Analysis of relationship between entrepreneurship education practices and entrepreneurial intention of technical vocational education and training students in Kenya

Abstract

The study analyzed relationship between entrepreneurship education practices and entrepreneurial intention of Technical and Vocational Education and Training students in Kenya. Succeeding specific objectives were considered. To determine effect of entrepreneurship training content on entrepreneurial intention of Technical and Vocational Education and Training students in Kenya, find out effect of entrepreneurship pedagogies on entrepreneurial intention of Technical Vocational Education and Training Students in Kenya, assess effect of trainer attributes on entrepreneurial intention of Technical and Vocational Education and Training students in Kenya and to determine if family orientation moderates relationship between entrepreneurship education practices and entrepreneurial intention of the reference group. Positivism research philosophy and explanatory research design approaches were used. Using stratified simple random sampling supported by key informer interviews. Data was collected through questionnaires and interviews from 365 respondents covering final year students, entrepreneurship trainers and management of public technical training institutions located in Nairobi and Kajiado Counties as at July 2018. Results from reliability analysis indicated a Cronbach alpha above 0.7 for all items thus reliable. Descriptive and inferential statistical tools of mean, standard deviation, percentage, correlation and linear regression model was utilized to analyze. The study used p-values and the t-statistic values to test hypothesis. Results were presented in narrative, graphs and tables. Results of hypothesis testing revealed a strong positive significant relationship between entrepreneurship education content (p=0.000<0.05); entrepreneurship pedagogies (p-value=0.004<0.05,); learning resources (p=0.029<0.05) and entrepreneurial intention of 8 students in Kenya. There was no statistically significant relationship between trainer attributes (p=0.093>0.05, and entrepreneurial intention of the referenced group. The moderation results showed that family orientation did not have moderating effect on the relationship between the independent variables and the dependent variable. The study thus concluded that entrepreneurship education content, entrepreneurship pedagogies, trainer attributes and learning resources can be used as predictors of entrepreneurial intention of Technical Vocational Education and Training students in Kenya. Study will benefit government, curriculum developer, researchers and management of Technical and Vocational Education and Training Institutions. A multi-agency approach and collaboration in implementation and management of entrepreneurship education was recommended. There is need for stakeholders to undertake holistic intentional measures aimed at strengthening entrepreneurship education practices. In addition, further study may be undertaken to establish percentage of Technical and Vocational Education and Training students who actualize their entrepreneurial intention into entrepreneurial action.