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- The 21st-century has ushered in a complex entrepreneurial ecosystem which is characterized by digital transformation, rapid technological advancement and evolving societal challenges. To meet up with the demands of our rapidly changing world, there is a need to shift from the traditional entrepreneurship education to equipping innovators with diverse skill sets required by today’s entrepreneurs. Hence, the aim of this study is to explore the essential skills that entrepreneurship education should accentuate in the 21st-century. This study is qualitative in nature and employed the use of semi-structured interviews to gather information from six entrepreneurship educators from diverse academic backgrounds. Thematic analysis was conducted and core competencies such as critical thinking, creativity and design thinking, digital literacy, resilience and adaptability, collaboration and communication, as well as ethical and social responsibility were identified as fundamental skills required to prepare future innovators. The findings of the study reveal that educators perceive traditional entrepreneurship curricula as overly focused on business plans and theoretical knowledge, it always neglects practical skill development crucial for navigating contemporary challenges. The study advocates for a paradigm shift towards experiential learning, interdisciplinary collaboration, and comprehensive curriculum reform that entrenches these competencies in teaching and assessment frameworks, to foster effective entrepreneurial mindsets, skills and capabilities.
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- This study was conducted among Technical Vocational Education and Training (TVET) Colleges in Kwa-Zulu Natal to engage students in the field of entrepreneurship and to develop the love of entrepreneurship at TVET College. A further investigation was undertaken to understand the way the development and management of entrepreneurship impact organisational productivity and to assess the opinions of lecturers in the development and management of entrepreneurship subjects. In Kwa-Zulu Natal there are insufficient numbers of TVET colleges offering entrepreneurship. A quantitative research method was used in this study. A total of 450 questionnaires were distributed and 371 were returned by the respondents. Stratified random sampling was used in the study to select participants. A pilot study was conducted in One (1) TVET college in the Empangeni District. The findings of the study show that there is a need to develop and manage entrepreneurship in TVET colleges and also reflect on the system that was used earlier affecting students, lecturers and other stakeholders. The study reveals that the old system was not very successful, because stakeholders were not involved; students were not afforded the opportunity to select the courses they preferred; and the shortage of qualified lecturers to teach entrepreneurship, also posed a problem. It was found that resources were not sufficient for the development and management of entrepreneurship at TVET colleges. Bursaries must be offered to students in order to motivate them to take entrepreneurship. The study revealed that entrepreneurship must be mandatory to all TVET college students.
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