Integration of Entrepreneurship into Home Economics Curriculum in Colleges of Education in Plateau State

This study examines the extent to which entrepreneurship has been integrated into the Home Economics curriculum in Colleges of Education in Plateau State, North Central Nigeria. The integration of entrepreneurship into vocational curricula is a national educational policy priority in Nigeria, aimed at producing graduates who are not merely job-seekers but enterprise creators. The study employs a descriptive survey design, targeting Home Economics lecturers and curriculum coordinators in College of Education Gindiri and Plateau State College of Education Gindiri and related institutions. Data were collected from 75 lecturers using a structured questionnaire and document review of course outlines and syllabi. Objectives include assessing the presence and depth of entrepreneurship content in the curriculum, evaluating lecturers' competency in entrepreneurship education delivery, and identifying implementation barriers. Recent literature documents a surface-level integration of entrepreneurship in Nigerian College of Education curricula, with entrepreneurship treated as a standalone module rather than infused across subject areas. Data were analysed using mean scores, content analysis, and frequency tables. The Experiential Learning Theory guides the study, emphasising the importance of real-world, practice-oriented entrepreneurship education. Findings are anticipated to reveal inadequate curriculum infusion and lecturer preparedness for enterprise education. Recommendations address the National Commission for Colleges of Education and institutional management regarding curriculum reform and entrepreneurship faculty development. Keywords: entrepreneurship integration, Home Economics curriculum, Colleges of Education, enterprise education, Plateau State.