INTRODUCTION

Business education is the incorporation into the student syllabus steps involved in
starting a new business based on a recognized business opportunity as well as operating
and maintaining that business. The belief of some people is that Business education does
not need to be taught and therefore, an entrepreneur is born to be so. It should however be
noted that for one to be a successful entrepreneur, he/she needs to learn the skills (Griffin
and Hammis, 2010). Business education is designed to teach the skills and knowledge
that is needed to be known before embarking on a new business venture. This would
enhance necessary identification and avoidance of many pitfalls awaiting the less well
trained and vigilant contemporaries. The training in Business education may initially be
perceived as a cost in terms of time and money but it would eventually be appreciated.
Ogundele (2014) viewed the idea of Business as a multidimensional phenomenon.
It was found that the processes of emergence, behaviour and performance of indigenous
entrepreneurs were separately and in combinations affected not by a single but multiple
factors, in ranging degrees. These factors included economic, socio-cultural, ecological,
managerial, educational developmental, experiential, technological, structural, ethical and
innovative issues. He concluded that any policy designed to change Business scenario in
Nigeria will require multiple and simultaneous approaches in the development of
necessary changes in the behaviour of indigenous entrepreneurs.
Dash, & Kaur, (2012) examined the origin and performance of indigenous
entrepreneurs. He identified 2 broad categories of factors that affected entrepreneurs.
These were the environmental factors and the personal level factors. His conclusion was
that the problems that were confronting the indigenous entrepreneurs in Nigeria could
only be partly explained by the economic factors. Nigeria is not left out as part of the
changing world economy, which yearns for a more articulate policy on the small and
medium enterprises (SMEs). Most world economies are characterized by a large number
of Micro/cottage, Small and Medium Scale Enterprises (SMEs) mainly in the informal
sector. In many economies, they account for a large segment of productive population.
Nigeria falls within this later category of economies. The SMEs in Nigeria account for

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over 95% of non-oil productive activities outside agriculture, which positions them as
potentially strong agents of economic growth and sustainable development (Ubom,
2020). The federal government of Nigeria in her effort to ensure that her citizens are self-
employed, established the National Directorate of Employment in 1986. It is the belief of
government that this agency will reduce unemployment, which is a bane of our society.
The agency’s operations include re-activation of public works, promotion of direct
labour, self-employment, organization of artisans into cooperative and encouragement of
culture of maintenance and repairs (Onifade, 2010).
Business education is regarded as a natural fit for Business education department
of higher institution in Nigeria as most of the departments integrates the functional areas
of business, accounting, finance, marketing, management, the legal and economic
potentialities in which a new venture operates in a bid to reduce unemployment. It is
therefore, important for these categories of students educated in this fields to think like an
entrepreneur since they are expected to start their own businesses after graduation or
work closely with entrepreneurs (Griffin and Hammis, 2016).
Business education also has a general education department as well as a
professional Business development and education component in Nigerian higher
institutions, which is meant for all categories of students in the institution. Thus, all
higher institutions in Nigeria integrates Business education for all students irrespective of
initial course admission and expect them to start their own businesses after graduation
either on vocational or professional level to alleviate poverty and join in the scheme of
improving their social-economy environment in particularly and beyond for self
economic emancipation. They are also fit to work closely with Entrepreneurs with Small
and Medium Enterprises (SME). This will go a long way to reduce unemployment in
Nigeria. However, this study will examine Business education as a tool for employment
reduction in Nigeria using the undergraduates of University of Benin as a case study. The
university has an accredited business education department and Business development
programme is incorporated into the syllabus of all the students irrespective of department
in a bid to reduce unemployment among the future graduates.

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Business skills acquired through Business education has been recognized as an important
aspect of organization and economies (Dickson et al, 2017). It contributes in an
immeasurable ways toward creating new job, wealth creation, poverty reduction, and
income generation for both government and individuals. Schumpeter in 1934 argued that
Business education is very significant to the growth and development of economies.
Having understood the vital role of Business in economic development, it become
apparent that careful attention is needed to invest and promote Business. Meanwhile,
education is seen as one of the precondition for Business development particularly in a
place where the spirit and culture is very minimal. It is said to be an important
determinant of selection into Business, formation of new venture and Business success
(Dickson, Solomon and Weaver, 2017).
Research Questions
1. To what extent has Business education influenced the development of student’s
intellectual skills for employment?
2. To what extent has Business education prepares undergraduates' to be an
entrepreneur
3. To what extent has Business education helped in reducing unemployment in
Nigeria

Literature Review
Concept of Business education

Business education can be defined as the fundamental theory of business which helps an

individual to perform well in the world of business. Business education involves that

aspect of education that provide the knowledge, skills, understanding and other attitude

needed to perform well in the world of business as producers or consumers of goods and

services that business offers. It is a programme that offers knowledge activities and skills

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needed by citizen in other to effectively manage their resources and participate well in the

economic system.

Agwumezie (1999) sees business education as a programme in education that prepares

students for entry into and advancement of jobs within the business. Aliyu (1999) have it

as a programme one needs to be proud of if properly designed, adequately prepared and

religiously harmonized. Aliyu further affirms that business education is an educational

programme which involves acquisition of skills, knowledge and competences which

makes the recipient/beneficiary proficient. It is an umbrella under which all business

programmes take a shield, such as marketing, business administration, secretarial studies

and accounting.

Concept of Self reliance

Entrepreneurship has formed the basis for economic growth and development. It refers to

programmes that promote and provide skill training for business creation and

development (Vesper, 2021). Self-reliance is the type of education which has the ability

to impact on the growth and development of an enterprise through technical and

vocational training.

Business Education and Employment Creation as A Driving Tool For National

Growth

Small scale enterprises constitute the bedrock of many economies by providing the

impetus for creating employment and value added activities. In most developing

countries, the small scale enterprises operate in the informal sector; developing and

sustaining this important sub-sector of the economy will engender economic growth and

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development. To achieve this objective, conditions for dynamic, indigenous economic

activities must be created. Nigeria's future therefore rests on its ability to train (business

education) and fund local entrepreneurs that can nurture homegrown firms, encourage

innovation, risk taking and local investment since unemployment and its attendant effects

has become a wrench in the economic transformation of the state.

Wenekers and Thurik (1999) attributes economic growth through entrepreneurship to

three (3) main processes or entrepreneurship activities which include; enhancing

competition, innovation and employment growth through start-up. They stated that these

processes or activities might be overlapping and naturally exclusive while Porter (1990)

grants entrepreneurship a crucial role when considering economic growth from a national

perspective since innovation and entrepreneurship are the heart of national advantage.

But Kurzner (1973) suggested that the connection between entrepreneurship and

economic growth is founded on the entrepreneurship spotting and profiting from a

situation of disequilibrium by improving on the market deficiency. North and Thomas

(1973) on the other hand advanced that economic growth is brought about by innovation,

economies of scale, education, capital accumulation among others. Therefore,

entrepreneurship creates new business and new business in turn create jobs, intensify

competition and many even increase productivity through technological changes. High

measured level of economic growth however, a lot of related literatures exists on

entrepreneurship development and poverty reduction strategies in an attempt to promote

the growth of small and medium scale enterprises (SMEs) and also to proffer solution to

the lingering problem of poverty and unemployment.

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Methodology
This chapter presents the design and methodology employed by the researcher for the
purpose of conducting the research. The procedure for data collection and the relevant
data used to address the research questions and hypothesis.
Research Design
Survey design is a form of descriptive research that is aimed at collecting large and small
samples from population in order to examine the distribution, incidence and interaction of
educational sociological phenomena. Ofor (2010) states that the design possesses a great
relevance of adoption when a researcher intends to describe conditions that already exist
and intend to determine reasons for their prevalence.
Sample Size
The sample size determined the number of questionnaire to be distributed by the
researcher. The researcher used a 5% level of significance, the sample size was derived
using Taro Yamnane formular. Therefore n (which is sample size) = 176
Data analysis
Table 1: showing the analysis of the responses to the research questions
Research question 1: To what extent has Business education been influenced the
development of student’s intellectual skills for employment?
Statement A SA D SD Mean
1. Students equipped with Business skills will be a 62 98 12 4 3.26
successful entrepreneur
2. There is a compulsory Business education for all 24 40 94 18 2.40
students in Nigerian higher institutions
3. The compulsory Business education for all 60 54 40 22 2.86
students in Nigerian higher institutions will
prepare students for future employment
challenges
4. The syllabus of Business education is up to date 48 52 46 30 2.67
5, Business education has helped many persons 42 76 34 24 2.80
become successful owner of business

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 Grant total 236 320 226 98 5.06
Sources: field survey 2023
The aggregate mean score of 5.06 for the table clearly indicated that most of the students
were in agreement that is there a compulsory Business education for all student in
business education The associated satisfaction is viewed in the strategy of Business
education is to reduce the rate of unemployment in country. The Business education is
perceived to help in creating awareness of how to management business.

Research Question 2: To what extent has Business education prepares graduates' to be an

entrepreneur?
Table 4.5
Statement A SA D SD Mean
1. Quality education has significant 58 80 26 12 3.05
relationship with being a successful
entrepreneur
2. Business education in institutions has 60 86 20 10 3.11
stimulated Business skills in the
undergraduates
3. Business education has improved the 82 48 28 18 3.07
students creativity
4. Business education will improve 100 38 32 6 3.32
commitment at workplace
5, Business education will improve 59 90 19 8 3.14
organizational productivity through
accountability
Grant total 359 342 133 54 5.04
Source: field survey 2023
From the expressed opinions of the respondents in the table, as indicated with an
aggregate mean score of 5.04, it could be said that the respondents were of the view that
the use of Availability Business education in business education can stimulate Business.

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Research Question 3: To what extent has Business education helped in reducing
unemployment in Nigeria?

Table 4.6

Statement A SA D SD Mean
1. Business education can serve as a tool for 120 42 8 6 3.51
reduction of unemployment in Nigeria
2. Business education enhance national 64 80 26 6 3.06
development
3. Employment can be reduced through 120 44 8 4 3.62
Business education
4. Business education will promote the 110 30 25 11 3.36
economic development of Nigeria
Grant total 14 16 67 27 4.00
Source: field 2023
From the expressed opinions of the respondents in the table, as indicated with an
aggregate mean score of 4.00, it could be said that the respondents were of the view that
the Business education been a useful tool for reducing unemployment in Nigeria.
Discussion of findings
From research question one: is there a compulsory Business education for all Students in
Business education? It was found that intellectual skills promotes the acquisition of
comprehensive knowledge of the business; it enhances understanding of the concept and
theories in Business education i.e risk, assets, liabilities, strength, weakness, opportunity
and threat, accurate records and also it provide basis and knowledge of investment for
youths ; it promotes the preparation of feasibility reports. It enables youths learn how to
keep proper and accurate records.
The degree of agreement amongst graduates on the availability Business education
in business education in business education can stimulate Business showed that the
availability of entrepreneur education help in improving fundamental intellectual skills

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for operational efficiency and maximization of profit in their self-employment efforts.
The findings are in agreement with Lazarus (2014) who posited that acquisition of
Business skills by students would enhances their business acumen and thereby making
them to have a comprehensive knowledge of business. Akarue and Eyovwunu (2014)
posited that for youths to be self-employed, they should acquire basic skills through
Business education. He emphasized that the possession of these skills will consolidate
and enhance their businesses as well as eliminate early failure.
Conclusion
It is not impossible that when a university provides adequate instruction and creative
inspiration for Business, the possibility of choosing an Business career might increase
among young people. This is crucial in economies that are as open as Nigeria’s economy.
Persuading business-oriented teamwork or improving the relationship between the
university and industry, for example, could be tools for developing such projects. It is
possible to argue that universities that are interested in fostering and motivating students
to embrace Business activities should provide educational courses focusing on Business
and business. Lack of educational centers for learning and improving issues within
Business - like knowledge and information about different markets - seems to be a
significant reason for the lower motivation of UDU, Sokoto students.
We see that the possibility of raising Business interest in students is a crucial
embankment the Nigerian educational policies should integrate. The systems of education
in Nigeria should elevate beyond the ability to read and write, to ability to create, build,
rebuild and maintain systems and structures, as these are critical ingredients of an
entrepreneur’s mind.
Recommendations
We have to recognize that the effect of education supersedes the education itself and goes
on to forming an ideology, and creating a concept in the minds of the learner
subconsciously to build a future that inadvertently creates a new environment.

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 There should be a working partnership between industry and the universities. This could
be encouraged if the government would give incentives such as tax returns or tax cuts for
every organization that involves in the partnership.
 Universities should be mandated by policy to pattern their Business development and
Business education after the model that works out creativity in the students and not just
theoretical practices of Business development.
 The government should strategize how public universities can become an Business
development hub, rather than create more universities that would increase overhead and
bring little or no solution, and for the government to concentrate on the results of
education, rather than the counts of the educated.
 Universities should base and aggregate their success on how many of their are able to
create businesses and stand, instead of how many can get jobs, because true education is
judged on the ability to apply and transform knowledge, not just reproduction of the same
knowledge.
 Judging by the statistics of youth population in Nigeria, the government
should focus development more on the youth age group than on primary education as
regulated by the UN Education policies.

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