The research problem for the study was the low entrepreneurial activity in South Africa that leads to high unemployment rates. The research question wanted to investigate the effect that entrepreneurship education may have on the students’ entrepreneurial intentions. Intentions were measured because the Theory of Planned Behaviour, which was employed as the framework, postulates that intention is the best predictor of behaviour. The study also investigated the effect of social norms on the students’ entrepreneurial intentions; whether the students who have self-employed parents and/or have personal entrepreneurial experience, would show higher levels of entrepreneurial intentions than students with a different background. A quantitative research design was employed to answer the research questions, and to test the hypotheses. An online survey was sent to the entire target population and anonymous responses were received. This was important and ethical as it protected the respondents’ identity. A total of 92 responses out of 1 743 students were received, and 73 were complete. The collected data was analysed using a Stata 15 statistical package. The study found that entrepreneurship education does indeed have an effect of raising the students’ entrepreneurial intentions, attitudes and their perceived entrepreneurial skills gained from studying entrepreneurship. The students who come from communities where entrepreneurship is less prevalent showed the highest gain in intentions, attesting to the effect of education in an open distance learning context on their intentions. The students’ entrepreneurial background did not show any effect on their intentions; those who have self-employed parents did not have higher intentions than the students with a different background. To increase the effectiveness of entrepreneurship education, it is recommended that more practical ways of teaching entrepreneurship should be implemented. It is also recommended that entrepreneurship education should be extended to more students, and particularly to science and engineering students. This is because the latter are more likely to produce innovative products that will lead to high growth, high impact businesses that will employ more people for longer, therefore raising entrepreneurial activity and reducing unemployment. / Business Management / M. Com. (Entrepreneurship)

Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004 viii, 102 leaves / The study examined the perceptions of the Eastern Cape Technikon (ECT) Department of Electrical Engineering (DEE) learners on entrepreneurship education as part of their curriculum, their learning styles and learning approaches. This was important in order for the researcher to devise teaching approaches and materials that would suit their learning styles and approaches. The study was therefore based on the assumption that changing from traditional to innovative learning and teaching approaches would motivate and better prepare learners to become entrepreneurs.

Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004 viii, 102 leaves / The study examined the perceptions of the Eastern Cape Technikon (ECT) Department of Electrical Engineering (DEE) learners on entrepreneurship education as part of their curriculum, their learning styles and learning approaches. This was important in order for the researcher to devise teaching approaches and materials that would suit their learning styles and approaches. The study was therefore based on the assumption that changing from traditional to innovative learning and teaching approaches would motivate and better prepare learners to become entrepreneurs.

The present study assessed the effectiveness of Entrepreneurship Education (EE) in Private Higher Education institutions in Botswana. The assessment of the effectiveness of EE serves as a context of finding ways of addressing challenges and proposing a model for implementing effective EE in Botswana Private Higher Education Institutions. The study adopted a positivism paradigm. A quantitative approach was employed. A survey design was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and forty-nine students exposed to EE and fifty-two commercial college/university lecturers participated in the study. The Social Science Statistical Package (SPSS) version 22 was applied to analyse the data. Chi-square tests were calculated. Ratios were calculated to show the ratings of each item. This study revealed that EE’s curriculum structure such as objectives, content, implementation, and assessment affected its effectiveness. The study also revealed that Botswana Private Higher Education Institutions did not have material resources to effectively EE. The current study also established that even though stakeholders had positive attitudes towards EE, entrepreneurial culture in Gaborone was weak. Findings of the study also revealed that there was no comprehensive EE policy for its effective implementation in tertiary institutions. The present study recommended that the implementation of EE would be improved through the restructuring of the curriculum, the provision of resources and the need to formulate mandatory policies and legislation for its implementation. / Psychology of Education / D. Ed. (Psychology of Education)

Entrepreneurship education and training ensures economic development by enabling the creation of thriving new businesses and jobs by entrepreneurs. The Business Management Training Programme is tasked with training young entrepreneurs in South Africa. However, the youth unemployment rate has been exceedingly high in recent years. This study seeks to explore the implementation challenges being experienced by the Business Management Training Programme at the National Youth Development Agency. Using a qualitative approach, this study made use of semi-structured interviews with a carefully selected sample of those involved in the management and implementation of the Business Management Training Programme. A thematic analysis of the semi-structured interviews indicated that the challenges experienced in the implementation of the programme did not stem solely from operational issues within the National Youth Development Agency, but from the conceptualisation and design of the Business Management Training Programme. On this basis, it is recommended that the National Youth Development Agency use the Design and Architecture Framework for Entrepreneurship Education and Training to conceptualise and design their own Business Management Training Programme. The study concluded that by conceptualising and designing its own programme, the National Youth Development Agency will be able to address the unique entrepreneurial education and training challenges being experienced in South Africa. / Public Administration and Management / M. (Public Administration)

Youth unemployment continues to be a problem globally, South Africa included. Amongst the remedies for youth unemployment was entrepreneurship. Entrepreneurship is regarded as the key pillar to economic growth and job creation. Furthermore, entrepreneurship education is beheld as stimulating entrepreneurial activity, enabling people to identify opportunities and start new business ventures. The primary focus of the study was to assess the effectiveness of entrepreneurship education in the high school learners in the city of Tshwane. The study was quantitative in nature, and utilised judgemental purposive sampling method as an approach to select the sample. The sample consisted of 240 grade 12 learners with entrepreneurship education in the form of Economic Management Science (EMS) as part of their syllabus. This sample was selected from high schools in three townships in the City of Tshwane namely Mamelodi, Atteridgeville and Soshanguve. A structured close-ended questionnaire was used to collect data. The analysis of the data was done using descriptive and inferential statistics using SPSS software. According to the literature reviewed, knowledge and skills gained from entrepreneurship education programmes stimulate learners’ entrepreneurship intentions and challenge learners to establish new businesses. The factors that emerged from the finding of the study were entrepreneurship skills, entrepreneurship knowledge, experiential learning, theoretical education and exploration of entrepreneurship. The findings have proven that there is a relationship between theoretical education, and experiential learning with learners’ intention towards entrepreneurship. Furthermore, experiential learning was found to have a significant influence in developing entrepreneurship knowledge, entrepreneurship skills and entrepreneurship intention in learners. With these findings the objectives and hypothesis of the study were addressed. The recommendations made to address the objectives of the study include one for learners to interact with business people globally, one for policy makers to enforce compulsory entrepreneurship education at high school level, one for educators to make use of experimental learning for entrepreneurship education and one for future studies to investigate the influence of family business on learner entrepreneurship intention. / Business Management / M. Com. (Business Management)

PhD. (Department of Business Administration, Faculty of Management Sciences), Vaal University of Technology. / Entrepreneurial intention (EI) is considered as an element used by researchers to measure the propensity of individuals to become entrepreneurs. Higher education institutions (HEIs) have been utilised globally by governments as mechanisms to increase the EIs of students by establishing entrepreneurship as an academic discipline and instituting entrepreneurship programmes at all educational levels. However, in South Africa, the Global Entrepreneurship Monitor (GEM) reports a decline in EIs in the last decade of the population aged 18-64 years. The current study investigated the influence of the entrepreneurship education (EE) at one selected Technical and Vocational Education and Training (TVET) college and a University of Technology (UOT) located in the Gauteng Province, South Africa through a comparative analysis. The Theory of Planned Behaviour (TPB) and the Theory of Reasoned Action (TRA) were used as theories to underpin the study. In addition, Self-efficacy (SE), Need to Achieve (NA) and Instrumental Readiness (IR) were included as constructs to examine further variables for EIs. The study adopted a survey design and followed a quantitative research approach in determining the relationship between the identified variables. A self-administered survey questionnaire was used to gather the data from the sampled students at the selected HEIs. The total number of usable questionnaires was 390 from the TVET college and 362 from the UOT, giving a total of 752 responses. The empirical analysis was performed by means of the descriptive statistics, exploratory factor analysis (EFA), Pearson correlations, and regression analysis. The descriptive analysis procedure was utilised to examine the demographic profile of the respondents as well as the perceptions of the respondents towards the research constructs of the study. The EFA procedure confirmed that all measurement scales applied in the study were unidimensional. The Pearson correlation analysis was used to examine the linear association between the constructs while the regression analysis was used to test the hypotheses. The results of the hypotheses tests revealed that EE was statistically significant in predicting the EI of the students from both the TVET college and UOT. The tests further revealed that EE was also statistically significant in predicting the Attitude towards Behaviour (ATB), Subjective Norm (SN), Perceived Behavioural Control (PBC), SE, NA and IR of the students from both HEIs in a similar manner. However, PBC, SE, and NA were found to be statistically insignificant for the TVET college students while for the UOT students only SN, NA and IR were statistically insignificant. The study concludes that EE is an important tool that can be used to enhance the EI of the students at both types of HEIs. It further draws the conclusion that students from the TVET college are more dependent on external factors such as the support of their families and friends as well as the availability of resources to start thinking of starting their own business, whereas those from the UOT are more reliant on internal motivation. Based on the results, the study recommends that subjects in the curriculum in HEIs should have a learning unit dedicated to stimulating entrepreneurship amongst students. Such an approach might inspire students to venture into entrepreneurship.

Summaries in Afrikaans and English / Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan. / Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy to develop entrepreneurship in education. In an answer to this deficiency, this study is directed to develop a proposed implementation strategy to enhance entrepreneurship in education. In the course of this investigation it was needed to thouroughly account with concerns such as: • the role and significance of entrepreneurship within the South African school context; • factors which underlie entrepreneurial success or failure; • the development of a positive entrepreneurial attitude and entrepreneurial skills and • local and foreign initiatives to enhance entrepreneurship within the school context. In the empirical investigation the v1ew is held that teachers opm10ns is of crucial importance to give direction towards a strategy to enhance entrepreneurship. Teachers views are examened within each of the following fields of investigation: • Teachers empoweredness to provide education directed to entrepreneurship to students. • Teachers own implementation of education directed to entrepreneurship • Students need for education directed to entrepreneurship. • Teachers sufficiency to implement education directed to entrepreneurship. • The appropriateness of education directed to entrepreneurship as a teacher concern. The results of the research is applied to propose an implementation strategy to enhance education directed to entrepreneurship within the framework of the South African school context and policy of education. The conclusion was reached that educators can greatly contribute to prepare our youth so that they can take up their positions in the community as responsible and able citizens. / Psychology of Education / D. Ed. (Psychology of Education)

Entrepreneurship education can contribute beneficially to learners’ schooling and should be structured and implemented (within programmes or curricula) to facilitate these benefits. In the South African secondary school curriculum, only Consumer Studies includes significant entrepreneurship education. Despite this potential of Consumer Studies, entrepreneurship education benefits do not always reach learners, due to underprepared teachers and the ineffective implementation of the curriculum. The study aimed to explore how and to what extent entrepreneurship education is embedded in the intended and enacted curriculum for Consumer Studies, with the purpose of proposing a framework to provide guidance to teachers for the effective structuring and implementation of entrepreneurship education in Consumer Studies. A multi-phase sequential exploratory and descriptive mixed-methods research design, rooted in constructivism, was used. Document analysis, an online survey and focus group interviews were used for data collection. Initially, entrepreneurship education in the overall South African secondary school curriculum was explored. Subsequently, entrepreneurship education in the Consumer Studies curriculum was focused on, investigating (a) the potential value it contributes to the subject, (b) the extent to which the curriculum is structured to support trepreneurship education, and (c) how teachers implement it in practice. Phase 3 identified best practice for entrepreneurship education internationally, which was compared to the findings from the previous two phases. Based on the previous findings, a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies, was ultimately proposed. It was apparent from the findings that entrepreneurship education only appears infrequently, unstructured and in isolated subjects in South Africa. Furthermore, even though Consumer Studies has great potential to contribute value to learners’ lives and is well structured to support constructivist entrepreneurship education, it transpired that this potential does not always reach learners, owing to the ineffective structuring and implementation of the curriculum. This study revealed the dearth of well-structured entrepreneurship education as part of the South African secondary school curriculum, with the exception of Consumer Studies. We anticipate that the framework will enhance teachers’ implementation of entrepreneurship education in Consumer Studies, which should augment the benefits thereof for learners. / Summary in English, Xhosa and Zulu / Thuto ya bogwebi e ka tshwaela ka tsela e e mosola mo go ithuteng ga morutwana mme e tshwanetse go rulaganngwa le go diragadiwa (mo mananeong gongwe kharikhulamo) go gokaganya dipoelo tseno. Mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa, ke fela Dithuto tsa Badirisi tse di akaretsang thuto e e botlhokwa ya bogwebi. Le fa go ntse go na le bokgoni jono mo Dithutong tsa Badirisi, dipoelo tsa thuto ya bogwebi ga di fitlhelele barutwana ka gale ka ntlha ya barutabana ba ba sa ipaakanyang mo go lekaneng le tiragatso e e seng mosola ya kharikhulamo. Maikaelelo a thutopatlisiso e ne e le go sekaseka gore thuto ya bogwebi e tseneletse go le kana kang le gone jang mo kharikhulamong e e lebeletsweng le e e fetisitsweng ya Dithuto tsa Badirisi, ka maikaelelo a go tshitshinya letlhomeso la go tlamela barutabana ka kaedi ya go rulaganya le go diragatsa thuto ya bogwebi mo Dithutong tsa Badirisi ka tsela e e mosola. Go dirisitswe mokgwa wa patlisiso wa magatomantsi le o o kopaneng mme o theilwe mo go lebeleleng maitemogelo. Go dirisitswe tshekatsheko ya dikwalo, tshekatsheko ya mo inthaneteng mmogo le dipotsolotso tsa ditlhopha tse di rileng go kokoanya data. Kwa tshimologong go ne ga sekasekiwa thuto ya bogwebi mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa ka kakaretso. Morago ga moo, go ne ga lebelelwa thuto ya bogwebi mo kharikhulamong ya Dithuto tsa Badirisi, go sekasekiwa (a) boleng jwa bokgoni jo e bo tshwaelang mo serutweng, (b) gore kharikhulamo e rulagantswe go tshegetsa thuto ya bogwebi go fitlha fa kae, le (c) ka moo barutabana ba e diragatsang ka gona. Legato la 3 le supile ditiragatso tse di gaisang tsa thuto ya bogwebi boditšhabatšhaba, tse di neng tsa bapisiwa le diphitlhelelo go tswa kwa magatong a mabedi a a fetileng. Go ikaegilwe ka phitlhelelo tse di fetileng, go ne ga felelediwa go tshitshintswe letlhomeso la go rulaganya le go diragatsa thuto ya bogwebi ka bokgoni mo Dithutong tsa Badirisi. Go ne go bonala go tswa mo diphitlhelelong gore thuto ya bogwebi e tlhagelela fale le fale, e sa rulagana mme gape e le mo dirutweng tsele le tsele mo Aforikaborwa. Mo godimo ga moo, le fa Dithuto tsa Badirisi di na le bokgoni jo bogolo jwa go oketsa boleng mo matshelong a barutwana mme di rulagane sentle go ka tshegetsa thuto ya bogwebi e e ikaegang ka maitemogelo, go tlhageletse gore ga se gantsi bokgoni jono bo fitlhelelang barutwana, ka ntlha ya thulaganyo le tiragatso e e seng mosola ya kharikhulamo. Thutopatlisiso eno e senotse tlhaelo ya thuto ya bogwebi e e rulaganeng sentle jaaka karolo ya kharikhulamo ya dikolo tsa sekontari tsa Aforikaborwa, kwa ntle fela ga Dithuto tsa Badirisi. Re solofela gore letlhomeso le tlaa tokafatsa tiragatso ya barutabana ya thuto ya bogwebi mo Dithutong tsa Badirisi, tse di tshwanetseng go oketsa mesola mo barutwaneng. / Imfundo yezamabhizinisi (intrepreneurship education) ingalekelela kakhulu impela, ihlomulise umfundi emfundweni yakhe, futhi kumele ihleleke futhi iqaliswe (ngaphakathi ezinhlelweni zokufunda noma amakharikhulamu) ngendlela ezohlinzeka umfundi ngale mihlomulo. Kwikharikhulamu yezikole zamabanga aphezulu (amasekhondari) zaseNingizimu Afrika, yisiFundo Sezabathengi (Consumer Studies) kuphela esiqukethe ingxenye enkundlwana impela yemfundo yezamabhizinisi. Nakuba isiFundo Sezabathengi sihlinzeka ngalolu sizo, imfundo yezamabhizinisi ayivamisile ukufinyelela kubafundi, ngenxa yothisha abangavuthiwe kahle noma abangazilungiselele ngokwanele, kanye nokuqaliswa nokuqhutshwa kwekharikhulamu ngendlela engagculisi neze futhi engakhiqizi izithelo ezinhle. Lolu cwaningo kuhloswe ngalo ukuhlola nokuhlaziya ukuthi imfundo yezamabhizinisi ifakwe kanjani futhi kangakanani kwikharikhulamu ehlosiwe futhi esiphasisiwe yesiFundo Sezabathengi, ngenhloso yokwenza isiphakamiso sohlaka oluzolekelela futhi lube ngumhlahlandlela wothisha ekuhleleni kahle nokuqhuba imfundo yezamabhizinisi esiFundweni Sezabathengi. Kulolu cwaningo kwasetshenziswa idizayini yocwaningo ehlolayo ezigaba-ziningi ezilandelanayo kanye nedizayini yocwaningo esebenzisa izindlela ezixubile ezichazayo, ezigxile ku-constructivism. Ukuhlaziywa kwemibhalo, ucwaningokuhlola (isaveyi) lweinthanethi kanye nezimposamibuzo (interviews) ezigxile emaqenjini athile, kwasetshenziselwa ukuqoqa idatha. Ekuqaleni, kwahlolwa futhi kwahlaziywa imfundo yezamabhizinisi kwikharikhulamu yonkana yezikole zamabanga aphezulu zaseNingizimu Afrika. Emva kwalokho, kwagxilwa kwimfundo yezamabhizinisi esiFundweni Sezabathengi, kuphenywa (a) ubugugu nokubaluleka kwemfundo yezamabhizinisi kulesi sifundo, (b) izinga lokuhleleka kwekharikhulamu ukuze ikwazi ukweseka imfundo yezamabhizinisi, kanye (c) nokuthi othisha bangayiqalisa futhi bayiqhube kanjani ngokoqobo futhi ngendlela ephathekayo imfundo yezamabhizinisi. Isigaba 3 sahlonza inkambiso yemfundo yezamabhizinizi ephuma phambili emhlabeni wonke jikelele, eyaqhathaniswa nalokho okwatholwa ezigabeni ezimbili ezedlule. Ngokususela kulokho okwatholwa ezigabeni ezedlule, kwahlongozwa uhlaka lokuhlelwa nokuqaliswa kahle kwemfundo yezamabhizinisi esiFundweni Sezabathengi. Uma kubhekwa izinto ezatholakala ocwaningweni, kwabonakala ngokucacile ukuthi imfundo yezamabhizinisi yayithe gqwa gqwa laphaya nalaphaya, futhi itholakala ngendlela engahlelekile, ezifundweni ezithile, ezimbalwa eNingizimu Afrika. Ngaphezu kwalokho, nakuba isiFundo Sezabathengi singaba nomthelela omuhle kakhulu ezimpilweni zabafundi futhi sikulungele noma sihleleke kahle ukuze sikwazi ukweseka i-constructivist entrepreneurship education, kwahlaluka ukuthi lo mthelela omuhle awuvamisile nezeukufinyelela kubafundi, ngenxa yokungahlelwa kahle kanye nokungaqaliswa ngendlela efanele kwekharikhulamu. Lolu cwaningo lwabonisa ukuntuleka kwemfundo yezamabhizinisi ehleleke kahle, njengengxenye yekharikhulamu yezikole zamabanga aphezulu zaseNingizimu Afrika, ngaphandle kwesiFundo Sezabathengi. Sibheke ukuthi lolu hlaka lwenze ngcono ukuqaliswa nokuqhutshwa kwemfundo yezamabhizinisi ngaphansi kwesiFundo Sezabathengi, futhi lokho kuyokhulisa imihlomulo yemfundo yezamabhizinisi kubafundi. / Curriculum and Instructional Studies / D. Phil. (Curriculum Development)

Summaries in Afrikaans and English / Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan. / Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy to develop entrepreneurship in education. In an answer to this deficiency, this study is directed to develop a proposed implementation strategy to enhance entrepreneurship in education. In the course of this investigation it was needed to thouroughly account with concerns such as: • the role and significance of entrepreneurship within the South African school context; • factors which underlie entrepreneurial success or failure; • the development of a positive entrepreneurial attitude and entrepreneurial skills and • local and foreign initiatives to enhance entrepreneurship within the school context. In the empirical investigation the v1ew is held that teachers opm10ns is of crucial importance to give direction towards a strategy to enhance entrepreneurship. Teachers views are examened within each of the following fields of investigation: • Teachers empoweredness to provide education directed to entrepreneurship to students. • Teachers own implementation of education directed to entrepreneurship • Students need for education directed to entrepreneurship. • Teachers sufficiency to implement education directed to entrepreneurship. • The appropriateness of education directed to entrepreneurship as a teacher concern. The results of the research is applied to propose an implementation strategy to enhance education directed to entrepreneurship within the framework of the South African school context and policy of education. The conclusion was reached that educators can greatly contribute to prepare our youth so that they can take up their positions in the community as responsible and able citizens. / Psychology of Education / D. Ed. (Psychology of Education)