Abstract

This study investigates the effect of entrepreneurship education on self-employment among secondary school students in Buea Municipality, Cameroon. With rising unemployment rates and the need for job creation, there is a growing emphasis on entrepreneurship education as a viable solution. The study aims to assess how entrepreneurship education influences students’ attitudes towards self-employment, their entrepreneurial intentions, and their readiness to pursue entrepreneurial ventures after graduation.

Entrepreneurship education in secondary schools is designed to equip students with the knowledge, skills, and mindset necessary to identify opportunities, create business ventures, and manage enterprises effectively. In the context of Buea Municipality, where economic opportunities are often limited, fostering an entrepreneurial spirit among students could play a crucial role in addressing youth unemployment and promoting economic development.

The study adopts a mixed-methods approach, combining quantitative surveys with qualitative interviews to collect data from students, teachers, and school administrators across selected secondary schools in Buea. The quantitative component involves administering questionnaires to assess students’ entrepreneurial knowledge, skills, and attitudes before and after exposure to entrepreneurship education. The qualitative aspect includes interviews with educators and students to explore their perceptions of entrepreneurship education and its impact on self-employment readiness.

Preliminary findings indicate that entrepreneurship education positively influences students’ attitudes towards self-employment. Students exposed to entrepreneurship courses demonstrate a higher interest in starting their own businesses and exhibit greater confidence in their ability to manage entrepreneurial ventures. The study also reveals that entrepreneurship education fosters critical thinking, problem-solving skills, and creativity, which are essential for successful entrepreneurship.

However, the study identifies several challenges that hinder the effectiveness of entrepreneurship education in promoting self-employment. These challenges include inadequate resources, limited access to practical training, and a lack of qualified teachers with entrepreneurial experience. Additionally, societal attitudes towards entrepreneurship, where traditional career paths are often favored, may also impact students’ willingness to pursue self-employment.

The study concludes that while entrepreneurship education has a positive effect on students’ inclination towards self-employment, there is a need for a more comprehensive and practical approach to teaching entrepreneurship in secondary schools. Enhancing the curriculum, providing adequate resources, and involving local entrepreneurs in the education process could further strengthen students’ entrepreneurial capabilities and increase their chances of success in self-employment.

The findings of this study have significant implications for policymakers, educators, and stakeholders in the educational sector. By prioritizing entrepreneurship education and addressing the identified challenges, secondary schools in Buea Municipality can better prepare students for self-employment, thereby contributing to the broader goal of reducing youth unemployment and fostering economic growth in Cameroon.

Keywords: Entrepreneurship education, self-employment, secondary schools, Buea Municipality, Cameroon, youth unemployment, entrepreneurial skills, economic development.