Zimbabwe Journal of Science & Technology pp21-27 Vol.9 [2014] MS.3 e-ISSN 2409-0360 Zimbabwej.sci.technol 21 TEACHING OF ‘ENTREPRENEURSHIP’ AS A SUBJECT IN ZIMBABWEAN SCHOOLS- WHAT ARE THE APPROPRIATE TEACHING METHODS? – A CASE STUDY OF BULAWAYO METROPOLITAN SCHOOLS G.V. Nani National University of Science and Technology P.O. Box AC 939, Ascot, Bulawayo 00263 9 282842 gweni.nani@gmail.com Abstract The study sought to find out the appropriateness of the teaching methods used in selected Bulawayo Metropolitan schools, to enable learners to be entrepreneurs. The qualitative approach comprising the case study design was employed in this study. Cluster and purposive sampling techniques were used to select 20 government primary school teachers; 30 government high school teachers teaching practical subjects; 20 government high school students doing practical subjects and 10 captains of industry. Semi-structured interviews with respondents split into focus groups were used to collect data from schools, while captains of industry were individually interviewed. The study found out that Entrepreneurship as a ‘stand-alone’ subject is not taught in government schools. The study revealed that learners are taught practical subjects in a bid to equip them with entrepreneurship skills. The lecture method is mainly used in conjunction with practical sessions for lesson delivery. The study also established that learners are not taught how to convert practical skills they acquire in class into setting up businesses which is what entrepreneurship should ultimately achieve. Learners have no input in the way they are taught. The teacher determines how the lessons are conducted thus rendering the teaching methods not fully appropriate. Furthermore, there is no collaboration with industry when developing these lessons. The study recommends the establishment of entrepreneurial centres to allow learners to identify business ideas, incubate these ideas and implement them into businesses with the mentorship of captains of industry. Such centres will not only equip learners with relevant entrepreneurship skills but also allow for flexibility, creativity and innovation in learning. Key words: Entrepreneurship, practical subjects, teaching methods, entrepreneurship skills, entrepreneurial centres, captains of industry 1. INTRODUCTION Zimbabwe, like other developing countries is experiencing the phenomenon of shrinking formal job opportunities, hence the adoption of practical subjects in its educational curriculum. This move is based on the premise that practical subjects will equip learners with practical skills to enable them to be entrepreneurs, that is, to set up their own businesses. Nziramasanga (1999); Chaube & Chaube (2005) and Pillai (undated) postulate that the educational system should be relevant to the needs of its economies, citizens and should equip individuals with the skills and attitudes necessary for them to adapt to changing conditions, and for constructive participation in the task of social change. Statement of the problem Upon realising that the educational curriculum was too theoretical, the Government of Zimbabwe, through the recommendations of the Nziramasanga Commission, has introduced practical subjects in its educational curriculum. The aim is to produce entrepreneurs who can create jobs for themselves and others and thus contribute to economic growth and development. The adoption of the recommendations by the Nziramasanga Commission means that teachers, whether trained or not have to teach practical subjects in order to equip learners with skills that will make them create their own jobs. The fact that almost all the teachers, one