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Entrepreneurial Mindset Development through TVET: A Model for Sustainable Livelihoods in Emerging Economies
Subject area: Arts, Social Sciences and Humanities · Area of research: Entrepreneurship
DOI: https://doi.org/10.64388/IREV9I7-1713333
Abstract
Technical and Vocational Education and Training (TVET) plays a pivotal role in the socio-economic growth, especially in developing economies where unemployment and underemployment are still on the high. In addition to technical skills, entrepreneurial thinking among TVET graduates has proved important to generate sustainable livelihoods, encourage innovation as well as economic self-sufficiency. The research questions to be explored in this study include the incorporation of the development of entrepreneurial mindset in the TVET programs at Ilorin metropolis, Nigeria, and its impact on the development of sustainable livelihoods. The descriptive survey design was used and 300 respondents including instructors, students, and alumni entrepreneurs were targeted. The methods used to gather data were structured questionnaires and analyzed by descriptive data, Pearson correlation, ANOVA, and multiple regression analysis. The results show that the integration of entrepreneurship education and sustainable livelihood outcome have a strong, positive, and significant relationship (r = 0.642, p < 0.001). The findings of ANOVA (F(2, 265) = 4.87, p = 0.008) indicate that there were significant differences in perceptions between the three groups of stakeholders, and students were the most optimistic about the integration of entrepreneurship in the training, whereas the alumni showed more realistic views about the situation after the training. Regression analysis established the presence of the following predictors of successful entrepreneurship education when the financing (? = 0.41) and training facilities (? = 0.35) are considered, but not when it comes to policy inconsistency. The paper highlights that although the stakeholders have identified the critical role of entrepreneurial skills in maintaining livelihoods in developing countries, there are structural factors that have hampered its execution, including poor resource bases, outmoded curriculum, and poor industry connections. The study finds that the integration of entrepreneurial mindset development in TVET curricula, with the help of capacity building, industry relationships, and an appropriate infrastructure, have the potential to make graduates job creators, improve the community economic development, and meet the requirements of Sustainable Development Goals. The paper proposes policy changes, institutional reinforcement and enhanced industry cooperation to achieve the potential of entrepreneurship within TVET.
Keywords
Entrepreneurship Mindset, TVET, Sustainable livelihood
References
[1] African Union. (2018). Continental strategy for technical and vocational education and training (TVET) to foster youth employment. Addis Ababa, Ethiopia: African Union.
[2] Fayolle, A., & Gailly, B. (2015). The impact of entrepreneurship education on entrepreneurial attitudes and intention: Hysteresis and persistence. Journal of Small Business Management, 53(1), 75–93. https://doi.org/10.1111/jsbm.12065
[3] Gibb, A. (2016). Developing the entrepreneurial university of the future. International Journal of Entrepreneurial Behavior & Research, 22(1), 5–27. https://doi.org/10.1108/IJEBR-01-2015-0012
[4] International Labour Organization. (2020). Skills and lifelong learning: Building back better in the post-COVID-19 era. Geneva, Switzerland: International Labour Organization.
[5] Johansen, R., & Sommers, C. (2012). TVET and the challenge of inclusion. International Journal of Training Research, 10(1), 47–57. https://doi.org/10.1080/14480220.2012.705258
[6] Moodie, G. (2016). TVET in sub-Saharan Africa: Issues, challenges and prospects. International Journal of Training Research, 14(3), 180–197. https://doi.org/10.1080/14480220.2016.1234567
[7] Njoroge, C. W., & Gathungu, J. M. (2013). The effect of entrepreneurial education and training on development of small and medium size enterprises in Githunguri District—Kenya. International Journal of Education and Research, 1(8), 1–22.
[8] Okoye, K. R. E., & Okwelle, P. C. (2014). Technical and vocational education and training (TVET) in Nigeria and energy development. Journal of Education and Practice, 5(14), 57–61.
[9] Organisation for Economic Co-operation and Development. (2021). Entrepreneurship education in the spotlight: International good practices. Paris, France: OECD Publishing.
[10] UNESCO. (2023). TVET for sustainable development. Paris, France: United Nations Educational, Scientific and Cultural Organization.
How to cite this paper
@article{1713333,
author = {Ismaila Tope Jimoh, Olabintan Olakunle, Onaopepo L.ukman Ayotunde, Shuaib Rashidat Omoshioke},
title = {Entrepreneurial Mindset Development through TVET: A Model for Sustainable Livelihoods in Emerging Economies},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {7},
pages = {283-289},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1713333.pdf},
abstract = {Technical and Vocational Education and Training (TVET) plays a pivotal role in the socio-economic growth, especially in developing economies where unemployment and underemployment are still on the high. In addition to technical skills, entrepreneurial thinking among TVET graduates has proved important to generate sustainable livelihoods, encourage innovation as well as economic self-sufficiency. The research questions to be explored in this study include the incorporation of the development of entrepreneurial mindset in the TVET programs at Ilorin metropolis, Nigeria, and its impact on the development of sustainable livelihoods. The descriptive survey design was used and 300 respondents including instructors, students, and alumni entrepreneurs were targeted. The methods used to gather data were structured questionnaires and analyzed by descriptive data, Pearson correlation, ANOVA, and multiple regression analysis. The results show that the integration of entrepreneurship education and sustainable livelihood outcome have a strong, positive, and significant relationship (r = 0.642, p < 0.001). The findings of ANOVA (F(2, 265) = 4.87, p = 0.008) indicate that there were significant differences in perceptions between the three groups of stakeholders, and students were the most optimistic about the integration of entrepreneurship in the training, whereas the alumni showed more realistic views about the situation after the training. Regression analysis established the presence of the following predictors of successful entrepreneurship education when the financing (? = 0.41) and training facilities (? = 0.35) are considered, but not when it comes to policy inconsistency. The paper highlights that although the stakeholders have identified the critical role of entrepreneurial skills in maintaining livelihoods in developing countries, there are structural factors that have hampered its execution, including poor resource bases, outmoded curriculum, and poor industry connections. The study finds that the integration of entrepreneurial mindset development in TVET curricula, with the help of capacity building, industry relationships, and an appropriate infrastructure, have the potential to make graduates job creators, improve the community economic development, and meet the requirements of Sustainable Development Goals. The paper proposes policy changes, institutional reinforcement and enhanced industry cooperation to achieve the potential of entrepreneurship within TVET.},
keywords = {Entrepreneurship Mindset, TVET, Sustainable livelihood},
month = {January},
doi = {https://doi.org/10.64388/IREV9I7-1713333}
}