Entrepreneurship education has continued to gain more global attention due to its pivotal role in the acquisition of entrepreneurial skills for economic advancement. The importance of entrepreneurship education has led to discovering its different dimensions. This study aims to examine the link between dimensions of entrepreneurship education and students’ entrepreneurial readiness towards starting a business. The results should assist academics and policymakers on education to identify essential entrepreneurial skills that can stimulate entrepreneurial readiness towards business creation. A case study design was adopted to investigate the exit level students at selected TVET colleges in Lagos, Nigeria. A convenience sampling technique was used to select three TVET colleges in Lagos State, Nigeria. Taro’s equation model was helpful in the determination of 301 students as the sample size. Descriptive and inferential statistics such as Pearson correlation coefficient, regression model, and factor analysis were applied in the presentation of data, data analysis, and test of hypotheses. The results indicate that business management skills and personal entrepreneurial skills significantly influence students’ entrepreneurial readiness. However, technical entrepreneurial skills showed an insignificant association with students’ entrepreneurial readiness. A significant gender difference was found between male and female students’ entrepreneurial readiness. This study empirically proved that entrepreneurship education remains the catalyst for the acquisition of entrepreneurial skills towards business creation. This finding further indicates that the insignificant influence of technical entrepreneurial skills, and gender difference in male and female students’ entrepreneurial readiness call for the need to practically address the components of the skill sets in the curriculum of entrepreneurship education.
Adeshina Adeniyi, University of Mohammed Vi Polytechnic, Morocco
Vangeli Gamede, University of KwaZulu-Natal, South Africa
Evelyn Derera, University of KwaZulu-Natal, South Africa