The government believes entrepreneurship can help solve the countrys high unemployment levels.
But does entrepreneurship simply mean peddling clothes hangers and refuse bags, like so many hawkers do? How can we nurture an understanding of innovation that will give youth a shot at building sustainable businesses?
Johan Zietsman, policy executive for labour and social development at the South African Chamber of Business, believes that early education is the only way to change the way we think about entrepreneurship.
Experiential training is the most important and I think it is an area in which many of our schools and tertiary education institutions have failed, says Zietsman.
Zietsman says solutions also lie in sector education and training authority learnerships, and in companies taking greater responsibility for exposing young people to corporate culture. At the same time, business must support youngsters as would-be entrepreneurs and not just see them as potential employees.
Its not to say that we dont need employees and that people dont need degrees. But research does show that employment among those who have degrees is low, he says.
He adds that the goal is to reduce unemployment in as many ways as possible, not only through encouraging entrepreneurship.
Ernest Boateng, a training specialist with the Cape Town-based South African Institute of Entrepreneurship, agrees that the answer lies in changing mindsets at the primary-school stage.
The problem right now is that entrepreneurship is often a desperate last choice for many school leavers, says Boateng.
The education programme of this Section 21 company and NGO was launched in 1998 and is currently operating in six provinces.
Boateng explains that the programme is based on the Department of Educations curriculum outlines and is appropriate material for teaching economic management. Teachers are trained to use the programme and make use of material in a kit prepared specifically for learners from grades 2 to 11. Each kit costs R2 800 and includes a teachers manual and activity materials such as word cards.
For a Grade 2 learner, for example, wed use storytelling, paint a scenario where they would need to come up with an economic solution creatively. Wed also encourage the art teacher to become involved, so that things such as marketing skills can be enhanced, says Boateng.
For older children, the programme requires them to run virtual businesses and to establish real-life networks. They need to understand concepts such as banking, budgeting and finding alternative funding for budding businesses.
The programme is available in mother-tongue languages for junior grades and in English for older learners. Though there is a cost for the kits and training, Boateng says that no schools have been turned away, as funding and sponsorships can be found. But, The real benefits of these methodologies will probably only be seen in eight to 10 years time because this is about changing the way we think about entrepreneurship.
Last month also saw the Umsobomvu Youth Fund (UYF) launch its entrepreneurship education programme for disadvantaged high schools.
UYF was established by the government in 2001 as a platform for job creation, skills development and transfer for South African youth.
The new programme is being run in partnership with TechnoServe, a United States-based non-profit development organisation, and the National Foundation for Teaching Entrepreneurship. It will form part of the curriculum for grade 8 and 9 learners.
Thirty schools from rural Limpopo, Mpumalanga and Gauteng will participate in a pilot where 1 800 learners will be exposed to the programme. Thirty learners from participating schools have undergone a week-long induction course, which included motivational talks and exposure to the basics of business. The pilot programme will also benefit 120 teachers, who will receive ongoing training to incorporate the programme fully into the curriculum.