THEMATIC ANALYSIS RESULTS: NVIVO PLUS 11

1 ENTREPRENEURSHIP IN THE EDUCATION SYSTEM IN ZIMBABWE

1.1 Teaching of entrepreneurship in Zimbabwean secondary schools.

Figure 1: Education Directors' Views on the Teaching of Entrepreneurship in Zimbabwean

Secondary Schools

Sub-themes related to the theme that entrepreneurship can be taught in local secondary
schools were mentioned by all the four education directors who participated in oral
interviews 13 times (Figure 1). All the interviewees concurred that the teaching of
entrepreneurship in local schools is currently being done through a competence-based
learning curriculum that is skills-oriented. R4 however raised a concern that the
implementation of the competence-based curriculum needs to be supported by resources.
R3 and R4 explained that local secondary schools are also teaching entrepreneurship to
students through practical and technical vocational subjects included in the learning
curriculum. R3 further expounded that the new curriculum being taught in secondary schools
advocates for the development of the students’ life skills through guidance and counselling
and career guidance.
1.2 The role of SMEs and entrepreneurs in today’s society.

Figure 2: Word Cloud of Verbatim Responses of Education Directors on the Role of SMEs
and Entrepreneurs in Today's Society

Employment emerged as the main theme in interview discussions with 4 education directors,
whose opinions were probed on the role that SMEs and entrepreneurs play in today’s society.
The word “employment” was mentioned 3 times by 3 out of the 4 directors who participated
in the interviews (Figure 2).

Figure 3: Word Tree Output for the Word "Employment"

Education directors highlighted that SMEs and entrepreneurs play the key role of creating
employment in Zimbabwe, where the unemployment rate is high because of the closure of
most industries (Figure 3). According to ED1, “SMEs play a crucial role in bridging the
unemployment gap by creating avenues for student who would have failed to get paid up
employment to survive.”
1.3 Requirements for the successful implementation of entrepreneurship in Zimbabwean
secondary schools in the short and long term.

Figure 4: Word Cloud of Verbatim Responses of Education Directors on the Requirements

for the Successful Implementation of Entrepreneurship in Zimbabwean Secondary Schools

Four major themes emerged from interview discussions with education directors regarding what they
perceived as key requirements for the successful implementation of entrepreneurship in secondary
schools in Zimbabwe (Figure 4). These themes included technical, centres, change and teaching. All
these themes were seperately mentioned two times each during the oral interviews with the
education directors.

Figure 5: Word tree output for the theme "technical"

The word “technical” was mentioned two times by R3, who highlighted that the national examination
body Zimbabwe School Examinations Council (ZIMSEC) had to change its strategies for technical and
vocational subjects (Figure 5). R3 also revealed that the Ministry of Primary and Secondary Education
was working on developing technical high schools in every province in the country where music
academies were being created.
Figure 6: Word tree output for the theme "centres"