Background This report details the interventions and strategies utilised in the Entrepreneurship module of the Diploma Small Business Management qualification. It highlights how the module has consistently achieved an 80 per cent pass rate over the past five years and showcases the notable success of our graduates. The report focuses on innovative teaching approaches and their impact on student outcomes. Our teaching approach emphasises active student participation and includes diverse assessment methods tailored to four personality types: analytical thinker, creative innovator, social collaborator, and independent learner. This method also requires students to stay informed about global entrepreneurship trends, preparing them as effective 21st-century professionals. The primary outcome of this innovation is student success and throughput, focusing on producing graduates who are both employable and capable of creating their own job opportunities. This approach is vital for fostering adaptability and job creation skills. Introduction Entrepreneurship education is crucial in addressing the high youth unemployment rates in South Africa, where up to 60% of young people are unemployed (Statistics South Africa, 2023). With traditional job markets unable to absorb the growing workforce, entrepreneurship education provides students with the skills, mindset, and resilience needed to create their own opportunities. This shift towards entrepreneurship is essential for the country’s economic growth and poverty reduction. Objective of the Innovation The 21st-century learner innovations aim to equip students with critical thinking, creativity, collaboration, and communication skills. These innovations also focus on digital literacy, global awareness, and adaptability, ensuring that students are prepared for the modern workforce and society. By creating personalised, student-centred learning experiences, these innovations promote lifelong learning and readiness for future challenges (Saavedra & Opfer, 2012). Theoretical Framework The various student interventions, learning strategies, and assessment practices are designed around the four personality types to ensure optimal learning. This approach helps bridge the gap between different interventions, ensuring that each student receives tailored support that maximises their potential. Analytical Thinker: Prefers structured, logical approaches and problem-solving. Creative Innovator: Thrives on imagination and abstract thinking. Social Collaborator: Values teamwork and communication. Independent Learner: Enjoys self-directed learning and deep reflection (Gardner, 2011). Innovation Interventions 1. Shortened Study Guide: Students often underutilise traditional learning guides. A more effective tool is a condensed, one-page A4 summary highlighting all assessment requirements and due dates. This compact version is convenient for students to post on their walls, providing a clear and effective reference. 2. Practical Implementation of Concepts: Our module is structured so that every concept taught is demonstrated through practical assignments or activities. For example, when teaching about personal branding or self-profiling, students are required to create a five-minute video showcasing their skills and expertise. They then post this video on platforms like YouTube or their personal blog, providing a tangible application of the concepts learned. 3. Personal Blogs: Students create and manage their own personal blogs, which serve as a platform for posting their class work and reflections. This introduction to blogging helps them develop a private, personal website where they can articulate their views on various topics and document their learning experiences each semester. The blog is initially shared only with the lecturer for assessment purposes. However, students have the option to publicise their blogs later to showcase their skills and attract job opportunities. For instance, students with talents or entrepreneurial ideas, such as those skilled in cooking, can use their blogs to highlight their abilities and promote their work. Figure 1: Uploaded by Bushra Sumaiya Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 86
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