| Autor: |
Rose Moindi, Benard Nyatuka |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
African Journal of Teacher Education, Vol 11, Iss 1, Pp 100-120 (2022) |
| Druh dokumentu: |
article |
| ISSN: |
1916-7822 |
| DOI: |
10.21083/ajote.v11i1.7052 |
| Popis: |
Education systems worldwide are shifting to knowledge-based curricula with emphasis on the learners’ acquisition of relevant competencies. Entrepreneurship education was introduced in tertiary institutions in Kenya in 1999 to produce entrepreneurs, including preparing graduates for the world of work. However, limited studies have focused on the assessment of acquisition of such competencies, especially in entrepreneurship education. This study was designed to examine the effectiveness of assessment modes used in entrepreneurship education in imparting requisite competencies among students in tertiary institutions in the country. The study adopted a cross-sectional research design. A total of 412 students selected from three tertiary institutions were involved in the study. Data were collected using questionnaires and analysed quantitatively using descriptive and inferential statistics. The study showed that written examinations were the most commonly used mode of assessment of entrepreneurship education, followed by projects and attachment. The study revealed that there is no significant difference in the influence of the mode of assessment as adopted in the different tertiary institutions in fostering the acquisition of competencies (F Ratio |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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