Effectual Structuring of Entrepreneurship Education: Guidelines for Overcoming Inadequacies in the South African School Curriculum

Toit, Adri Du; Kempen, Elizabeth

doi:10.1080/18146627.2020.1868074

Cited by 10 publications

(28 citation statements)

References 10 publications

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“…An exploratory review of 359 research publications worldwide yielded a list of 'best practices' for structuring EE (Du Toit, 2018). The focus of Du Toit's study was twofold: to identify and categorise which elements repeatedly emerge in EE (the 'what'), and how these elements or constructs are scaffolded or constructed in EE curricula in other countries.…”

Section: Global Best Practices For Entrepreneurship Education In Schoolsmentioning

confidence: 99%

“…Nevertheless, scholars like Berglund and Verduijn (2018), Floris and Pillitu (2019) and Valliere et al (2014) caution that such education must be prudently constructed to effectively reach its intended goals. Such construction should consider both the content (what is included) and how it is scaffolded (how or when it is included) to optimise its effectiveness (Du Toit, 2018;Powell, 2013;Valliere et al, 2014;Weiss, 2015). In a country such as Tanzania, with its high unemployment and poverty rate, one would expect a school curriculum with well-scaffolded EE as part of the government's efforts to ameliorate these problems.…”

Section: Introductionmentioning

confidence: 99%

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An Evaluation of the Effectiveness of Entrepreneurship Education in Secondary Schools in Tanzania

Du Toit,

Ntimbwa

2023

IJLTER

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Entrepreneurship education (EE) was included in Tanzania’s secondary school curriculum to alleviate poverty and create jobs. Entrepreneurship education content and approaches must be carefully selected and structured to further its effectiveness in addressing these goals. Global research shows notable patterns, or what can be considered ‘best practices’ in this regard, which can be used for comparison purposes. Therefore, the current investigation aimed to evaluate if, and to what extent, the EE included in the Tanzanian secondary school curriculum adheres to international best practices for structuring EE. Informed by such an evaluation, recommendations can be made to strengthen EE in this curriculum. A two-phased sequential mixed-methods investigation was conducted. Qualitative curriculum analysis, followed by a quantitative survey of 135 secondary school teachers, provided detailed data about structuring EE in the Tanzanian school curriculum. The data analysis showed the Tanzanian school curriculum could support effective EE; however, curriculum content and teacher education should be improved to advance EE in the country.

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Section: Global Best Practices For Entrepreneurship Education In Schoolsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Evaluation of the Effectiveness of Entrepreneurship Education in Secondary Schools in Tanzania

Du Toit,

Ntimbwa

2023

IJLTER

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“…Numerous factors lead to entrepreneurial intention; these include personal, psychological, environmental, cognitive and demographic factors [83]. Researchers believe that entrepreneurship is a process that involves social, cultural and economic contexts; therefore, a special topic has arisen in the entrepreneurship field of study that focuses on the contextual factors that affect one's entrepreneurship cognition to launch a venture [84]. Environmental values are positively related to a sustainable entrepreneurial intention, and the relationship between environmental values and sustainable entrepreneurial intention gains moderation through experience and personal attitude, social norms and self-efficacy [85].…”

Section: Covid-19 and Entrepreneurial Intentionsmentioning

confidence: 99%

The Effects of Entrepreneurship Leadership on Youth Entrepreneurial Intentions Post-COVID-19: The Case of Gauteng

Lekutle,

Ebewo,

Shambare

2023

Businesses

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The purpose of this research was to assess the effects of entrepreneurship leadership on youth’s entrepreneurial intentions in Gauteng province, South Africa. To test this relationship and attempt to answer the research question, “To what extent does entrepreneurship leadership influence youth entrepreneurial intentions post-COVID-19?” a conceptual model supported by the theory of Planned Behaviour was adopted. Data were collected from 825 youths in Gauteng province, South Africa, through a self-administered questionnaire. The Likert scale was applied to the questionnaire. Entrepreneurship leadership was observed to directly relate to attitude towards entrepreneurship and perceived environmental support and entrepreneurial intentions and entrepreneurial action. Furthermore, the results provide evidence that the three antecedents of entrepreneurial intention: attitude towards entrepreneurship, perceived entrepreneurial abilities and perceived COVID-19 environment influence entrepreneurial intention. Participation in entrepreneurship leadership was observed to positively influence youth intentions to become entrepreneurs. Furthermore, policymakers are encouraged to ensure the implementation of regulations that are conducive to business operations and stimulate youth participation in entrepreneurial activities. The obtained results suggest that attitude towards entrepreneurship and perceived environmental support are observed to completely and partially mediate (respectively) the relationship between three independent variables (entrepreneurship leadership, perceived post-COVID-19 environment and entrepreneurship education) and entrepreneurship intention. Leadership in entrepreneurship is crucial as it creates direction for the business in the post-COVID-19 era. This study attempts to address the gap in the literature concerning the effects of entrepreneurial factors on entrepreneurial intentions through the use of Ajzen’s Theory of Planned Behaviour.

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“…Certainly, as Kuratko (2005) argues, educators of entrepreneurship must have the same innovative drive that is expected of their students. Others maintain that it is just a matter of investing more in the development of EE to enhance quality (Du Toit & Kempen 2020;Isaacs et al 2007;Munyanyiwa & Mutsau 2015). At the very least, this study finds that entrepreneurial experience and positive attitudes toward EE positively influenced the educators' course delivery as even those educators without entrepreneurial experience were motivated by the belief that EE was a valuable subject for students.…”

Section: Educators' Experiencementioning

confidence: 99%

Contextual factors influencing entrepreneurship education at a South African University of Technology

Price

Ronnie

2021

The Southern African Journal of Entrepreneurship and Small Busi

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Background: Entrepreneurship education (EE) occupies a particularly critical space in the development strategies of emerging market countries where entrepreneurs and small businesses are required to drive economic growth and job creation. In South Africa, universities of technology (UoT), which provide vocation-focussed tertiary education, are considered vital vehicles of EE.Aim: Institutions and educators are challenged by the limited research around EE content and pedagogy, particularly outside of the business school context. This study seeks to address these research gaps within the South African economic context by examining EE courses at a UoT.Setting: This study examined 14 entrepreneurship courses offered across 11 disciplines at one South African UoT.Methods: A qualitative study consisting of semi-structured interviews with 10 educators was conducted to explore how they design and deliver their EE courses.Results: The study found three contextual factors that influence the way educators design and deliver EE courses: (1) the needs of the student: the systemic nature of their experiences, (2) the quality of teaching materials: the limited relevance of the content, and (3) the background of the educators: their experience with entrepreneurship and industry.Conclusion: In examining these key contextual factors, this study highlights the challenges that locally higher education institutions face in designing the courses that are effective at promoting entrepreneurship locally. It also showcases the prominent role that educators play in solving problems, addressing challenges, and ensuring that EE contributes to a broader economic agenda by bringing their own passion, educational expertise, and practical knowledge to the classroom.

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Effectual Structuring of Entrepreneurship Education: Guidelines for Overcoming Inadequacies in the South African School Curriculum

Cited by 10 publications

References 10 publications

An Evaluation of the Effectiveness of Entrepreneurship Education in Secondary Schools in Tanzania

An Evaluation of the Effectiveness of Entrepreneurship Education in Secondary Schools in Tanzania

The Effects of Entrepreneurship Leadership on Youth Entrepreneurial Intentions Post-COVID-19: The Case of Gauteng

Contextual factors influencing entrepreneurship education at a South African University of Technology

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