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This systematic literature review investigates the role of entrepreneurship curriculum in empowering rural students for socio-economic development in South Africa. Entrepreneurship education has gained prominence as a means to address unemployment and poverty, particularly in rural areas. However, there is a gap in understanding how entrepreneurship curriculum can effectively empower rural students. Through a systematic review of literature published between 2010 and 2024, this study examines the existing research to elucidate the impact of entrepreneurship curriculum on rural student empowerment and socio-economic development in South Africa. The findings contribute to the body of knowledge by identifying key themes, challenges, and best practices in entrepreneurship education for rural students.

This study investigates the experiences of Technical and Vocational Education and Training (TVET) graduates in rural ecology with work-based education (WBE), commonly known as work-integrated learning (WIL). The study was conducted at two campuses of Umfolozi TVET colleges in northern KwaZulu-Natal, focusing on post-graduation experiences. The National Certificate Vocational (NCV) qualification, introduced in January 2007, was the focal point, offered at Levels 2, 3, and 4 of the National Qualifications Framework, equivalent to Grades 10, 11, and 12. NCV graduates were selected as participants to explore their encounters with work-integrated learning during employment. Employing a qualitative case study design, the study utilized purposive sampling to identify six participants. Findings revealed systemic challenges faced by NCV graduates, particularly concerning the alignment of the curriculum with the needs of TVET students from rural areas. Additionally, it was noted that college management appeared unaware of the severity of the challenges encountered by students in securing in-service training opportunities. These findings underscore the need for educational institutions and policymakers to address curriculum alignment issues and enhance support mechanisms for TVET students, particularly those from rural backgrounds, to ensure the effectiveness of work-integrated learning initiatives.