Assessment of Entrepreneurship Education Integration in Vocational Schools in Anambra State

This study assessed the extent and quality of entrepreneurship education integration within vocational school programmes in Anambra State, South East Nigeria. With Nigeria's persistently high youth unemployment rate, the Federal Government has prioritized embedding entrepreneurship competencies into vocational education at all levels, but implementation remains inconsistent across states. A descriptive survey design was employed, with data collected from 150 vocational teachers, 30 school administrators, and 400 students from 15 vocational schools. An Entrepreneurship Education Integration Assessment Tool (EEIAT) was developed, validated, and administered. Findings indicated that entrepreneurship content appeared in the curriculum of only 60 percent of schools, and where present, was often confined to theoretical classroom discussions with minimal practical application. Less than 25 percent of students had developed a business plan or engaged in any enterprise simulation activity during their vocational education. The study recommends that the Anambra State Ministry of Education issue a policy directive mandating entrepreneurship modules across all vocational disciplines, provide teacher training in enterprise education methodologies, and establish school-based mini-enterprises as practical learning environments. Partnerships with Anambra's thriving Onitsha commercial hub should be leveraged to create real-world entrepreneurship learning opportunities. These findings provide practical policy guidance for entrepreneurship education governance in Nigeria's South East zone. Keywords: entrepreneurship education, vocational schools, Anambra State, curriculum integration, business skills.