Faculty of Commerce, Law and Management (ETDs)
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Item Exploring entrepreneurship education in technical and vocational education and training (TVET) for self- employment: a case study of interns in Gauteng(2021) Ditlopo, Elizabeth JanetThis study focused on exploring the extent to which TVET Colleges’ entrepreneurship education programme prepares students for self- employment. The main aim of the study was to understand, in detail, the experiences of interns’ learning of the entrepreneurship education programme at given TVET Colleges in Johannesburg, Gauteng, South Africa. The specific questions that the study sought to answer were: what the experiences of interns from the two TVET Colleges are, in terms of how entrepreneurship education prepares them for setting up new businesses; what the important course components in the entrepreneurship programme are; what the challenges confronting interns in relation to their study of entrepreneurship education are; and what the strategies of improving entrepreneurship education programmes at TVET Colleges in South Africa, to boost self-employment, are. This study employed a qualitative approach using a case study method. Data were collected using a semi-structured interview technique. Participants were recruited using a non-probability sampling method known as purposive sampling. A total of 12 participants were recruited and they consented to participate in the study. The participants included 12 interns at two selected TVET Colleges in Gauteng, South Africa, studying the N6 NATED entrepreneurship education programme. All interviews were conducted in private rooms at the selected TVET Colleges following successful appointments with participants and their institutions. All interviews were audio-recorded, and the researcher drafted detailed field notes following each interview. Audiofiles were transcribed by the researcher, and transcripts were read and re-read to identify common patterns and emerging themes in relation to meanings as well as understandings in relation to the study of entrepreneurship education programme at TVET Colleges as provided by study participants. Data were analysed using a thematic content analysis method. Verbatim quotations were used to illuminate the key themes. The findings of this study suggested that interns’ experiences in relation to studying entrepreneurship education begins with an entrepreneurial intention and builds up to the acquiring of a knowledge base as well as relevant skills for eventually becoming business owners. Further, the study found that the teaching of entrepreneurship education at the specific TVET Colleges had vi a positive impact on its students. The study also revealed that there are important course components of the entrepreneurship programme – Financial Accounting; Business Management; Computer Literacy – which provide students with the relevant skills required to start and manage their own businesses in this highly technological era. Factors such as a lack of sufficient funding and government support for TVET Colleges, as well as the difficulty in understanding some course components of the entrepreneurship education programme, especially for science-oriented students, serve as barriers in achieving the objective of becoming self-employed in Gauteng, South Africa. Additionally, the study found there are ways to improve the entrepreneurship education programme at TVET Colleges including the adequate provision of funding as well as support from the government for the TVET Colleges; and the introduction of effective mentorship programmes for students and interns studying the entrepreneurship programme. In conclusion, this study argues that, in order to understand the experiences of interns studying the entrepreneurship education programme at TVET Colleges, which will bring about selfemployment within Gauteng, South Africa, the entrepreneurial approach and contextually-based factors need to be duly considered. The study suggests that there is a positive impact of studying the entrepreneurship education programme, especially in light of the need for self-employment in South Africa; however, issues varying from insufficient funding and government support, to difficulty in understanding required course components, need to be put in perspective. More so, the study suggests that there is need to focus on learning re-orientation, especially for sciencebased students, to ensure effective understanding of the relevant knowledge and skills for becoming self-employed.