Entrepreneurship Education Course Duration in Tertiary Institutions in Nigeria, Beyound Literacy and Numeracy for Functional Education, Akwa Ibom State, Nigeria

This study examined the relationship between entrepreneurship education course duration: beyond literacy and numeracy for functional education in tertiary institutions in Akwa Ibom State.  Three objectives and three corresponding hypotheses were formulated to guide the study. Ex-post facto research design was used for investigation. The population of the study comprised all the 387 postgraduate students in the Faculty of Education and the School of Continuing Education, University of Uyo, Uyo. The sample of this study consisted of 197 postgraduate students, selected using multi-stage sampling technique. A researcher-developed instrument titled “Entrepreneurship Education Course Duration: Beyond Literacy and Numeracy for Functional Education in Tertiary institutions Questionnaire (EECDFETIQ)’’ was used for data collection. The reliability of the questionnaire was determined using Cronbach’s Alpha analysis and the reliability index was .855. The coefficient (R) of simple linear regression was used to answer the research questions, while Simple linear regression analysis (F) was used to test the null hypothesis at .05 level of significance.  Findings of the study revealed that there is a significant relationship between entrepreneurship education course duration, beyond literacy and numeracy for functional education in Akwa Ibom State, and in Nigeria as whole. It was concluded based on the finding that, adequate practical experience and longer course duration for teaching and learning, especially entrepreneurial skills, promotes education beyond literacy and numeracy for functional education in Akwa Ibom State and Nigeria as a whole. It is recommended among others that the National University commission (NUC) as well as curriculum planners should revisit the curriculum of tertiary institution and modify especially entrepreneurship education to include practical experiences with longer teaching and learning duration, to enable the learners to gain adequate and functional skills. This will make education, especially in the tertiary level to become functional, thereby reducing the rate of unemployment amongst graduates.