Junior achiever as a tool for entrepreneurial development : a case study of the Junior Achiever Namibia Programme

Mbidi, Elizabeth Nane-Ovanhu (2012-12)

Thesis (MDF)--Stellenbosch University, 2012.

Thesis

This study was based on a key question: “Are the developing countries putting adequate effort into entrepreneurship education to develop and grow their economies to become developed countries?” Since it is believed that entrepreneurship education is not fully harnessed in Africa, it is imperative to promote entrepreneurship education (EE) in order to enhance economic growth. This could be achieved by educating young people about the principle of entrepreneurship at an early stage and this will promote enterprise creation, job creation and poverty alleviation. Many developed countries acknowledge that enterprises contribute significantly toward the economy of a country. Entrepreneurial development is therefore seen as a potential resource that contributes toward development. According to various entrepreneurship education models discussed in this study, the challenge of entrepreneurship is to create awareness of self-employment and encourage people to develop interest to engage in entrepreneurial activities. Institutions should therefore be created to develop people in the field of entrepreneurship to foster entrepreneurial activities. EE should be presented at primary, secondary and tertiary institutions to encourage more participation at a much earlier stage. This study assessed the impact of entrepreneurship education on entrepreneurial attitude within secondary schools in Windhoek, Namibia and sought to identify the impact of the Junior Achiever Namibia programme (JA NAM) on young learners, who attended the programme 2005 -2010. The study also assessed whether entrepreneurial attitudes were developed and opportunities identified, and whether innovation, enterprise and employment opportunities were created by learners who attended the programme. The study employed both a qualitative and quantitative methodology in the form of a questionnaire to evaluate students’ opinions about the JA NAM programme after attending the programme.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/95583
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