Even though findings show that large proportion of students stated that they have skills, knowledge and experience to start-up a business, the entrepreneurial learning and entrepreneurial intentions in Kosovo are at the bottom of the list of Western Balkan countries. The level of entrepreneurial learning in tertiary education although rated higher compared to secondary education, still needs substantial improvement. Indeed, the high perception of self- efficacy among students is not reflected in the higher level of entrepreneurial intentions as suggested by literature. The Kosovar students appear to be overconfident about their skills and knowledge required for start-up creation. However, this is not evidenced compared to their entrepreneurial intentions. Indeed, previous studies on entrepreneurship and SME growth suggest that the role of university education of employees was at best not significant in terms of small firm growth, questioning in this way the quality of education system (Krasniqi 2012a, Krasniqi 2012b) and urging the need for training as an alternative form to formal education (Krasniqi and Branch 2018). The future policy initiatives in the area of entrepreneurial education (both at secondary and tertiary level) should focus study programs to encourage creativity, independence, or personal initiative and to pay more attention on the setting up of new businesses.
Additionally, they should focus more efforts on provision of business support services and incubation infrastructure within universities to offer students opportunity to implement their business ideas. With few exceptions there are no thoughtful incubators in higher educational institutions. The entrepreneurial competence will help students to become more productive employees and fulfil, yet another important role within large organisations. This will help to place entrepreneurial learning in a broader context, not only limited to the creation of start-ups, but also to boost private sector growth.
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