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EFFECTS OF
SKILL ACQUISITION ON ENTREPRENEURSHIP DEVELOPMENT
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Education is
the process of learning and training; it is an instrument for change and
development. Education is the springboard to socio-economic growth and
development of every nation. It prepares an individual to live in a dynamic or
constantly changing society and contribute to such changes and constantly
advance the survival, growth and development of the society (Nwaham, 2010).
Education generally, is a social process that helps to maintain a dynamic
society since the creation of human beings. Observing this, Onyeachu (2006)
noted that it is through education that the cultural heritages are transferred
from generation to generation. Education is the most powerful instrument in the
world because no nation has ever attained fame or a particular height in terms
of development without education as its bedrock, which is engendered by sound
educational ideals. Thus Onwumere (2006) saw education as the springboard for
socio-political, economic and cultural development that enhances the production
of skilled manpower for national development. There are informal and formal
system of education, the formal structure of education should be encouraged. On
the other hand, obtaining certificate alone without a corresponding creative
and mental power have no serious bearing on the purpose of education (Uloko,
2010). Education as parameter, registers the tempo of change and as well the
rapid transformation of any society (Akpojena, 2010). There is high increase in
the demand for education at all levels in Nigeria that promotes skills
acquisition for survival in the society; by the same token, it is through such
education that the acquired skills can be transferred into business
development, which will in turn contribute to economic growth and development
in Nigeria. And such education is entrepreneurship education.
However,
despite the recognition of entrepreneurship as having the potential to curb
unemployment among Nigerian youth and the introduction of entrepreneurship
education in Nigerian universities, about 80% of the Nigerian youth are
unemployed and about 10% are under employed with 7 out of 10 graduates
remaining unemployed or underemployed (Dike, 2009). As the former minister of
labour and productivity Adelokunbo Kayode has asserted, “the greatest challenge
confronting government today remains massive unemployment which has served as a
breeding ground for anti-social vices” in Nigeria (Olayinka, 2010).
In today’s
competitive and challenging global world with diverse demands, many countries
are facing serious problems of graduate unemployment (Adesina, 2013). As a
result, the higher education sectors are under immense pressure from
governments, employers and parents to produce quality graduates that can be
economically engaged at the individual, national and global level (Teichler,
2007). Such graduates should possess a combination of attributes that will
enable them to take an adaptive and proactive approach to their careers
(Bezuidenhout, 2011). While there is consensus worldwide on the importance of
addressing employability within higher education, there remains some debate on
how best this can be achieved (Harvey, and Morey, 2002). This paper will
suggest initiatives to be taken by the to make sure that every stakeholder
(including the government, higher education institutions, industry and
commerce, employers, professional bodies, parents and the students) play its
part in ensuring that graduates are able to find or create employment
sustainably.
Although
many countries are faced with problems of unemployment in general (Adesina,
2013), the scope of this paper is limited to graduate employability. A graduate
here refers to someone who has a bachelor’s or higher degree from a higher
education institution (HEI). The rationale for focusing on graduate employability
arises from the realisation that governments, employers and communities are
increasingly interested in what HEIs have to offer as a source of recruitment
and for the development of existing employees (Keech, 2006). In part, this has
been driven by a growing awareness of the potential of HEIs in the development
of knowledge based economies and driving innovation and national development
(Escrigas 2008).
Ayodele,
2006 Unachukwu (2009) identifies the challenges to entrepreneurship education
in Nigeria to include: finance, manpower and education, data, inadequate
infrastructures and entrepreneurial attitude. She advocates the need for
entrepreneurial education for the youth. The government at all tiers; the
Nigerian Universities Commission (NUC), professional bodies like Institute of
Chartered Accountant of Nigeria and the academia have been attracted to it. In
particular, some universities are redesigning their curricula and the ways they
operate to create opportunities for the training of their students in practical
entrepreneurial skills. The Federal Government of Nigeria issues directive
through the Nigerian Universities Commission (NUC) to all Universities in the
country to establish Centres for Entrepreneurship Development to coordinate the
offering of a benchmark entrepreneurship course to all students in Nigerian
universities.
Therefore,
the NUC has made course on entrepreneurship development (CED) to be mandatory
for all Nigerian graduates irrespective of their disciplines since year
2000.The strategic objectives of the national policy are to: (1) improve the
capacity of youths to develop positive independent and innovative thought
process and overall entrepreneurial mind-set and (2) the development of
vocational skills to stimulate future graduates towards venture and wealth
creation. A recent survey of university undergraduates on their perception of
CED by one of the authors reveals these objectives might be far from being
achieved given the present traditional model. However, due to the way entrepreneurial
programmes have assumed a global proliferation and dimension, it was suggested
by Volkmann (2004) that entrepreneurship will become “the major academic
discipline for business education in the 21st century”.
1.2 STATEMENT OF THE PROBLEM
Nigerian
tertiary institutions produce millions of graduates annually into an economy
which is already overpopulated, thereby raising the level of unemployment. It
is on this note that the government in conjunction with its agencies tends to
introduce skills acquisition programme in order to correct this anomaly and
also ensure that these newly graduated students become self-reliant and prepare
for them a future which will in turn devoid the economy of miscreants.
Experience
over the years has revealed that seventy percent of these graduates end up
roaming about the streets as a result of lack of job opportunities. The
unemployment rate in the country (Nigeria) keeps escalating as each year comes
by as a result of continuous injection of graduates who have no jobs to do at
the end of the day. This situation has become so pathetic because job
seekers/applicants end up going back to their aged parents who have invested in
them, hoping that someday, they will get back the dividends of their
investments but all to no avail. This cankerworm (unemployment) which has eaten
deep into the fabric of the society must be reversed to avoid national crisis.
Entrepreneurship education is just becoming a popular course in most of the
Nigerian higher institutions as it was introduced in 2006 effective from
2007/2008 academic sessions and this has made the acquisition of relevant
skills for employment and self-employability more theoretical than practical.
This calls for critical survey of entrepreneurship education as the key to solving
graduate unemployment (Oyebola, 2010). Entrepreneurship skill acquisition
programme initiated by the National Youth Service Corps in its activities as
also avail the newly admitted youth Corpers the opportunity to partake in
diverse entrepreneurial skill acquisition programmes during their first three
weeks at the camp. This study will empirically examine the effect of skill
acquisition on entrepreneurship development among Nasarawa State University,
Nigeria with a view to providing recommendations that will improve graduate
entrepreneurship and hence reduce the level of graduate unemployment rate in
Nigeria.
1.3 RESEARCH OBJECTIVES
The study
has both general objective and specific objectives. The general objective or
main objective of this study is to examine the effect of skill acquisition on
entrepreneurship development among Nasarawa State University, Nigeria. The
specific objectives are:
i) To understand the impact of skill
acquisition on entrepreneurship development on the students of Nasarawa State
University
ii) To identify the reasons for the
introduction of skill acquisition programme in the higher institutions of
learning in Nigeria
iii) To examine the challenges facing skill
acquisition and entrepreneurship development in the higher institutions of
learning in Nigeria.
1.4 RESEARCH QUESTIONS
The
following are some of the questions which this study intends to answer:
i) What are the impacts of skill
acquisition on entrepreneurship development on the students of Nasarawa State
University?
ii) What are the reasons for the
introduction of skill acquisition programme in the higher institutions of
learning in Nigeria?
iii) What are the challenges facing skill
acquisition and entrepreneurship development in the higher institutions of
learning in Nigeria?
1.5 RESEARCH HYPOTHESIS
The research
hypotheses to be tested include:
i) there is no significant
correlation between entrepreneurship education and self employability
ii) there is a significant relationship
between entrepreneurship education and unemployment reduction
1.6 SIGNIFICANCE OF THE STUDY
This study will be beneficial in
highlighting the importance of entrepreneurship education and its impact on
unemployment reduction in Nigeria. One of the SDG (Sustainable Development
Goal) goals highlights education (training) as a critical factor to reducing
poverty and dependency. Allow the identification of the concept and framework
of entrepreneurship. It will also be beneficial in the area of development and
its contribution to Nigeria’s economy as well as generating greater awareness
among tertiary institutions on the importance of having proper and practical
strategies for acquiring entrepreneurial skills.
1.7 SCOPE OF THE STUDY
This study
will be carried out among the students of Nasarawa State University, Nigeria.
Information collected from these workers shall be subjected to further analysis
and the results got from it shall be final.
1.8 LIMITATION OF THE STUDY
The study
will be faced with a lot of challenges and one it the problem of finance. There
is not going to be enough funds to print questionnaires and to also transport
the researcher to meet the desired respondents. Another one is time; the
researcher is currently busy with the demand of his academics. A lot of
assignments are available for the researcher to do and coupled with his desire
to read and learn at the same time. These are the major challenges of this
study.
1.9 DEFINITION OF TERMS
The
following terms were used in the course of this study:
Entrepreneurship
education: seeks to provide students with the knowledge, skills and motivation
to encourage entrepreneurial success in a variety of settings. Variations of
entrepreneurship education are offered at all levels of schooling from primary
or secondary schools through graduate university programs.
Job
creation: the process of providing new jobs, especially for people who are
unemployed: the government's job creation strategy.
Skills
acquisition: the ability to learn or
acquire skills. It involves the development of a new skill, practice of a way
of doing things usually gained through training or experience
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