Entrepreneurship education – a topic that can be considered pivotal to a small country’s economy such as Malta. However, it is important to understand the importance that this taught subject is given by different stakeholders – students, educational institutions, and industry. The role of Entrepreneurship educators is far more than delivering the subject. It is of utmost importance that such units are designed in a way that keep students intrigued and wanting to explore more about the subject. This can happen both in cases when students are inclined to start their own business ventures, and also when students are prospective employees within industry. It can be said that entrepreneurial skills are increasingly being sought after by various stakeholders. Within VET institutions like MCAST, where students benefit greatly from experiential learning, Entrepreneurship educators must be creative to entertain the requirements of VET students. Chalk-and-talk approach is a thing of the past. While exploring and implementing different methodologies relevant for individual VET institutions, educators should monitor the progress of student interest, attitude and skills acquired through successive cohorts, in parallel with changes to syllabi designs. This paper focuses on the students’ perception of Entrepreneurship as a taught, compulsory unit at MCAST. Results will be compared to what other higher educational institutions worldwide are experiencing. This would be a first step in a series of studies that will delve into the perception of various stakeholders with regards to Entrepreneurship education at MCAST, with the ultimate goal of providing suggested guidelines and recommendations to further improve Entrepreneurship education within this VET institution.
Keywords: Entrepreneurship; Vocational Education and Training (VET); Entrepreneurship Education; Teaching Methodologies; Transversal Skills; Employability Skills; MCAST; Higher Education;