Entrepreneurship Education and Performance of Micro and Small Enterprises Owned by TVET Graduates in Thika Sub-County, Kenya

Purpose: This study examined the influence of entrepreneurship education on the performance of micro and small enterprises owned by TVET graduates in Thika Sub- County, Kenya. The specific objectives were to examine how delivery methods and digital literacy influenced the performance of micro and small enterprises owned by TVET graduates in Thika Sub- County, Kenya. The theories that guided this study included the experiential learning theory and technology acceptance model. Methodology: A descriptive research design was used with a questionnaire as the instrument for data collection. The unit of analysis was 270 micro and small enterprises owned by TVET graduates in Thika Sub-County. The unit of observation was the 270 TVET graduates who owned micro and small enterprises. Purposive sampling and snowball sampling technique were used to select respondents. Data collected was analyzed using SPSS version 28 and presented in the form of frequencies, descriptive, and inferential statistics, which were used to derive conclusions. The study conducted a multiple regression analysis to determine the relationship between entrepreneurship education and the performance of the micro and small enterprises. Findings: Findings revealed that entrepreneurship education influenced performance of small and micro enterprises. The study concluded that there was a positive and significant relationship between delivery methods, digital literacy and performance. Unique Contribution to Theory, Policy and Practice: The study recommends extensive digital skills training for entrepreneurs. The study also recommends adoption of more practical, learner-centered, and experiential training approaches which incorporate mentorship, coaching, business simulations, case studies, project-based learning, and interactions with successful entrepreneurs.