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02 January 2024 | Story Igno van Niekerk | Photo Igno van Niekerk
Tafadzwa Maramura
Dr Tafadzwa Maramura participated in a study on couplepreneurs and ways in which they influence their children to become better entrepreneurs.

After years of hard work, the lonely entrepreneur rode off into the sunset. No family. No one to share the lived experience with. The entrepreneurial journey can be a recipe for loneliness. However, it does not have to be, you can enjoy an entrepreneurial family that leaves a legacy.

Dr Tafadzwa C Maramura, Senior Lecturer in the Department of Public Administration and Management at the UFS participated in a study with Drs Eugine Maziriri (University of Johannesburg), Miston Mapuranga (University of Pretoria), Brighton Nyagadza (Marondera University of Agricultural Sciences) on couplepreneurs and ways in which they influence their children to become better entrepreneurs. The interinstitutional study drew on several fields of expertise and was a fresh addition to the research on access to water that Dr Maramura is doing.

Couplepreneurship is a concept that explains businesses owned and operated by married and/or cohabiting couples. According to Dr Maramura: “The development of couplepreneurship in South Africa as an emerging economy has led to increasing interest in the study of how kids are inspired and/or influenced by their parents towards starting their own and to participate in the already existing family enterprises.”

Nurturing entrepreneurial potential

Couplepreneurs are in a great position to raise kidpreneurs. Who better to listen to the heroic stories of how mom and dad started off with a big dream, growth mindsets, and steadfast commitment to building their business than their offspring? Like teaching a person how to fish rather than giving them fish, couplepreneurs do not hand their kids a business, they teach them how to run and grow a business.

Dr Maramura believes that nurturing an entrepreneurial potential is the result of “encouraging resilience, adaptability, and a willingness to embrace failure, even as a learning opportunity”. Combine this with an environment that promotes creativity, critical thinking, and problem-solving skills, and you have the recipe for a kidpreneur to become an entrepreneur. Now add more ingredients: parents who offer support, mentorship, and exposure to diverse experiences. Put it in the heated oven called business – and you have created the meal all entrepreneurs crave: Legacy.

News Archive

A bridge to the future for school leavers
2009-03-04

 
Ms Merridy Wilson-Strydom, Research Consultant at the Centre for Higher Education Studies and Development at the UFS. 
 Photo: Supplied)

Thousands of learners in the country’s high schools fail to qualify for post-school education and training. Now a unique project funded by the Ford Foundation and being piloted at the University of the Free State (UFS) seeks to provide such learners with a lifeline.

The 2008 Grade 12 results showed once again that the schooling system is – and has been for a long time – in the throes of a severe crisis. The most disturbing feature of this crisis is that the system does not produce learners with the required level of literacy, numeracy and other cognitive skills to further their education or to become part of the country’s workforce.

Clearly this situation is untenable in a developing country such as ours, facing the immense challenges of a severe skills shortage, poverty and unemployment. We cannot afford to have hundreds of thousands of young people walking the streets without any prospect of a decent living and a future of opportunity.

The UFS and partners in the Free State Higher Education Consortium (FSHEC) have devised a unique programme to help underprepared and even unprepared school-leavers who have fallen through the cracks of the school system.

“We are hoping to make a meaningful contribution to the challenging field of creating educational opportunities for post-school study and the world of work through the generous support of the Ford Foundation,” says Ms Merridy Wilson-Strydom, Research Consultant at the Centre for Higher Education Studies and Development at the UFS.

“The Skills for a Changing World Programme is specifically aimed at removing barriers to educational opportunities for school-leavers who are not able to access higher education – mainstream or extended degrees. At the moment there are few, if any, meaningful opportunities for those learners who come through the school system un/underprepared,” she says.

The primary target group for the NQF Level-5 Programme is young people between the ages of 18 and 25 who are currently excluded from post-schooling educational opportunities. The duration of the programme is one year.

According to Ms Wilson-Strydom, the core modules of the activity-driven curriculum are English Literacy and Language Development, Mathematical Literacy, Information and Communication Technology and Your Global Positioning System (YGPS), which focuses on study skills and critical life skills, e.g. dealing with diversity. Students will also be supported to make informed choices about their future study or career directions.

“The development of the core-module materials is almost complete and from the second semester we plan to test the programme by means of a pilot project, which will be conducted on the UFS’s South Campus in Bloemfontein,” says Ms Wilson-Strydom.

“The pilot study will involve a group of 20-50 learners who have finished Grade 12 but do not qualify for the UFS bridging programme known as the Career Preparation Programme or any other higher-education programmes,” says Ms Wilson-Strydom.

Although not yet accredited, the project team aims to have the programme accredited as a Higher Certificate and is also exploring the possibility of registering the programme as a Short Learning Programme.

“One of the challenges with access and bridging programmes in the country is that students do not obtain a formal qualification for their bridging year. Hence those who do not continue with higher-education study (or cannot continue for various reasons such as finances), do not gain the recognition they should get for what they have learnt during their bridging year.”

“Our focus on developing the Skills for a Changing World Programme as a qualification in its own right is a key innovation in the current education and training landscape,” says Ms Wilson-Strydom.

Media Release
Issued by: Lacea Loader
Assistant Director: Media Liaison
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl.stg@ufs.ac.za  
4 March 2009
 

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