Abstract
The study examined the role of entrepreneurship practical in enhancing practical skills Education, Gidan Madi, Sokoto State. The study employed a descriptive survey design, decision benchmark of 2.50 on a 4-point Likert scale. Findings revealed several institutional effectiveness. It recommended increased funding, improved instructor welfare, regular involving a sample of 200 students drawn from six vocational and technical departments practical sessions, and public-private partnerships to strengthen entrepreneurship education 3.50, SD = 0.70), and lack of training allowances (M = 3.50, SD = 0.60). The constraints acquisition among Vocational and Technical Education students in the Federal College of using stratified and random sampling techniques. A structured questionnaire titled entrepreneurship practical significantly enhance students’ skill acquisition and 3.80, SD = 1.20), and facility maintenance issues (M = 3.70, SD = 0.80). Notably, 85% of Entrepreneurship Practical and Skill Acquisition Questionnaire (EPSAQ)was administered, 3.50, SD = 1.70) and irregular class attendance (M = 3.00, SD = 0.80). Workshop practices entrepreneurial readiness, systemic institutional challenges continue to limit their including poor staff promotion practices (M = 3.80, SD = 0.90), inadequate funding (M = adversely impacted classroom instruction, with teachers displaying poor motivation (M = and instructional constraints affecting the effective delivery ofentrepreneurship practical, students acknowledged entrepreneurship practical as useful, while 75% expressed readiness were similarly affected by inadequate tools (M = 3.50, SD = 0.70), poor supervision (M = and data were analysed using descriptive statistics (mean and standard deviation) with a to start businesses if adequately supported. The study concluded that although and reduce unemployment in rural areas.