BRIDGING THE GAP BETWEEN EXPECTATIONS AND REALITIES IN ENTREPRENEURSHIP EDUCATION AND GENERAL STUDIES CURRICULUM WITHIN NIGERIAN TERTIARY INSTITUTIONS

Abstract

Nigerian tertiary institutions increasingly integrate Entrepreneurship Education (EE) within General Studies Education (GSE) to promote graduate employability and innovation. However, a significant gap exists between the expectations and realities of EE/GSE implementation. This paper analyzes the challenges hindering effective EE/GSE delivery, including outdated curricula, limited staff development, underfunded practical exposure, and weak assessment of entrepreneurial competencies. Drawing on national policy documents and prior scholarship, we synthesize the challenges and map them onto a conceptual model linking inputs, pedagogy, and outcomes. The paper proposes a framework to align curricular intent with institutional capacity, emphasizing targeted curriculum redesign, structured industry partnerships, and lecturer professional development. We argue that these interventions can improve student skills and entrepreneurial intention. A prioritized, measurable action set is proposed for regulators and institutions, including curriculum audit cycles, funded practice components, lecturer training benchmarks, and outcome-based assessment. This study contributes to the discourse on EE/GSE in Nigerian tertiary institutions, offering a practical alignment framework and indicators to guide improvement efforts. The findings have implications for policymakers, educators, and stakeholders seeking to enhance graduate employability and entrepreneurship. By bridging the gap between expectations and realities, Nigerian tertiary institutions can foster a new generation of entrepreneurs and innovators equipped to drive economic growth and development.