Technical And Vocational Education And Training Colleges Research Articles

Comparing PrEP initiation rates by service delivery models among high risk adolescent boys and young men in KwaZulu-Natal, South Africa: findings from a population-based prospective study

IntroductionPre-exposure prophylaxis (PrEP) is an HIV prevention strategy that can reduce the risk of HIV acquisition by more than 90% if taken consistently. Although South Africa has been implementing PrEP since 2016, initially for selected population groups before expanding access to more people, there is a dearth of research focused on PrEP among adolescent boys and young men (ABYM), despite them experiencing high rates of HIV infection. To address this gap, we compared PrEP initiation rates by service delivery points (SDPs) among ABYM in KwaZulu-Natal, South Africa.MethodsWe conducted a population-based prospective study in 22 SDPs from July 2021 to July 2022 in KwaZulu-Natal, South Africa. Sexually active ABYM aged 15–35 years who tested HIV negative were recruited at purposively selected PrEP SDPs (i.e., healthcare facilities, secondary schools and Technical Vocational Education and Training (TVET) colleges, and community-based youth zones). We collected baseline quantitative data from each participant using self-administered electronic questionnaires built into REDCap, including demographic information such as age, sex, employment status and level of education, as well as PrEP initiation outcomes. We extracted data from REDCap and exported it to Stata version 17.0 for analysis, and then eliminated discrepancies and removed duplicates. We described baseline characteristics using summary and descriptive statistics (median, interquartile range [IQR] and proportions) and reported PrEP initiation proportions overall and by SDPs.ResultsThe study included 1104 ABYM, with a median age of 24 years (interquartile range (IQR): 21–28)). Almost all participants were black African (n = 1090, 99%), with more than half aged 15–24 years (n = 603, 55%) and 45% (n = 501) aged 25–35 years. The majority (n = 963; 87%) had attained a secondary level of education. Overall PREP initiation rate among adolescent boys and young men was low: among 1078 participants who were eligible for PrEP, 13% (n = 141) were started on PrEP. Among the participants who were initiated on PrEP, over three quarters (78%, n = 58) were initiated from high schools, compared with community-based youth zones (40%, n = 37), TVET colleges (26%, n = 16) and healthcare facilities (4%, n = 30).ConclusionsThis study provided evidence suggesting that expanding PrEP services to non-traditional settings, such as high schools, TVET colleges, and community-based organizations, may have a potential to increase PrEP access among ABYM in South Africa.

Developing a change management measurement instrument for effective use of examination administration system

The quantitative change management measurement for effective use, which consists of operationalized change drivers, dimensions and sub-dimensions for effective use of Examination Administration System (EAS) in the South African context, has been scarcely discussed in the literature. This paper intends to develop and validate a change management measurement instrument (CHAMI) to measure the effective use of EAS in South Africa’s (SA) Technical and Vocational Education and Training (TVET) colleges. The CHAMI was developed drawing on the survey measurement instruments literature for change management and effective use and assessed quantitatively using data collected from 215 EAS users across all 318 TVET colleges from nine provinces of SA. The empirical results found the existence of construct validity of the CHAMI with 11 dimensions (i.e. user involvement and change recognition, user satisfaction, performance measurement, technology use, EAS adaptive use, EAS verification, user learning, transparent interaction, representational fidelity, informed action, and effective use) and 63 questions. Another contribution this study stems from the way the research constructs in a measurement model are operationalized as they incorporate measurement class (i.e. reflective or formative). This paper presents a CHAMI for effective use of EAS. In the future, management, researchers and practitioners can use the CHAMI to measure effective use, espouse or adapt instrument as an additional use measurement dimension on United Nations digital transformation programmes index or test it in different settings to advance its generalizability.

Explorative Study of Developing a Mathematical Model for Evaluating HOTS in the Mathematics Curriculum Operating in the KZN TVET Colleges

This study developed a mathematical evaluation model, attempting to evaluate the capability of the curriculum (N1 to N2 mathematics) to equip students with higher-order thinking skills (HOTS) in the Technical and Vocational Education and Training (TVET) Colleges. The data set was collected at eMnambithi TVET College during March 2022 and October 2022. The two most crucial elements contributing to students attaining HOTS during teaching and learning are the lecturer’s content delivery ability and the curriculum. In that regard, this study began by partially evaluating the lecturer’s content delivery ability using students’ perspectives through a questionnaire. It was found that N1 and N2 mathematics lecturers’ content delivery abilities from the perspective of the students might be adequate. That left the curriculum as the only major contributing factor in a case where students were found to have poor HOTS at eMnambithi TVET College. Then, the SVHIR model (susceptible S(t), vaccinated V(t), healthy H(t), infected I(t), and recovered R(t)) was successfully developed to attempt the evaluation of students’ HOTS. The model indicated poor HOTS in students at eMnambithi TVET College. That ultimately meant that the curriculum might be incapable of equipping students with HOTS, since the lecturers’ content delivery abilities were deemed to be adequate by the participants of this study.

Identifying the Gaps in the Management of Work Integrated Learning Among TVET College National Certificate (Vocational) Students

Work Integrated Learning (WIL) is a crucial activity for students enrolled in Technical and Vocational Education and Training (TVET) programs in South Africa and globally. Effective management of this activity is essential to ensure that students are well-prepared for their placement in the workplace. Unfortunately, the current situation in South African TVET colleges often falls short, with students frequently finding themselves in workplaces where they lack the necessary readiness. To address this issue, a mixed-method approach was employed to select 50 Level 4 students from the National Certificate Vocational program and four Work Integrated Learning (WIL) coordinators. The objective was to identify the challenges faced by students during their WIL experience. Data was collected through questionnaires administered to the students and face-to-face interviews conducted with the WIL coordinators. The findings of the study revealed that 68% of the students were not adequately informed about workplace dynamics, which posed a significant challenge. Additionally, 82% of the respondents stated that they were never briefed on the employer's expectations upon their arrival at the workplace. While students found the activities in the workplace interesting, they observed a noticeable gap between what they learned in college and the realities of the industry. These challenges clearly indicate a lack of proper WIL management in the TVET colleges. To address these issues, it is recommended that the college curriculum planner collaborates closely with industries to align the curriculum with industry expectations and requirements. This synergy will enhance students' WIL experience and better prepare them for the workplace.

Exploring online teaching and learning challenges for the technical and vocational education and training lecturer

This paper explored the challenges lecturers face in teaching through online platforms. Online learning has become increasingly prevalent in Technical and Vocational Education and Training (TVET) institutions, offering opportunities and challenges for TVET lecturers. The transition from traditional face-to-face teaching to online environments requires lecturers to adapt to the new teaching methods, design engaging content, and navigate digital platforms. The qualitative research gathered data from 35 lecturers out of 60 conveniently and purposefully selected from five engineering campuses at a South African TVET college. Participants were accessible to the researcher and possessed online teaching experiences. Participant observation was used as a data-gathering tool. The study attempts to answer the question: What challenges are lecturers facing during online teaching and learning? The Technological Pedagogical Content Knowledge Framework for Teacher Knowledge by Koehler and Mishra guided the study. Data were analysed thematically from the identified patterns and themes. The findings revealed technical difficulties like connectivity and software glitches, which disrupted the teaching and learning process. Lecturers grappled with receiving practical online support. The limited interaction and collaboration among students in virtual settings posed additional challenges in maintaining engagement and addressing individual learning needs. Furthermore, access and equity issues hindered students' ability to participate fully due to inadequate technology, internet access, and power outages. To overcome these challenges, the study recommended lecturers continuous professional development in online learning methods and technologies. Addressing the challenges contributes to the successful implementation of online learning in the TVET sector by ensuring quality education and enhancing students' skills and competencies.

Assessing the Symbiotic Relationship between National Development Plan 2030 and the Technical Vocational Education and Training Colleges National Certificate Vocational (NCV) programme

Despite the successes that are liberating South Africans and changing educational policies, many citizens are still trapped in poverty and chronic unemployment, and the country remains a highly unequal society. Thus, the purpose of this study was to explore the nature of the symbiotic relationship between the Technical; Vocational Education and Training (TVET) Colleges National Certificate; Vocational (NCV) programme; and NDP 2030 objectives. The qualitative research approach was adopted with a Case study design. Purposive sampling was used to select eight TVET college lecturers. The interpretive paradigm was used to describe the nature of the relationship the college has with other stakeholders. Data was collected through individual semi-structured interviews and analysed through a thematic approach. The findings revealed a lack of communication, poor relationships with relevant stakeholders, and infrastructural and resources as attributes that impede practices within TVET colleges. The other major challenge that emerged from this study is the lack of a responsive policy system which compromises practices within TVET colleges. Based on empirical evidence, it was recommended that the college requires a fully responsive TVET policy and synergistic efforts, pulling all resources together in achieving these objectives. The ultimate outcome contributes key knowledge that advances proper communication and a healthy relationship with different stakeholders that should be established and maintained for the success of TVET colleges. Keywords: Symbiotic Relationship, Development, National Development Plan (NDP)

Learning and institutional support for youth in higher education institutions during the COVID-19 pandemic in South Africa

IntroductionAs higher education institutions (HEIs) moved from in-person to online learning during the COVID-19 pandemic, various challenges were presented. Using a large online survey conducted during the pandemic, this paper investigates the impact of COVID-19 on learning and institutional support offered to students in HEIs in South Africa.MethodsThe study utilized a closed-ended questionnaire on a data-free online platform. The study sample included South African youth aged 18–35 years who were enrolled for some type of educational training or in higher education institutions (including private colleges). Data was benchmarked to the 2019 estimates of the youth population in educational institutions. Descriptive statistics are presented.ResultsAmong the 7011 student participants, the main challenges experienced during lockdown were loss of study time (57.9%), insufficient money for essential personal items for studying (55.8%), loss of social contact (42.2%) and insufficient money for food (40.1%). Overall, 47.0% of students reported having free access to the internet, 49.5% used personal internet or paid for internet access and 3.5% indicated having no access to internet. The majority rated their institution’s eLearning portal as good or excellent, and 23.4% thought their eLearning portal was of poor quality. Significantly fewer (38.1%) technical and vocational education and training (TVET) college students indicated that their institution provided the capacity to conduct virtual learning compared to those enrolled at other types of institutions. Almost two thirds of students (66.2%) from TVET colleges experienced difficulty in communicating with their institutions. Half of the students (49.9%) reported that they had a suitable place to study during lockdown, while 78.6% had regular access to electricity during lockdown. Significantly more TVET and University of Technology students received transport to return home and fee refunds.ConclusionWhile it was encouraging that most HEIs had capacity for online learning and made provision of internet access for students, it was concerning that students who are enrolled at TVET colleges faced more learning challenges during the lockdown. This highlights the inequality in learning support at different types of institutions, and that effective support from HEIs to students during the COVID-19 pandemic was not fully implemented.

An Error Analysis of TVET Students’ Responses to Optimisation Problems

Among the problems identified at Technical and Vocational Education and Training (TVET) colleges, low achievement in mathematical subjects is the most prominent one. This paper documents a qualitative case study undertaken at TVET College in Gauteng with the purpose of exploring the National Certificate Vocational (NC(V)) Level 4 students’ errors and associated misconceptions when answering optimisation questions in differential calculus. The participants were 60 students who were registered for a course in mathematics. Data were generated from the written student responses to two non-routine test items followed by interviews. Using the Newman error hierarchical model to analyse the data, it was discovered that students errors were conceptual and procedural as well as systematic and non-systematic. The literature also alluded to instructional approaches as some of the causes of students’ misconceptions and the errors and that interventions should target students as well as the instructors.

Exploring Mechanical Engineering Equipment at TVET Colleges in South Africa, Towards Integrating Virtual and Cyber-Physical Learning

Technical Vocational Education and Training (TVET) colleges are career-focused educational institutions designed to equip students with lifelong technical skills thereby contributing significantly to economic growth. The purpose of this study was to investigate mechanical engineering equipment in three TVET colleges in three South African provinces. The three provinces included in the study were Gauteng, Limpopo, and Free State. The equipment was investigated in an effort to integrate virtual and cyber-physical learning. The research utilized interviews with campus managers and senior lectures on Engineering and Related Design (ERD) to acquire data. A structured questionnaire was also distributed to former ERD students who are currently employed in the mining industry. The equipment of TVET colleges was contrasted to that of the mining industry. According to the research, TVET college equipment is outdated and inadequate, and their practical assessments are not routinely updated. The colleges do not yet have a virtual and cyber-physical learning system in existence, but preparations have been made. However, no intentions for the practical portion of the studies using virtual systems have been considered. The study affirms the need for virtual learning, Virtual Reality (VR), and Augmented Reality (AR) technologies to help students learn about current technology equipment used in the mining industry, as well as to provide sufficient time for practical learning.

The Effects of Technical Science on Learner Performance and possible Technical Vocational Career Choices

Technical vocational education and training (TVET) colleges offer technical vocational professions through a more vocational than academic curriculum. The addition of mathematics and physical science to the technical school curriculum led to a high failure rate and an increase in dropout rates because many students failed these two subjects. The department of basic education (DBE) established technical mathematics and technical science as alternatives to mathematics and physical science in these schools in an effort to address these issues. This study explored the effect of technical science on the technical high school pass rates following its implementation. Qualitative data methods was used to analyse physical science and technical content documents as well as pass rates descriptively. Findings for this study showed that technical science had less weight in the exam and less challenging content than physical science. After the advent of technical science, the pass rates for physical science rose considerably, though they were also inconsistent. Additionally, several schools stopped teaching technical science even after their students excelled in it. The study recommends that more investigation be done into the effects of technical science on learners' readiness for technical vocational careers and reasons for some schools to drop technical science. Keywords: learner performance, pass rates, physical science technical science, TVET colleges, vocational careers

The reshaping of curriculum transformation to address the 21st-century skill sets and employment prospects during the Fourth Industrial Revolution era: A case of the South Africa TVET colleges

This research explores the employability of Technical and Vocational Education and Training (TVET) college graduates in the Fourth Industrial Revolution (4IR) era in South Africa. It examines the role of TVET lecturers in providing skills that are relevant to the contemporary period. The study uses qualitative research inspired by the interpretivist approach, and a purposive sampling strategy to get the perspectives of TVET lecturers and employers. It was observed that TVET lecturers play a minimal role in the development of the curriculum due to a rigid top-down approach from the Ministry of Higher Education. Companies are forming partnerships with TVET colleges by offering places for in-service training, practicals and internships. The study reveals that South African businesses have adopted 4IR-related technologies, requiring a skilled TVET force that is ready for these transformations. The findings highlight the need for regular curriculum transformation and the importance of TVET education in producing artisans, technologists and technicians that are vital for the South African economy on an ongoing basis.

Organizational culture and management practices at technical vocational education and training colleges

<span lang="EN-US">Building an effective organizational culture of high performance has proven to be elusive amongst strategic and operational managers of selected public technical vocational education and training (TVET) colleges in the Gauteng province in the post-merger period of 2007 to 2010. Poor organizational culture demonstrated by a lack of the Ubuntu principles of humanness and teamwork; management inefficiency and instability undermined the role of public TVET colleges in the Gauteng province, South Africa. The identified knowledge gap is a paucity of information on how the values of Ubuntu are infused into management practices to improve organizational management practices. A mixed methods research approach that adopted multiple case studies, unstructured interviews and survey questionnaires was undertaken to assess an organizational culture and management practices by strategic and operational managers, and lecturers at selected public TVET colleges. Descriptive statistical and thematic analyses were employed to generate, interpret, and analyze the findings from participating managers and lecturers. The findings revealed the need to re-purpose public TVET colleges in South Africa to align with the strategic priorities and goals of the National Development Plan: Vision 2030. Strategic and operational managers should also be capacitated with stakeholder relations building and management skills to create student workplace opportunities with businesses and industries.</span>

Determinants of Youth Unemployment among TVET College Graduates in the Vhembe District

This study investigates the factors that determine youth unemployment among young Technical and Vocational Education and Training (TVET) college graduates and offers a solution to the problem in the Vhembe district of Limpopo Province, South Africa. To comprehend the lived experiences of TVET college graduates that were unemployed, this study used a qualitative approach. Semi-structured individual interviews were used to gather data. Purposive and snowball sampling techniques were used to sample individuals. Thematic analysis was used to analyze the collected data. This study found that skill gaps and obsolescence due to the TVET college curriculum, as well as skills mismatch, nepotism, and tribalism, are among the other factors that determine unemployment among TVET college graduates. The study also found that the applicability of the skills provided by TVET colleges to job market demands is a key concern. This study recommends that revamping the TVET college curriculum to meet the demands of the fourth industrial revolution is critical. This entails teaching soft skills and digital abilities. Furthermore, tackling problems such as nepotism and tribalism through public awareness campaigns, regulatory changes, and inclusive behaviors can help reduce youth unemployment.

Exploring inclusive leadership and strategic visioning as pathways to well-being in TVET colleges

This exploratory case study reports on the ways in which staff and student well-being is embedded and promoted in technical and vocational education and training (TVET) colleges through inclusive-leadership practices such as policies that structure and guide well-being programmes, making them part of the strategic vision. Such well-being is also evident in the wellness programmes and initiatives in some colleges. Eleven participants in total were purposively selected from a population of 59 TVET college leaders enrolled in a TVET (PGDip in TVET) leadership development programme at the University of Pretoria during 2021 and 2022. Data were generated during teaching and learning activities when the entire population (n=59) was involved in completing a structured checklist of enablers of, and risk factors related to, well-being for their colleges. From this process, the checklists of 11 campus managers were selected. The depth and the quality of the information the managers provided about the research topic, and the insights it provided in response to the question of how well-being was promoted in their colleges, also determined their selection. The study findings suggest that well-being policies were inconsistently implemented at different colleges, and that there is a perceived lack of strategic thinking about well-being and a lack of guidance and direction from college leaders about how to deal with it. Furthermore, it became evident that student well-being was prioritised over that of the staff, with staff members experiencing burnout and fatigue as a consequence of elevated levels of stress arising from meeting deadlines, unmanageable workloads and unrealistic expectations.

The Evolution of Agricultural Programs Towards Learning: A Look into Gender Disproportions in TVET Colleges

The current training needs in agricultural program learning should contribute to the evolution of training in South African Technical and Vocational Education and Training (TVET) colleges. It is ironic that while other countries have advanced into a new era of educational innovation, the South African TVET colleges lag behind in technological development. The survey research approach allows for data measurements and statistical analysis. The study sought to determine whether the agricultural training in TVET colleges is evolving and progressing to integrate technology into the learning process. The three TVET college campuses with 482 participants were purposefully and conveniently sampled due to their experience in agricultural programmes. The findings were presented using the AVOVA analysis that is based on theory of technology integration. According to the study's findings, TVET colleges have evolved in how they train students in agricultural programmes. The study revealed that agriculture lecturers could use technological tools frequently when training the students. However, the results revealed that lack of learning resources affects the use of technology during agriculture training. The evolution would have been better if there had been an inclusion of phases such as technology integration exploration, experimentation with technology integration, technology integration adoption, and advanced technology integration. The study suggests that the gender factor should be considered as a barrier during the technological integration phases to accommodate all the students.

Humanising Pedagogy in Mathematics Education at South African Technical and Vocational Education and Training (TVET) Colleges: Influence on TVET Teaching and Learning

This study examines the implementation of a humanising pedagogy in teaching mathematics at a TVET college in South Africa. Despite the country's transition to democracy, disempowerment and dehumanisation persist within the education system, particularly affecting learners from previously disadvantaged backgrounds. Mostly, TVET mathematics classrooms are neither humanised as mathematics is taught in isolation with social issues nor linked to students’ lived experiences. Student engagement is minimal as the classroom environment is a banking zone model. The study explores how a humanising pedagogy, based on critical pedagogy principles, can address these challenges. A humanised pedagogy has been explored through workshops and lesson presentations that were based on humanising pedagogy. Findings reveal that the adoption of a humanising pedagogy enhanced student engagement as the teaching strategies were engaging and student centred. Students were actively involved; mathematics was linked to students’ lived experiences. Additionally, the adoption of a humanising pedagogy helped students and teachers to see the relationship between the content and real life and how they can use mathematics to address social problems. The study highlights the need to humanise mathematics teaching and calls for educators to become agents of social change. Embracing a humanising pedagogy can foster a more inclusive, responsive, and equitable education system.

Innovative Strategies for Integrating Technology into Agricultural Programmes at Technical and Vocational Colleges

The transformation of agricultural programmes warrants that Technical and Vocational Education, and Training (TVET) lecturers use innovative strategies to integrate technology into their teaching. Currently, most training programmes have shifted from the traditional methods of teaching to integrate technology; hence, the strategies for training using these technologies are required. In this study, 20 lecturers from three TVET college campuses were interviewed and their teachings were observed. The ultimate purpose of this qualitative study was to propose innovative strategies for integrating technologies into the agricultural programmes. The research participants who were regarded as being knowledgeable and experienced in agricultural programmes were selected using the purposive and convenient sampling method. Data was thematically analysed and presented using categories such as the exploration of technology integration; the experimentation with technology integration; the adoption of technology integration; and the advanced technology integration that was adopted from the Kotrlik-Redmann (2003) framework. The findings suggest that the innovative strategies, including but not limited to being proactive, improvising, being developmental, and seeking assistance strategies can be used to integrate technologies. The study reveals that the lecturers use various innovative strategies for integrating technologies into the agricultural programmes. We recommend that the TVET colleges offering agricultural programmes, the Department of Higher Education and Training, and the other key stakeholders implement innovative strategies to help in the complete integration of technology. We also suggest the need to provide TVET lecturers with continuous training in the use of innovative technology.

DEMYSTIFYING DATA PROCESSING TEACHERS’ PROCEDURAL, FUNCTIONAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE IN AN ICT-BASED CLASSROOM IN SOUTH AFRICA

The paper examines the level of Procedural, Functional, Pedagogical, and Content Knowledge (PFPCK) competency needed by Data Processing (DP) teachers to effectively use Information and Communication Technology (ICT) tools in ICT-based classrooms. A descriptive survey research design was used in the study. Three research questions were raised, and one hypothesis was formulated to guide the study. 130 DP teachers randomly selected from 11 Technical Vocational Education and Training (TVET) colleges in Gauteng province in South Africa formed the sample population. The instrument used in the study was a self-developed questionnaire titled Data Processing Teachers Competency of Procedural Functional Pedagogical Content Questionnaire (DPTCPFPCQ). Personal and observation checklists were also used in the study. The data were analyzed using mean scores and t-tests. The results showed that DP teachers possessed the necessary competency of PFPCK needed to use ICT tools in the digital classroom. It was also revealed that there was a significant difference in the level of competency and acquisition of skills between the pre-service and in-service DP teachers in the use of ICT in the class. It was therefore recommended that the management of TVET colleges and other similar institutions should help to improve DP teachers procedural, and functional knowledge in the use of ICT as a pedagogical tool in ICT-enhanced classrooms. KEYWORDS: ICT-based classrooms, Procedural, Functional Knowledge, DP teachers.

Dynamics of Total Quality Management to Improve Student Outcomes in Private TVET Colleges in Gauteng, South Africa

Technical Vocational Education and Training (TVET) colleges can provide students with the knowledge and skills they need for future jobs. The study aimed to determine the mediation effects of total quality management (TQM) dimensions on employee performance and student learning outcomes. The study employed a cross-sectional descriptive quantitative design, where the research collected 349 responses from a pool of colleges in Gauteng, South Africa. The results show that training has the largest mediation effect size, with 55.1% of employee performance’s effect (total effect) on learning outcomes mediated by training. Knowledge and process management (34.8%) and customer focus (34.6%) also had a high mediation effect; however, no mediation effect was found with employee participation. This study helps the management of TVET colleges identify priority areas when they engage in the journey of TQM. The theoretical implication is that even though all the dimensions of TQM are critical in the organisation, they can be prioritised based on context and the environment where the implementation is taking place.

A call for more entrepreneurship education in non-business programs at South African TVET colleges

There has been an increase in the number of unemployed Technical and Vocational Education and Training (TVET) graduates even though these institutions are meant to train students for a particular job, several employment opportunities or self-employment. While proactive higher learning institutions acted on the need to equip graduates with entrepreneurial skills, others have not. More concerning is that even those who do not include entrepreneurial education in their curricula expect their graduates to be self-employed if they cannot find employment upon graduation. This article ascertained the extent, to which TVET colleges equipped their graduates for self-employment by including entrepreneurial skills in their programmes. Grounded on the contingency organizational theory, this article ascertained the necessity to incorporate entrepreneurship education in non-business programmes at TVET colleges. Data was collected from the TVET colleges, websites, brochures and documents of all the public TVET colleges in South Africa. The findings indicated that only 42 % of the programmes offered entrepreneurship education in their curricula. Moreover and interestingly, the province with the highest prevalence of entrepreneurship education (49 %) in their programmes is Limpopo and not the Western Cape, the financial capital. Consequently, there is a vital need to implement entrepreneurship education in all non-business programmes, for it may increase business start-ups, innovation and improve on the employability rate of the graduates