Entrepreneurial education in the school curriculum: in search of positioning in Zimbabwe

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dc.contributor.authorNani, Gwendoline, V.
dc.date.accessioned2016-11-23T08:22:52Z
dc.date.accessioned2023-06-26T12:06:39Z
dc.date.available2016-11-23T08:22:52Z
dc.date.available2023-06-26T12:06:39Z
dc.date.issued2016
dc.description.abstractThis study was conducted to find out when Entrepreneurship can be introduced in the school curriculum. A case study design premised in the qualitative approach was employed, which used semi-structured focus group interviews as data collection instruments. The areas of study were purposively selected government primary and secondary schools in the Bulawayo Metropolitan Province in Zimbabwe. Data were analyzed thematically and discussed according to research objectives. Findings revealed that Entrepreneurship per se is not taught in government primary and secondary schools. Based on these findings, the recommendations were that Entrepreneurship should be introduced in the school curriculum at primary level to allow learners to lay a solid foundation for creativity, nurturing and innovation of business ideas for use later in life.en_US
dc.identifier.citationNani, G. V. (2016). Entrepreneurial education in the school curriculum: in search of positioning in Zimbabwe.en_US
dc.identifier.urihttp://196.220.97.103:4000/handle/123456789/732
dc.language.isoenen_US
dc.publisherZimbabwe Publishing Houseen_US
dc.subjectentrepreneurshipen_US
dc.subjectpractical subjectsen_US
dc.subjectfoundational phaseen_US
dc.subjectnurturingen_US
dc.subjectprimary schoolen_US
dc.subjectJEL Classification: M1en_US
dc.titleEntrepreneurial education in the school curriculum: in search of positioning in Zimbabween_US
dc.typeArticleen_US
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