Abstract
While entrepreneurship education has been extensively discussed in related academic literature, scholarly works on the modes through which entrepreneurship education is learnt seems to be missing in literature. The present paper thus explores the three modes of learning (formal, non-formal and informal) with the understanding that the three modes are all viable sources of acquiring entrepreneurship education. The study draws insight from established theories in literature such as the theory of planned behaviour, theory of reasoned action, theories of motivation. The study relied upon the design and administration of a questionnaire that was developed from relevant literature and theories. The data obtained from a total of 150 accurately completed questionnaires was used in the analysis. The study thus puts forward that non-formal entrepreneurship education, which sits somewhere in-between the two extremes (formal and informal learning), was the best approach for building an interest in entrepreneurship amongst STEM students who are naturally deprived of this mode of education. The study endorses the uniqueness of non-formal education because of its adaptability to each student’s stage of development or learning. Non-formal entrepreneurship education was found to be versatile, participative and inclusive, based upon the needs of the students.