Graduation date: 1993

published_or_final_version / abstract / Education / Master / Master of Education

Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004 xiv, 91 leaves / The study examines the perceptions of lecturers and students on integrating entrepreneurship training and education in the academic programme Food and Beverage Management in the Eastern Cape Technikon. The study aims to integrate entrepreneurship training and education in the academic programme, Food and Beverage Management and to promote the concept with the students in the early stages of their studies.

Higher education is instrumental in the economic development of any country, as a resource of skilled personnel and knowledge production. In South Africa there is a need for higher education institutions (HEIs) to develop innovative responses to address graduate employability and entrepreneurship education. Moreover, there is a need to catalyse entrepreneurship activity among students in order to cultivate skilled opportunity-orientated entrepreneurs. This study explores the application the ‘Junior Enterprise (JE) concept’ (an international best practice) as a mechanism of improving employability and fostering entrepreneurship. To discern if this practice is appropriate for South African students, the research investigates students’ perceptions. Overall the findings suggest that there is relevant student demand for this type of experiential and cooperative learning practice. However, conflicting studies infer that the widespread implementation of this type of learning practice will face implicit challenges in the indigenous context. To further examine the feasibility of applying the JE-concept in South African HEIs, it is essential to design, implement and evaluate a pilot project. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

This study evaluates the effectiveness of adult entrepreneurial education in building the South African economy. A literature review was done to define small, medium and micro enterprises (SMME’s) and their contribution to the Gross Domestic Product of South Africa. Factors hindering SMME’s are also considered. The theory of entrepreneurship is then discussed in order to understand the general principles that govern entrepreneurship. The aim of this study was to establish whether adequate entrepreneurial education takes place at schools and the extent that adult entrepreneurial plays a role in forming SMME’s. The alignment of entrepreneurs with their primary business experience was investigated to establish the extent of training that took place. The average incubation period during the adult entrepreneurial training phase was investigated relative to the economy in terms of unemployment and the absorption rate of the economy. Perceptions of entrepreneurs were established with regards to their education and its perceived success. A non-probability sampling technique was used with purposive sampling as the sub technique. A total of 75 entrepreneurs were successfully interviewed for this project. The study established that entrepreneurial education at schools is minimal. It was discovered that post school entrepreneurial education is an important factor in setting up SMME’s and most entrepreneurs stayed in the same industries that they received their primary training from. Most entrepreneurs obtained some formal post school education and perceived this to be an important factor in their success. It is recommended that entrepreneurship education be taught at all schools (both primary and secondary) to provide a better foundation for school leaving entrepreneurs. It is also recommended that a study be done to find ways to reduce the incubation period that is needed post school in order to gain the necessary confidence levels to start businesses. This study should include ways of identifying prospective entrepreneurs early in their careers and nurturing them. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2011.

This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.

Thesis (MTech (Entrepreneurship))--Cape Peninsula University of Technology, 2015. / Entrepreneurship continues to play a quintessential role in the economies of many developing countries as well as in South Africa. One of the drivers of the economy is the creation of small business ventures, which has greatly affected the economic growth, created jobs as well as increased the national competitiveness of the nation in the world business market. In South Africa, entrepreneurship presents opportunities for bringing together the relatively younger population and to redress the past social and economic differences among its citizens. However, the lack of efficient educational and professional training in entrepreneurship is hampering the ability of South Africa to benefit from these opportunities that are associated with sustainable small business start-ups. The aim of this study was to evaluate entrepreneurship education in transferring entrepreneurial knowledge and skills to learners in selected high schools in the Cape Town area. The main questions are: Is the current entrepreneurship education in high schools effective in the development of transferable entrepreneurial knowledge and skills among school leavers? Secondly, what do successful business people deem important to study by high schools learners in order to be able to start up businesses? Finally, what are the learners’ perceptions of entrepreneurship education in transferring entrepreneurial knowledge and skills? These questions were answered by using mixed research methods. A self-administrated questionnaire was distributed to 403 school learners in Grades 10-12 and nine Teachers of Business Studies, to assess the current entrepreneurship education and examine Learners’ perceptions of the current curriculum. Interviews of 30 business owners were conducted to determine the factors that entrepreneurs deem important to study in order to start up and run sustainable businesses. A purposive sampling method was used to select the schools for the case study. Both quantifying and non-quantifying data analysis methods were used to interpret the data. Descriptive analysis techniques were also used to analyse the survey data. The researcher being also an observer in the field explains all his/her observations. Data sets were subjected to multivariate statistical analyses including Chi square, and Kruskal-Wallis statistics test analysis was carried out using the Past (Paleontological Statistics) software. The results of this study indicated that high school learners from middle income schools are enthusiastically interested in becoming entrepreneurs. An overwhelming majority of learners (73%) agreed that they are ready to start up businesses from the knowledge and skills gained in the entrepreneurship education received. On the other hand, 55.6% of the teachers agree that the earners would be capable of starting a business from the knowledge gained. A majority of the teachers (89%) would advise their learners to be employees rather than employers. Small business owners recommended that aspects such as creativity, self-reliance and problem solving skills should be incorporated in the curriculum of entrepreneurship education. Finally, in order to improve the teaching of entrepreneurship education in high schools, all stake holders, business owners as well as parents must be involved. This study recommends the inclusion of hands on practical simulations in the curriculum for the improvement of entrepreneurship education in high schools in South Africa.

Thesis (MTech (Business Administration in Entrepreneurship))--Cape Peninsula University of Technology, 2015. / This study aimed to identify the need for entrepreneurship education in developing countries, more specifically in Libreville, Gabon. This research followed a mixed method. Quantitative data were collected by means of closed-ended questionnaires. Qualitative data were collected using individual face-to-face interviews. A sample of 150 pupils/students, six teachers and three principals from three selected institutions in Libreville was selected. Furthermore, a member of the Ministry of Education of Gabon was interviewed. The findings indicate that though there is an understanding of entrepreneurship education in Libreville, teaching of the actual subject entrepreneurship is required. The majority of participants agreed that entrepreneurship education should be included in the school curriculum, and that there was need for teachers training. The lack of entrepreneurship education in schools in Libreville, Gabon, is mainly because an entrepreneurial mindset does not seem to exist. This research is important in the sense that it creates an awareness of entrepreneurship education and business creation in Libreville, which should serve as a major boost to the economy of Gabon.

Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.

The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.