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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.

The general purpose of this problem is to set forth needed information necessary to the progress of the social studies program in the junior high school.

The purpose of this study is to analyze the enrollment in the academic and non-academic courses taught in the senior high schools of Texas.

The purpose of the study was to locate and emphasize the strong and weak areas of the local high-school curriculum with a view toward instituting a better program, if needed.

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This thesis examines efficiency levels of the secondary school in Whitewright, Texas in order to determine the need for change in curriculum or focus.

Discussion of the best practices for school administration. / Typescript. / "January, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Includes bibliographical references (leaves 48-51).

This dissertation consists of three essays examining the impact of large-scale education policies changing high school duration in a sub-Saharan Africa context, specifically Ghana. These policies vary critical factors, namely instruction time and age at test, competition, and incentives to enroll in high school, which have implications for educational and labor market outcomes. I exploit these exogenous time series variations created to study impacts on learning, college application decisions, educational attainment, and labor market outcomes. A common thread across chapters is the examination of differential impact by gender or socio-economic vulnerability. In Chapter 1, I interrogate a nationwide reform in Ghana that reduced curricular pace by extending high school duration by a year without changing the breadth of the curriculum and the grade structure at lower levels of schooling. Maintaining the curriculum while increasing duration was aimed at reducing the curricular pace to one more suited to students' learning pace. This is key because, despite enormous strides in increasing school enrollment in developing countries, widespread low and stagnant learning outcomes remain a concern for policymakers and an active line of inquiry for researchers. Exploiting time-series variation from this quasi-random experiment, I implement a cohort analysis and a regression discontinuity design that leverages a compulsory school start law to examine the impact on learning at the end of high school, collegiate attainment, and labor market outcomes. I find significant positive effects on learning, with females benefiting more. Varying impact sizes across baseline ability levels suggest an extreme curricular gap in this setting. This reform has some positive impact on the decision to apply to college. Furthermore, young individuals who gain from increasing the depth of human capital but do not further their education beyond high school are more likely to be engaged in paid employment outside their household, although males drive these gains. I continue to investigate this setting in Chapter 2 by examining another nationwide reform that reduced high school duration by a year, three years after it was increased. This removal resulted in two cohorts graduating high school at the same time - the last before the removal of the extra year and the first after the removal. An immediate implication is a sharp increase in the number of students who graduated high school and could apply to university in a given year, exogenously increasing graduating cohort size. A larger high school graduating cohort size may affect human capital formation by impacting accumulated knowledge at the end of high school and collegiate attainment. Fewer high school resources per student and changes in student effort are possible mechanisms through which this cohort size can affect knowledge accumulation. On the college education market, a larger graduating cohort may signal a fall in admission probability through increased college demand if there is no expected commensurate increase in supply. In response, students may change their application strategy on the extensive and intensive margin depending on their revised admission probability estimate. I test these hypotheses by combining a cohort analysis and a regression discontinuity design leveraging a compulsory schooling law to isolate causal effects. Focusing on students with the extra year, I find a notable fall in end-of-high school performance for students who faced a larger cohort. These individuals are less likely to obtain a college degree. First, they are less likely to apply immediately after graduation, which persists for two years, suggesting many forgo applications altogether. Even when they do, universities face supply constraints and cannot absorb the increased demand. Second, they reduce the selectivity of their applications' field choices. Analogous results hold for females and economically vulnerable students. In Chapter 3, I assess a possible tradeoff between increased years of schooling and the likelihood of graduating high school in a setting where high school is neither free nor compulsory from the nationwide policy considered in Chapter 1 that increased high school duration by a year. This policy creates an exogenous shock to high school duration for the universe of middle school graduates at this transition point. Bunching in the number of students who complete the highest grade of a schooling level and then drop out is a common phenomenon. It suggests factors that change incentives to enroll at the next level may affect their continuation decisions. Using a multiple linear regression model with fixed effects to estimate the impact from this exogenous shock, I find that those who expect to be affected by the policy spend more years in pre-tertiary schooling, but this comes at a statistical and economically significant cost to graduating. This finding aligns with policymakers' concerns that some students would be precluded from obtaining a high school education. It is worth noting that sub-groups in the population who may be disadvantaged - females, students from low socio-economic backgrounds, and lower ability students are not more likely to bear the brunt. If anything, they have significantly lower costs.