Fostering Entrepreneurial Mindsets in Engineering and Science Education: A Comparative Study of Kenya, the Democratic Republic of the Congo, and Namibia

Abstract

The integration of entrepreneurship into engineering and science education is critical for equipping graduates with the necessary skills and mindset to thrive in today's competitive landscape. This study examines the current state of entrepreneurship education within engineering an science programs in Kenya, the Democratic Republic of the Congo (DRC), and Namibia, highlighting the challenges and opportunities unique to each context. In Kenya, a significant gap exists between the skills imparted in technical education and the entrepreneurial competencies required for self-employment, exacerbated by high youth unemployment rates (Kahando & Mungai, 2018). Similarly, in the DRC, internal migration and social capital have been shown to influence youth entrepreneurship, yet formal education often lacks a focus on entrepreneurial skill development (Kiuma et al., 2020). Namibia presents a different scenario, where the need for a structured approach to entrepreneurship education is evident, as many engineering graduates are ill-prepared to navigate the entrepreneurial landscape (Andalibi, 2019). This paper proposes a framework for integrating entrepreneurship into engineering curricula across these countries, emphasizing the importance of experiential learning, collaboration with industry, and alignment with national economic goals. By fostering an entrepreneurial mindset, engineering programs can better prepare graduates to contribute to economic development and innovation in their respective regions.