CONTEXTUALIZING YOUTH ENTREPRENEURSHIP: THE CASE OF BOTSWANA'S YOUNG FARMERS FUND
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Entrepreneurship is well established as a development strategy to facilitate youth empowerment in Africa. Existing scholarship on youth entrepreneurship, while informative, remains limited given its focus on either normative institutional structures or individual decision-making behaviors. Recent research offers a contextualist approach, featuring the dynamic relationship between individual behavior and structural context. Engaging and building upon a contextualist approach, this paper offers a place-based study of youth entrepreneurship in Botswana. The paper documents empirical findings revealing trends in youth circumstances and experiences, namely empowerment potential, financial strain and knowledge/skill gaps. It then explores the cultural, political and institutional contextual effects shaping youth entrepreneurship within the Young Farmers Fund (YFF). Drawing on elements of 'best practice,' the paper offers suggestions for enhancing practical entrepreneurship in Botswana through educational, technical and operational means. Although the paper contributes a case study of youth and entrepreneurship in Botswana, it also offers and demonstrates the conceptual framework of contextualism as a useful research tool for subsequent place-based studies.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it