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It is a well known fact that the state of South African education is in crisis. In 1996 when the Institute was established, the country was emerging from the legacy of the Apartheid system which had the double-edged sword of outstanding education for a limited number of South Africans and poor education for the majority. In an effort to reverse this situation, there was much after 1994 that the new systems would balance the methodologies, content and equality for all learners. Unfortunately through a series of misguided decisions, by the early 2010 South Africa found itself to be country no. 140 out 144 countries surveyed (WEF); 143rd out of 144 in maths and science. of the 1.2million learners enrolled in school in 2001 only 44% stayed the course to 2012 and of these only 12% passed well enough to go to university. 11% of those who wrote maths passed with 40% or above. The reasons given for this disastrous situation are many but primary amongst them are in-classroom factors such as poorly prepared teachers and poor resources, in-school factors such as poor management and leadership and outside factors such as parental support, distance from schools and poverty.


Because entrepreneurs look at sub-optimal situations and see opportunities where others see disaster – the Institute as entrepreneur is no different. As far back as 1996 it saw the opportunity to influence the mindset of learners to think entrepreneurially. It did this by developing the Business VENTURES curriculum to be used in-school as a core part of the curriculum. Because it could not be assumed that educators would be themselves well-prepared nor have access to quality materials, the Institute developed innovative, interactive, fully-researched materials and provided teacher training to be able to use the materials. Embedded into every lesson plan are the key entrepreneurial drivers that form the core values of the Institute. The goal – to have every learner behave entrepreneurially.



A new order?