Implementing strategies of entrepreneurship education in Zimbabwe

Abstract

PurposeThe aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe.Design/methodology/approachA qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions.FindingsThe findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa.Research limitations/implicationsOne of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges.Originality/valueThe paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general.

Implementation of the learning process: Efforts to improve the quality of vocational education graduates

“…The training aims to improve skills and learn to improve and develop attitudes, values, and experiences to be more productive. This study aligns with Mawonedzo et al (2021) that the experiential learning gained from industrial attachment is necessary for students to become future entrepreneurs in fashion design.…”

Education as a key to provide the growth of entrepreneurial intentions

“…The models previously identified are intended to analyze the various factors that affect individual entrepreneurial intentions (Krueger et al , 2000; Peng et al , 2013; Zhang et al , 2014). However, several social, cultural, political and economic factors influence entrepreneurial intentions in general and the creation of new companies, such as: job change, previous work experiences, quality of life, participation in certain ethnic groups, the analysis of risk capital, governmental impacts, the availability of buyers, suppliers, transportation options, qualified workforce, entrepreneurship education programmers, place of business creation, equipment and other support services (Lee et al , 2011, Liñán et al , 2011a, b; Sanchez, 2011; Bozeman and Eadens, 2020; Mawonedzo et al , 2020).…”

The Barcelona Conference on Education 2023: Official Conference Proceedings

“…There is a considerable variety of teaching approaches for entrepreneurship, including realworld examples, active learning, and student-centred learning that allows students to take a more proactive role in their development (Hodges et al, 2015;Mawonedzo et al, 2021;Yamada & Otchia, 2021). One example in this field is the Junior Enterprises, which connect theory and practice of entrepreneurship by executing projects for real clients under faculty supervision, enabling the development of not only technical skills but also soft skills, including communication, people management, problem-solving, and resource management (Mawonedzo et al, 2021).…”

“…Another teaching strategy used in fashion programs is internships with companies, which provides students with exposure to various stages of the production process, from design to clothing production. However, research among students conducted by Mawonedzo et al (2021) revealed that internships do not necessarily expose students to entrepreneurship and management practices. As introduced in this section, the discussion proceeds to the theme of sustainability.…”