ENG1512
PORTFOLIO MAY JUNE 2025
Unique Number:
Due date: 15 May 2025
QUESTION 1: ARGUMENTATIVE ESSAY
The growing unemployment crisis in South Africa necessitates a reimagining of how
education prepares youth for the realities of the labour market. Entrepreneurship training,
which equips individuals with the knowledge and skills to start and manage businesses,
should be made a compulsory subject in the school curriculum. This argument is grounded
in the urgent need to address South Africa’s structural unemployment, promote economic
self-sufficiency, and develop essential 21st-century competencies.
South Africa has one of the highest youth unemployment rates globally. As highlighted by
Banerjee et al. (2008), the country's unemployment has remained stubbornly high since the
democratic transition in 1994, largely due to mismatches between labour market demands
and the skills offered by the workforce. Formal employment opportunities have failed to keep
pace with the growing labour force, especially for low-skilled workers. In this context,
promoting entrepreneurship among learners from an early age can create alternative
pathways for economic participation. By fostering a mindset of innovation, risk-taking, and
problem-solving, entrepreneurship education prepares learners to become job creators
rather than job seekers.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1: ARGUMENTATIVE ESSAY
The growing unemployment crisis in South Africa necessitates a reimagining of how
education prepares youth for the realities of the labour market. Entrepreneurship
training, which equips individuals with the knowledge and skills to start and manage
businesses, should be made a compulsory subject in the school curriculum. This
argument is grounded in the urgent need to address South Africa’s structural
unemployment, promote economic self-sufficiency, and develop essential 21st-
century competencies.
South Africa has one of the highest youth unemployment rates globally. As
highlighted by Banerjee et al. (2008), the country's unemployment has remained
stubbornly high since the democratic transition in 1994, largely due to mismatches
between labour market demands and the skills offered by the workforce. Formal
employment opportunities have failed to keep pace with the growing labour force,
especially for low-skilled workers. In this context, promoting entrepreneurship among
learners from an early age can create alternative pathways for economic
participation. By fostering a mindset of innovation, risk-taking, and problem-solving,
entrepreneurship education prepares learners to become job creators rather than job
seekers.
Furthermore, embedding entrepreneurship in the school curriculum helps inculcate a
culture of self-reliance and economic resilience. According to the Global
Entrepreneurship Monitor (GEM) 2022 report, countries that integrate
entrepreneurial learning into early education see higher rates of youth
entrepreneurship and increased small business activity (GEM, 2022). In South
Africa, where economic inequality and dependency are still entrenched, empowering
young people to start their own businesses can lead to broader community
upliftment. For instance, school-leavers who are trained to identify market
opportunities and create small enterprises can generate income not only for
themselves but also for others through job creation.
Critics may argue that not all learners are destined to become entrepreneurs and
that compulsory entrepreneurship training may waste time and resources for those
with other career interests. However, entrepreneurship education extends beyond
business creation. It fosters transferable skills such as financial literacy,
PORTFOLIO MAY JUNE 2025
Unique Number:
Due date: 15 May 2025
QUESTION 1: ARGUMENTATIVE ESSAY
The growing unemployment crisis in South Africa necessitates a reimagining of how
education prepares youth for the realities of the labour market. Entrepreneurship training,
which equips individuals with the knowledge and skills to start and manage businesses,
should be made a compulsory subject in the school curriculum. This argument is grounded
in the urgent need to address South Africa’s structural unemployment, promote economic
self-sufficiency, and develop essential 21st-century competencies.
South Africa has one of the highest youth unemployment rates globally. As highlighted by
Banerjee et al. (2008), the country's unemployment has remained stubbornly high since the
democratic transition in 1994, largely due to mismatches between labour market demands
and the skills offered by the workforce. Formal employment opportunities have failed to keep
pace with the growing labour force, especially for low-skilled workers. In this context,
promoting entrepreneurship among learners from an early age can create alternative
pathways for economic participation. By fostering a mindset of innovation, risk-taking, and
problem-solving, entrepreneurship education prepares learners to become job creators
rather than job seekers.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1: ARGUMENTATIVE ESSAY
The growing unemployment crisis in South Africa necessitates a reimagining of how
education prepares youth for the realities of the labour market. Entrepreneurship
training, which equips individuals with the knowledge and skills to start and manage
businesses, should be made a compulsory subject in the school curriculum. This
argument is grounded in the urgent need to address South Africa’s structural
unemployment, promote economic self-sufficiency, and develop essential 21st-
century competencies.
South Africa has one of the highest youth unemployment rates globally. As
highlighted by Banerjee et al. (2008), the country's unemployment has remained
stubbornly high since the democratic transition in 1994, largely due to mismatches
between labour market demands and the skills offered by the workforce. Formal
employment opportunities have failed to keep pace with the growing labour force,
especially for low-skilled workers. In this context, promoting entrepreneurship among
learners from an early age can create alternative pathways for economic
participation. By fostering a mindset of innovation, risk-taking, and problem-solving,
entrepreneurship education prepares learners to become job creators rather than job
seekers.
Furthermore, embedding entrepreneurship in the school curriculum helps inculcate a
culture of self-reliance and economic resilience. According to the Global
Entrepreneurship Monitor (GEM) 2022 report, countries that integrate
entrepreneurial learning into early education see higher rates of youth
entrepreneurship and increased small business activity (GEM, 2022). In South
Africa, where economic inequality and dependency are still entrenched, empowering
young people to start their own businesses can lead to broader community
upliftment. For instance, school-leavers who are trained to identify market
opportunities and create small enterprises can generate income not only for
themselves but also for others through job creation.
Critics may argue that not all learners are destined to become entrepreneurs and
that compulsory entrepreneurship training may waste time and resources for those
with other career interests. However, entrepreneurship education extends beyond
business creation. It fosters transferable skills such as financial literacy,
