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This article explores the integration of Indigenous Knowledge Systems (IKS) into entrepreneurship education in South Africa, advocating for a culturally responsive and inclusive approach. Drawing from historical, socio-political, and pedagogical perspectives, the study critiques the dominance of Western knowledge systems in formal education and the resulting marginalisation of IKS. It argues that embedding indigenous perspectives in entrepreneurship curricula can enhance relevance, foster innovation, and support sustainable development, particularly in rural communities. Through a literature-based, qualitative review complemented by stakeholder input including students, educators, and policy actors the research identifies the benefits and challenges of incorporating IKS into entrepreneurship education. These include improved creativity, community engagement, and a stronger connection between academic theory and local entrepreneurial practice. Key findings highlight strategies such as guest lectures, knowledge-sharing platforms, and collaboration with science parks to support IKS-driven entrepreneurship. The study recommends curriculum reform, educator training, and institutional policies that validate IKS as a valuable entrepreneurial asset. Ultimately, integrating IKS offers a pathway to decolonize higher education, empower indigenous learners, and build inclusive, contextually grounded entrepreneurial ecosystems.

Breastfeeding women in academic environments often feel disadvantaged due to a lack of clear policies and supportive facilities; thus, their well-being is negatively impacted. The South African Constitution mandates non-discrimination against breastfeeding and pregnant women in the workplace. However, most literature focuses on maternity leave policies without addressing breastfeeding in the workplace. This study explored the policy framework that regulates breastfeeding for women academics. A policy document analysis was conducted on three universities across three provinces in South Africa to assess the extent of breastfeeding regulation in higher education. The study is guided by the theory of planned behaviour (TPB), which proposes that mothers who believe breastfeeding will result in positive results are more likely to breastfeed their babies. This study shows that breastfeeding is encouraged in the three universities' policies that were examined. However, proper orientations for women on their right to have two 30-minute breaks a day to express or breastfeed their babies for the first six months of their life. The study recommends that breastfeeding-friendly spaces should be created by university management to enable mothers to feel at home when at work. This research contributes to the discourse on breastfeeding policies in higher education that will enhance the well-being of women in academic settings.

Entrepreneurship serves as a key catalyst for innovation, job creation, and sustainable economic growth in developing societies. This paper reviews existing literature to evaluate how entrepreneurship education enhances students’ understanding of global markets and the productive economy. Using studies published between January 2015 and September 2025, the review synthesizes evidence from diverse contexts to explore cognitive, experiential, and skill-based learning outcomes. The analysis highlights recurring themes such as adaptability, resilience, innovation, and interdisciplinary learning, revealing that entrepreneurship education significantly improves students’ economic awareness and entrepreneurial intentions. Methodologically, a structured qualitative review was applied across multiple academic databases using defined inclusion criteria. Ten studies were examined in depth, showing consistent links between entrepreneurship education and enhanced global market literacy, entrepreneurial self-efficacy, and practical business application. The paper contributes to theory by integrating insights from critical realism and evolutionary economics, offering an interdisciplinary framework for analyzing entrepreneurship education’s societal impact. In practice, the findings suggest that embedding global market simulations and intercultural experiences within curricula can strengthen students’ preparedness for dynamic economies. The review concludes with implications for policymakers, educators, and future researchers.

The national development plan (NDP) clearly states that communities should take initiatives to solve their own problems. One of the socio-economic problems faced by communities in South Africa is the effects of inequality, which is largely the apartheid era is responsible for. In trying to deal with the socio-economic problem of inequality, many communities in South Africa have resorted to forming and running cooperatives in different sectors of the economy. However, these cooperatives are reported to be facing numerous challenges, and in some cases, many of them fail or close down. The challenges mentioned range from a lack of capacity to manage, poor economic performance in the country, heavy reliance on government grants and many others. Despite the challenges faced by cooperatives in South Africa, they are still believed to be a very important tool in dealing with the problem of inequality, which mostly affects rural areas where most of these cooperatives operate. To understand the potential impact of cooperatives in dealing with inequality, this paper uses a qualitative approach. Secondary sources of published information by government agencies and cooperatives themselves will be used, as well as literature published by experts in the area of study. Preliminary findings of the paper are that cooperatives in South Africa are very small in size, and the majority of them are in primary sectors of the economy. If cooperatives are to play a significant role in dealing with inequality, there is a need for them to be capacitated to grow and also participate in upper value chains of the economy.  

Entrepreneurship literacy has become a critical response to South Africa’s pressing socio-economic challenges, particularly high unemployment and poverty. This paper examines the role of higher education institutions (HEIs) in embedding entrepreneurship literacy into their curricula, going beyond traditional entrepreneurship education by integrating competencies such as innovation, economic management, and technological fluency across disciplines. Using a narrative literature review complemented by a meta-analytic synthesis, the study systematically analysed global and South African scholarship published between 2007 and 2025. The findings reveal that entrepreneurship literacy programmes have a moderate positive effect on students’ entrepreneurial intentions and self-efficacy, but only a small effect on actual venture creation, highlighting persistent structural barriers such as funding gaps, limited incubation, and insufficient staff training. In contrast, international contexts where entrepreneurship education is deeply integrated across disciplines show stronger outcomes. The study concludes that for South Africa to realise the transformative potential of entrepreneurship literacy, a unified national policy, adaptive curricula, academic staff development, and robust industry partnerships are essential. Without these systemic reforms, entrepreneurship literacy will remain an underutilised resource, but with them, it can become a cornerstone for innovation, employability, and inclusive economic growth.

The national development plan (NDP) clearly states that communities should take initiatives to solve their own problems. One of the socio-economic problems faced by communities in South Africa is the effects of inequality, which is largely the apartheid era is responsible for. In trying to deal with the socio-economic problem of inequality, many communities in South Africa have resorted to forming and running cooperatives in different sectors of the economy. However, these cooperatives are reported to be facing numerous challenges, and in some cases, many of them fail or close down. The challenges mentioned range from a lack of capacity to manage, poor economic performance in the country, heavy reliance on government grants and many others. Despite the challenges faced by cooperatives in South Africa, they are still believed to be a very important tool in dealing with the problem of inequality, which mostly affects rural areas where most of these cooperatives operate. To understand the potential impact of cooperatives in dealing with inequality, this paper uses a qualitative approach. Secondary sources of published information by government agencies and cooperatives themselves will be used, as well as literature published by experts in the area of study. Preliminary findings of the paper are that cooperatives in South Africa are very small in size, and the majority of them are in primary sectors of the economy. If cooperatives are to play a significant role in dealing with inequality, there is a need for them to be capacitated to grow and also participate in upper value chains of the economy.  

Entrepreneurship serves as a key catalyst for innovation, job creation, and sustainable economic growth in developing societies. This paper reviews existing literature to evaluate how entrepreneurship education enhances students’ understanding of global markets and the productive economy. Using studies published between January 2015 and September 2025, the review synthesizes evidence from diverse contexts to explore cognitive, experiential, and skill-based learning outcomes. The analysis highlights recurring themes such as adaptability, resilience, innovation, and interdisciplinary learning, revealing that entrepreneurship education significantly improves students’ economic awareness and entrepreneurial intentions. Methodologically, a structured qualitative review was applied across multiple academic databases using defined inclusion criteria. Ten studies were examined in depth, showing consistent links between entrepreneurship education and enhanced global market literacy, entrepreneurial self-efficacy, and practical business application. The paper contributes to theory by integrating insights from critical realism and evolutionary economics, offering an interdisciplinary framework for analyzing entrepreneurship education’s societal impact. In practice, the findings suggest that embedding global market simulations and intercultural experiences within curricula can strengthen students’ preparedness for dynamic economies. The review concludes with implications for policymakers, educators, and future researchers.

Entrepreneurship literacy has become a critical response to South Africa’s pressing socio-economic challenges, particularly high unemployment and poverty. This paper examines the role of higher education institutions (HEIs) in embedding entrepreneurship literacy into their curricula, going beyond traditional entrepreneurship education by integrating competencies such as innovation, economic management, and technological fluency across disciplines. Using a narrative literature review complemented by a meta-analytic synthesis, the study systematically analysed global and South African scholarship published between 2007 and 2025. The findings reveal that entrepreneurship literacy programmes have a moderate positive effect on students’ entrepreneurial intentions and self-efficacy, but only a small effect on actual venture creation, highlighting persistent structural barriers such as funding gaps, limited incubation, and insufficient staff training. In contrast, international contexts where entrepreneurship education is deeply integrated across disciplines show stronger outcomes. The study concludes that for South Africa to realise the transformative potential of entrepreneurship literacy, a unified national policy, adaptive curricula, academic staff development, and robust industry partnerships are essential. Without these systemic reforms, entrepreneurship literacy will remain an underutilised resource, but with them, it can become a cornerstone for innovation, employability, and inclusive economic growth.

In South Africa, education has been strengthened by granting access to everyone. Yet there are significant differences between the apartheid era and the present. However, during apartheid times the curriculum was different. For example, access was limited, instruction was taught in a language other than English, and political power was all exercised over four distinct groups in the school system during apartheid: Whites, Black people, Indians, and Coloured people. While the current South African education system has been instrumental in enhancing the quality of instruction and learning, technological integration, and government, stakeholder, and non-governmental organization intervention, (NGO). Based on writings published within the context of South Africa, we provide a first critique of the country's educational system. Our main goal is to evaluate the shift in concentration to critique the educational system. This study recommends using quantitative research to investigate the outlook of the South African Education System. The South African Education System is critically outlooked in terms of enhancing in its education system, this is due to the lack of Government and Department of Education (DOE) to take initiative.

This article explores the integration of Indigenous Knowledge Systems (IKS) into entrepreneurship education in South Africa, advocating for a culturally responsive and inclusive approach. Drawing from historical, socio-political, and pedagogical perspectives, the study critiques the dominance of Western knowledge systems in formal education and the resulting marginalisation of IKS. It argues that embedding indigenous perspectives in entrepreneurship curricula can enhance relevance, foster innovation, and support sustainable development, particularly in rural communities. Through a literature-based, qualitative review complemented by stakeholder input including students, educators, and policy actors the research identifies the benefits and challenges of incorporating IKS into entrepreneurship education. These include improved creativity, community engagement, and a stronger connection between academic theory and local entrepreneurial practice. Key findings highlight strategies such as guest lectures, knowledge-sharing platforms, and collaboration with science parks to support IKS-driven entrepreneurship. The study recommends curriculum reform, educator training, and institutional policies that validate IKS as a valuable entrepreneurial asset. Ultimately, integrating IKS offers a pathway to decolonize higher education, empower indigenous learners, and build inclusive, contextually grounded entrepreneurial ecosystems.