Teaching of 'Entrepreneurship' as a Subject in Zimbabwean Schools- What are the Appropiate Teaching Methods?

The study sought to find out the appropriateness of the teaching methods used in selected Bulawayo Metropolitan schools, to enable learners to be entrepreneurs. The qualitative approach comprising the case study design was employed in this study. Cluster and purposive sampling techniques were used to select 20 government primary school teachers; 30 government high school teachers teaching practical subjects; 20 government high school students doing practical subjects and 10 captains of industry. Semi-structured interviews with respondents split into focus groups were used to collect data from schools, while captains of industry were individually interviewed. The study found out that Entrepreneurship as a ‘stand-alone’ subject is not taught in government schools. The study revealed that learners are taught practical subjects in a bid to equip them with entrepreneurship skills. The lecture method is mainly used in conjunction with practical sessions for lesson delivery. The study also established that learners are not taught how to convert practical skills they acquire in class into setting up businesses which is what entrepreneurship should ultimately achieve. Learners have no input in the way they are taught. The teacher determines how the lessons are conducted thus rendering the teaching methods not fully appropriate. Furthermore, there is no collaboration with industry when developing these lessons. The study recommends the establishment of entrepreneurial centres to allow learners to identify business ideas, incubate these ideas and implement them into businesses with the mentorship of captains of industry. Such centres will not only equip learners with relevant entrepreneurship skills but also allow for flexibility, creativity and innovation in learning