Barriers to entrepreneurial development in TVET colleges: A cross-sectional mixed-methods study of student perspectives.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i12.1982

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

DOI:

https://doi.org/10.51168/sjhrafrica.v6i12.1982

Keywords:

Entrepreneurship education, experiential learning, TVET colleges, curriculum reform, start-up hubs, community-based models, South Africa

Abstract

Background
Entrepreneurship is increasingly recognized as a pathway to youth empowerment and economic development in South Africa. Technical and Vocational Education and Training (TVET) colleges play a pivotal role in equipping students with practical skills for self-employment. However, despite national policy support, entrepreneurial development within TVET colleges remains constrained. This study investigates the barriers hindering entrepreneurial growth from the perspective of enrolled students, with a focus on identifying institutional, structural, and contextual challenges.

Methods
A cross-sectional mixed-methods study was conducted across four public TVET colleges in KwaZulu-Natal. Quantitative data were collected through structured questionnaires administered to 120 final-year students enrolled in business and engineering programs. Qualitative insights were gathered through focus group discussions (n = 4) and semi-structured interviews with 12 student representatives and academic staff. Descriptive and inferential statistics were used to analyse quantitative data, while thematic analysis was applied to qualitative responses.

Results
Key barriers identified include inadequate entrepreneurial training (reported by 72% of students), limited access to startup funding (68%), lack of mentorship and incubation programs (61%), and insufficient exposure to real-world business environments. Institutional constraints such as outdated curricula and poorly resourced entrepreneurship units further compound the challenge. Qualitative data revealed a strong desire among students for experiential learning and community-based enterprise development models.

Conclusion
The study highlights significant structural and pedagogical gaps within TVET institutions that hinder students' entrepreneurial readiness. While students demonstrate interest and potential for entrepreneurship, systemic limitations restrict the translation of skills into practice.

Recommendations
To strengthen entrepreneurial development in TVET colleges, curriculum reforms should prioritize experiential learning, partnerships with local businesses, and on-campus incubation centres. Additionally, policy frameworks must support funding access and mentorship networks tailored to student-led enterprises.

Author Biography

Sibonelo Thanda Mbanjwa, Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

is a dedicated lecturer in the Department of Nature Conservation at Mangosuthu University of Technology (MUT), South Africa. He holds a Ph.D. in Environmental Science and specializes in biodiversity conservation, sustainable development, and environmental education. Dr. Mbanjwa is deeply committed to community engagement, student mentorship, and the integration of indigenous knowledge systems into conservation practices. His work bridges academia and practical application, empowering students and communities through innovative teaching, research, and outreach initiatives.

References

Chigunta, F. (2017). Entrepreneurship as a possible solution to youth unemployment in Africa. African Journal of Economic and Management Studies, 8(2), pp. 164–174. https://doi.org/10.1007/978-981-287-032-2_19

Fatoki, O. (2014). The entrepreneurial intention of undergraduate students in South Africa: The influences of entrepreneurship education and previous work experience. Mediterranean Journal of Social Sciences, 5(7), pp. 294–299. https://doi.org/10.5901/mjss.2014.v5n7p294

Herrington, M. & Kew, P. (2017). Global Entrepreneurship Monitor: South Africa Report 2016/17. Cape Town: University of Cape Town, Graduate School of Business.

Lekoko, M., Rankhumise, E.M. & Ras, P. (2012). The effectiveness of entrepreneurship education: What matters most? African Journal of Business Management, 6(51), pp. 12023–12033. https://doi.org/10.5901/mjss.2014.v5n7p294

Ndofirepi, T.M. (2020). The entrepreneurial university: An exploration of deviant case analysis in the study of entrepreneurial intentions of students. Journal of Entrepreneurship in Emerging Economies, 12(5), pp. 697–716.

Ngek, N.B. & Smit, A.V.A. (2013). Will promoting more typical SME start-ups increase job creation in South Africa? African Journal of Business Management, 7(31), pp. 3043–3051. https://doi.org/10.5897/AJBM12.1370