The aim of this dissertation was to investigate the extent of entrepreneurship skills development through TVET programs in Botswana at FCTVE as a technical college. To attain this work, inductive method was used. Representative sample of graduates for the class of 2008-2015 were used as subjects of the research. Open ended interviews were used as a method of data collection. Looking at the investigation of the study, the training of entrepreneurship could immensely contribute in allowing graduates to have business skills and competencies that could be more important in identifying business opportunities and operate their own businesses. Furthermore, the training of entrepreneurship has not yet been considered by the government since it can bring positive results on graduates on self-employment as a career development. By utilizing qualitative approach the research adopted open ended interviews as a method of collecting data. Data saturation was arrived at 22 graduates from 2008-2015 for Francistown Technical college graduates who were purposively sampled.
The research found that the TVET graduates do not have passion about entrepreneurship since they are not interested in being employers but rather they want to be employees. Participants stated challenges for entrepreneurship and these included lack of funds as well as institutions and stakeholders failing to work together in order to produce quality entrepreneurs. Strategies that were suggested during the study include: review of the curriculum content and training instructors so that TVET could have enough number of personnel teaching entrepreneurship. The study also found that TVET graduates are not able to start their own businesses due to lack of capital. It was recommended that the Botswana Government should be seen supporting graduates by developing funding strategies that can give graduates the opportunity to apply their skills. The findings further revealed that TVET graduates are not experienced and they do not have the skills to operate their businesses and some hesitate since they do not want to be risk takers.
Table of Contents
CHAPTER ONE: INTRODUCTION AND BACKGROUND TO THE PROBLEM
1.1 Introduction
1.2 Background Statement
1.3 Problem Statement
1.4 Purpose of the study
1.5 Objectives of the study
1.6 Research questions of the study
1.7 Significance of the study
1.8 Delimitations of the study
1.9 Chapter outline
1.10 Chapter summary
2.1 Introduction
2.2 Introduction to the entrepreneurship concept
2.3 Entrepreneurship training
2.4 Entrepreneurship development initiatives
2.5 Overview of TVET program
2.6 Challenges of TVET
2.7 Entrepreneurship skills
2.8 Significance of entrepreneurship
2.9 Entrepreneurship education in vocational training programs
2.10 Skills for employability programs
2.11 Entrepreneurship competencies and attributes
2.12 Chapter summary
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Paradigm
3.3 Research design
3.4 Population and Sampling
3.5 Data Collection
3.5.1 Primary Data
3.5.2 Secondary Data
3.6 Data analysis
3.7 Qualitative data Trustworthiness
3.7.1 Credibility
3.7.2 Transferability
3.7.3 Dependability
3.7.4 Conformability
3.8 Ethical considerations
3.9 Limitations of the study
3.10 Chapter Summary
CHAPTER FOUR: RESEARCH RESULTS AND FINDINGS
4.1 Introduction
4.2 Sample summary
4.3 Demographic characteristics of respondents
4.4 Gender
4.5 Qualifications
4.6 Experience in entrepreneurship
4.7 Entrepreneurship development in TVET
4.8 TVET programs that could enhance youth entrepreneurship skills
4.9 Challenges faced by graduates on entrepreneurship skills
4.10 Needed characters in entrepreneurship
4.11 Competencies needed in entrepreneurship
4.12 Approaches for entrepreneurship
4.13 Chapter Summary
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of findings
5.3 Restatements of objectives
5.4 Achievement of objectives
5.5 Conclusion
5.6 Educational implications of the study
5.7 Recommendations
5.7.1 Offering business consulting courses
5.7.2 Graduate motivation on entrepreneurship
5.7.3 Policy shifts to enable youth entrepreneurship
5.7.4 Develop a national strategy for entrepreneurship support in the TVET system
5.7.5 Financial support
5.7.6 Develop more intensive encouragement for students who are passionate about entrepreneurship
5.8 Further research directions
5.9 Chapter summary
Objectives & Research Themes
This study aims to investigate the extent to which TVET programs in Botswana contribute to the development of entrepreneurship skills among graduates. It seeks to assess the effectiveness of current vocational curricula and explore the connection between technical education and entrepreneurial outcomes to address the high rate of youth unemployment.
- Evaluation of entrepreneurship skill levels within current TVET programs.
- Identification of TVET programs that effectively foster sustainable youth entrepreneurship.
- Analysis of challenges faced by TVET graduates in establishing business ventures.
- Development of strategies to bridge the gap between technical training and entrepreneurial market requirements.
Excerpt from the book
1.2 Background Statement
Vocational education institutions should be able to prepare learners to work in a changing world and rapidly growing entrepreneurship atmosphere. Though developing entrepreneurship is a difficult task not because of entrepreneurial mindset since that is not formed easily, hence the learning part in acquiring entrepreneurship skills might become difficult when being trained through hands-on (Badawi, 2013). Different people have different abilities for showing their competency and being entrepreneurial oriented does not come easy. In acquiring skills in entrepreneurship, it is important to develop, practice and learn through training (Mensah & Benedict, 2010).
Little information is understood about entrepreneurship education in the Sub-Saharan countries. However, higher educational institutions established that the system of education in some African nations is not up to scratch in terms of offering entrepreneurship training in their curriculum, hence not more than 50% of universities offer courses which are specific to entrepreneurship programs and as a result have considered entrepreneurship to be an integral portion of the African education system (Niyonkuru, 2005). In their findings Jesselyn and Mitchel (2005) pointed out that entrepreneurship education in South Africa is starting though some universities have been engaged with entrepreneurship since 1990. The researchers revealed that there is of course a demand in entrepreneurship courses, and their outcomes summarised that a lot of institutions offering higher education are starting to be aware that entrepreneurship is an essential area to put more effort on hence a very robust course in entrepreneurship is needed for an institution to be recognised in terms of training students on future oriented courses for their sustainability.
Summary of Chapters
CHAPTER ONE: INTRODUCTION AND BACKGROUND TO THE PROBLEM: This chapter introduces the historical development of TVET in Botswana and outlines the research problem, objectives, and significance regarding the intersection of technical training and entrepreneurship.
CHAPTER TWO: LITERATURE REVIEW: This chapter synthesizes international and local academic perspectives on entrepreneurship concepts, the challenges faced by TVET institutions, and the importance of embedding entrepreneurial competencies within vocational programs.
CHAPTER THREE: RESEARCH METHODOLOGY: This chapter explains the qualitative research approach, the rationale for using a pragmatic paradigm, and the methods employed for data collection through semi-structured interviews with graduates and stakeholders.
CHAPTER FOUR: RESEARCH RESULTS AND FINDINGS: This chapter presents the analysis of interview data, highlighting key themes regarding curriculum gaps, student motivations, and the primary barriers preventing TVET graduates from starting businesses.
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS: This chapter summarizes the research findings and provides recommendations for policy shifts, national strategy development, and enhanced collaboration between TVET institutions and industry to foster successful youth entrepreneurship.
Keywords
Entrepreneurship, TVET, Botswana, Skills Development, Vocational Training, Youth Employment, Curriculum, Business Competencies, Technical College, Innovation, Labour Market, Self-Employment, Practical Training, Policy, Stakeholders.
Frequently Asked Questions
What is the core focus of this dissertation?
The research primarily investigates the effectiveness of Technical and Vocational Education and Training (TVET) programs in Botswana in terms of developing sustainable entrepreneurship skills among its students and graduates.
What are the primary themes addressed in the study?
The study centers on curriculum relevance, the impact of practical training, the psychological mindset of graduates toward business creation, and the systemic institutional barriers to entrepreneurship.
What is the ultimate objective of the research?
The main objective is to establish the current state of entrepreneurship development in TVET, identify potential enhancements to the curriculum, and recommend actionable strategies for stakeholders to promote youth self-employment.
Which scientific methodology was applied?
The study utilized a qualitative approach grounded in a pragmatic paradigm. Data was collected through semi-structured, open-ended interviews with graduates, lecturers, and industry stakeholders.
What is discussed in the main body of the work?
The main body covers the theoretical framework of entrepreneurship training, an overview of the Botswana TVET structure, the methodology for data collection, the presentation of research results, and detailed recommendations for curriculum and policy improvement.
Which keywords best describe this research?
Core keywords include Entrepreneurship, TVET, Botswana, Vocational Training, Skill Mismatch, Youth Unemployment, and Curriculum Development.
How does the lack of start-up capital influence TVET graduates?
The study identifies the lack of financial access as a critical barrier, noting that even if graduates have technical skills, they are unable to launch enterprises because they cannot secure the necessary funding without prior capital or robust support systems.
What is the main finding regarding graduate motivation?
The research reveals that many graduates enter TVET programs with the expectation of becoming employees rather than employers, largely because the current curriculum does not effectively nurture an entrepreneurial mindset or provide exposure to real-world business environments.
What role should government and industry play according to the research?
The author argues for a national strategy that facilitates partnerships between TVET institutions, the private sector, and financial organizations to provide mentorship, business consulting opportunities, and funding mechanisms for new business ventures.
- Quote paper
- Masters of Commerce in Tourism and Hospitality Management Naomi Chabongwa (Author), 2018, The Extent of Entrepreneurship Skills Development through TVET Programs in Botswana, Munich, GRIN Verlag, https://www.grin.com/document/427027
