Bridging Policy and Practice: Curriculum and Pedagogical Reforms for Effective Entrepreneurship Education in Nigeria:

Kamaluddeen Salmat Ayo; Salau Abdulazeez Alhaji

doi:10.52968/5609558

Kamaluddeen Salmat Ayo Department of Business Education, Kwara State College of Education, Ilorin.
Salau Abdulazeez Alhaji Department of Business Education, Kwara State College of Education, Ilorin.

Keywords: Entrepreneurship education, Curriculum reform, Pedagogical strategies, Policy-practice gap

Abstract

This paper investigates the persistent gap between policy objectives and practical
implementation in Nigeria’s Entrepreneurship Education (EE) system. Using an
exploratory research approach and a critical literature review of studies from
2019 to 2025, the study assesses the adequacy of EE curricula for an SME-driven
economy; examines dominant pedagogical methodologies and their effectiveness
in achieving practical entrepreneurial competencies; and identifies the main
challenges limiting the adoption of innovative, practical, and digitally relevant
curricula and pedagogical models. Findings show that although EE has been
formally integrated into tertiary curricula, its operationalisation remains largely
theoretical and superficial - overloaded with theory and without the necessary
infrastructure, personnel, or practical orientation. Pedagogy remains
predominantly teacher-centred, anchored in lectures supplemented by foreign
case studies that are ineffective in the Nigerian context. Major challenges are in
five folds- policy-related, such as cosmetic reforms, policy inconsistency, and
weak political will; human capital and pedagogical deficits, such as a shortage
of entrepreneurial educators, inadequate teacher training, and assessment
methods that reinforce memorisation; Infrastructural and resource limitations,
such as unstable internet access, underfunding, and socio-cultural preferences
for white-collar jobs. The study concludes that meaningful EE requires holistic
reform in terms of curriculum overhaul for experiential learning, a shift to digital
and student-centred pedagogy, strategic academia-industry partnerships,
investment in capacity and infrastructure, and policy and cultural re-orientation
to reposition EE as a driver of job creation, innovation, and sustainable
economic development in Nigeria.