Entry Qualifications and Entrepreneurial Competency Acquisition among Tertiary Institution Students in Kenya

Abstract

This study sought to determine the influence of tertiary institution students’ entry qualifications to entrepreneurship education on acquisition of the requisite competencies in Kisii County, Kenya. The study was guided by Ajzen’s (1991) theory of planned behaviour and adopted the cross sectional design. Proportionate stratified sampling technique was employed to select a sample of 124, 142 and 146 second year diploma students from Kisii University (KSU), Kisii National Polytechnic (KNP) and Keroka Technical Training Institute (KTI), respectively in the 2019/2020 academic year to participate in the study. The heads of the business and ICT departments (HODs) and the alumni officers were purposely involved as well.  Data from students was obtained by use of questionnaires while the HODs and alumni officers were interviewed. Data was analysed both quantitatively and qualitatively. The study revealed that the entry qualification of students was pegged on performance in the Kenya Certificate of Secondary Education (KCSE). It was also established that those students with lower qualifications in KCSE, but had progressively pursued entrepreneurship education tended to acquire competencies more effectively compared to those who had direct entry into the course. The study recommends the teaching of entrepreneurship education in secondary schools as a means of improving not only the entry qualifications of students, but also enhancing acquisition of the relevant competencies.

Keywords: Entry qualification, entrepreneurship education, tertiary institution,     competencies, course, unit.

DOI: 10.7176/JEP/11-26-10

Publication date:September 30^th 2020