by entrepreneurship (chapter 2); • the task of the parental home (chapter 3) and • the contribution of the parental home to the encouragement of entrepreneurship (chapter 4). The empirical investigation was undertaken with reference to the above theoretical framework. Teachers and businessman in the Springs Magisterial District were involved in the research. The purpose of this research is to determine which factors or circumstances in the parental home encourage entrepreneurship. Since this information could not be acquired by means of a known or existing instrument, a suitable instrument was designed.

The Department of Education in South Africa altered the concept of teaching and learning from a traditional method to a new outcome based approach. The new curriculum prescribes certain outcomes that the learners must successfully master. One of the outcomes Grade 9 learners must manage is to become an entrepreneur and to be able to administer the small business as a profitable unit. The school managers, educators, parents and learners of the primary schools are eager participants in Market or Entrepreneur days. However, in the secondary schools, the enthusiasm and commitment to such an event, does not exist. The teaching and learning environment between the two institutions are worlds apart and launching such a day in secondary schools, is basically impossible. As a result learners, including the Grade 9 learners, have limited opportunities, to practise their entrepreneurial skills. Despite the various attempts made by the school managers and educators to compromise, secondary school learners are deprived of chances to exercise their skills within the school's safe environment. / Educational Studies / M. Ed. (Education Management)

Thesis (MDF)--Stellenbosch University, 2012. / This study was based on a key question: “Are the developing countries putting adequate effort into entrepreneurship education to develop and grow their economies to become developed countries?” Since it is believed that entrepreneurship education is not fully harnessed in Africa, it is imperative to promote entrepreneurship education (EE) in order to enhance economic growth. This could be achieved by educating young people about the principle of entrepreneurship at an early stage and this will promote enterprise creation, job creation and poverty alleviation. Many developed countries acknowledge that enterprises contribute significantly toward the economy of a country. Entrepreneurial development is therefore seen as a potential resource that contributes toward development. According to various entrepreneurship education models discussed in this study, the challenge of entrepreneurship is to create awareness of self-employment and encourage people to develop interest to engage in entrepreneurial activities. Institutions should therefore be created to develop people in the field of entrepreneurship to foster entrepreneurial activities. EE should be presented at primary, secondary and tertiary institutions to encourage more participation at a much earlier stage. This study assessed the impact of entrepreneurship education on entrepreneurial attitude within secondary schools in Windhoek, Namibia and sought to identify the impact of the Junior Achiever Namibia programme (JA NAM) on young learners, who attended the programme 2005 -2010. The study also assessed whether entrepreneurial attitudes were developed and opportunities identified, and whether innovation, enterprise and employment opportunities were created by learners who attended the programme. The study employed both a qualitative and quantitative methodology in the form of a questionnaire to evaluate students’ opinions about the JA NAM programme after attending the programme.

The Department of Education in South Africa altered the concept of teaching and learning from a traditional method to a new outcome based approach. The new curriculum prescribes certain outcomes that the learners must successfully master. One of the outcomes Grade 9 learners must manage is to become an entrepreneur and to be able to administer the small business as a profitable unit. The school managers, educators, parents and learners of the primary schools are eager participants in Market or Entrepreneur days. However, in the secondary schools, the enthusiasm and commitment to such an event, does not exist. The teaching and learning environment between the two institutions are worlds apart and launching such a day in secondary schools, is basically impossible. As a result learners, including the Grade 9 learners, have limited opportunities, to practise their entrepreneurial skills. Despite the various attempts made by the school managers and educators to compromise, secondary school learners are deprived of chances to exercise their skills within the school's safe environment. / Educational Studies / M. Ed. (Education Management)

This thesis was written as part of a process to secure funds to develop a Vocational Education Entrepreneurship Workshop for African American students attending the Provisional Accelerated Learning Center (PAL), a local community based organization which assist high risk individuals to gain vocational education and Graduation Equivalen Diploma (GED)