Kelechi Victoria Emeribe & Dr Michael Ekpenyong Asuquo
The paper investigated inclusive entrepreneurship education programme and its implications for university system eﬀectiveness in Cross River State, Nigeria. The study adopted descriptive survey design. Two research questions were formulated to give direction to the study. The population of the study was made up of all ﬁnal year students that oﬀered entrepreneurship courses in 2018/2019 academic session in public universities in Cross River State, Nigeria. Out of this population, 650 students were randomly selected as sample of the study. An 11-item questionnaire titled “Inclusive Entrepreneurship Programme Questionnaire” (IEPQ) was used for data collection. The instrument was validated by experts in Measurement and Evaluation, and Entrepreneurship, from University of Calabar. The reliability of the instrument was established using Cronbach Alpha method. This yielded 0.82 coeﬃcient. The data obtained were analyzed using mean and standard deviation. It was found that inadequate basic facilities, poor maintenance culture of the facilities, inadequate programme instructors, and provision of basic entrepreneurship education facilities, employment of enough programme instructors were, among others, the challenges of inclusive education and stakeholders’ role in promoting inclusive entrepreneurial education respectively. Consequently, it was recommended that educational stakeholders should intensify and sustain their roles in the administration of inclusive entrepreneurship education programme.