Entrepreneurship Education for Further Education and Training College lecturers

The study aims to develop a framework for capacitation of Entrepreneurship Education (EE) for Further Education and Training (FET) College lecturers. The study is couched in the Critical Emancipatory Research paradigm whose criteria for quality are determined on the basis of advancing the agenda for equity, social justice, freedom peace and hope. The study interrogates EE literature both locally and internationally to understand the challenges confronting EE lecturers and strategies they have employed to overcome them. The composition of participants includes among other EE lecturer, civil society, business organisations and organs of state. Using participatory action research (PAR) the participants are engaged in a series of stakeholder's forum discussion. Data is generated from these series of workshops. The findings reveal that FET College lecturer's lack of pedagogical content knowledge (PCK) could be developed more effectively when done collaboratively with the lecturers themselves as well as other stakeholders in participatory action research approach paper relevance: The paper responds to real life challenges of capacity to teach entrepreneurship education at a Technical Vocational Education and Training (TVET) college. If problems of unemployment, inequality and poverty are to be address in South Africa and the world over, we need to strengthen TVET colleges especially in terms of the lecturers' capacity and competency to teach and deliver curriculum effectively. This paper responds to that challenge.