Survey of Entrepreneurship Skills Taught in Vocational Education Programmes in Rivers State

This study surveyed the entrepreneurship skills content being taught within vocational education programmes in public secondary schools in Rivers State, South South Nigeria. Given the high unemployment rate among Nigerian youth and the importance of self-employment as an economic buffer, integrating entrepreneurship competencies into vocational curricula has become a national policy priority. The study used a descriptive survey approach, sampling 310 vocational education teachers from 18 schools across five local government areas. Data were collected using a validated questionnaire focused on skill content, delivery methods, and assessment practices. Results showed that while basic enterprise skills such as record-keeping and market identification were frequently taught, higher-order competencies including business plan development, financial management, and digital marketing were rarely addressed. Only 22 percent of teachers reported having received formal training in entrepreneurship education. The study recommends that the Rivers State Government integrate a comprehensive entrepreneurship module into the vocational education curriculum, organize teacher-specific entrepreneurship workshops, and establish partnerships with the Bank of Industry and local business development centers to provide real-world learning contexts. Regular curriculum audits are also advised to keep content aligned with labor market demands. This study contributes to the empirical evidence base supporting entrepreneurship-driven vocational education reform in Nigeria's South South zone. Keywords: entrepreneurship skills, vocational education, Rivers State, curriculum, youth unemployment.