Enhancing Entrepreneurial Spirit through Institutionalised Entrepreneurship Education: Insights from South African Educators
Bongani Penuel Qwabe *
Mangosuthu University of Technology, South Africa.
Lawrence Mpele Lekhanya
Durban University of Technology, South Africa.
*Author to whom correspondence should be addressed.
Abstract
Entrepreneurship education and development (EED) is crucial for youth empowerment and for addressing the socio-economic challenges of unemployment, poverty, crime, and inequality. However, concerns persist regarding its poor implementation at the basic education level, which may negatively affect learners' entrepreneurial spirit. This study gauged perceptions of the institutionalisation of entrepreneurship education to enhance the entrepreneurial spirit in primary and secondary schools in South Africa, focusing on the perspectives of educators and principals in KwaZulu-Natal Province. The study adopted a quantitative approach, using a Likert scale-based questionnaire as the primary means of data collection. A total of 356 educators across 22 schools in KwaZulu-Natal, covering all 10 district municipalities and one metropolitan area, participated in the survey. Participants were selected using a non-probability quota sampling technique. A 5-point Likert scale-based questionnaire was used to collect data from teachers, principals, and school governing bodies (SGB) members. The research instrument comprised 46 items, with measurements categorised as nominal or ordinal. The collected data were analysed with the Statistical Package for Social Sciences (SPSS) version 29.0. The findings reveal that most participants believe that a well-managed entrepreneurship education curriculum has the potential to transform the South African economic landscape. In the investigation, 95.9% respondents either agreed (150, or 44%) or strongly agreed (177, or 51.9%) that EED encourages the founding of new businesses by learners. Additionally, the majority of respondents (94.4%) either agreed (164, or 48.1%) or strongly agreed (158, or 46.3%) that EED equips learners with critical decision-making skills. Based on the results, the study suggests that the government develop an entrepreneurship education policy that mandates the integration of entrepreneurship teaching from primary to secondary school levels. As the survey was conducted in only one province (KwaZulu-Natal), generalisation of the results should be approached with caution.
Keywords: Perceptions, institutionalisation, entrepreneurship education, entrepreneurial spirit, South Africa