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Examining the business education curricula in South Africa

Examining the business education curricula in South Africa The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices.Design/methodology/approachThrough interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses.FindingsSocial entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula.Research limitations/implicationsThe study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously.Practical implicationsThe study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners.Originality/valueThis is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education + Training Emerald Publishing

Examining the business education curricula in South Africa

Education + Training , Volume 61 (7/8): 23 – Aug 12, 2019

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0040-0912
DOI
10.1108/et-05-2018-0115
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices.Design/methodology/approachThrough interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses.FindingsSocial entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula.Research limitations/implicationsThe study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously.Practical implicationsThe study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners.Originality/valueThis is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.

Journal

Education + TrainingEmerald Publishing

Published: Aug 12, 2019

Keywords: Teaching; Curriculum; Learning; Social entrepreneurship; Business education; Critical awareness

References