BUSINESS EDUCATION UNDERGRADUATE STUDENTS’ PERCEPTION OF COMMUNITY RESOURCES FOR THE TEACHING AND LEARNING OF ENTREPRENEURSHIP IN RIVERS STATE UNIVERSITY
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BUSINESS EDUCATION UNDERGRADUATE STUDENTS’ PERCEPTION OF COMMUNITY RESOURCES FOR THE TEACHING AND LEARNING OF ENTREPRENEURSHIP IN RIVERS STATE UNIVERSITY
Abstract
This study focuses on Business Education undergraduate students perspective of community resources for the teaching and learning of entrepreneurship in rivers state university. The study has a total population of 200 Rivers State University students.
The researcher employed questionnaires to collect data. Descriptive A survey research design was used for this investigation. The study used 133 respondents, including final-year students, year 4 students, year 3 students, and year 2 students. The acquired data was organised into tables and analysed using simple percentages and frequencies.
Chapter one
Introduction
1.1 Background of the Study
The teaching and learning of Entrepreneurship Education in tertiary institutions is of critical importance to all stakeholders. The National Policy on Education views education as a ‘par excellence’ tool for promoting national development (FRN, 2004). It is believed that education may bring about the necessary socioeconomic and political improvements in the country.
The recent call for the inclusion of Entrepreneurship Education in Nigeria’s tertiary educational institutions demonstrates its importance to job creation;
As Nigeria continues to produce graduates from our various institutions who are hardly self-sufficient and rely solely on white collar jobs for sustenance due to a lack of adequate skills that will allow them to function effectively and efficiently towards the development of the economy.
The importance of recognising entrepreneurial education in the Western world began to emerge shortly after World War II. Following World War 11, which lasted six (6) years (1939-1945), there was evidence of the collapse of most economic structures, making it impossible for the government to fully absorb all educational graduates.
However, the situation at the time was not comparable to that of emerging countries such as Nigeria. The discovery of crude oil at Oloibiri in the 1950s triggered an oil boom in the country, and the government treasury had enough funds to fully absorb all graduates from the educational system at various levels.
The collapse of the oil boom, which resulted in an economic recession in the country and its attendant problems of unemployment, poverty, and other social vices such as abduction, young restiveness, and the Boko Haram insurgency, shifted Nigerians’ attention.
The Federal Government introduced entrepreneurship education in 2006 to address the country’s growing unemployment, poverty, and discontent (Ediagbonya, 2013; Imeokparia & Ediagbonya, 2013).
The Federal Government mandated the programme for all students in higher education institutions, regardless of specialisation, and entrepreneurship education is now required as a general studies course in most postsecondary institutions.
The overarching goal is to consistently create an entrepreneurial culture and spirit among students and teachers in order to educate and support system graduates in creating and maintaining viable business enterprises (Urbano, Aponte, & Toledano, 2008).
The Minister of Education emphasised that the National Universities Commission (NUC) was given presidential directives by the Ministry of Education to supervise and coordinate the programme of introducing entrepreneurship education in Nigerian institutions of higher learning in collaboration with all regulatory bodies of higher institutions
– the National Board for Technical Education (NBTE) and the National Commission for Colleges of Education (NCCE) to be handled by the committee.
Nigeria has worked tirelessly since the collapse of the oil boom to achieve youth independence, poverty eradication, and improved economic status through a number of reforms and programme initiatives, including Operation Feed the Nation (OFN),
the National Poverty Eradication Programme (NAPEP), the Structural Adjustment Programme (SAP), and the National Directorate of Employment (NDE), among others.
Unfortunately, these programmatic activities focused at capacity building and utilisation appear to have had no effect on equipping young school leavers (Youths) with adequate skills that will empower them once they graduate from school (Okolocha & Okolocha 2012).
Despite substantial economic growth, Nigeria’s young full-time unemployment rate was 55.9% from 2006 to 2008. Youth unemployment has risen steadily to this day.
Countries such as Japan, Malaysia, Hong Kong, Singapore, Taiwan, China, India, and Korea, to name a few, have joined the ranks of industrialised nations by strengthening their small-scale businesses.
Nigeria, for its part, aspires to join other industrialised countries by 2020. The Federal Ministry of Education made entrepreneurship education one of the compulsory general studies for students in tertiary institutions across the country in an effort to bridge the gap between youth unemployment and job creation.
The goal is to instill in young people the spirit of self-reliance, which has become critical for national economic growth and development. The goal of entrepreneurship education is to instill in students the entrepreneurial spirit and culture (Akpomi, 2009; Adejimola & Olufunmilayo, 2009).
Entrepreneurship education emphasises self-employment over paid employment. This type of education has grown in importance in Nigeria as a result of the country’s high unemployment rate, which has led to social vices and civil turmoil.
It is considered that this type of education may effectively engage individuals, making them more productive and beneficial to themselves and the country as a whole.
The type of capabilities that graduates from our educational institutions possess has a significant impact on the economy’s growth and development. Ihebereme (2010) defines skill acquisition as the process of obtaining or gaining effective and ready knowledge in order to develop one’s aptitude and ability in a specific sector.
Skill acquisition is one of the initiatives implemented in Nigeria with the primary purpose of alleviating poverty, young unrest, sophisticated crime and corruption rates, rural-urban drift, unemployment, and other social vices (Ihebereme, 2010).
The goal of skill acquisition at the higher education level in Nigeria is to provide our students with more practical rather than academic knowledge of income-generating abilities.
Mbionwu (2008) stated that when youngsters are provided enough skill training, they can become self-employed after finishing school, thereby becoming active participants in both community and national development.
The possession of competence is vital in keeping young people from becoming social misfits. According to Ihebereme (2008), skill acquisition (Entrepreneurship) education in the Nigerian educational system serves as a rehabilitator,
re-orientator, motivator, and empowerment for the underprivileged (kids with poor parents). These are referred to as entrepreneurship talents (Akudolu, 2010).
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