ASSESSING THE EXECUTION OF ENTREPRENEURIAL EDUCATION POLICIES IN HIGHER EDUCATION: AN ANALYTICAL APPROACH FROM PHILOSOPHICAL AND ECONOMIC ANGLES

Abstract

This study assesses the execution of entrepreneurial education policies in selected tertiary institutions in Lagos State, Nigeria, engaging analytical approach from philosophical and economic angles. Using a descriptive survey design, data were collected from 270 participants comprising academic staff and final-year students across three institutions—Federal College of Education (Technical) Akoka, University of Lagos, and Yaba College of Technology. A structured 26-item questionnaire, validated by experts and yielding a Cronbach alpha of 0.85, provided the basis for analysis through descriptive statistics, t-tests, and Spearman Rank Correlation. Findings revealed moderate implementation of entrepreneurship education policies, with gaps in resource allocation, monitoring, and curriculum alignment. A significant positive correlation was observed between the level of policy implementation and its perceived economic relevance to student self-reliance. The study concludes that effective entrepreneurial education requires stronger institutional frameworks, enhanced resources, and closer industry collaboration. Recommendations include curriculum review, improved funding, faculty capacity-building, and systematic evaluation to ensure that entrepreneurship education effectively prepares students for innovation and self-employment in Nigeria’s challenging economy.