This research contributes to the field of Technical Vocational Education and Training (TVET) and entrepreneurship education, particularly within Small Island Developing States (SIDS). TVET is recognized globally as a crucial pillar for economic stability and social development, offering pathways to employment and income generation (Mack and White, 2019; Mends-Brew and Dadzie, 2016; Tikly, n.d.). However, addressing youth unemployment, particularly within the 15-29 age group, remains a significant challenge (Aring, 2011). This study investigates the impact of integrating entrepreneurship education into post-secondary TVET programs in Trinidad and Tobago (T&T). The primary aim is to examine how exposure to entrepreneurship education influences students' interest in entrepreneurial pursuits and to develop an entrepreneurship education model suitable for T&T's post-secondary TVET institutions. The research focuses on four post-secondary TVET institutions (PSTVETI) across T&T, each offering diverse programs, with varying levels of entrepreneurship education integration, ranging from minimal inclusion within broader modules to optional standalone courses. This diverse range of implementation provides a valuable context for the study.

Entrepreneurship is a critical driver of economic development (Dhaliwal, 2016; McCallum, 2019). Effective entrepreneurship education empowers learners with essential survival skills and fosters economic growth (Gamede, 2017). The T&T government has implemented initiatives to develop the small business sector, aiming to stimulate employment through entrepreneurship (Ramkissoon-Babwah, 2012). Singapore's successful integration of TVET, including entrepreneurship education, demonstrates its potential for economic transformation (Seng, 2010). The importance of micro, small, and medium enterprises (MSMEs) in economic and social advancement is also emphasized (Tambunan, 2019). Prior research highlights the value of entrepreneurship education within TVET institutions in T&T (Mack et al., 2019). This study builds upon this foundation to evaluate the role of entrepreneurship education in fostering entrepreneurial aspirations among TVET students.

This study employed a mixed-methods approach, utilizing both quantitative and qualitative data collection techniques (Brannen, 2005; Saunders et al., 2003). The quantitative component involved a survey administered to 446 out of 7176 students (74.33% response rate) across four PSTVETI in T&T. The sample size was determined using Singh and Masuku (2014)'s recommendations for a population of 7000-9000, aiming for a 5% margin of error and a 95% confidence level. Cluster sampling was used due to the difficulty of obtaining a comprehensive list of all students (Boxhill et al., 1997). The survey utilized Likert-type scales, rating scales, multiple-choice questions, and semantic differential scales. The internal reliability for the exposure scale (14 items) was 0.739, indicating satisfactory internal consistency. The qualitative component included content analysis of curricula, 25 semi-structured interviews (including focus groups) with staff from the four PSTVETIs and the Executive Officer from TVET's regulatory body, reaching data saturation (Saunders et al., 2018). Purposeful sampling was used to select information-rich cases (Patton, 2015). Data analysis involved SPSS for the survey data (using logistic regression), Spearman's correlation coefficient (rho) to test hypotheses, content analysis for curricula, and thematic analysis for interview data (Bryman, 2012).

The key findings indicate a positive relationship between exposure to entrepreneurship training and students' interest in entrepreneurial endeavors. Logistic regression analysis showed that the model successfully predicted 81.2% of the cases (Table 2). The Wald statistic demonstrated that the level of exposure to entrepreneurship training (p=0.005) significantly contributed to the prediction. Spearman's correlation analysis confirmed a significant positive association between exposure to entrepreneurship training and interest in entrepreneurship (rho= 0.132, N=439, p=0.006, two-tailed; Table 5). Cronbach's alpha analysis indicated acceptable reliability for the Level of Exposure measure (0.937; Table 6). Qualitative data revealed a significant absence of structured entrepreneurship education in two of the four PSTVETIs (Table 7), despite some informal discussions on the topic. Interviews highlighted challenges including high attrition rates, a lack of industrial training, leadership issues, poorly structured teaching, stigma, and the low quality of some trainees. Resource constraints, such as limited capital, machinery, and infrastructure, further hindered the provision of adequate entrepreneurship training.

The findings support the hypothesis that increased exposure to entrepreneurship training positively correlates with students' interest in pursuing entrepreneurial ventures. This aligns with previous research indicating that entrepreneurship education enhances entrepreneurial aspirations (Gerba, 2012) and that greater knowledge of entrepreneurship leads to more positive attitudes towards it (Liñán et al., 2011). The high percentage (78%) of students expressing interest in starting their own businesses suggests a strong entrepreneurial spirit, which, with proper education, could significantly increase the number of TVET graduates pursuing entrepreneurship. The absence of comprehensive entrepreneurship training in many PSTVETIs, however, is concerning and highlights a significant gap in the current TVET system. The challenges identified – including attrition, resource limitations, and inadequate teaching – create significant barriers to the successful implementation of entrepreneurship education. These challenges align with the broader issue of a lack of a cohesive skills policy and an outdated National Youth Policy in T&T.

This study demonstrates a clear need for a structured entrepreneurship education framework within T&T's post-secondary TVET institutions. The positive correlation between exposure to entrepreneurship training and entrepreneurial intent highlights the importance of integrating such training into the curriculum. The absence of a formal framework and the numerous challenges within the current TVET system require immediate attention and strategic interventions. Future research could focus on developing and implementing the proposed entrepreneurship education model and evaluating its effectiveness in fostering entrepreneurial outcomes. Further research is also needed to address the systemic challenges within T&T's TVET system.

The study's limitations include its focus on four specific PSTVETIs in T&T, which may not be fully representative of all TVET institutions in the country. The reliance on self-reported data in the survey could introduce potential biases. The cross-sectional nature of the study prevents conclusions about causality. While data saturation was achieved in the interviews, the views expressed might not represent the views of all stakeholders. The study does not provide a cost-benefit analysis of implementing the proposed model.