Unlocking Zimbabwe’s global competitiveness through compulsory entrepreneurial education: Evidence from Chinhoyi University of Technology

Norbert Hosho, Eriazeri Muguti, Donnelie K Muzividzi


Zimbabwe’s pathetic position on world global competitiveness rankings calls for the need to strategically
position the country for economic leadership. The provision of the CUT Act (2001) prescribing the mentoring
of entrepreneurial graduates is taken in this research as an agent for unlocking Zimbabwe’s potential for global
competitiveness, through the strengthening of the pillars of global competitiveness; hence the intention of this
study was to explore the success of CUT’s entrepreneurial education- for- all policy in converting prospective job
seekers into aggressive entrepreneurs. First semester and finalist students were identified to ascertain pre and postlearning
entrepreneurial attitudes, perceptions and intentions. The research addresses the essence of integrating
entrepreneurship into the Zimbabwean education system as a tool for unlocking the country’s potential for global
competitiveness. This study found that compulsory entrepreneurial education at CUT is currently failing to
transform students’ entrepreneurial attitudes, perceptions and intentions to some reasonable extent. Students’
satisfaction with the entrepreneurship course in terms of course materials, teaching methods and achievement
of expected learning outcomes is low. Basing on the findings, an integrated model for sustainable compulsory
entrepreneurial education across the Zimbabwean education system is developed and recommended to for
adoption in the Zimbabwean context.


Global Competitiveness; Entrepreneurship; Entrepreneurial Education

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