Entrepreneurship Education Curriculum and Framework for Its Implementation in Tertiary Institutions in Nigeria: Implication for Developing Entrepreneurial Mindset of Students

摘要

Considering entrepreneurship Education Curriculum, modalities for implementation in tertiary institutions in Nigeria and its suggestions for developing the entrepreneurial mindset of the Students, twelve thousand eight hundred and seventy two (12872) students and lecturers/facilitators from Alex Ekwueme University, Ndufu Alike Ikwo, Akanu Ibiam federal Polytechnic, Unwana and Federal College of Agriculture Ishiagu, all in Ebonyi State formed the population. Given this population, a sample size of three hundred and eighty four was determined. Four hypotheses were tested with T-Distribution at 0.05 level of significance. Results of the tests amongst others showed that the pedagogical method for the entrepreneurship education in tertiary institution in Nigeria is not effective in developing the entrepreneurial mindsets of the students; poor implementation attitude, poor teaching techniques, poor infrastructural facility, corruption, inadequate funding etc impede the implementation of entrepreneurship education in tertiary institutions in Nigeria; current entrepreneurship curriculum in tertiary institutions in Nigeria is more theoretical and unsuitable for developing entrepreneurship practice; inability of the graduates to raise fund for actual entrepreneurship practice etc hamper entrepreneurship education as a mechanism for developing student’s entrepreneurial skill. The author, recommend inclusion of school-based enterprises where students learn to identify potential business, plan, create and operate small business using the school as mini-incubators; employ teaching methods outside of the traditional teaching format, create opportunity for an experienced and a successful entrepreneur to visit the incubation center to interact with students as a way of exposing them to actual practice while core skills and values linked to entrepreneurship education should be a priority in initial teacher education programmes.