Enterprise Readiness as an African Business Capability: Entrepreneurship Education, Financial Literacy and Business Studies in Zambia’s Curriculum Reform
DOI:
https://doi.org/10.53819/81018102t70106Abstract
This systematic review examines how Zambia's curriculum reforms can strengthen enterprise readiness through the combined contribution of Entrepreneurship Education, Financial Literacy and Business Studies. It addresses a practical education-to-enterprise challenge: young people may complete school or skills training with academic or technical competence but remain insufficiently prepared to cost and price products, manage cash flow, keep records, understand customers, control working capital and reinvest. The review synthesized 25 substantive sources published between 2004 and 2025, comprising 13 peer-reviewed empirical or review articles, five institutional reports, four curriculum or competence frameworks, two ecosystem-oriented studies and one scholarly commentary. A supplementary Zambia-focused search conducted on 8 August 2026 added six recent studies to the evidence base. Quality appraisal was matched to source type using MMAT 2018, AMSTAR 2 and AACODS, together with structured authority-and-relevance criteria for curriculum and conceptual sources. Because the evidence was methodologically heterogeneous, findings were integrated through critical narrative and thematic synthesis rather than meta-analysis. The strongest evidence supports practical competency-based pedagogy, sustained teacher development, progressive financial capability and stronger links between schools, TEVET institutions and local enterprise. Zambia-specific evidence also points to a skills-to-enterprise conversion gap: technical or academic competence does not automatically provide the managerial and financial capability needed to establish and sustain an enterprise. No retained study demonstrates that compulsory school-level business education alone produces long-term enterprise growth, employment creation or income gains. The review therefore proposes a curriculum-to-enterprise capability-conversion framework and a progressive enterprise-readiness pathway as conceptual tools for piloting and longitudinal evaluation.
Keywords: African business; enterprise readiness; entrepreneurship education; financial literacy; Business Studies; Zambia; curriculum reform; competency-based education; youth employability; Sub-Saharan Africa
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