CHAPTER ONE

INTRODUCTION

Education is the key to national development. This is because it unlocks the economic

potentials of the people; empowers and equips individuals in society to participate in, and

benefit from their national economy. It facilitates economic development and provides

the basis for transformation. Education is the essential tool for sustainability. The present

global economic crises suggest that the entire world is struggling for qualitative education

(Aluwong,2010).

Entrepreneurship education as part of the total educational system is the type of education

that involves the acquisition of skills, ideas and management abilities necessary for job

creation.

An entrepreneur promotes employment rather than seeking for an employment.

Therefore, there is a need to embrace this type of education and provide all the necessary

resources needed to make functional. Quality entrepreneurship education could be used

as a tool for fighting the war against poverty and unemployment in Nigeria.

According to Agi and Yellowe (2013) education is important to the development of

human resources, impartation of appropriate skills, knowledge and attitude. It is the basis

for transformation, industrialization and a high way to global knowledge economy.

Relating to security, Agi and Yellowe (2013) explained further that education is regarded

as a means of achieving culture of peace, gender equality and positive African values. It
is therefore the understanding of many that education leads to national transformation and

development, through reduction in poverty and to ensured peace and security.

The National Economic Empowerment and Development Strategy (NEEDS,2004)

document lends credence to the place of education by clearly explaining its role in self-

reliance and development, Agi and Yellowe (2013) asserted that the goals of wealth

creation or generation,poverty reduction and value re-orientation can only be attained and

sustained through an efficient education system which impacts the relevant skills,

knowledge, capacities, attitudes and values. In view of the benefits of education

enumerated above, Nigeria has provided education for decades with abundant available

manpower. However, what keeps agitating the nation endlessly borders on the slow and

inefficient economy, near primitive democracy and violent social co-existence in society

(NEEDS, 2004). Evidenced with many primary and secondary schools and tertiary

institution’s graduates not gainfully employed either by self or government. Supporting

this Ochonma (2011) reported that about 2.8 million fresh graduates enter the labour

market yearly and only 10% of these are gainfully employed. Analyzing the problem of

education in Nigeria, Agi and Yellowe (2013) argued that the problem is not about

curriculum or investment in education neither is it non-availability of manpower for the

sector, but that many have tended to look in the direction of management of education

which include lack of policy analysis to make students to fit into society, yet not relying

on the government of the day but the managerial ingenuity of educational managers and

administrators to make education a building block of socio-economic empowerment,

prosperity, self-reliance, employment crime reduction and national security, through

improved access to quality, functional education at all levels.

Statement of the Problem

Over the years, entrepreneurship educations have been identified by different scholars as

a driving force for economic development and a tools for youth empowerment. Student

academic programme without the teaching of entrepreneurship education increase higher

rate of unemployment among youths and secondary student whose suppose been imbue

with the knowledge of entrepreneurship education and grow up with creativity in the

entrepreneurial skills acquired. However, this study is set to examine the a panacea for

among entrepreneurship development among senior secondary school student ad youth

employment in Ikotun Local Government Area of Lagos State.

Purpose of the Study

The purpose of this study is to determine the panacea for among entrepreneurship

development among senior secondary school student ad youth employment in Ikotun

Local Government Area of Lagos State. Specifically, the study sought to:

i. examine the mindset of youth and student in the community towards

entrepreneurship education and skills acquisition

ii. examine the problems that have to do with youth empowerment

iii. identify the problems associated with the entrepreneurial skills acquisition

iv. determine the solution to the entrepreneurial skills acquisition among students

and youth
Research Questions

The following research questions will guide the study;

i. What are the mindset of youth and student in the community towards

entrepreneurship education and skills acquisition

ii. What are the problems that have to do with youth empowerment

iii. What are the problems associated with the entrepreneurial skills acquisition

iv. What are the solution to the entrepreneurial skills acquisition among students

and youth

Significance of the Study

The findings of the entrepreneurship education will encourage skill acquisition among

youths to develop interest in the use of entrepreneurship education power to serve as a

cure skill for employability and professionalism. This study will also provide improve

performance and interest in the study of entrepreneurship education in respect to

economics development. This study will also be useful to the curriculum planners and

organizers of the educational teaching of entrepreneurship to review and make the

exercise a hitch free for the students.

Scope of the Study

This study will focus mainly on the panacea for among entrepreneurship development

among senior secondary school student and youth employment in Ikotun Local
Government Area of Lagos State. This study was limited by time, financial constraints

and lack of compliance of Student.

Operational Definition of Terms

1. Impact: This is the effects of Internship on the academic achievement of the

students which could be positive or negative.

2. Entrepreneurship education; This is means different thing to different people

Casson, 2020. it is also the creation of new enterprise that solves critical thinking

of creativity.

3. Higher Institution: This is a formal citadel of learning for students who have

completed high school education to study their desire career course.

4. Youth; this are adolescence, formative years individual in our community that are

objective to skills acquisition

 CHAPTER TWO

LITERATURE REVIEW

This chapter will review the relevant literature to the study under the following sub-

headings;

 Concept of Youth

Youth has been defined in varying manners. Many have used different descriptors to

define a youth. The United Nation Population Fund (UNFPA) defines youth as “a

period of transition from dependence of childhood to adulthood‟s independence”1. In

the words of Honwana and De Boeck (2005) “I understand youth as a socially

constructed category defined by societal expectations and responsibilities”2. This

definition has its leaning on social views of responsibility as a basis for the definition

of youth. Some of these definitions have tilted towards the use of age as the central factor

for its definition. However, countries are allowed to define a youth with regards to their

peculiarities. Different multilateral agencies and countries, have a different age bracket

which they consider as a youth. The UNFPA, WHO and UNICEF defined a youth as one

between the ages of 15-24 years, while the African Youth Charter considers people

within the ages of 15-35 years as a youth.1

According to the Nigerian 2009 National Youth Policy, youth in Nigeria includes citizens

of the Federal Republic of Nigeria aged 18–35years (for the purpose of this study, youths

are classified as those aged 15-35years). Furthermore, the Nigerian government

characterizes youth as ambitious, enthusiastic, energetic and promising.

The Nigerian youth is legally allowed to work from the age of 15 years. They are

considered vulnerable in society because of the rapid pace of change they are

experiencing at this time in their lives. Advancements in information

communication technology expose youth to a variety of values and ways of thinking

which differ from their elder generations. Tension in the public has caused conflict

among minority and majority groups, which has crippled the national and social

development.
 The Nigerian youth is perceived as one that is industrious, sociable/gregarious,

influenced by tribal sentiments, materialistic and consumeristic, religious and experience

delayed transition to adulthood. They are also faced with the challenges of inadequately

equipped tertiary institutions, unemployment, inequality in education, religious

fundamentalism, hostage taken and militancy. A National Youth Development Policy

was created and designed to advocate for youth and youth development. The policy

views youth welfare as vital to the Nigerian nation and its socioeconomic

development. This policy is seen as a youth participation project, versus a project

identifying problems and needs.

Youth empowerment is the key to sustainable development. Today, there is the largest

cohort of young people in world’s history i.e. 1.8 billion under the age bracket of 25

years (UNFPA, 2014). As the cornerstone of nation’s development, it is crucial to engage

young policymakers of tomorrow in the development decisions of today. Youth

empowerment is the phenomenon when young people realize that they have or can create

choices in life, are aware of the implications of those choices, make informed decisions

freely, act based on those decisions and accept responsibility for the consequences of

their actions. Empowerment also means having the ability for supporting enabling

conditions under which young people can act on their own behalf, and on their own

terms, rather than at the direction of others. These enabling conditions fall into major

categories such as an economic and social base; political will, access to knowledge,

information and skills, adequate resource allocation and supportive legal and
administrative frameworks; a stable environment of equality, peace, democracy and

positive value system (African DPoA, 2011).1

 Causes of Youth Unemployment,

Commonwealth Secretariat (2007) defines youth empowerment as “creating and

supporting the enabling conditions under which young people can act on their own

behalf,

and on their own terms, rather than at the direction of others”. The process of youth

empowerment is centered on the attitudinal, structural, and cultural dimensions of an

individual whereby he/she gains the ability, authority, and agency for taking decisions

and

implementing change in his/her own life (Tope, 2011). It creates conducive environment

for
an individual by enhancing motivation to perform (Akintayo & Adiat, 2013). The

empowerment happens to be assured when youth come to realize there is enhancement in

their abilities to control, influence or cope with their socio-economic roles. It not only

covers

economic empowerment but also takes social, ideological, educational, technological and

political empowerment in its ambit. It revolves around three key dimensions i.e. i)

economic,

ii) social, and iii) political dimensions, which are the building blocks of youth (Punjab

Youth

Policy, 2012). Henceforth, it is the definite mean whereby young people are helped to

realize success in life. Therefore, a significant amount of importance is attached with this

concept by
both, the nations and the individuals, to secure the future prosperity for them as well as

for the generations to come (Mike, 2014).

Concept of Entrepreneurship Education

Entrepreneurship education is a programme that emphasizes acquisition of practical knowledge,

skills and attitudes that necessitate the learner’s initiative, prompt him into action and risk

venturing into new opportunities so as to meet up with life challenges. Entrepreneurship

education is a viable and reliable education for ones life endeavour.

The term Entrepreneur has its origins in the French root word “entreprendre”. The German called

it “unternehmen” which means undertake Afonja, as affirmed by Seiyabo (2020). A common

definition by the Oxford Dictionary of an entrepreneur is someone who undertakes the

responsibility of organisation or task managing it and assumes responsibilities of all associated

risks that relates to the task.

The early 18th century French economist Richard Cantillon introduced the term entrepreneurship

and have it defined as agent who by through production activities at a given prevailing price

convert input to a new product. Entrepreneurship acts as an agent for self-employment of any

sort; hence the entrepreneur is the risk bearer. The Entrepreneur is an agent of economic growth

in the society, to understand the attitudes and motivations in entrepreneurship, a survey

conducted by Amway Global Entrepreneurship Report [AGER] (2013) covering 2006

respondents in 24 countries, indicated that entrepreneurship possesses a continued high

reputation as 70% of the respondents demonstrated a positive attitude towards entrepreneurial

involvement, while 39% dreamt of becoming self-employed. Yet, the gap between potential
entrepreneurs-people that have a latent preparedness to embrace an entrepreneurial opportunity-

an actual entrepreneur is still large (AGER, 2013).

Okoye (2016) contended that entrepreneurship education equips individual with entrepreneurial

skills, knowledge, attitudes and competencies needed to discover business opportunities in a

dynamic environment, ventures into the risk of business, create an enabling business relationship

and become a successful entrepreneur. It is geared towards developing a strong, innovative, risk

venturing, well motivated and highly enterprising individual

Entrepreneurship Education means many things to many people. Entrepreneurship education as

the identification of the general characteristics of entrepreneurs and how potential entrepreneurs

can be trained in management techniques needed for effective performance of persons for long

time survival of an organization after the acquisition of occupational skills. Olawolu and Kaegon

(2012) confirms that entrepreneurship education prepares youths to be responsible and entering

individuals who become entrepreneurs or entrepreneurial thinkers by exposing them in real life

learning experiences where they will be required to think, take risks, manage circumstances and

incidentally learn from the outcome. Ememe (2010) observes that entrepreneurship education

enables youths to seek for success in ventures through one’s effort.

According to Ebele (2008), entrepreneurship education is the teaching of knowledge and a skill

that enables the students to plan, start and run their own business. Entrepreneurship education

aims to stimulate creativity in students, enables them to identify opportunities for innovation and

motivate them to transform the ideas into practical and targeted activities whether in a social,

cultural or economic context. Entrepreneurship education will provide opportunities for students
to access their attitude, aptitude and skills relating to those necessary for developing and running

business. Entrepreneurship education entails teaching students, learners and would-be

businessmen, the essential skills required to build viable enterprises, equipping the trainees with

skills needed for taking responsibility and developing initiatives of prospective trainees (Ezeani,

2012). According to Abefe-Balogun (2012), Entrepreneurship education involve a dynamic

process of creating wealth through the process of creating something new and in the process

assumes both attendant risks and rewards.

Okereke and Okorofor (2011) assert that entrepreneurship education has been acknowledged

world wide as a potent and viable tool for self-empowerment, job and wealth creation. To

Atakpa (2011) Entrepreneurship education is an aspect of education which equips an individual

and create in the person the mindset to undertake the risk of venturing into something new by

applying the knowledge and skills acquired in school. Also to Fashua (2016) entrepreneurship

education creates the willingness and ability in a person to seek out investment opportunities in

the society and be able to establish and run an enterprise successfully based on the identified

opportunities. Hence, the overall purpose of entrepreneurship education is to develop expertise as

an entrepreneur.

Entrepreneurship education entails philosophy of self-reliance such as creating a new cultural

and productive environment promoting new sets of attitudes and culture for the attainment of

future challenges (Ogundele, Akingbade and Akinlabi, 2012).

Concept of Unemployment
According to Ande (2012), unemployment is defined as a situation in which persons of working

age, able and willing to work are unable to find paid employment. It is a situation in which

people who are capable of working and who are qualified by age to work cannot find

employment.

The International Encyclopedia of the social sciences (2018) defined unemployment as when one

is willing and able to work giving the prevailing terms and conditions of employment but does

not currently have job. Investopedia defined unemployment as a phenomenon that occurs when a

person who is actively searching for employment is often used as a measure of the health of the

economy. In line with the above definitions, Okoye, (2015) viewed unemployed as members of

the economically active population, who are without work but available for and seeking for

work, including people who have lost their jobs and those who have voluntarily left work.

Unemployed graduates are those school leavers that have undergone special training in their field

of endeavours and have possessed the necessary skills and qualification but are unable to secure

a job.

Efforts of Nigeria Government in Entrepreneurial Development

The role played by government in entrepreneurial development in Nigeria gained prominence

only after the Nigeria civil war (1967-70). Since the mid-1980s government has exhibited

increased commitment to entrepreneurship development, immediately after the launch of the

structural adjustment economic program (SAP) in 1986, a further reassessment of the value of

entrepreneurship necessitated the establishment of the National Directorate of Employment

(NDE), National Open Apprenticeship Scheme (NOAS), Small and Medium Enterprise
Development Association of Nigeria (SMEDAN, SMEEIS, etc.) (Lawal, 2013). These

government interventions assisted in promoting entrepreneurial culture amongst the citizenry and

equally cultivated positive entrepreneurial character traits of confidence, positive attitude, pride

in success, innovativeness and the promotion of research and development (R&D), which

resulted in cheap access to financial resources, enabled unhindered access to market, prompt

registration/advisory services to businesses, entrepreneurial skills acquisition development

reform through education and manpower development. In furtherance government stepped-up

infrastructural development and made available export incentives by creating stable macro-

economic environment that encourage security of investment, by ensuring a stable political

climate (Lawal, 2013).

Entrepreneurship studies were adopted in the Nigerian higher institutions as a mandatory course

and also its inclusion in the educational curriculum, with Centres for Entrepreneurship

Development (CED) established in all tertiary institutions operating in the country. With

objectives to make graduates employable and provide job opportunities for others and enhance

wealth generation (Fadeyibi & Chaudhuri, 2014). United Nations Educational, Scientific and

Cultural Organisation-Technical and Vocational Education (UNESCO-TVE) programs in

Nigeria also foster solid linkage and possible cooperation between higher institutions and

industries. In order to create enabling environment that will encourage academic research with

expected results of products development and increased production (Eshiobo, 2012).

Entrepreneurship Education in Nigeria

Entrepreneurship education is a form of education which makes humans to be responsive to their

personal, families and national needs and aspirations. Entrepreneurship competencies carry with

it, the concept of skills and mental awareness which are needed to understand the functioning of

an already existing business Okon and Friday, (2015).

The National Educational Research and Development Council (NERDC), in the latest edition

of the National Policy on Education, identified what it calls” Trade/Entrepreneurship

subjects”, and listed thirty-four (34) of them under section 38.2.5 of the policy. They include;

Auto body repair and spray painting.

Auto electrical work.

Auto mechanical work.

Auto parts merchandising.

Air conditioning and refrigeration.

vi. Electrical installation and maintenance work.

Radio, TV and electronic servicing.

Welding and fabrication engineering craft practice.

Block laying, brick laying and concrete work.

Painting and decorating

Plumbing and pipe lifting.

Machine wood working.

Carpentry and joinery.

Furniture making.

Upholstery.

Catering craft practice.

Garment making.

Clothing and textile.

Dyeing and bleaching.

Printing craft practice.

Cosmetology.

Photography.

Mining.

Tourism.

Leather Goods Manufacturing and Repair.

Stenography.

Data Processing.

Store Keeping.

Book Keeping.
GSM Maintenance and Repairs.

Animal Husbandry.

Fishery.

Marketing.

Salesmanship (FGN, 2013).

Objectives of Entrepreneurship Education

Accordig to Okon and Friday, (2015) The objectives of entrepreneurship education clearly show

that it is concerned with the development and survival of both the individual and society. In fact,

it is a tool through which social, economic and political development could be achieved. If it is

properly planned, funded and implemented. The objectives of entrepreneurship education are

spelt out by Osuala (2012) as

To provide meaningful education for youth which could make them self-reliance and

subsequently encourage them to drive profit and be self independent .

To provide graduate with the training and support necessary to help them establish a career in

small and medium size business.

To provide graduates with employable skills that will make them meet the manpower needs

of the society.

To provide graduates with enough training in risk management to make uncertainty bearing

possible and easy.

 To stimulate industrial and economic growth of rural and less developed area.

To provide graduate with enough training that will make them creative and innovative in

identifying new business opportunities.

To provide small and medium sized companies with the opportunity to recruit qualified

graduates who will receive training and tutoring in the skills relevant to management of the

business centre.

From the above objectives, it is evident that this type of education if it is given all it

deserves and properly implemented will produce quality graduates that will foster job

creation and reduce or eliminate poverty in Nigeria

Trends and Practices in Entrepreneurship Education in Nigeria

Entrepreneurial education and training is becoming a global phenomenon due to world growing

unemployment and poverty driven crimes and crises. This has made many countries of the

world-developed, developing or underdeveloped to be interested and making progress though

slow.

The Federal Republic of Nigeria Government has been making various efforts to enhance skill

acquisition of youths and unemployment. However, Education For All (EFA) reported by

Babalola (2011) showed that sufficient attention is not give to skill training for youth and adults.

This form the basis of the then President Obasanjo to mandate all university students in Nigeria,

regardless of which major, to be exposed to entrepreneurship development study. However, as

Babalola (2011) reported, efforts at integrating entrepreneurship into the curriculum of Nigeria
public university seen to be inadequate. As at 2010, the most coordinated entrepreneurship

education in Nigerian public universities is reported to be at the University of Ibadan which

commenced in the 2003/2004 academic session. The programme is reported to be integrated into

the curriculum and only concentrated on few students who are interested in developing their

entrepreneurial skills. At the University of Nigeria, Nsukka, in 2010 the Centre for

Entrepreneurship and Development Research (CEDR) was set up to promote entrepreneurial

culture and mind-set, skill acquisition, self employment economic independence and self

actualization. The University of Ilorin was reported to have agreed since 2005 to create a

directorate to handle entrepreneurship training however it was only in 2008/2009 the University

established the directorate of Technical and Entrepreneurship Centre (TEC). University of Benin

also established an entrepreneurship development centre to; develop and offer courses, seminars,

workshops and conferences to advance and propagate entrepreneurship. Offer a 2 credit course

to penultimate analyzed student.

Provide clinics in entrepreneurship to students, staff and members of the public.

Serve as a national centre for the training and development of experts in

entrepreneurship. Promote research and experimentation in entrepreneurship. and

Commercialize innovation and inventions.

Considering the importance of entrepreneurship education in the life of Nigeria citizens in

general and university graduates in particular, the National Universities Commission (NUC)

made it a national policy to encourage Nigerian Universities to provide entrepreneurship

education for undergraduates to address the challenges of unemployment.

This made NUC design an entrepreneurship course titled Graduate Self Employment (GSE, 301)

with the theory and practice components to be taught in Nigerian Universities. In Delta State

University, it is the policy of the University that those reading Business Management or

Accounting courses must register study and pass courses in entrepreneurship. While it forms part

of the general courses required to be passed before graduating. In other state Universities in

Nigeria, it is only offered as general courses.

However, the case of Covenant University, Sango Otta is an outstanding example of where a

serious effort has been made to integrate entrepreneurship development study into the curriculum

since the inception of the University in 2001. All the students from 100 to 400 levels are made to

register for, study and pass Entrepreneurship Development Study (EDS).

It is therefore observable that; there is a missing link in the National Universities Commission

(NUC) policy on entrepreneurship education with the absence of a standard curriculum and

course outline/content to guide and develop entrepreneurship in the Universities, since

entrepreneurship education in Nigeria schools, colleges, polytechnics and universities is not

given serious attention it deserves. Therefore there should be a systematic coordinated planning

and implementation carried at producing well course structured, teaching contents, methods and

materials.

The Roles of Entrepreneurship Education

According to okon and Friday, (2015). The role of entrepreneurship education are as follows ;
Entrepreneurship education can positively impact a learner at all levels on a wide number

of contexts. This many explain why there are such a wide entrepreneurship education

programs, all of which can provide important outcomes at various stages of a learner’s life.

Entrepreneurship education is a key driver to economy, wealth and a high majority of

jobs are created by small business started by entrepreneurially minded individuals. Thus it

would make learners to be relevant in today’s economy. Entrepreneurship education

equipped people with traits of creativity, innovation,

independence and foresight or promoting local technology Entrepreneurship activities are a

real-life vehicle for developing academic skills. Hence, trained entrepreneurs are always

empowered to tap form local resources in their immediate environment. This is a

phenomenon that has been demonstrated in China, Japan, India and other emerging

economies of the world. Entrepreneurship education inculcates in learners the mentality of

hard work, one of the

keys to unlock poverty doors in developing areas. Entrepreneurs are trained to work hard to

be able to run businesses profitably and successfully. Entrepreneurship education provides a

guide to empower the youth based on the belief

that young people are themselves the best resources for promoting their own development in

meeting the challenges and solving the problems faced in today’s world and in the new

millennium. Entrepreneurship education developed good support skills including

commenting,
 decision making, interpersonal abilities, economic understanding, digital skills, marketing,

managerial, and financial skills. Entrepreneurship education also provide individual with

adequate training that will

enable creativity and innovative relevance to skill acquisition which encourages self

employment and self-reliant.

Techniques of Acquiring Entrepreneurship Education

Teaching Methods Lonappan and Devaraj (2011) classify the teaching methods into

following categories: case study, group discussion, individual presentation, individual written

report, group project, formal lectures, guest speakers, action learning, seminar, web-based

learning and video recorded. Teaching methods are effective in terms of sending the relevant

information to a broader population in a relative short time period.

Industrial Training Exercise Skills does not depend solely upon a person’s fundamental

innate capacities but must be developed through training practice and experience. If the

objective of entrepreneurship education is to equip individuals with entrepreneurial skills,

which are applicable directly to work, then the best technique is industrial training exercise

which would provide education and training that enable individuals to involve directly in the

entrepreneurial process.

Experimental/Practical Technique One of the objectives of entrepreneurship educations is to

prepare individuals to act as entrepreneurs, one of the most efforts are ways/technique is to
 facilitate experiments by trying entrepreneurship out in a controlled environment, for

instance through business simulation or role playing.

Excursion Technique Excursion technique will facilitate first hand information on a

particular field of study. This will enable young entrepreneurs’ opportunity to acquaint

themselves with the various skills needed in accomplishment of their dream and aspirations

as future entrepreneurs.

Co-operation or Group Learning Technique This is a process of organizing young

entrepreneurs into small groups so that they can work together to maximize their own and

each other’s learning. Team work is a contemporary form of collaboration. This technique

will prompts a sense of mutual responsibility among the entrepreneurs boost their selfesteem,

improved social skills and offers greater comprehension of the subject matters.

How Entrepreneurship Education Could Help in Job Creation

Quality Entrepreneurship Education plays a vital role in the social, political and economic

development of any Nation. This is possible when jobs are created for the citizenry by

establishing a lot of businesses that will accommodate the unemployed youth in Nigeria.

Creation of self-employment. An entrepreneur provides job for himself by establishing small

business centre. According to Olorunmolu as mentioned in the study of okon and Friday, (2013)

it helps to reduce the problem of unemployment and other social vices in Nigeria. The

entrepreneur does not only provide jobs/employment for himself alone, but provides for others

too. This in turn helps the individual to increase per capital income hence improve standard

living.
The Entrepreneur determines or identifies the specific wants of the people and the typeof goods

and services that will fulfill those wants most comfortable. entrepreneur does not only identifies

but mobilizes and organizes the resources to tap the opportunities by assisting men, materials,

money and machines to explore the opportunity.

Entrepreneurship stimulates rural, economic and industrial development. They contribute to the

development of rural areas. They do this by establishing their small/medium scale enterprise in

such areas by discouraging rural migration.

They provide ample job opportunities to the rural dwellers. They also provide goods and

services, which could be found in an urban area and sometimes provide infrastructural facilities.

The entrepreneurs are usually motivated in their activities not only by the need for material

contributions to the welfare of the communities but also desire to make profit. This uplifts the

dignity of labour.

Through entrepreneurship education, utilization of local resources is made possible. The

graduates of this specialized education set up their small/medium scale business, which will

enable them to utilize the local resources available in their vicinity.

Through entrepreneurship education, A pool of potential entrepreneurs who are well equipped

with skills and technical know how to manage small/medium scale industries are produced. This

will equally help in job creation.

Entrepreneurship Education as a Tool for Solving Unemployment

Entrepreneurship education is education for economic development of any nation. It is gear

towards equipping students with physical and intellectual skills that will enable them be self-
reliant and useful members of the society. It contributes immensely towards creating new jobs,

wealth creation, poverty reduction and income generation for both the government and

individuals. Entrepreneurship education is learning directed towards developing in an

undergraduate students those skills, competencies, understanding, attitudes and values that will

make them be innovative, initiative, creative, ventureness, resourcesfulness and successful

entrepreneurs of tomorrow.

Federal Republic of Nigeria (2013) in the latest National Policy noted the place of

entrepreneurship in the future lives of youths by stating that one of the goals of basic education is

to “provide the child with diverse basic knowledge and skills for entrepreneurs, wealth

generation and educational advancement.

Entrepreneurship education should start at the early stage of child’s educational development so

as to produce strong conscious, highly motivated and successful entrepreneurs. A passionate and

successful entrepreneur is always job creators rather than job seekers and is educated in the art.

Entrepreneurship education should be integrated and be regarded as a very important component

of our educational curriculum because of its worth in employment generation. This will go a long

way in preparing the minds of students for job creation after school. Entrepreneurship education

equips individuals with the appropriate skills to initiate, establish, and manage personal

businesses effectively as executive manager, consultancy accountant, consultancy secretary,

consultancy auditors, computer trainer, computer analyst, photocopying/computer service centre

managers. Lankard in a study carryout by Okoye (2017) pointed out that through

entrepreneurship education young people including those that are physically challenged learn

organizational skills, including time management, leadership development and interpersonal

skills, all of which are highly transferable skills sought by employers. Hence, entrepreneurship
education enables an individual create jobs and increases the worth of the labour force as a result

offers solution to the unemployment problems in the country.

Consequently, Entrepreneurship education equips students with the necessary skills needed for

identifying opportunities, sourcing of capital, overcoming challenges, feasibility studies,

financial management, profitability analysis and reacting to environmental dynamics. The

rudiments of this course when start at lower level will get the mind set of our youths geared

towards job creation and self-reliance by the time they leave school. So that those who may not

wish to go into higher education can move into small and medium scale enterprises. Most of the

world economics both developed and developing countries are characterized by small and

medium scale enterprises. These small and medium scale business enterprises in the areas of

service enterprise, associated industry, paper products, business sales and handset maintenance

can profitably position individuals as potentially strong agents of economic growth and

sustainable development.

In support of this, Nwoye as asserted by Okoye (2016) identified the following small scale

business enterprises for potential entrepreneurs who are not willing to further their education as

leather industry, paper products, textile, associated industry and service enterprises.

Entrepreneurship education is crucial for developing entrepreneurship skills, attitude and

behaviours that is basis for economic growth (Oladunjoye, 2015). In the same vein, Agusiobo in

Okoye (2016) contended that entrepreneurship education is an indispensable tool towards

empowering people and producing a self-reliant nation with dynamic economy. A shift from

general education to specifically entrepreneurship education becomes imperative in the present

realities of the need to develop and empower the youths in the society (Abubakar in Oladunjoye,
2015). Effective implementation of entrepreneurship education at all levels of our educational

system is very vital in ameliorating graduates unemployment and for economic development.

Challenges of Entrepreneurship Education in Nigeria

The programme is confronted with a lot of challenges which brought a setback in the attainment

of its objectives. These challenges have not enable Nigerian to enjoy the benefits of this

programme as expected. This limits the achievement of the millennium development goals

(MDGs) in Nigeria. Some of the challenges have been pointed out by eminent scholars such as

Osuala (2010) and they include:

The challenges posed on globalization, information and communication technology (ICT) have

effect on curriculum, methodology, facilities, staff and equipment. Inadequate qualified teachers

and instructors as well as supporting staff at all level.

Inadequate motivation for available teaching and non teaching staff which affects staff

efficiency, retention, creativity and initiative. Emphasis on theoretical Knowledge rather than

practical knowledge due to lack of entrepreneurship education centre.

High level of corruption and very poor maintenance culture in the system.

Poor enabling business environment, access to credit/ loan, infrastructural decay, mass poverty,

inflation, technological infraction, political instability and insecurity of lives and properties

which hamper economic and business activities.

Entrepreneurship education in Nigeria is faced with lots of challenges towards realization of its

goal of equipping individuals with salable skills required to establish business enterprises and

become self-reliant. Entrepreneurship education is the brain child of educational system

introduced to arrest the ravaging unemployment crisis among school leavers in the country.

Unfortunately, the programmes are faced with some challenges which include:

Lack of fund: Prospective entrepreneurs lack capital to start-up and procure relevant

requirements for productive and distributive activities that will satisfy their customers and

enhance the business enterprises. According to Ubong (2016), students who form micro

companies or groups to carry out entrepreneurial activities most often stop their way into

entrepreneurship activities at the conclusion of their studies in the college. The basic reasons for

not sustaining effort include lack of funds cum related facilities to enable them continue. Poor

funding by government and Non-governmental organizations.

Inadequate provision of infrastructural facilities: Entrepreneurship education needs adequate

facilities for the teaching and learning of the course. Most facilities needed for successful

entrepreneurship education such as training equipment, laboratories, workshops, adequate power

supply, institution based business enterprise are in short supply or are not available at all. In

support of this, Inegbenebor (2015) contended that most educational institutions lack basic

infrastructures like regular supply of electricity, the supplies are limited to the administrative

offices because of cost, whereas the supplies are highly needed in the computer laboratories,

workshops, classrooms and libraries. Poor or ineffective planning, supervision information and

evaluation of the programme across the board. Inadequate teaching materials, equipment and

infrastructural facilities.

Unstable Economic Environment: Nigeria economic environment is highly unfit for

entrepreneurship development. Many students are highly discouraged to be trained in

entrepreneurship programme instead they will opt for a general course that will fetch them white
collar jobs. This is as a result of the operational environmental factors that are far beyond the

control of any entrepreneur in this country. Awojobi (2016) affirmed that despite the many gains

of entrepreneurship, several environmental factors in Nigeria hinder its success and outlined

them to include perennial power problems, corruption, insecurity, laxity, riots, youth restiveness,

unavailability of relevant equipment etc.

Lack of entrepreneurial skills: The product of our educational institutions are not properly

trained and are inadequately equipped with necessary entrepreneurial skillsneeded to be efficient

and highly successful entrepreneurs of tomorrow. According to Anadi, Egboka, Ezeoba and

Ikwumelu (2010), entrepreneurship skills arecompetencies and capabilities that enable an

individual to become productive, successful and independent. They are survival skills which

individuals require to function effectively and successfully in self employment. It is highly

regrettable to note that most of the lecturers of entrepreneurship education are not trained in

entrepreneurship and do not posses the relevant skills required to impact the right knowledge and

skills to the students.

Inadequate preparation of entrepreneurs: Entrepreneurship education is a life long education

that needs to start as early as one’s primary educational level and cut across tertiary level. The

long training of individual necessitates the inculcation of right values, attitudes, behavours skill

and confidence for entrepreneurial development. Unfortunately, entrepreneur-ship education in

Nigeria does not develop in students those fundamental potentials that are the basis for

employment generation and economic growth.

Strategies for Way Forward

Entrepreneurship education is very vital in a developing country like Nigeria where

unemployment has become a serious challenge to school leavers and development of the

economy. In a verge to tackle this ugly situation in the country, the following suggestions are

proffered:

Establishment of entrepreneurship education at all levels: Entrepreneurship education

must be established at all levels in our educational system both in formal and vocational

levels. This will help integrate and inculcate in the lives of people entrepreneurial culture at

early stage of development. According to Essia in Emejulu (2014), in Austria,

entrepreneurship is part of the curriculum of secondary level technical and vocational

education, and seeks to promote students running fictitious firms. In most European countries

(EC), young investors competition programme are run in primary and lower secondary

schools and is aimed at encouraging students creativity, develop their ideas and enter them

into competition where winners are to receive prizes for designs and inventions.

Giving adequate attention to the curriculum: Entrepreneurship education curriculum must

be well defined and properly specified. The curriculum at all levels should be standardized.

There should be minimum standard which no institution should be allow to fall below.

Oladunjoye (2015) contended that every entrepreneurship curriculum must have as its

integral elements personal development and entrepreneurial skill’s development so as to

provide the students with the cherished skills and capacities that can make them self-

sufficient and highly productive in the society. Entrepreneurship education should be

inculcated into the school’s curriculum to promote human empowerment and development

through entrepreneurial skill acquisition. It is a means of reducing unemployment since it is

skilled oriented and employment motivated.

Entrepreneurship development centres: Every institution in the country (private, state and

federal) must establish entrepreneurship development centres. These institutions are to be

properly monitored to ensure that effective entrepreneurship academic activities are carried

out in these centres. They should not be used as private business development centres for

internally generated revenue. All school programmes should be geared toward providing

entrepreneurial skills. The primary focus should be on development of entrepreneurship

consciousness and skills in students and staff.

Adequate funding: Entrepreneurship education to meeting with the intended goal of solving

graduate unemployment, poverty reduction and economic development must be properly

funded. Education is a high capital intensive project and no nation can achieve its goal of

education without proper funding. Emejulu (2014) pointed out that many public universities

(federal and state owned) complain of lack of matching capital grants from the Tertiary

Educational Trust Fund (TETF). He further stressed that at the center of non implementation

of the directive therefore is inadequate funding at all levels of the implementation of the

entrepreneurship programme. Government should provide enough fund for proper

implementation of entrepreneurship education in our educational institutions so as to

necessitate the contribution of the programme to human capital development and economic

empowerment. Funding of entrepreneurship education should be taken seriously by the

federal government. This can be achieved through increase in the budgetary allocation to

educational sector.

Competent entrepreneurship educators to be employed: Professional and pedagogical

competent entrepreneurship educators should be employed to teach entrepreneurship

education courses in our educational institutions. The teaching of entrepreneurship education

 should not be all comers job for every department. The programme should only be handled

by the professionals and those in vocational education who are knowledgeable and skillful to

impart the right entrepreneurial skills to the students.

In addition to the solution

The private partners and Non-Governmental Organization (NGO) should be encouraged to

participate in entrepreneurship education through funding or contributions in kind. This

involvement should be seen by firms as a long term investment, and as an aspect of their

corporate social responsibility to the nation.

To empower youth, federal government should provide enabling environment and all the

necessary equipment and materials for easy teaching and learning entrepreneurship education

needed for economic enhancement and youth empowerment in Nigeria.

The youth should shun joblessness and criminality through the cultivation of entrepreneurial

spirit and acquisition of relevant skills that will launch them into enterprise greatness and

economic independence.

 Conceptualizing Entrepreneurship Education,

 Entrepreneurship Education in Nigeria,

 Objectives of Entrepreneurship Education,

 Trends and Practices in Entrepreneurship Education in Nigeria,

 The Roles of Entrepreneurship Education,

  How Entrepreneurship Education Could Help in Job Creation,

 Challenges of Entrepreneurship Education in Nigeria,

CHAPTER THREE

RESEARCH METHODOLOGY

This will chapter present the methods and procedures the researcher adopts for the study.

These include: Research Design, Area of the study, Population for the study, Sample and

Sampling technique, Research instrument technique, Validity of the instrument,

Reliability of the instrument, Method of Data Collection, Method of Data Analysis.

Research Design

The researcher will adopt descriptive Survey research design for this study. This is

because it allows the researcher to collect data from a large sample of the students under

the study population.

Population of the Study

The research population of the study comprise of all student and youth in Ikotun Local

Government Area Of Lagos State. The population will be randomly selected in noting

their sample size

Sample and Sampling Techniques

A total of one hundred (100) youth and student making the selection of the student and

youth 50 and 50 respectively this will be randomly selected in Ikotun Local Government

Area of Lagos State.

Research Instrument

The research will adopt the use of questionnaire as the principal instrument for data

collection. The research instrument was adopted to examine the opinion of respondents

on the phenomenon under study with their identity and responses made confidential. The

questionnaire comprise of two sections (A & B). Section A contains information on the

bio-data of the respondents while Section B contain structured item statement on

PEDASSSYE. Each item was rated using Likert-Scale which are strongly Agree (SA)

Agree (A), Disagree (D), Strongly Disagree (SD).

Validation of the Instrument

The instrument will be face-validated by the research’s supervisor and two other lecturers

in the Department of Business Education of Federal College of Education (Technical),

Akoka. This is to ensure that the structured questionnaire is free of any ambiguity and

that the item statement corresponds with the research work.

Reliability of the Instrument

The reliability of the instrument will determined through the split half reliability method

for a measure of degree of consistency (stability) of the instrument. The instrument will

be administered to 20 students who are not part of the sample population. The scores

obtained by individual respondents’ will be compared to determine its reliability.

Method of Collection

The researcher will develop good level of rapport with respondents and explain the need

for them to respond honestly to the items on the instruments. Copies of the instrument

will be administered directly to the respondents by the researcher. Instructions guiding

the filling of the instruments will thoroughly explained to the respondents. The completed

copies of the instrument will be collected from the respondents on the spot. The data will

be collected by the researcher through the administration of questionnaire to the

accounting education students in their respective higher institutions who have had their

media internship programme.

Method of Data Analysis

Data that is to be obtained from the field in raw will be interpreted and analysed to give

meaning. The collected data from field work through the use of questionnaires will be

analysed using simple percentage and mean.