Integrated entrepreneurship education in Botswana, Uganda and Kenya: final report

In 1991, the World Bank published a major policy study on skills development, 'Vocational and technical education and training: a World Bank policy paper' (indexed in VOCED at TD/IRD 88.310). Ten years later, the Africa Region of the World Bank commissioned a series of studies about skill development in sub-Saharan Africa: to update information about the status of technical-vocational education and training in the region; to explore issues and recent developments; and to provide lessons and policy messages to guide skills development in the region. This review includes 14 thematic studies, a synthesis and a literature review.

This thematic study reviews the provisions of integrated entrepreneurship education (IEE) in Botswana, Uganda and Kenya. IEE refers to the teaching of knowledge and skills to enable individuals to plan, start and run his/her own business, delivered as an integrated part of the curriculum of an acknowledged education and training institution within the national education system. The study aims to identify success factors, problems and pitfalls that need to be considered by donors and governments in the planning of similar, new initiatives. The study found that IEE: is provided as a separate subject in all three countries; is compulsory for postcompulsory technical and vocational education and training (TVET) students; is delivered under centrally developed curricula and usually through traditional classroom teaching; and is taught by qualified teachers in most cases. However, reliable data was not available on costs of developing and delivering IEE and on the outcomes and impact of IEE. It was also found that while the self-employment rate is relatively high, almost none of the entrepreneurs had received IEE.

Documents from the 'Vocational skills development in sub-Saharan Africa' study are indexed from TD/IRD 88.278 to TD/TNC 74.413. The final synthesis is indexed at TD/IRD 88.275. Show less