2. programmes and spending a lot of money is pushed into entrepreneurship because they
establishing institutions around this and no have no other means of making a living and
tangible benefits have been realised by are unemployed. For those who are pulled
many. to entrepreneurship, two major drivers of
opportunity entrepreneurship can be identi-
In simple terms, Antonites (2003) de- fied: those who are pulled primarily because
fines an entrepreneur as an individual with they desire independence, and those who
the potential to create a vision from virtu- are primarily pulled to entrepreneurship
ally nothing. Timmons (1994, 7) regards because they want to increase their income
the process of entrepreneurship as follows: as compared to, for instance, being an em-
ployee. The remaining share includes peo-
Entrepreneurship is creating and build- ple who maintain that they have no other
ing something of value from practically way of earning a living (necessity-motivated
nothing; a human creative act. It involves entrepreneurs) and people who became in-
finding personal energy by initiating and volved in entrepreneurial activity primarily
building an enterprise or organisation, rath- to maintain their income.
er than by just watching, analyzing, or de-
scribing one. It requires vision and passion, The Total Entrepreneurial Activity index
commitment, and motivation to transmit (TEA) for South Africa was 5.4% in 2004
this vision to other stakeholders. and this placed it in the 24th position out of
the 34 countries in the GEM studies. This
This chapter investigates the challenges is lower than the ETA of other developing
which government and other agencies face countries. However, the creation of new
in developing entrepreneurship in South business should not be overemphasised as
Africa. The policies and strategies used are not all businesses which are created survive
discussed and an approach suggested. The and grow for them to contribute to national
value of the paper is in guiding policy mak- economic development through wealth cre-
ers on how best to build entrepreneurship ation. What the TEA index reveals is the
in South Africa for the needed contribution low level of creation of new enterprises in
to economic growth. South Africa. For more entrepreneurs to be
developed there is a need to deal with the
three forces mentioned above which influ-
THE THOERETICAL FRAMEWORK ence entrepreneurial behaviour through ef-
fective training interventions.
If entrepreneurship is understood to be
based on the needed behavioural patterns This section explores the theories which
which are influenced by social, economic underpin entrepreneurial education and
and psychodynamic forces, any attempts development approaches necessary to deal
aimed at supporting entrepreneurs should with the complex personality of the entre-
recognize these forces and develop effective preneur which if effective would lead to
interventions to increase the total entrepre- increased creation of new enterprises and
neurial activity in South Africa. Orford et al their growth. Education theories are used
(2004) in their Global Monitor Report here because there is a need to change the
define entrepreneurial activity as the rate at attitude and out look of people in society
which a nation creates new businesses. for entrepreneurial activities to take place,
There are many reasons motivating this pos- and has the potential to do this education if
ture is multiple. Although most individuals done correctly. This is supported by the
are pulled into entrepreneurial activity be- Shay and Wood (2005) when they assert
cause of opportunity recognition, others are that, “The education system plays an im-
2
3. portant role in developing entrepreneurial have the skills to start a new business is sig-
skills and sharing attitudes in several ways”. nificantly lower than that in other develop-
ing countries like Argentina etc.”Wood
This is also supported in the work on (2004) supports
the concept of entrepreneur by Dolabela
(1999) who define it as “ a state of being – a The various definitions point out the
lifestyle, … a way of thinking, an orientation complexity of an entrepreneur and the fact
towards innovation and a capacity to pro- that entrepreneurship can be learned and
duce changes in one self, the environment its development in a country like South
and the means of seeking self actualization, Africa can be supported. It is how this
including reaction patterns to ambiguities learning is conducted and the nature of the
and uncertainties”. support structures which will determine
impact made in the creation of
Other authors like Timmons (2004) and entrepreneurship. The following section de-
Shane (2003) have described an entrepre- velops entrepreneurship education.
neur as someone who is able to identify,
seize and take advantage of opportunities, Entrepreneurial Education
searching for and managing resources so as
to transform opportunities into successful Entrepreneurship education seeks to pro-
business”. This understanding describes the vide students with the knowledge, skills and
entrepreneurs as a sophisticated person and motivation to encourage entrepreneurial
aptly supported by higher levels of thinking success in a variety of settings. A strategy for
which only education can provide. entrepreneurship in education is a strategy
to strengthen the individual’s ability to see
However, the later works of Filion (1991) and exploit opportunities in an economic,
did not help much as describing the entre- social and cultural context.
preneur as a complexity animal. He takes a Entrepreneurship in education includes
system approach and looks at an entrepre- development both of personal qualities and
neur as, “...someone who imagines, attitudes and of formal knowledge and
develops and realizes visions”, a person who skills, together these two main elements will
defines contexts. From this underpinning give pupils/students competence in
emerged the school of thought which entrepreneurship. Personal qualities and
looked at entrepreneurial development as a attitudes increase the probability of a
process of preparing someone to develop person seeing opportunities and doing
higher cognitive skills to be able to design something about them. Work on en-
contexts. Hence, it is argued that trepreneurship in education must primarily
entrepreneurial education is important as it place emphasis on development of personal
equips one with a feeling of autonomy, qualities and attitudes. In that way a basis is
independence or self confidence which are laid for later utilization of knowledge and
all important aspects in starting a business. skills in active value creation. Knowledge
and skills concerning what must be done to
Apparently, the apartheid educational establish a new enterprise, and how to be
policies did not allow this to take place es- successful in developing an idea into a prac-
pecially amongst Africans. The legacy still tical, goal-oriented enterprise. (European
seems to linger on sixteen years after the Commission, 2006)
new political dispensation. The work of
Shay and Wood (2005) supports this when Entrepreneurship in education includes
they report that “The proportion of young development both of personal qualities and
people in South Africa who believe they attitudes and of formal knowledge and
3
4. skills that will give students competence in toward entrepreneurship, innovation
entrepreneurship. Personal qualities and at- and reorientation requires that teachers
titudes increase the probability of a person have knowledge of this. It is therefore
seeing opportunities and doing something important to focus on entrepreneurship
to transform them into reality. Work on en- in teacher training, and also provide
trepreneurship in education must primarily courses in competence development to
place emphasis on development of personal working teachers.
qualities and attitudes. In that way a basis is
4. The attitudes of school-owners and
laid for later utilisation of knowledge and
school managers: School-owners must
skills in active value creation. (Ndedi and
follow up the focus on entrepreneurship
Ijeoma, 2008) Knowledge and skills
in curricula and management docu-
concerning what must be done to establish
ments, and build competence and in-
a new enterprise, and how to be successful
sight among school managers.
in developing an idea into a practical, goal-
oriented enterprise.
It is important that educational institutions
are given legitimacy and motivation to work
According to ODEP (2009), in order to be
on entrepreneurship. School managers
able to concentrate on the objectives of
must be able to follow up, encourage and
entrepreneurship in the education system,
motivate teachers to be good role models
there are four factors that apply to all levels
and disseminators of knowledge. Both
of the education system:
school-owners and school managers must
take the initiative in collaborating with the
1. Entrepreneurship as an integrated
business sector and other agencies in the
part of instruction: Entrepreneurship
municipality. To successfully address un-
must be defined as an objective in
employment across youth people, certain
education, and be included in the
things need to be developed regarding the
instruction strategy.
training of potential entrepreneurs through
2. Collaboration with the local tertiary institutions. Entrepreneurship
community: Instruction in education is a common course of study in
entrepreneurship requires close higher education settings. A wide variety of
collaboration between schools and the curricular approaches exist, though many
local business and social sector. There is common elements are found across institu-
therefore a need for more arenas for tions and settings. These texts and
contact between educational institutions programs must be structured to introduce
and various players in society. In such the concept of entrepreneurship and
arenas educational institutions and the provide hands-on experience and working
local social and business sectors will get models for students to develop skills as
to know one another better, and cultural entrepreneurs. The principles of
barriers may be dismantled. entrepreneurship must be considered
valuable for students at all levels.
This will result in mutual benefit inas-
much as it will increase the quality and
In response to the rapidly changing na-
relevance of education and strengthen
tional landscape, not only of high unem-
recruitment to the local business sector
ployment but more generally of economic
and development of competence.
growth and job creation, entrepreneurship
3. Teachers’ competence: Teachers are is being increasingly emphasized as a critical
important role models. A positive resource. Timmons and Spinelli (2007)
attitude among young people in schools recognise that there is no substitute for ac-
4
5. tually starting a company, but it is possible In summary, Entrepreneurship education
to expose students in all fields to many of seeks to prepare people, particularly youth,
the vital issues and immerse them in key to be responsible, enterprising individuals
learning experiences through cases studies who become entrepreneurs or en-
of successful entrepreneurs. Concerning trepreneurial thinkers by immersing them
this point on students’ capacity building in in real life learning experiences where they
entrepreneurship, a multi-sectoriel policy, can take risks, manage the results, and learn
going from higher education institutions to from the outcomes (ODEP, 2009)
centres of training, is needed. For a long
period of time, many graduates in all fields DATA AND METHODOLOGY
of study were not trained in entrepreneur-
ship. However, many universities are en- The approach used to collect data for the
gaged in various programmes dealing to fill paper was twofold; first desk research was
this gap on training of potential entrepre- conducted on selected work both local and
neurs. The courses included entrepreneur- international in the area of entrepreneurial
ship and small business management, inno- education. This was done to select a best
vation and creativity, opportunity recogni- practice in education programmes aimed at
tion and business plans. These courses are developing entrepreneurs.
aimed in developing and unleashing gradu-
ates’ expertise about entrepreneurship. As it Review of critiques on the current train-
has always emphasized in the case of US, ing programmes in entrepreneurial educa-
the proliferation of entrepreneurs was as- tion was also conducted especially in the
sociated with the emergence of centres and new venture creation programme.
higher education institutions specialised in Documents from the department of labour
entrepreneurship. were also used as a good resource to
identify the work being done by the Sector
Henry, Hill and Leitch (2003: 12) point out Education Training Authorities and other
that entrepreneurship training can com- government agencies. As expected, this
plement the early stage awareness-raising source of information was not very good in
function of entrepreneurship education, as identifying problems faced so far as it was
it provides the more practical skills that not critical.
entrepreneurs require when they are ready
to set up their business. Ladzani and Van The second source of information was
Vuuren (2002: 156) state that organisations information collected from empirical inves-
wishing to develop entrepreneurship educa- tigations on the impact made by the various
tion presuppose that the lack of training of SETAs in supporting small, medium and
entrepreneurs is the main reason for micro enterprises (SME) levy payers in skills
venture failure. In the same line, Pretorius, development. The SETAs are not identified
Nieman and Van Vuuren (2005: 424) add but whatever is mentioned is common to
that the transfer of the requisite knowledge many of them.
and skills is the easiest part of training and
is incorporated in most training In addition to the information from
programmes on entrepreneurship. SETAs, data is also used from impact assess-
However, the behaviour to engage in the ment studies conducted for the
start-up process is what really matters and is Department of Trade and Industry and
what is lacking in most entrepreneurship Department of Science and Technology.
programmes.
RESULTS
5
6. This section first presents the interesting not allow blacks to owning and running
models which have been suggested in de- businesses.
veloping entrepreneurship and an analysis
is made on how useful these could be to As a result of the historical past, Shay and
South Africa. The current approaches in Wood (2005) propose that the low rate of
entrepreneurial development are then entrepreneurial activity in South Africa is
presented and a suggestion made on a pos- due to most South Africans not having a
sible new approach. “…belief in their own ability to start a busi-
ness…”. At this stage, it is suggested that ed-
Crucial activities for entrepreneurial ucational programmes would need to open
development and change mindsets for students by
providing an environment where successful
Before the various models are presented, a entrepreneurs receive wide recognition as is
useful scenario to use in reviewing entrepre- the present case of Mr. Richard Maphonya2
neurial education programmes is suggested with his opening of the largest shopping
by Janssen, Eeckhout, Gailly and Bacq centre in the southern hemisphere based in
(2007). They use the model developed by Soweto.
Fayolle (1999) which identifies three critical
areas or stages crucial for entrepreneurial Davies (2004) concludes that “profes-
development. These are identified as; sional or corporate careers are generally
a. Mobilization programmes aimed at held in greater esteem than business own-
developing the entrepreneurial spirit ership”. This emphasizes the importance of
among budding entrepreneurs in society. the first stage of mobilizing entrepreneur-
ship in South Africa.
b. Entrepreneurial training programmes
which aim at moulding intending en- The second stage requirement is partly
trepreneurs for the needed change in explained from the conclusion made by
entrepreneurial attitude and aptitude to Davies (2004) above. This suggests that
establish new ventures or develop new entrepreneurial training programmes es-
ways of creating additional wealth in pecially in educational institutions should
existing businesses. This is done mainly be strong enough to make students have
through educational programmes aimed dreams of owning businesses as opposed to
at giving students skills and entrepre- being employed. Currently there is a ten-
neurial abilities. dency for many faculties especially in the
c. Entrepreneurial support programmes sciences at universities to embrace this view
(ESPs) tend to select students who and hence not support the introduction of
already have a business opportunity to entrepreneurship skills training in their
exploit and aim at giving personal programmes.
assistance and advice to exploit the
opportunity. Further, where some education institu-
tions have entrepreneurships departments,
This scenario is a useful typology for these have tended to attract students with
developing entrepreneurship educational low matric scores and these departments
programmes. However, their effectiveness are seen as departments of last resort. There
in South Africa requires that attention be is a need to effectively position
emphasised to rekindle the needed entrepreneurship programmes in a number
entrepreneurial spirit, killed by apartheid of universities in South Africa. This would
policies especially among blacks, which did suggest offering unique programmes in
building entrepreneurs and not placing so
6
7. much emphasis on numbers for the This model would be useful in the de-
programmes to be offered. velopment of an entrepreneurial mindset
starting from primary schools to higher
The third point is that the identification institutions of learning. This approach
of students should be a deliberate process would revolutionalize the way entrepre-
and implemented in the early stages of the neurship is taught and would make stu-
entrepreneurial development process. If dents choose entrepreneurial careers as at-
this is not done a lot of students will be tak- tractive as opposed to the low risk profes-
en on board and will be eliminated in the sional paths. This would be the beginning
later stages. If selection happens in the early of developing an entrepreneurial spirit in
stages, it will save resources as efforts will be South Africa.
concentrated on people who want to take
the entrepreneurial route. Further, support Another useful way of thinking of edu-
would be concentrated on these. cational programmes is the need for an
interdisciplinary approach in the entrepre-
The above suggests the need of considerable neurial programmes suggested by Janssen et
efforts aimed at changing the attitude of al (2007). Many universities education
society toward entrepreneurship and this is providers have used the multi disciplinary
an aspect that can only be effectively approach where several disciplines are com-
changed through the proper positioning of bined to broaden the scope of learners. On
entrepreneurial development modules at all the contrary, the interdisciplinary pedagogy
educational levels in South Africa. The involves the opposite; it integrates disci-
model we propose in sections below will plines. This is supported in the early works
deal with these aspects of Petrie (1992) and Campbell (1969) when
they argued that “…any interdisciplinary ap-
Interesting
Interesting international proach has to rely upon the disciplines in
entrepreneurial education models order to ground its credibility”.
The first model presented in this paper This model uses the principles of
posits that the most useful way of providing integration, collaboration and synthesis
entrepreneurial education is to build indi- which emphasizes teacher, leaner,
viduals who are able to “dream and knowledge and processes pedagogy
organize themselves to make their dreams propounded by Houssaye (1993) to assist in
come true”, (Filion and Dolabela (2007). developing entrepreneurship. This provides
The process involves fundamental a better approach as it considers the
approaches necessary to transform societal methodology used more than the content.
norms for entrepreneurial development for
members of society to portray autistic The significance of this approach in
behaviours related to having a collective, South Africa is important as a lot of efforts
structuring and activity dreams (see Filion have been given to the development of
and Dolabela (2007)). entrepreneurial programmes like the new
venture creation programme. However, this
In terms of classroom pedagogy students are has not been very successful as the processes
asked two questions: What is your dream in have been weak in the areas of the “doing
terms of what you want to become? What is aspect”, the aftercare aspects during the
your project to make this dream come true? business management and improvement
The entrepreneurial pedagogy methodology stages and the processes usually poorly
(EPM) is suggested by Filion and Dolabela managed.
(2007, 24).
7
8. Role of Sector Education Training after by students doing teacher training.
Authorities The last problem is that materials are not
available in many of the primary schools es-
Entrepreneurship education in South pecially those in the rural areas.
Africa has a number of players including all
levels of education institutions. In The importance of the principles of inte-
particular the government has attempted to gration: teacher, leaner, knowledge and pro-
readdress the low levels of entrepreneurship cesses are put to test in the South African
in the country by introducing education system. In particular the pro-
entrepreneurship to form part of Economic cesses in managing the system would need
Management Sciences from grades three up serious considerations for education to be
to 9 in primary schools. an effective vehicle for the cultivation of an
entrepreneurial spirit among the youth in
Shay and Wood (2005) report three South Africa.
problems in teaching entrepreneurship
programmes in schools. The first problem Other important players in entrepre-
relates to apathy and as a result many neurship education are universities, South
schools do not include entrepreneurship in African Institute for Entrepreneurship and
their curricula. Secondly, they point out the Foundation for Enterprise and Business
that there is a paucity of suitable teachers Development. In the GEM report of 2005,
who can teach entrepreneurship. It seems these business venture programmes are fa-
that entrepreneurship is regarded as an un- vourably reviewed.
important teaching subject and not sought
8
9. The larger challenge of skills training in thinking is the technical skills for workers
South Africa rests with the SETAs. The ac- and not entrepreneurial skills.
cepted role of SETAs is not usually seen as
support developing entrepreneurship but to Table 1 above shows the typical training
address the skills problems inherited from programmes in one of the SETAs. What is
the apartheid regime. It is only through the prominent to note is the wide range of
new venture creation learnerships that en- programmes offered. This paper argues that
trepreneurial training is seen to be sported entrepreneurial education should be
by the SETAs. Further, the SETAs support underpinned in the learnerships and the
the SME levy payers to transfer shills but structured learning programmes offered by
little, if any, entrepreneurial development is SETAs. To some extent new venture cre-
seems to be done. ation has been used by the SETAs on a
pilot basis with no encouraging results and
The National Skills Development yet the Global Enterprise Monitor reports
Strategy (NSDS) was drafted by the success in the new venture programmes
Department of Labour to guide the efforts used at schools developed by SAIE and
of government in addressing the human FEBDEV.
resource capacity problems inherited from
the apartheid regime. The mission of the In terms of challenges faced in implement-
NSDS is, ing the skills development programmes, the
results show a number of issues raised as
“To equip South Africa (ns) with the follows below.
skills to succeed in the global market and
to offer opportunities to individuals and • Forty two percent saw no challenges in
communities for self-advancement to
implementing skills development pro-
enable them to play a productive role in
grammes
society”. This entails that people in places
of work contribute to and make their own • Fifteen percent mention cost factors
decisions about their place of work. This as an impediment. These costs related to
in essence should be regarded as building
training staff who would then leave the
intrapreneurship and entrepreneurs
within South African companies. firm or become too expensive to retain;
too small to do training (time) and to
This paper posits that the SETAs have bear the administrative burdens.
tended to regard skills training to mean • With industry manuals not available,
technical training for workers. This blurs firms are not sure of courses to put staff
their focus as being facilitators to make on. It was also pointed that some of the
South African enterprises be more pro- unit standards are not applicable to the
ductive and being more competitive in the industry. (11%)
global village. This would not happen if the
entrepreneurs do not receive the appropri- • The third problem was mentioned by
ate receive inappropriate to start, maintain 9% of the firms who felt that the bad
and grow their enterprises. Entrepreneurial communication with the SETA made it
education should be encouraged and open- difficult to know areas to target for skills
ly supported by SETAs. development.
• Seven percent reported that trainees in
Further, many SETAs have identified the cases are not interested to be trained
support of small and medium enterprise
levy payers as an important target group to
assist in skills transfers. Again the common
9
10. • Six percent mentioned problems of
company culture, impact of
HIV/AIDS, lack of management
support, organizational demands and
cultural issues as problems.
Other issues which emerge as challenges
include the following:
The level of structured industry
training is low in South Africa as
compared to the other trading
partners
• Expenditure on skills development
in the critical sectors, which promise
future growth and employment, is
low, especially among the SMEs.
• In most industries training has
remained very informal and at a very
superficial level, with most lower level
workers not empowered. This trend
will need to be addressed as it
perpetuates the apartheid legacy.
• There is a failure by many companies
especially SMEs to recognize the
importance of training within the
immediate and external environment
for training to be integrated in
company strategic objectives.
• There is a shortage of high quality
management
• Skills development programmes do
not seem to be demand driven, i.e.
taking place within a job related
framework
• Some of the training programmes are
ill conceived and too short for the
desired impact
• Entrepreneurial training has always
been sacrificed for technical training
• Women and the physically challenged
continue to be marginalized.
Table 1 Common Skills Programmes offered
10
11. Work Skills Programme Learnerships Structured Learning
General skills General skills General skills
Sales training TTI programme Management & strategic
management courses
Supply chain management Sales training Book keeping and financial
management
Customer service General travel and business HR, LLB, B. Com
travel
Induction training Performance management Induction courses
Telephone techniques Process skills In all functional areas, IT,
Excel etc
Security Computer training Presentation skills
Policies and procedures Health and occupation and Customer care, business
training safety awareness
Industrial relations and HIV/AIDS awareness ABET
supervisory skills
Health and safety and HIV/AIDS Management development courses, industrial
relations
Motivational training Supervisory training
Specific skills Specific skills Specific skills
Accommodation services Chef and customer care Waiter programmes
provision and house keeping
Food preparation and front Waiter training Semi skilled kitchen course
office
Waiter training Technical training in cookery, Hotel management, cooking
Hospitality, Food, drink and
Beverage services
Computerised reservation Accommodation services Tourism courses
systems like Galileo, Amadeus
Specific product training Occupational Health and Safety
Green keeping, technical Child minding
Driving
Mobilization: Developing culture of dreamers entrepreneurial mindset is created among levy
and using entrepreneurship to meet dreams. payers. Most important is to re position the support
to levy payers to give prominence to entrepreneurial
The first stage involves the creation of the right skills transfer as opposed to technical skills training
mind set for the development of entrepreneurship offered to workers only.
in South Africa. We call this the ontology stage in
that it aims at defining the desired state of being by To support the SETAs, the education system at all
members of society. This will involve developing the levels needs to be supported so that entrepreneurial
entrepreneurial dreams and defining how these will education receives the desired status for materials to
be achieved through well articulated entrepreneurial be supplied and teachers trained as content and
activities. process managers. Later, we shall argue for partner-
ships to be established between SETAs and
This stage will also require the cultivation of educational institutions including public and
fertile ground for the development of entrepreneurs private; a strategy which is long overdue. This will
through conceited Adult Basic Education and require that the SETAs operate in an effective
Training (ABET) programmes. Without this, phase business manner in this partnership. The current
two becomes a problem to implement. All skills problems identified in terms of capacity and
development efforts by levy payers, including operational problems need to be ironed out
government departments, need to implement ABET (Department of Labour (2006)).
as the first priority. SETAs have a role to play in this
regard and their efforts should be continued and From being dreamers to visioning the dreams
enhanced.
The second phase is more concerned with
Further, the role of mobilization will have to be epistemology, that is, the content of imparting
performed by the SETAs to ensure that the right entrepreneurial skills through the use of appropriate
11
12. methodologies. Two revolutionary methodologies National Empowerment Fund, Umusobomvu Youth
are suggested, first the integration paradigm and the Fund, the local government economic development
EPM. If these methodologies are recommended the agencies like Gauteng Enterprise Propeller,
educational institutions and SETAs through Ethekwini Local Business Development Service
learnerships, skills to support behaviour for dream Agency etc.
realization, support knowledge pillars erected from
various disciplines to mould the entrepreneurial SUMMARY
SUMMARY AND CONCLUSIONS
students to be able to know what to do and learn
through doing thereby being able to hoard Recommendations
experience.
Therefore, the real challenge is to build inter-
The SETA learnerships are best suited for this disciplinary approaches, making entrepreneurship
stage and the suggested role is for them to move education accessible to all students, and where
closer and partner with levy payers for market driven appropriate creating teams for the development and
learnerships to be implemented. Most importantly, exploitation of business ideas, mixing students from
epistemology would suggest that attention be paid to economic and business studies with students from
the trainers, selection of learners, providing the right other faculties and with different backgrounds.
knowledge and being able to manage the process.
This is a big challenge for the SETAs and effective Innovation and effectiveness stem primarily from
strategies are needed through joint design processes action-oriented and student-inclusive teaching
where a few selected partners are used for consulta- forms, teaching students “how to” so that they can
tions to develop process that will work. understand the more theoretical aspects more easily,
involving students heavily and actively in the
Continued effective support services for learning process, and involving “outsiders” in the
entrepreneurs learning process. The people doing the teaching
should be to some extent entrepreneurs themselves,
The above stages point out that entrepreneurship building their input on real-life experience. Crossing
can be learned and useful methods are needed and the boundary of the university and the world
these are suggested. The tendency of government outside is one of the reasons why such teaching is
departments to stick to old methods of doing things often experienced by the students as very different
is a far cry for needed social intrapreneurship. This from the traditional teaching experience in higher
will entail that government officers be innovate to education.
find new and better ways of meeting their noble
objectives, in this case developing entrepreneurs in Professors should have a background in
South Africa. academia, and recent experience in business, such as
in consulting for, or initiating, entrepreneurial
This stage posits that the new entrepreneurial initiatives. Ideally they should maintain strong
“animal” should not be left alone in a hostile personal links with the business sector. The best
business environment. There is a need of support professors are teachers who have the required
services in access to finance for short, medium and teaching competences as well as real professional
long term capital gearing, technology transfer to im- experience in the private sector. For those with no
prove quality of products, market linkages and experience in the private sector, specific teaching
development to tap bigger and better local and modules should be integrated into the curriculum of
export markets and the continued coaching and future professors, such as “How to devise and teach
counselling to ensue that the acquired knowledge a case study”.
achieves grounded integrity. Many times, learners
have reported that after effective SETA supported Supporting students’ business ideas
training interventions, they were left alone and
could not consult any one when problems arose and A distinction needs to be made between awareness
in most situations this made them to revert back to raising and education, and actual business support.
the old way of doing things. This Report focuses primarily on building awareness
and on offering education programmes, courses and
It is recommended that the SETAs closely work with activities. The emphasis is on creating the
other government agencies for an effective roll out entrepreneurial mindsets and capacity. Support for
of entrepreneurial support services. These govern- university spin-offs is a vast and complex issue, for
ment agencies would include the Small Enterprise which a specific Expert Group would need to be
Development Agency, Khula and the South Micro created. Moreover, the concept of innovative spin-
Finance Fund, the Industrial Development Agency, offs is not particularly relevant for businesses started
12
13. by students, who do not have formal links with the phase of the National Skills Development Plan,
university. It seems therefore more appropriate to South Africa would have a cadre of highly skilled
speak of innovative, knowledge-based businesses people with few people to drive the enterprises.
launched by students and university graduates. Such
students would benefit from dedicated advisory and This study concludes that the SETAs need to re-
support programmes. examine their role to take up the challenge of
developing entrepreneurs and collaborating with
Efforts of increasing entrepreneurial activity in other government departments to provide the
most African developed countries have not used needed support services. The erection of Silos
appropriate methods to realize the contribution of around government departments has done more
entrepreneurship to economic development. Most harm than good for entrepreneurs.
of these countries still face unemployment
problems. A model has been suggested for an integrated
approach to be used by government at each of the
This study has explored the nature of en- stages. For this model to work a coordinating
trepreneurial development by first looking at the committee has to be established to ensure alignment
complexity of the unit of analysis entrepreneurship. of programmes to reduce duplication.
This complexity on the nature of things to be done
in entrepreneurships has suggested the need for well
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