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ROLE OF
TERTIARY INSTITUTIONS IN PROMOTING ENTREPRENEURSHIP EDUCATION IN NIGERIA
ABSTRACT
The impact
of globalization on
the education system
is overwhelming as it has
greatly affected not
only the curriculum
of but also
the instructional process including
the entire system .
This study examines
how to optimize the
teaching of entrepreneurship education
in tertiary institutions in
Nigeria within the context
of the globalised
competitiveness. The youths
of today must brace
up for the
challenges of adult
life . in order to function
effectively and productively in a working place,
the acquisition of
certain basic skills and capacities is
needed . This study emphasizes
the need for
strengthening of
entrepreneurship teaching so
that the society
can benefit from
it . Entrepreneurship
training is necessary
in order to
develop expertise as an entrepreneur, identify
business opportunities and
exploit . Some researchers
recommended that entrepreneurship education
is expected to
start from the secondary
school or before , to enable
the young ones understand
the economics of life,
survival, contribution to
socio-economic development of their
immediate environment and
beyond . According to section 8
(58) FRN (2004), tertiary education is the education given after secondary
education either in universities, colleges of education, polytechnics,
monotechnics including those institutions offering correspondence courses. One
of the goals of such education is to acquire both physical and intellectual
skills which will enable individuals to be self –reliant and useful members of
the society.
Article
64(c) of the same section indicates that universities education shall
contribute to making all students to acquire both physical and intellectual
skills which will enable individuals to be self-reliant and useful members of
the society. Our world is fast changing, interdependent and certainly amongst
the most interesting in human history (Enu 2010). It is indeed an era of
greater challenges. These challenges bring possibilities for those responsible
for educating subsequent generations. On the strength of this, Greig, pike and
Sely (1991) asked the following questions:
How would
schools go about in the task of preparing young people for more informed and
effective participation in world society?
How can
teachers best help develop global understanding in the face of this existing
yet daunting prospect of adult life in the 21 century? What kind of skills,
capacities and insights students need to
make use of, cope with and handle an accelerating rate of change in this
growing world?.
A synthesis
of the above questions constitutes a rich content scope of entrepreneurship
Education. In a report of the Global Education Initiative (2009) on educating
the next wave of entrepreneurs and unlocking Entrepreneurial capabilities to
meet the challenges of the 21st century, an aspect of the report states thus.
Preparing
today’s students for success and eventual leadership in the new global market
place is the most important responsibility in education today. Entrepreneurship
education is an important tool to achieving these objectives and should be
universally available to provide and fulfill their potentials.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
The concept
of entrepreneurship as an organised knowledge came into being about a hundred
years ago (MURTHY 1989). Entrepreneurship has been emphasized in many countries
as a way of boosting economic growth and job opportunities. As entrepreneurship
is becoming popular around the world, its education should be customised
according to each country’s cultural context. Entrepreneurship has long been
considered a significant factor for socio-economic growth and development due
to the fact that it provides job opportunities, offers varieties of consumer
goods and services and generally increases national prosperity and
competitiveness in the country. In recent years, a wave of interest in
entrepreneurship has touched almost every country in the world because of
increasing global competition based on agility, creativity and innovation. The
increased interest in entrepreneurship can also be attributed to the changing
structure of the western economy, the trend to downsize large companies,
changing business patterns, and developing market economies in eastern Europe
and china.
Entrepreneurship
is now widely accepted as a field of study as it now provides students with
motivation, knowledge and skills, which are essential in launching a successful
company. However the extent of entrepreneurship education and training in each
country is different depending on its unique cultural context and it has been
noted that the prevailing culture within an economy or country can impact the
level or rate of acceptance of entrepreneurship. Therefore while other
entrepreneurship programmes across different countries may have a common focus
in terms of new business and creations and also the development of a business
plan; there may be differences in emphasis depending upon the particular need
of the participants, the country or the resources available.
Therefore
how a country can customize entrepreneurship education according to its
cultural context is clearly a very important issue. A wide range of critical
success factors for entrepreneurship identified by previous empirical studies
in different countries support the importance of the customization of
entrepreneurship education. The purpose of this study is to examine the
relative strength of each countries student in terms of factors relating to
pedagogical effect of entrepreneurship education.
The prosperity
and progress of a nation depends on the quality of its people. If they are
enterprising, ambitious, and courageous enough to bear the risk, the society
develop quickly. Such people are identified as entrepreneurs and their
character reflects entrepreneurship. Entrepreneurship is no monopoly of any
religion or community. Entrepreneurial potential can be found and developed
anywhere irrespective of age, qualification, experience or socio-economic
background, only efforts are required in the right direction. Entrepreneurship may not be regarded as a
sufficient condition for growth activity. Hence it must be given top priority
in the national programmes of a country. It is widely acknowledged in
entrepreneurship literature that entrepreneurship is about people who realize
new opportunities. Entrepreneurs are persistent, passionate, adaptable and are
able to take risks. As a result entrepreneurship can occur in a range of
environments .However, at the core of entrepreneurship lies the creation of new
business ventures by individuals. Entrepreneurship in Nigeria is the lifeblood
of the economy. It is the cradle of job and wealth creation in the most
innovative ways. It is therefore innovative that we recognised any contribution
that the entrepreneur makes to our economy and development. A small business
unit is thus an enterprise, its owner, an entrepreneur, and his activities, are
the entrepreneurship. Entrepreneurship is a human activity development. It
indicates to the spirit of enterprise such as spirit transforms the man from a
nomad to cattle rarer, to a settled agriculturist, to a trader, and an
industrialist.
Considerable
attention has focused on the definition of the term “entrepreneur”.
(Schumpeter) 1959, considered the entrepreneur as an innovator. He says that
entrepreneurship is the “carrying of new combinations we call enterprise”, the
individuals whose function is to carry them out are called the entrepreneurs.
The new combination focuses on five aspects:
1. The introduction of new goals.
2. New methods of production.
3. Opening up of new markets.
4. New sources of supply of raw materials
5. New industrial organisations.
An
entrepreneur is a person, while entrepreneurship is the process of its actual
working. It is also equated with establishment and management of small business
firms. The role played by entrepreneurship in the development of western
countries has made the people of developing countries very much conscious of
its importance in the programme of rapid economic development. People have
begun to realize that for achieving the goal of development it is necessary to
increase both the quantitative and qualitative entrepreneurship in the country.
The qualitative entrepreneurship implies the stress on innovating and the
quantitative implies the stress on imitating entrepreneurship. Both of them
contribute stimulus for development. It is also known that even though a
country has resources - labour, technology, capital and raw material etc, but
these remain under-explored in the absence of the active and enthusiastic
entrepreneurs, who have the ability to organize the various factors of
productions.
The role of
small scale industries has been emphasized from time to time, keeping in view
the overall plan objectives of the economic growth coupled with social justice.
The small sector has distinct advantage of low investment with high potential
for employment generation. It is also brings out dispersal of industries in
rural and semi-urban areas with definite advantage of equitable distribution of
national income. This sector has been identified in all the National
development plans of Nigeria.
It is widely
acknowledged that the creation, sustenance and growth of small and medium
enterprises (SME) is a key ingredient for the sustainable develoopment of any
Nation. The role of SME has also been emphasized from time to time, keeping in
view the overall plan objectives of the economic growth coupled with social
justies. The small business sector has distinct advantage of low investment
with high potential for employment generation. It also brings out dispersal of
industries in rural and semi-urban areas with definite advantage of equitable
distribution of National income. Consequently, Nigeria, like other similar
developping Nations of the world, has initiated a number of sector reforms on
SMES aimed at transforming the Nigerian Economy from its present prostrative
statue to a highly industrialized one, as achieved by some Asian countries in
the second half of the last century. According to LLPO, ETAL, (2004), these
reforms aimed at creating employment, reducing poverty and improving the
welfare of people, are in agreement with the goals of industrialized countries
of the world.There is no concensus on the definition of SMES throughout the
world due to differences in general economic development and the prevailing
social conditions within each country (Pacific Economic Coorperation Council
2003). Thus, various indicies such as number of employees, invested capital,
asset employed, sales volume, production capability and a combination of these
variables are ued by various countries to classify a business under the SME
sector (Ownalah, 1999; and Allal, 1999).
Essien
(2001) defines a small scale enterprise as an enterprise with a total capital
employed of over N1.5m but not more than N50million, including working capital
but excluding cost of land and/or a labour size of 11-100workers. This depicts
small businesses. However, majority of small business in Nigeria might not be
able to boast of capital employed of N1.5m due to low per capital income of the
citizens. Small business is defiined by Holmes (2001) as a business whichis
independently owned and operated with close control over operations and
decisions held by the owners. Business equity is not publicly traded and
business financing is personally guranteed by the owners. The business will
have less than twenty employees. This Study align with this definition as it
tries to capture small business in terms of ownership and operations.
The Federal
Government of Nigeria since 1960 has put in place different kind of
institutional frame work to promote small scale enterprises in the country.
These include the establishment of industrial development centers (IDCS), the
small scale industries credit scheme, credit guidelines to financial
institution, working for yourself/entrepreneurship development programme
(WFYP/EDP) National Economic Reconstruction Fund and others
So the
overall industrial policy of the country continued with the basic frame work
provided by the National development plans from time to time, adjustment have
been made in the policy to meet the emerging needs and challenges of industrial
development. The Government continues to protect small scale enterprises vis-à-vis
the large ones through its policy of reserving industries for exclusive
manufacturing in small scale sector.
Financial
assistance to small business sector is also available in the form of credit
scheme i.e. small scale and medium industries credit scheme (SSIC), small scale
enterprises loan scheme (SMES).In 1999 Banker’s committee came up with the
small and medium industries Equity investment scheme (SMIEIS). Through this,
banks are to be set aside 10 percent of their profit before tax for the purpose
of entering into equity financing of small and medium enterprises. To what
extent do Nigeria small and medium businessmen fulfill the role as entrepreneur
in accordance to the definition of entrepreneur given above.
Nigerian
businessmen and women are innovative in assessing opportunities and in the
ability to nearly as effective in product innovation. They tend to concentrate
on the rapid adoption and imitation of foreign innovation and know-how rather
than to engage in basic research themselves. For example most manufacturers
usually make products based on foreign brand label under license. However, there have been arguments as to
whether or not the entrepreneurship development introduced into the curriculum
of Nigerian tertiary institutions, is enough to impact in students , the needed
small management skills that will enable them to set up their businesses after
graduation . Entrepreneurship is globally accepted to be critical to economic
growth and development in an emerging economy such as ours. it is seen as the
driving force behind development. Therefore imparting in students the small
scale management skills development through entrepreneurship education in
Nigeria’s tertiary institutions could be a panacea for the growing unemployment
in Nigeria. Thus, knowing its merits and contributions to economic development,
there is needed to teach and encourage entrepreneurship among students at all
levels of education in order to stimulate the spirit of resourcefulness among
the youths. According to Adavbiele and Imeokparia (2006), the training on
entrepreneurship will help to check the imbalance in the educational system,
which seems to be producing the wrong mix of manpower stock. The production of
graduates from various disciplines without monitoring the manpower needs of the
nation coupled with poor state of the Nigerian economy are identified as
largely responsible for the high rate of unemployment.
MEANING OF
ENTREPRENEURSHIP EDUCATION
Entrepreneur
is a French word meaning to undertake. The Oxford Advanced Learners Dictionary
describes an entrepreneur as “a person who makes money by starting or running
business especially when this involves taking financial risks.” This definition
presents an entrepreneur as not only a risk taker but also as an independent
person and owner of a business or businesses. Also, the definition situates an
entrepreneur within the precinct of the capitalist economy with an eye on
profits or an operator whose position can only be understood within the
perspective of a private sector-driven economy. But in the view of Shailer
(1994), it amounts to a narrow and limited thinking to view the entrepreneur
within these perspectives. Shailer recognizes the existence and roles of those
he described as “social entrepreneurs” who own and run social organizations
structured to achieve ethical values, charity and community development without
targeting profit. Therefore, in the opinion of Shailer, entrepreneur has wider
scope in meaning depending on his drive, interest and target. However within
the context and scope of this paper we have to suffice with the definition that
presents an entrepreneur as a person who prospects and seeks to explore and
create a business enterprise with prospects for expansion and profit.
Akpomi, M,
(2009) capturing the spirit and contextual demand of this paper, defines an
entrepreneur as “one who starts an enterprise; the one who puts new forms of
industry on his feet; the one who shoulders the risks and uncertainty of using
economic resources in a new way and the one with the right motivation, energy
and ability to build something by his or her efforts”.
Falkang and
Alberti (2000) define entrepreneurship education as the process of developing
entrepreneurial spirit through the development and application of relevant and
entrepreneur-based educational curriculum. More importantly, it involves giving
the recipient of education the understanding and capacity or the unique
orientation, behaviour, skills and attribute to pursue entrepreneurial
ventures.
Entrepreneurship
education has been applied in various forms and scopes in different countries
thereby bringing about variant of definitions. But a common denominator has
emerged from the existing definitions to the effect that a broad concept of
Entrepreneurship Education sees it as opening up a person's potentials and
providing opportunities to acquire the appropriate skills and competences
needed for him to explore, sustain and expand his or her own business or
businesses. This entails creativity, innovation, showing initiatives and
risk-taking as well as the ability to plan and manage projects in order to
achieve objectives.
The
inclination for entrepreneurial behaviour is not the exclusive preserve of an
individual. Different individuals have different capabilities for acquiring and
applying entrepreneurial behaviours, skills and abilities. These behaviours and
skills can be learned, developed and practiced through the instrumentality of
education, hence entrepreneurship education.
Entrepreneurship
education will develop and sharpen the potentials and skills of the individual
necessary for him to operate as an independent mind and infuse into him the
spirit of enterprise in this era in which the recipe for rapid economic
development is found in creating the enabling environment for private
sector-driven economy to thrive.
1.2 STATEMENT OF THE PROBLEM
According to
some studies, education is one of the critical factors that distinguish
entrepreneurs from non-entrepreneurs. The school and the educational system
play a vital role in predicting and developing entrepreneurial traits. The
schools curricula should focus on the anatomy and independence, innovation and
creativity as well as risk taking, the pedagogical approach should encourage
students to make decisions and accept mistakes as part of the learning process.
The ability
to predict entrepreneurial traits draws our attention to the significant role
of entrepreneurship training and development including the mentorship and the
grooming process in pre and early adulthood.
Based on the point that home – education from parents has significant
importance on the individuals life, entrepreneurial parents can be included in
the educational category. Also, many organisations allocate a great deal of
resources to educate their members through external as well as internal
education opportunities. Therefore, previous work experience can be included in
the category of education in broad sense. Consequently, we can conclude that
the relative importance of education is very high. Studies have shown how
experiential type learning can play a critical role in developing
entrepreneurial traits. Entrepreneurial attitude and entrepreneurial efficacy
are considered to be two important factors influencing students’ intention and
success in becoming entrepreneurs. This study was conducted to determine the
entrepreneurial attitude and entrepreneurial efficacy of 3000 students
following technical subjects in the secondary schools of Malaysia (2003). The
findings indicate that students scored high on entrepreneurial attitude
components including self-esteem cognition, achievement cognition, and achievement
affect. Entrepreneurship/s education promotes the intention of venture creation
because entrepreneurship related knowledge and skills simulate an individual’s
motivation to create a new venture. A growing body of academic research has examined the
effectiveness of entrepreneurship training and support initiatives, with recent
studies focusing on the provision of training and other skills development
opportunities. An important theme that has emerged from this work is the
failure of many programmes and initiatives to take on board the cultural,
social, and educational background of the entrepreneurs in developing training
and support systems.
1.3 RESEARCH QUESTIONS
In the
course of this research, there were some basic questions that were encountered,
some of which are as follows:
1. How does the institution affect
the student’s attitude towards entrepreneurship?
2. How entrepreneurship does
contribute to the rate of employment in the country?
3. Is entrepreneurship a necessity in a
country like Nigeria?
1.4 OBJECTIVES OF THE STUDY
The main
objective of the study is to know the role of tertiary institutions in
Promoting entrepreneurship in Nigeria institute of Journalism Lagos State.
The specific
objectives are to:
1. Examine roles played by institutions in
promoting entrepreneurship
2. Ascertain rate of entrepreneurship Education
in Nigeria institutions, student attitude to entrepreneurship and measures put
in place to promote its teaching.
Though
Entrepreneurship Education has been part and parcel of educational activities
in many countries of the world for over 100 years, it has just been introduced
in the Nigerian tertiary institutions. Entrepreneurship Education, therefore,
is not without its challenges. Many tertiary institutions are yet to have
departments of Entrepreneurship Education. The programme proceeds through a rigorous
process some of which are: identification of business activities, undertaking
feasibility studies, sourcing the required funds, identifying the markets for
the products of entrepreneurship activities, undertaking the production process
where necessary, providing logistics and personnel.
So, one of
the major challenges now confronting Entrepreneurship Education in Nigeria is
identifying and recruiting the qualified teachers who have the appropriate
knowledge and pedagogy to impart Enterprise skills and competences in the
students. Entrepreneurship Education requires the use of active learning
methods that place the learner at the centre of educational process and enable
them to take responsibility for their learning experiment and learn about
themselves. Such methods have been shown to make learning experiences richer
and to have positive benefits for students in terms of improving their
motivation with positive effects from their engagement with learning and
long-term attainment. Thus teachers need the professional competences to be
able to guide students through the learning process rather than the traditional
talk-chalk method of communicating knowledge and information.
In a country
where money is concentrated in few hands and given the difficulties in
assessing bank loans due to some strident conditions that exist in all the
banks, graduates of Entrepreneurship Education will surely face the challenges
of raising funds to begin their own businesses. Also, identifying a wide range
of entrepreneurship ventures and building comprehensive curricula from there is
yet another critical area of concern for educators in this enterprise-based
knowledge. Entrepreneurship Education involves a comprehensive learning process
and outcome that should key into the national development plans. Therefore, a
far-reaching strategic document and curricula on Entrepreneurship Education
would not materialize unless a holistic approach is taken towards the plan and
implementation of Entrepreneurship Education.
Prospects
However, the
advocates of entrepreneurship Education including this writer are convinced on
its relevance to the modern society from point of view of the fact that people
do better when they operate from the ambience of freedom for personal
endeavours backed by a sense of self-esteem, personal satisfaction and
fulfillment. Also, Entrepreneurship Education at an informal level is known to
have sustained, over time, the service sector of the Nigerian economy. Many
successful entrepreneurs in Nigeria have, at one time or the other, passed
through some masters under the apprenticeship system and such process has
provided opportunities for some youths to successfully prospect on some
business ventures which have provided jobs for many Nigerians. Therefore the
success of Entrepreneurship Education at informal level clearly shows that if
it is formalized and made to be part of the curricula of tertiary education,
Nigeria will be on the part to creating industrialists, business moguls and
employers of labour.
Entrepreneurship
education has succeeded in many developed countries and it has been adopted and
applied in the educational institutions of many developing nations. With the
right political will, planning and adequate funding, the programme will achieve
its purpose. But for it to make the required impact in our economy, the
Ministry of Education, and the Nigerian Educational Research and Development
Council (NERDC) should work together with all other relevant institutions and
agencies to design new curricula on Entrepreneurship Education. Also,
Government should create Institute of Entrepreneurship Education that would
from time to time review the curricula and ensure standard in implementation
and in providing financial and technical assistance to graduates of the programme.
The institute could focus on four main areas:
· Providing a strategic framework which
will include the vision of Entrepreneurship Education.
· Reviewing and redesigning
Entrepreneurship Education curricula in line with our developmental needs.
· Implementation of the programmes and
providing technical assistance to Entrepreneurship Education graduates who want
to go into some businesses.
· Assessing and evaluating the success of
the programme.
1.5 RESEARCH HYPOTHESIS
This project
is to answer the crucial question of what extent have students’ attitude been
affected or influenced by entrepreneurship? and also to find out if
entrepreneurship is really necessary in a country like Nigeria?
Ho:
Institutions have a positive effect
on the students attitude towards entrepreneurship in the economy
H1:
Institutions have a negative effect on the students’ attitude towards
entrepreneurship in the economy
1.6 SIGNIFICANCE OF STUDY
This topic
has been taken into consideration to know the role of tertiary institution in
promoting entrepreneurship education in Nigeria. This is due to the fact that
entrepreneurship has created job opportunities, contributed to the growth and
development of the economy as a whole. The beauty is in the fact that the
research work will be able to compensate earlier production on the topic and
provide a background upon which further studies could be built in the future.
1.7 LIMITATION AND SCOPE OF THE STUDY
When dealing
with this study, problems will definitely be present. Some of the problems
affecting this study are, some of the students are not ready to go into or know
more about entrepreneurship, research’s shows that entrepreneurship education
in some institutions was largely infrequent and without depth or focus. Also
the presence of ill-prepared learners, an inferior schooling system, teachers
with insufficient motivation and knowledge to transfer the skills required for
the modern world of work; an economy that is not conducive to job creation;
affirmative action and others such as increased mechanisation by industry.
Basically, the presence of good education is lacked, so this causes a huge
problem in the economy. The focus of this study is on how institutions have
affected student’s attitude towards entrepreneurship in Nigeria. The study
helps to show the relative importance of education towards entrepreneurship.
1.8 DATA SOURCES
The data set
used for this study was obtained from Nigerian Institute of journalism Ogba
research findings on core competencies in small scale business analysis. CORE
COMPETENCES IN SMALL BUISNESSES; the business development project. Proceedings
of internationalizing entrepreneurship education and training conference, write
–ups from journals, newspapers and the internet, questioners, interviews etc.
The data covers the period of 2005-2013. And result of different graduating students
between the periods of 2005-2013, it was
established that NIJ was established in 1971 to cater for deficient manpower in
journalism reporters and newspaper desk workers in early undergraduate era.
The result
obtained after interviewing graduating students of the institute of journalism,
looking at their results in Entrepreneurship development and practices under
the period mentioned in the project help in concluding whether creating an
Entrepreneurship laboratory and centres in our higher institution is necessary
and useful for development of individuals, corporate organizations and bodies
that benefitted from their teaching and training across the country media
houses.
1.9 DEFINITION OF TERMS
Entrepreneurship:
Is a human activity development. it can also be said as the activities of an
entrepreneur.
Enterprise:
A small business unit. An organised business activities aimed specifically at
growth and profit.
Entrepreneur:
The owner of a small business unit or enterprise. An individual who initiates or finances new commercial
enterprises.
Education:
The imparting and acquiring of knowledge through teaching and learning at a
school or university.
Entrepreneurship
Education: as the process of developing entrepreneurial spirit through the
development and application of relevant and entrepreneur-based educational
curriculum. More importantly, it involves giving the recipient of education the
understanding and capacity or the unique orientation, behaviour, skills and
attribute to pursue entrepreneurial ventures.
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