Bridging the Gap in Teacher Education Curriculum in Promoting Entrepreneurship: A Case Study of Undergraduate Students of Kwame Nkrumah University, Kabwe-Zambia

The purpose of this study was to investigate how teacher education curriculum of undergraduate students of tertiary education institutions promotes entrepreneurship. The study was guided by the following specific objective to examine the extent to which entrepreneurship education is being practiced at Kwame Nkrumah University, to discover how the teacher education curriculum being used at Kwame Nkrumah University is being used to promote entrepreneurship culture. This case study was anchored on pragmatism as its research paradigm; it used a mixed method approach and employed the concurrent triangulation design. The study used simple random sampling on students, random sampling for Lecturers and purposive sampling for Administrator. Data collection instruments were questionnaires and interview guides and analysed data was eventually presented if form of frequency tables, bar graphs and pie charts. The study’s findings are that majority of students of Kwame Nkrumah University are aware of the importance of mentorship in entrepreneurship and are willing to acquire entrepreneurial skills, only a minority of students who belong to the category of business studies formally have access to the said mentorship and that this mentorship is merely theoretical. The study also established that the curriculum in application for training of students is as a matter of fact not inclusive in the provision of mentorship in entrepreneurship and that there is a missing link between the secondary and the tertiary education in the provision of the aforementioned mentorship. In view of building the gap in promoting in entrepreneurship at the university and in other similar institutions of tertiary education, the study has recommended curriculum revision.