TOWARDS A THEORY OF AN ENTREPRENEURIAL CURRICULUM: AN ANALYSIS OF CURRICULUM RELEVANCY IN THE LIGHT OF BOTSWANA'S ECONOMIC NEEDS BY COLWASI GABRIEL MTHUNZI Submitted in accordance with the requirements for the degree of DOCTOR OF EDUCATION in the subject DIDACTICS at the UNIVERSITY OF SOUTH AFRICA PROMOTER: DR F. E. GOUWS NOVEMBER 2000. DEDICATION This work is dedicated to the loving memory of my late brothers, Abraham, Sabelo and Johannes. ii DECLARATION PAGE I declare that "Towards a Theory of an Entrepreneurial Curriculum: An Analysis of Curriculum Relevancy in the Light of Botswana's Economic Needs" is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. Signed ~{. 1. l,Akb f*-- (Candidate) J -\ Date ·-·.c...}-=-t(l--f--.!...lyf=-t//"-=J._,O::....;O:::.=O ___ 3::::.8. 040"7106883 MTHU \\\lll\ll\111\\ 0001782825 iii ACKNOWLEDGEMENT One of the most satisfying experiences is to reflect in gratitude on the many individuals and organisations who have contributed to the success of this study. Perhaps foremost among them, is my promoter Dr. F. E. Gou ws who patiently advised and encouraged me through the times of doubt and difficulties. At all times Dr. Gouws kept a mentoring, caring and guiding presence for which I remain forever grateful. I am also indebted to the following: Mr. J. Mbaiwa, University of Botswana, for editing part of the study, Miss C. Male, Madiba Senior Secondary School, Mr. R. Kgasudi, Seepapitso Senior Secondary School, Mr. C. Mathumo, Gaborone Senior Secondary School, Mr. B. Makhiwa, Lotsane Senior Secondary School, Mr. B. Seboko, Tutume Me Connell College, Mr. S. Ramokate, Shoshong Senior Secondary School and Mr. N. Sealetsa, Matsekge Senior Secondary School, for assisting in the administration of the questionnaires. I must also acknowledge the assistance of the deputy headmasters and senior teachers of Marn-A-Pula, Westwood and New Era International Secondary Schools and Legae Academy of Learning for administering the questionnaires in their respective schools. I would also like to thank Dr. C. Chele and Miss Irene Moraga of the Examinations, Research and Testing Division who assisted me with the statistical analysis and the use of the SPSS Computer Package. Special thanks go to the Director of Curriculum Development and Evaluation and all the headmasters, managers and owners of industries who allowed me access to their institutions. Finally, my heartfelt thanks go to a special daughter, Silibaziso, who patiently read through the thesis and offered invaluable advice. To my wife Bahle, I wish to express my gratitude for her patience and encouragement during the period of study. Colwasi Gabriel Mthunzi. IV ABSTRACT The purpose of this study secondary schools and industries in Botswana support the inculcation and development of entrepreneurial attributes. Concurrently, it investigated consonance between the attributes fostered in senior secondary schools and those required by Botswana's manufacturing industries. Hence, it investigated images, perceptions and attitudes among students and teachers in senior secondary schools and industrialists towards entrepreneurial skills and attributes. It also investigated levels of social acceptance for entrepreneurial attributes, teaching/learning approaches in schools, classroom and industrial dynamism and the utility potential of entrepreneurial skills and attributes as perceived by students, teachers and industrialists. The research design used was the investigative descriptive survey targeting students and teachers in senior secondary schools and industrialists in Botswana's manufacturing sector. A questionnaire was used for collecting data. Statistical analysis involved descriptive statistics, cross tabulation and correlation using the SPSS computer package. The research findings indicated a correlation in the students' and teachers' perceptions of an entrepreneur relating an entrepreneur with psychological traits and an enterprise. The findings also indicated that teachers are more disposed towards entrepreneurial attributes than students and industrialists who are more disposed towards traditional conformist academic attributes. All the respondents indicated a dislike for autonomy and risk taking. The reward and progression systems seemed to favour the inculcation of traditional conformist attributes. The study also revealed that industrialists in Botswana prefer conformist and self­ management skills to entrepreneurial skills and attributes. Individual entrepreneurial attributes seemed to have a minimal influence on industrial dynamism. Entrepreneurial and incubator occupations were ranked least by teachers and students in the hierarchy of occupations. On implementation procedures, teachers preferred teaching methods and materials which enhance the acquisition of entrepreneurial attributes while students, preferred those enhancing traditional conformist attributes. v There is a disjunction between the skills and attributes inculcated in schools and those required in the manufacturing industries. A hi-perceptual composite entrepreneurial curriculum focusing on entrepreneurial psychological skills and attributes and enterprise as a physical phenomenon was recommended. vi Contents Page Dedication........................................................................ u Declaration Page . ... 111 Acknowledgements............................................................... iv Abstract............................................................................. v Contents.............................................................................. vu Tables.............................................................................. xtv List of figures ........................................................................ xviii Chapter 1 Background and Orientation of the Problem ............... 1 1.1 Introduction ................................................... 1 1.2 Awareness of the problem................................. 5 1.3 Problem statement.......................................... 9 1.4 Research questions .......................................... 15 1.5 Aims......................................................... 18 1.6 Definition of terms. 19 1.7 Demarcation, scope and limitations of the study...... 23 1.8 Research method ............................................. 25 1.9 Programme ofinvestigation................ .............. 26 1.10 Conclusion ................................................... 27 Chapter 2 A Conceptual Analysis of Curriculum Relevancy....... 29 2.1 Introduction .......................................... 29 2.2 Defining the curriculum ...................................... 30 2.3 Images of curriculum relevancy........................ 34 2.4 An overview of the contributions to the search for a relevant curriculum....................................... 37 2.5 Some conceptions of curriculum relevancy in the vii Ancient World ............................................................... 37 2.6 The Greco-Roman ideals of curriculum relevancy......... 40 2.7 Nineteenth and twentieth century initiatives in attaining curriculum relevancy. 41 2.8 Determining curriculum relevancy through epistemology ........ 43 2.9 Curriculum relevancy through axiology........................... 46 2.10 Using a selection from culture to determine curriculum relevancy.. 48 2.11 Needs, interests and utility as curriculum relevancy determinants. 50 2.12 Attempts at attaining curriculum relevancy through vocationalisation and the work related curriculum ... 52 2.13 The entrepreneurial curriculum: An alternative?............... 58 2.14 Conclusion ............................................................ 61 Chapter 3 Entrepreneurship: A Review of Perceptions, Indices and Interplay with the School Curriculum.......................................... 63 3.1 Introduction................................................... .. 63 3.2 An overview ofthe evolution ofentrepreneurship............ 64 3.3 Entrepreneurial images............................................. 70 3.3.1 The uni-dimensional image of an entrepreneur........ 70 3.3.2 The multi-vectotal image of an entrepreneur.......... 72 3.4 Creativity and innovativeness.. .. .. .. .. ... .. .. 76 3.5 Achievement motivation............................................ 79 3.6 The propensity for taking risks.................................... 81 3.7 Flexibility and adaptability....................................... 82 viii 3.8 Locus of control and the concept of self......................... 84 3.9 Images of entrepreneurial interface with the school curriculum................................................... 86 3.10 Conclusion................................................... .. 91 Chapter 4 Entrepreneurial Attributes in the Context of Botswana's Projected Economic Trends................................................ 93 4.1 Introduction................................................... 93 4.2 The agricultural sector....................................... 94 4.3 Entrepreneurial attributes in the context of agro-pastoral industries...................................................... 95 4.4 Mining and manufacturing industries........................... 100 4.5 Entrepreneurial skills and attributes in the context of mining and manufacturing industries........................ 105 4.6 Conclusion................................................... ...... 118 Chapter 5 Research Procedures and Methodology .............................