The role of Information and Communication Technology in developing entrepreneurial skills in marginalised communities: the case of Grahamstown

A call to meet the Sustainable Development Goals by 2030 was made by the United Nations in 2015 after the expiry of the Millennium Development Goals. This has led to the need for youth entrepreneurship studies in marginalised communities that are burdened by poverty. The marginalised communities in South Africa, where most poor unemployed people live face numerous challenges. These range from a shortage of skilled people, inequality, poverty, poor infrastructure and lack of formal and informal skills development for communities. Employing information and communication technologies (ICTs) has the potential to improve socio-economic activities, aid comprehensive human development and empower communities. To ensure human development, provision of ICTs to communities should be accompanied by approaches and guidelines that can be used to empower them through entrepreneurship. This requires investigating how ICTs can lead to the empowerment of unemployed citizens within a community. Specifically, the types of tailored ICT skills that are needed to access such empowerment opportunities and are typically taught at skills development programmes (SDPs). An interpretivist, qualitative case study approach was employed during the investigation of four skills development programmes in Grahamstown (Eastern Cape). The participants included programme directors, managers, trainees who had become entrepreneurs after attending training and those who had not started a business yet. Semi-structured interviews were employed for data collection and thematic analysis was used to analyse the data; while making use of absorptive capacity theory (ACT) as a theoretical framework. The researcher sought to answer the following main question: How should ICT-based skills development programmes be applied to enhance entrepreneurial skills within marginalised communities? To answer this, the research contributes by proposing a guideline that can be implemented to address the skills shortage in Grahamstown. The first stage requires a community needs assessment, looking at the community members prior and related knowledge. Secondly, the SDPs should create a culture of learning by transforming participants’ mindsets through core programmes. Thirdly, the core programmes should be linked with ICT skills training. After training is completed, the SDPs and external world bodies should assist with follow up support courses. During all these stages monitoring and evaluation should be implemented, and all key stakeholders should be involved