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This study investigates how business and skill development can enable African youth to advance lasting peace amid obstacles like unemployment and conflict. Addressing structural obstacles to economic opportunity is essential for promoting social stability and development in Africa, where the youth population is expanding quickly. In order to assess the effects of entrepreneurship and vocational training programs on youth empowerment and peacebuilding, the study uses a secondary qualitative analytical methodology, using organizational reports, case studies of African programs, and existing literature. The results show that vocational training programs run by Young Africa's Skills2Live project and Don Bosco Tech Africa have improved community cohesiveness, economic independence, and employability. In addition to lowering their susceptibility to extremist recruiting, entrepreneurship programs have given young people the skills they need to deal with financial difficulties. Nonetheless, issues including gender inequality, restricted financial resources, and a lack of alignment between training initiatives and industry needs continue to exist. It is revealed that entrepreneurship and skill development are progressive strategies for reducing youth unemployment and promoting peace. Some policy proposals include increasing access to vocational training, encouraging gender-inclusive entrepreneurial projects, fortifying public-private partnerships, and including conflict resolution education in empowerment programs. These tactics are crucial for Africa's youngsters to have a resilient and peaceful future.

This study aims to evaluate the representation of entrepreneurship in business studies syllabus in South African Schools. A qualitative research methodology was used to evaluate the entrepreneurship in South African secondary schools.  Furthermore, little representation of entrepreneurship in the syllabus and business studies have direct link with entrepreneurship. Currently, the Grade 10-12 curriculum for Business Studies focus on the development of knowledge, skills and values. This study calls for Self- Directed Learning in Business Studies Grades 10 -12 to promote entrepreneurship in South African Schools.  A purposive sample of ten Grade 12 teachers were selected from five secondary schools, to cater for all quintile 1 to 5 in Edendale circuit. A case study research design was employed. Data collection was prepared using face-to-face, semi-structured interviews. Generate data was analysed through thematic analysis.  The study adopted the Achievement Goal Theory. The findings indicated that challenges facing students is the lack of practical demonstration because business studies is a practical topics.  Moreover, the findings revealed obstacles in successful teaching and learning of business studies in secondary schools, due to lack of competent teachers, insufficient instructional resources and bad teaching methods. The study recommends for the implementation of self-direct learning program on entrepreneurship were learners for grade 8 to 12 can learn on their pace. In addition, incorporating entrepreneurship courses into the curriculum, fostering an entrepreneurial mind-set, and providing mentorship can equip learners with the skills and knowledge necessary to start their own businesses. Furthermore, collaboration with local entrepreneurial ecosystems, and funding organizations is important.

This study investigates how business and skill development can enable African youth to advance lasting peace amid obstacles like unemployment and conflict. Addressing structural obstacles to economic opportunity is essential for promoting social stability and development in Africa, where the youth population is expanding quickly. In order to assess the effects of entrepreneurship and vocational training programs on youth empowerment and peacebuilding, the study uses a secondary qualitative analytical methodology, using organizational reports, case studies of African programs, and existing literature. The results show that vocational training programs run by Young Africa's Skills2Live project and Don Bosco Tech Africa have improved community cohesiveness, economic independence, and employability. In addition to lowering their susceptibility to extremist recruiting, entrepreneurship programs have given young people the skills they need to deal with financial difficulties. Nonetheless, issues including gender inequality, restricted financial resources, and a lack of alignment between training initiatives and industry needs continue to exist. It is revealed that entrepreneurship and skill development are progressive strategies for reducing youth unemployment and promoting peace. Some policy proposals include increasing access to vocational training, encouraging gender-inclusive entrepreneurial projects, fortifying public-private partnerships, and including conflict resolution education in empowerment programs. These tactics are crucial for Africa's youngsters to have a resilient and peaceful future.

This study aims to evaluate the representation of entrepreneurship in business studies syllabus in South African Schools. A qualitative research methodology was used to evaluate the entrepreneurship in South African secondary schools.  Furthermore, little representation of entrepreneurship in the syllabus and business studies have direct link with entrepreneurship. Currently, the Grade 10-12 curriculum for Business Studies focus on the development of knowledge, skills and values. This study calls for Self- Directed Learning in Business Studies Grades 10 -12 to promote entrepreneurship in South African Schools.  A purposive sample of ten Grade 12 teachers were selected from five secondary schools, to cater for all quintile 1 to 5 in Edendale circuit. A case study research design was employed. Data collection was prepared using face-to-face, semi-structured interviews. Generate data was analysed through thematic analysis.  The study adopted the Achievement Goal Theory. The findings indicated that challenges facing students is the lack of practical demonstration because business studies is a practical topics.  Moreover, the findings revealed obstacles in successful teaching and learning of business studies in secondary schools, due to lack of competent teachers, insufficient instructional resources and bad teaching methods. The study recommends for the implementation of self-direct learning program on entrepreneurship were learners for grade 8 to 12 can learn on their pace. In addition, incorporating entrepreneurship courses into the curriculum, fostering an entrepreneurial mind-set, and providing mentorship can equip learners with the skills and knowledge necessary to start their own businesses. Furthermore, collaboration with local entrepreneurial ecosystems, and funding organizations is important.