Unlocking hidden jobs

Malawi requires innovative ways to unlock hidden job creators. 

So far, the number of young entrepreneurs in Malawi is huge and continues to grow, yet we fail to create job opportunities for ourselves. 

Today, young Malawians are thrice more likely to be employed than the older generation.  

 As such, is it important to spend time, energy, and money to coordinate entrepreneurship for our young people? 

Investing in the young entrepreneurs is essential because the economic imperative for the country is clear. 

There are three lessons that need to be navigated as they dwell on perception and economies of scale. 

First, many adults cling to the entrenched view that young entrepreneurs are not particularly capable. 

Second, young Malawians themselves mostly envision success in entrepreneurship through a global lens.

Third, it is important for the country to measure its ability to counter these narratives. 

To achieve this, Malawi must focus on secondary education where career planning starts. 

As just few students who finish secondary education go on to university, secondary education must be reframed as a platform from which most young Malawians will enter the world of work. 

This is where the young Malawians will earn an income and lead meaningful lives Entrepreneurship is learned through practice, not taught like in a classroom. 

Furthermore, young people cannot be forced to become entrepreneurs. However, we can support them to gain entrepreneurial experiences that significantly increase their chances when it matters most.

While learning entrepreneurship through practice, young people can develop entrepreneurship mindsets through deliberate practice that will empower them to become business owners in the future.  

Additionally, teachers in secondary schools should guide or signpost young people to both existing and emerging entrepreneurial opportunities.   

Provision of case studies and simulations can effectively shift attitudes towards relevant sectors and sustainable financing. 

Students should be encouraged to follow their passion without assessing the intersection of their skills and interests. 

Unfortunately, the desirable outcome of secondary school for most school leavers is the opportunity for further study.

There remains little focus on initiatives to better support post-school job seeking and creation. 

Simply put, students are not taught where economic opportunities lie. 

To close the gap, education policymakers and school administrators must intentionally leverage the project-based learning for entrepreneurship outcomes. 

Make students aware of the most viable venture opportunities in areas where they live and fast-growing economic sectors. 

Educators should combine exposure to experts, role models and case studies to shape students’ interests and attitudes.

For this to happen, the policy spaces for education, small enterprise and youth empowerment must align and converge. 

Policymakers must focus on facilitating entry into entrepreneurship and make it easier to start a business at a young age. 

The policies should promote demand-driven approaches with appropriate incentives to improve market access for emerging enterprises’ growth and job creation prospects. 

More importantly, authorities should provide more opportunities for the successful youthful achievers to  coach age-mates in entrepreneurial thinking as this builds confidence in them. 

The youth in Malawi stand ready to embrace the culture of entrepreneurship culture, but educators should work with optimism, perseverance and resourcefulness to build on the growing enthusiasm. 

Malawians should view entrepreneurship as a vehicle for job creation. Educators and policymakers must take the lead in ensuring that this is achieved.