Entrepreneurial perception and intent of South African Grade 12 school pupils.
ABSTRACT This study explored the possible link between entrepreneurial perception and intent of grade 12 pupils in South African schools. It further establishes a possible contrast in the entrepreneurial intent of grade 12 pupils from a public and private school arena. The data collected was quantitative in nature and was done via surveys from 200 Grade 12 pupils. Because of the time constraints of the matric pupils, these surveys were not lengthy to complete. The institutions selected were varied although some were geographically connected to create a clearer comparison as some variables coincided reducing the risk of inaccuracy. A range of geographical areas was also selected in the interest of a locality contrast. Questions were structured to identify candidates’ perceptions and intents towards entrepreneurship in an attempt to uncover any possible links. Areas of influence that contributed to the intent levels of participants were also identified. These areas related to entrepreneurial exposure, which consisted of social support (family and community), school support and involvement as well as platforms that create entrepreneurial practice opportunities. Entrepreneurship theory exposure was identified, although the level of adequacy was not established in this study. Furthermore, possible shortfalls in the structures supporting entrepreneurial intent have been identified. The private sector with adequate support structures need to make a concerted effort, in conjunction with policy formulated by government, to create the necessary platforms for entrepreneurship to develop, as a top-down approach is required. The study recommends that collaboration between government and the private sector will establish sufficient arenas for the improvement of entrepreneurial intent in South African schools from both a public and private institution perspective.
Entrepreneurship -- Study and teaching (Secondary),Student aspirations,Vocational interests .