Left Behind: A Reflection on Lags in the Development of Entrepreneurship Education in South Africa

2021 ◽  
pp. 173-186
Author(s):  
Natasha Katuta Mwila
2006 ◽  
Vol 48 (5) ◽  
pp. 348-359 ◽  
Author(s):  
Mary Jesselyn Co ◽  
Bruce Mitchell

2020 ◽  
Vol 23 (5) ◽  
pp. 656-673 ◽  
Author(s):  
Celine Meyers ◽  
Pragna Rugunanan

This article explores the mobile-mediated mothering experiences among migrant Somali mothers living in Port Elizabeth, South Africa. Twenty semi-structured interviews were conducted with Somali mothers to examine how Imo, Viber, Skype and WhatsApp enable them to fulfil important maternal responsibilities toward their left-behind children in Somalia. The findings reveal that three types of maternal tensions occur due to their migration: guilt and concern, family strains, and judgement in Somali communities. Efforts to overcome these tensions include the adoption of mobile technologies to continue to mother from a distance. Migrant Somali mothers in this study mediate mothering using mobile platforms by: (a) transferring remittances to their children’s caretakers, (b) sustaining emotional bonds, (c) teaching religious beliefs, and (d) encouraging educational pursuits. By focusing on mothers as a distinct category of women, this study contributes to the theoretical call for more scholarship on matricentric feminism.


Humanities ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. 105
Author(s):  
Michela Borzaga

The apartheid regime has left behind a range of chronic and structural disturbances of home/lands in contemporary South Africa. This article examines the representation of housing in Damon Galgut’s The Impostor. In this post-apartheid novel, houses feature prominently; they are not only the axle around which the plot revolves, but characters in their own right. Houses are depicted as relational and dynamic sites, invested with traumatic repressed material. By drawing on critical house studies, psychoanalysis, memory, and postcolonial studies, it will be shown that there is a strong intersection that needs to be unpacked between inhabited spaces, the mnemonic economy of the self, its displacements and unexpected flights, and the larger socio-economic and political sphere. This article argues that houses in Galgut’s novel emerge as psychological and affective contents, as symptoms of historical amnesia and displaced whiteness; characters’ psychic disturbances find fertile terrain in a country which, while parading itself as “new” and “open”, risks regressing towards new forms of “decosmopolitanization” (Appadurai).


2015 ◽  
Vol 4 (8) ◽  
pp. 507-526
Author(s):  
Rylyne Mande Nchu ◽  
◽  
Robertson K. Tengeh ◽  
Salochana Hassan ◽  
◽  
...  

2013 ◽  
Vol 27 (5) ◽  
pp. 389-398
Author(s):  
Pradeep Brijlal ◽  
Priscilla Brijlal

An investigation of the intentions and knowledge of entrepreneurship of final-year university dentistry students is reported, with particular regard to the factors of gender and race. A questionnaire survey was used with final-year dentistry students, over two years, at the University of the Western Cape in South Africa. The findings show that dentistry students across race and gender groups believed that entrepreneurship education was important. At least half of the students showed an interest in starting a business practice soon after their graduation and completion of a mandatory one-year internship, with more male students indicating an interest in starting a business than female students. More Black African students indicated interest compared to other race groups (Coloureds, Whites and Indians). There were no significant differences between male and female students with regard to knowledge of entrepreneurship, but there were significant differences with regard to race in the scores for knowledge of entrepreneurship, with White students scoring the highest and African students the lowest. The authors conclude that entrepreneurship education should be included in the curriculum in the final year of dentistry studies to encourage business practice start-up soon after the one-year internship period, with the aim of contributing to growth in employment.


2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Manduth Ramchander

Orientation: The relatively high number of unemployed graduates in South Africa is a major cause for concern. Entrepreneurial start-ups have been heralded as the panacea to the unemployment challenge.Research purpose: The aim of this study was to ascertain how entrepreneurship education, at traditional South African universities, measured against existing entrepreneurship education frameworks.Motivation for the study: Despite a plethora of entrepreneurship education initiatives, the South African higher education system fails to produce sufficient entrepreneurs; hence, the need to explore how entrepreneurship education is structured.Research design, approach and method: The research design was exploratory and both quantitative and qualitative in nature. The population comprised the eleven traditional universities in South Africa and all of them were included in the study. Secondary data was obtained from the respective universities’ websites. The search sequence in the websites were as follows: Faculty of commerce/Management Sciences, Year/handbook, undergraduate/postgraduate programmes. The word ‘entrepreneurship’ was also used as a keyword to search within the university website.Main findings: The findings revealed some entrepreneurship modules, with low total credit value in relation to total programme credit value, at the undergraduate level and specialisation at the postgraduate level with some form of centre or incubator initiatives. It was also found that little attention is given to the development of entrepreneurial skills such as perseverance, resilience and self-efficacy.Practical/managerial implications: The significance of this article lies in its potential to guide the reconceptualisation of entrepreneurship education at South African universities.Contribution/value-add: This study integrates an existing framework and model to reconceptualise the undergraduate entrepreneurship programme. The reconceptualised structure entails a programme where modules from other disciplines are integrated into an entrepreneurship programme as opposed to the current structure where entrepreneurship modules are integrated into other career-focussed programmes.


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