Examining The Role and Nature of Entrepreneurship Education in the uMnambithi Circuit, KwaZulu-Natal, South Africa

This study examined teachers’ understanding of Entrepreneurship Education in the uMnambithi circuit, South Africa. A qualitative approach, interpretivism paradigm, and a multiple case study design were used. We sampled purposively and conveniently five secondary school EMS teachers within the uMnambithi Circuit in KwaZulu-Natal. Semi-structured interviews were used to collect data, and the data was thematically analysed. To theorise teachers' perceptions of entrepreneurship education, we used the curricular spider-web theory developed by Thijs and Van den Akker (Van den Akker, 2003). The findings of the study revealed that Entrepreneurship Education plays a significant role in economic growth and development. Entrepreneurship Education is a practical subject that relates to learners' lived experiences. In addition, it addresses socioeconomic concerns. We suggest that teachers in Technical Vocational Education and Training as well as teachers in other circuits, districts, and provinces be included in a similar study.