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STATUS OF ENTREPRENEURSHIP EDUCATION IN TERTIARY INSTITUTIONS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE
STUDY
One of the
goals of education is to ensure that the learning needs of all young people and
adults alike are met through equitable access to appropriate learning and life
skills. As a matter of fact, the
provision of vocational skills constitutes an important component in the
Nigerian education system.
Human
resources represent the greatest assets utilized for the efficient and
effective management of any organization.
Entrepreneurship education has no doubt assumed a new dimension due
largely to the contributions it has made towards the growth of the national
economy. In the light of this, the
nation’s educational regulatory agencies such as the National Universities
Commission (NUC), National Commission for Colleges of Education (NCCE),
National Board for Technical Education (NBTE) and others have been mandated to
include entrepreneurship education in their curricula (Babalola, 2010).
Most
developing countries including Nigeria are plagued with high level of
unemployment, underemployment, poverty, diseases and acute shortage of
infrastructural facilities. The
unemployment situation among Nigerian school leavers and graduates as at 2000
was alarming. By the time the military
left office in 1999 high unemployment has already led to increasing poverty and
serious social problems in Nigeria (Babalola, 2010). Available information from
the National Bureau of Statistics shows that inflation rate is very high at 9.6
percent and unemployment is 24 percent, the highest in about 16 years (Daily
Sun, 2016).
In order to
stem the tide of unemployment in the country, the Obasanjo administration
mandated that all university students in Nigeria, regardless of their major, be
exposed to entrepreneurship education.
This is in realization that Nigeria would need to increasingly globalize
its education in two key areas, namely:
Information and Communication Technology and Entrepreneurship Education.
To this end, the UNESCO’s section for Vocational and Technical Education in
cooperation with the National Board for Technical Education in Nigeria anchored
the project that aimed to better equip large numbers of young Nigerians for the
world of work (UNESCO, 2000).
Today,
Nigeria is faced with serious unemployment problem coupled with a declining
standard of living, increasing disparity between the urban and rural areas of
the country and inadequate social and physical infrastructures to meet the
needs of a rapidly growing population (Ferej, 2009). To provide a means of survival, many of the
unemployed have turned to doing menial jobs and others are involved in the
informal sector to create small enterprises mainly as traders.
In the past,
a widespread approach to solving the problem of limited job opportunities was
through the establishment of large industrial complexes that were expected to
provide many jobs and enhance the economic situation of the local area (Charmes,
2010). This approach has been largely
unsuccessful because it was capital-intensive where there is limited capital as
in the case of Nigeria. It actually
provided few new employment opportunities and exacerbated the gap between the
rich and poor. Because of the failure of
this approach, formal development efforts are now emphasizing the creation of
small enterprises in the informal sector that are operated by self-employed
individuals.
While much of
the job growth potential in Nigeria seems to exist through the creation of
small enterprises, the ultimate impact of new job creation through the informal
sector may be limited for numerous reasons.
First, much of the growth of private enterprises in the informal sector
in Nigeria has been spontaneous rather than as a result of deliberate
strategies within an overall government policy framework. Second, although large numbers of small
enterprises may be created, their prospects for growth into medium-size
enterprises are limited (House, Ikiara and McCormick, 2010). Reasons for this lack of growth include an
over-supply of similar goods in the market-place, lack of managerial and
technical skills, limited capital and low product quality (House et al, 2010).
Increasingly,
small enterprise development is regarded as crucial to the achievement of
broader objectives of government. These
include poverty alleviation, economic development and the emergence of more
pluralistic societies (International Labour Organization, 2000).
The nation’s
educational aims and objectives as contained in the National Policy on
Education (FGN, 2014) is the acquisition of appropriate skills, abilities,
competencies both mental and physical as equipment for the individual to live
in and contribute to the development of his society.
The focus of
entrepreneurship education is aimed at preparing individuals for the enterprise
as employees and employers of labour.
Popham (2001) posits that an entrepreneurship education is meant to
inculcate into the beneficiary what it takes to efficiently and effectively
harness and utilize the available human, material and financial resources for
the production of goods and services.
Entrepreneurship education has been receiving attention nationally. The government places greater emphasis on
entrepreneurial development in Nigeria. The National Universities Commission
(1989) circulated to all tertiary institutions an approved Minimum Academic
Standard for the teaching of courses in business schools at the undergraduate
level and it added a compulsory course on Entrepreneurial Development. Several
attempts have been made through researches, mounting of entrepreneurship
programmes in both institutions of learning and entrepreneurship research
centres for the purpose of developing entrepreneurship spirit (Akpomi, 2009).
While
acknowledging the necessity and importance of education in shaping the culture
and destiny of any nation, it should also be understood that a serious
departure is needed from hitherto traditional way of doing things especially
the manner of training and method of teaching in Nigerian universities and
other xxxxxxxx. There is need,
therefore, to focus on entrepreneurship education at the university level and
other tertiary institutions. This should
target alternative teaching methods that will harness, inculcate and develop
the entrepreneurial career of younger generations and also improve their
potentiality towards entrepreneurial skills which will consequently foster economic
growth and development leading to employment (Nkang, 2013).
The aim of
entrepreneurship education is to encourage and train the recipients to create
self employment opportunities for themselves and others through establishing
new businesses. Entrepreneurship
education stimulates human, business interest and potentials including the
development of managerial skills and good human relations which are needed for
successful operations of any business.
Entrepreneurship education provides opportunities for youths to master
competencies related to core entrepreneurial knowledge, skills and attitudes,
such as business opportunity recognition, idea generation and marshalling
resources for establishing and running of a business (Oduma, 2012).
Unemployment is among the major
developmental problems that face every developing economy in the 21st century
(Ewhrudjakpor, 2010). In Edo State today, the increasing unemployment rate
among the youth has become worrisome to the government and every well meaning
citizen. There is need for a deliberate intervention to address this problem.
In Nigeria,
the Federal Government in 2008 acknowledged that 80% of Nigerian youths are
unemployed and 10% under-employed (Daily Trust, 2008). Abdullahi (2009), the
then Minister of Youth Development, reported that 42.2% of Nigerian’s Youth
population is out of job. Oyedokun (2010), the then chairman of the House
Committee on Youth and Social Development revealed that of the over 40 million
unemployed youths in the country, 23 million are unemployable, hence the need
to articulate what could be done to salvage the situation. The present
situation has become alarming because most graduates turned out by the nations
tertiary institutions lack relevant marketable skills (Adamu, 2010).
For most developing countries like Nigeria, government and
policy makers are increasingly finding it difficult to grapple successfully
with youth unemployment. This high rate of unemployment can be blamed on the
lack of adequate provision for job creation in the development plans, the ever
expanding educational growth and the desperate desire on the part of youths to
acquire university education irrespective of course and course contents. As a
result, a number of skills acquired from the university appear dysfunctional
and irrelevant (Okafor, 2011).
The problem
of unemployment is particularly pathetic as a number of graduates from various
institutions looking for employment opportunities are increasing by the day in
Edo State. It is pertinent to note that
entrepreneurship education can bring about the desired remedy to this
unacceptable situation. It can be a tool
for securing employment and emancipation of people through the provision and
acquisition of necessary knowledge and skills to make lives more meaningful for
the citizenry. These can only be achieved when a qualitative entrepreneurship
education is instituted in tertiary institutions in Edo State.
Gender is a term used to classify people into masculine,
famine and sometimes neuter (Webster, 2007). Gender issues are prominent in
every major discussion of entrepreneurship
education as males tend to be more involve in entrepreneurial
activities. This, no doubt, contribute
to higher rate of female unemployment as they stood at 45% out of 70%
unemployed population in Nigeria (Beaver, 2010). Supporting Beaver, World Economic Forum
(2011) notes that fewer women are employed especially when compared to 80% of
men. No wonder Audretsch (2012) posits
that engaging more women in economic productivity will improve the global
economy significantly and this will also ensure gender equality and family well
being.
Entrepreneurship education is offered at different levels of
Nigerian education system. In recent years, due to increasing level of
unemployment in Nigeria, government at various levels embark on introduction of
entrepreneurship education in various institutions. Tertiary institutions comprises majorly of
Universities, Polytechnics, monotechnic and Colleges of Education. These
institutions are either owned by the public or private individuals. The public owned institutions can be grouped
under state government and federal government owned institutions. At tertiary
institutions, entrepreneurship education is mostly offered as a general course
for all the students at different levels. In Edo State tertiary institutions,
entrepreneurship education is domiciled in business education department and
other business related departments.
1.2 STATEMENT OF THE
PROBLEM
Since 1999
when the clarion call came from the Federal Government of Nigeria on the need
to introduce entrepreneurship education in all higher institutions in the
country to stem the rising tide of unemployment among the youths, many have
conformed but there remains a missing link. In other words, the unemployment
rate is still rising to the unhappiness of the unemployed and the populace at
large. Unfortunately, over a decade after the introduction of entrepreneurship
education, there is very little to show for it. Its introduction has not
justified the huge investment in it and the attention it has attracted. The
unemployment queue is getting longer at the passing out of youth corpers each
year. A good number of graduates still roam the streets in search of non
existent jobs many years after graduation.
According to
Akpan (2015), the rate of unemployment in Nigeria rose from 21.4% in 2010 to
27.4% in 2012 and declined to 24.7% in 2013. This position he expressed as the
accurate unemployment rate as released by Federal Bureau of Statistics. But he
expressed disappointment over the rating of unemployment rate in Nigeria by
Federal Bureau of Statistics as at 2014 and 2015 to be 6.4 and 7.5
respectively. This, he argued, was a
wrong data as it showed that Nigerian economy is almost at full employment even
as the tertiary institutions annually produce graduates who roam the streets in
search of jobs. Also Olusakin (2010) found out that even though up to date
statistical data are lacking, local media reports indicate that half of the
Nigeria population as at 2006 are youths; 95% of whom are unemployed. In
addition, according to the Presidential Committee on Entrepreneurship
Education, the directive by the Federal Government to make entrepreneurship
education compulsory in all higher institutions in the country was informed by
the realization that the type of education offered to students in most of the
nations tertiary institutions has constrained the entrepreneurial capacity of
youths to contribute meaningfully to national development.
While it is
true that the introduction of entrepreneurship education was meant to reduce
unemployment, yet unemployment is on the increase inspite of its introduction.
This raises concern on the quality of instruction offered to the students,
methods used in delivering instruction, adequacy of human resources for
effective implementation of entrepreneurial programmes and entrepreneurial
skills possessed by graduates of tertiary institutions. Also, since almost all
the tertiary institutions offer entrepreneurship programme. There need to determine the status of
entrepreneurship education and how it can reduce unemployment. There is need
therefore to empirically determine the modalities of implementation of
entrepreneurship education in the higher institutions and identify the pit
falls and remedies to the identified pit falls since it remains the only viable
strategy to enlarge job opportunities.
1.3 PURPOSE OF THE
STUDY
The main purpose of the study is to determine the status of
entrepreneurship education organized in tertiary institutions in Edo State. In
specific terms, the study will::
1.
Ascertain the methods used in teaching entrepreneurship education.
2.
Determine the extent of availability of materials resources for teaching
entrepreneurship education.
3.
Ascertain the adequacy of human resources for teaching entrepreneurship
education.
4.
Determine how entrepreneurship education has reduced unemployment in the
state.
1.4 SIGNIFICANCE OF
THE STUDY
The findings from this study will benefit students, lecturers, organizations, government and the public at
large in various ways. The students will
develop interest in entrepreneurship education.
They will be more serious with the course and can apply themselves in
the establishment of small business enterprises in absence of employment
opportunities after graduation.
The lecturers on their part will adjust to a better management
and delivery of the course. This will bring about effective and efficient
teaching and learning of entrepreneurship education. The employers of labour will be happy to have
workers who are business conscious and who would help to increase the productivity
of the various companies.
The
government will also benefit as
awareness will be created on the efforts being made by various institutions of higher
learning on the implementation and achievement of government policy on entrepreneurship education which has great
interest on the success of the
programme.
The general public can benefit too as jobs can be
created and they stand the chance of
being employed by those graduates who would
set up small scale business
enterprises. By so doing the
labour market will be decongested and these new entrants into business will not
only create employment for themselves but also others. This will increase the available goods and
services for the consumers and in the long run the welfare of the people will
be enhanced. The findings of the study will expose the quality of
entrepreneurship education programme in tertiary institutions.
1.5 RESEARCH
QUESTIONS
The following research questions were formulated to guide the
study
1. What are the
methods used in teaching entrepreneurship education?
2. To what extent
are material resources available for teaching entrepreneurship education?
3. What is the
level of adequacy of the number of human resources for teaching
entrepreneurship education?
4. How can
entrepreneurship education reduce unemployment in Edo State?
1.6 RESEARCH
HYPOTHESIS
1. There is no
significant difference on the responses of lecturers from University and those
from polytechnics on the method used for teaching entrepreneurship education.
2. The responses of
lecturers in private and public institutions will not differ on extent of
availability of material resources for teaching entrepreneurship education.
3. The responses on
the level of adequacy of the number of human resources in teaching
entrepreneurship education will not significantly vary based on sex.
4. The mean
responses of lecturers from federal, state and private owned institutions on
the impact entrepreneurship education will have on the employability of
graduates of the programme will not differ significantly.
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