A framework for developing entrepreneurial skills in the Fourth Industrial Revolution for Information & Communication Technology (ICT) Technical Vocational Education and Training (TVET) students

Abstract

South Africa has transitioned into an emerging economy over the past three decades since the inaugural democratic elections. The government has underscored the importance of advancing Science, Technology, Engineering, and Mathematics (STEM) fields within tertiary institutions. Consequently, institutions such as Technical Vocational Education and Training (TVET) colleges must adapt their curricula to align with the contemporary landscape of rapid technological progress. Given that entrepreneurship and ICT are pivotal drivers of economic growth, it is essential for ICT students to possess both technical expertise and entrepreneurial acumen to meet the evolving demands of the 21st-century industry. Therefore, it is imperative for ICT programs at TVET colleges to remain abreast of the changing realities of the Fourth Industrial Revolution (4IR). Consequently, this study endeavours to develop a framework for nurturing entrepreneurial skills within Information, Communication, and Technology (ICT) programs by implementing Simulation-Based Learning (SBL) techniques. Numerous scholarly sources indicate that student-centered learning approaches are more effective in nurturing entrepreneurial abilities in students. Accordingly, it is recommended that TVET colleges in South Africa integrate more student-centered teaching and learning methodologies into their ICT programs. These pedagogical approaches will cultivate the entrepreneurial skills sought after by the industry, thereby mitigating the unemployment rate among TVET graduates. Consequently, this study will concentrate on Simulation-Based Learning (SBL) to develop a framework for enhancing entrepreneurial skills among ICT students. A mixed-method approach was employed to gather and analyse both quantitative and qualitative data. Three TVET colleges offering the Higher Certificate of Information and Communication Technology (HCICT) were chosen to fulfil the research objectives. Quantitative data were obtained from 164 students and 20 lecturers who participated in a survey. Qualitative data were gathered through interviews conducted with 41 entrepreneurs who are business owners. Self-administered questionnaires were distributed to lecturers and students to assess suitable teaching methods for acquiring entrepreneurial skills. Participants were selected using the non-probability sampling method of purposive sampling. Additionally, interviews were carried out with 41 entrepreneurs to identify relevant entrepreneurial skills for ICT students, with participants selected using the non-probability sampling method of snowballing. Through data triangulation, which involved integrating quantitative questionnaire data with qualitative interview data, eight components of a framework for entrepreneurial skills among ICT students were developed. Consequently, the study offers a framework for entrepreneurial skills tailored to ICT students.