Imsuijed A Survey of Entrepreneurship Education Curriculum As An Instrument For Reducing Unemployment in Nigerian Universities PDF

IMSU International Journal of Entrepreneurial Development
(IJED) Volume 2, Issue 1. August, 2018

Published by Global Strategic Multi-Sector Services (www.sj-bss.com) Email: ijed2016@gmail.com
A SURVEY OF ENTREPRENEURSHIP EDUCATION

CURRICULUM AS AN INSTRUMENT FOR REDUCING
UNEMPLOYMENT IN NIGERIAN UNIVERSITIES
CHUKA OKONKWO OGECHI PhD
DEPARTMENT OF GUIDANCE & COUNSELLING, FACULTY OF EDUCATION, IMO STATE UNIVERSITY, OWERRI
NIGERIA
Corresponding Author: chukaokonkwo15@gmail.com , 08037067782
ABSTRACT
This paper surveys the importance of entrepreneurship education towards reducing unemployment in
Nigeria. The challenges facing the country ranges from a high rate of poverty, youth and graduate
unemployment; youth restiveness; poor leadership; inconsistent education policy, low economic growth
and development; among others. The paper defines the concept of Entrepreneur and Entrepreneurship
Education. Also, Objectives of Entrepreneurship Education, Reduction of Unemployment and University
education in Nigeria, Strategies for Effective Entrepreneurship Education and Challenges of
Entrepreneurship education in Nigerian Universities were given prominence. This paper, therefore,
agrees that entrepreneurship education will equip the students with the skills with which to be useful to
themselves and Nigerian society. The paper recommends among others that Government should provide
a favourable environment for the promotion of entrepreneurial skills of the youth and graduates.
Keywords: Entrepreneurship, education curriculum, unemployment
1.0 Introduction
The need for entrepreneurship education cannot be overstressed in Nigeria. This is because
unemployment, poverty and the corresponding social problems are on the increase. It was
IMSUIJED, 2018: ijed2016@gmail.com
54
discovered that our current education system is deficient in providing the necessary
entrepreneurship skills for national development. The University education curriculum is
structured in such a way that our graduates are not employable by themselves and other
professionals. Nwangwu (2017) opined that the failure of tertiary education to inculcate in
students functional skills has led to wastages in terms of both human and natural resources.
This is because the youth and graduate from tertiary institutions are not equipped with the
skills with which to exploit the natural resources that abound in Nigeria. Ayodele (2016)
identified inadequate capital to be one of the principal factors hindering entrepreneurship in
the country. He identified other factors to include irrelevant education that is bookish,
theoretic and “white-collar job” oriented. Nigeria's socio-political environment does not
promote investment due to incessant security challenges such as bombings, kidnappings,
ethnic conflicts, religious riots and militancy. All these factors have rendered the pursuit of
the values of self-reliance among our graduates very difficult to come by. It is against this
backdrop that this paper set to look into entrepreneurship education as imperative for reducing
unemployment and its attendant social problems in Nigeria.
1.2 Purpose of the Study
This paper surveys the importance of entrepreneurship education towards reducing

unemployment in Nigeria. The specific objectives of the study are;
(i) To find out the difference between male and female students’ perception regarding
the status of entrepreneurship e d u c a t i o n i n r e d u c i n g unemployment in Nigeria.
(ii) Discover the difference between science and art s t u d e n t s ' p e r c e p t i o n o f t h e
r e l e v a n c e of entrepreneurship education to functional university education
curriculum in Nigeria.
55
1.3 Statement of Hypotheses
The research was guided by these formulated hypotheses

(i) There is no significant difference between male and female students' perception
regarding the status of entrepreneurship e d u c a t i o n i n r e d u c i n g unemployment in
Nigeria.
(ii) There is no significant difference between science and art students' perception of the
relevance of entrepreneurship education to a functional university education
curriculum in Nigeria.
2.0 Literature Review

2.1 Conceptual Framework
2.1.1 The Concept of Entrepreneur
An entrepreneur can be defined as an innovating individual who has developed an ongoing

business activity where none existed before. Cannon (2016) presents entrepreneurs as
'economic heroes' combining the ability to innovate and challenge the established equil ibrium
of economy and society while in the process of recreating it. Meredith (2016) defined an
entrepreneur as a person or persons who possess the ability to recognize and evaluate business
opportunities, assemble the necessary resources to take advantage of them and take
appropriate action to ensure success. Entrepreneurs are people who constantly discover new
markets and try to figure out how to supply those markets efficiently and make a profit. He
is a person that searches for change, responds to change, and exploits change by converting
change into a business opportunity.
56
2.1.2 The Concept of Entrepreneurship Education
According to Omolayo (2016), entrepreneurship is the act of starting a company, arranging

business deals and taking risks in order to make a profit through the education skill acquired.
Hirsrich and Peter (2017) viewed entrepreneurship as the process of cre ating something new
with the value by devoting the necessary time and effort assuming the accompanying financial
psychic, and social risks, and receiving the resulting rewards of monetary, personal
satisfaction and independence. Nwangwu (2017) opined that entrepreneurship is a process of
bringing together the factors of production, which include land labour and capital so as to
provide a product or service for public consumption. Entrepreneurship education could be
defined as the willingness and ability of an individual to acquire educational skills to explore
and exploit investment opportunities, establish and manage a successful business enterprise.
2.1.3 Objectives of Entrepreneurship Education
Entrepreneurship education according to Paul (2015) is structured to achieve the following

objectives.
(i) To offer functional education for the youth that will enable them to be self-employed
and self-reliant.
(ii) Provide youth graduates with adequate training that will enable them to be creative
and innovative in identifying noble business opportunities.
(iii) To serve as a catalyst for economic growth and development.
iv) Offer tertiary institution graduates with adequate training in risk management, to make
certain entrepreneurship skills realistic.
v) To reduce high level of poverty.
57
vi) Create employment generation.

vii) Reduction in rural-urban migration.
viii) Provide young graduates with enough training and support that will enable them to
establish a career in small and medium-sized businesses.
(ix) To inculcate the spirit of perseverance in the youths and adults which will enable them
to persist in any business venture they embark on.
(x) Create a smooth transition from traditional to a modern industrial economy for
Sustainable Development.
The University Curriculum should be structured to achieve the above-mentioned objectives

so as to reduce unemployment and develop Nigerian society.
2.1.4 Entrepreneurship Education As An Instrument For Reducing Unemployment

Through University Education System In Nigeria
China has fascinated the whole world today because at a point in history they suspended
various projects and went to their institutions to train their own people. We have a lot to learn
from China and their school curriculum. Nigeria is still rasping with the problems of
unemployment, poverty and corruption. The solution lies partly in empowering the people
through entrepreneurship education. The university curriculum was in the past directed
towards the production of graduates suitable only for white-collar jobs. This has accounted
for the reasons why many university graduates perambulating the major cities and towns in
search of non-existing white-collar jobs. They are "job seekers instead of being job creators”.
According to Kolawole and Omolayo (2016), it is necessary and possible to position Nigerian
universities to stimulate economic growth through a deliberate agenda of production of
entrepreneurial graduates. University should work closely with willing employers to design
curriculum and programmes that are relevant to the skills needed in their sectors. The career
58
education has continued to thrive in many emerging economies such as China; unfortunately
this area has not received desired attention in Nigerian educational curriculum. No wonder
why things are not working as they should and poverty level is increasing in Nigeria. The
lackadaisical attitudes of people in the corridors of power on entrepreneurship education are
rubbing the nation of the contribution of their graduates to the economy. The graduates are
still roaming the streets looking for the work they are not even prepared for during their days
in the university. The society needs competent auto medium and truck drivers, carpenters,
plumbers, electrician electronics and computers, database, web and network technicians,
book-keepers, and clerks, medical technician and nursing assistants, (and other personnel in
this category) to function well. These are some of the skills in short supply in Nigeria. The
half-baked roadside mechanics in society often cause more dangers to vehicles when they are
asked to service them. And because of poor training of the commercial drivers on the road
and nurses assistants in the hospitals have sent many people to their early death. Given thes e
facts, it is a disappointment to society to neglect entrepreneurship education (Arogundade,
2017). University curriculum should be refocused on the production of these professionals
for the benefit of society.
The University education policy was deficient in that it failed to take the issue of self-
employment as a priority. The University education policy was mainly concerned with the
development of both higher and middle manpower. Thus, university education policy as
stipulated is expectedly to cater for the production of scientist and technologist and absolutely
none was directed towards self-employment but for the vacant positions in government or
public offices Aladekomo, 2015). The skills to create wealth are not adequately captured in
the University education policy. The fact is that manpower produced by the ill-equipped
University is not fit for the labour market. The electricians from our Ivory Towers are still at
the mercy of half- illiterate roadside electricians to fix their own electric faults. This suggests
59
that our University curriculum needs reforms. A situation where the curriculum of
professional courses gives little or no room for practical work is socially injurious to the Spirit
of entrepreneurship and National transformation. The re-organization of entrepreneurship
education in Universities would benefit the nation greatly. The curriculum should be such
that a mechanical engineering graduate should not be at the mercy of roadside mechanic who
might be a primary school dropout. The University education should be designed in such a
way that it will be related to the Nigerian value system and indi genous occupation.
2.1.5 Strategies for Effective Entrepreneurship Education
In order to achieve viable entrepreneurship education that will help in reducing

unemployment in Nigeria, the following strategies according to Ayodele (2016) will be of
help in the country:
(i) There should be some form of genuine school work-based learning incorporated in
some studies as part of the national economic development strategies. The
development of the apprenticeship scheme would give new graduates some work skills
and experience.
(ii) Pool local public and private funds to create a small venture capital fund.
(iii) School-based enterprises where students identify potential business, plan, create and
operate a small business using the school as mini-incubators.
(iv) Provide small business schools where interested students and community members
can participate.
(v) Develop entrepreneur intern-ship programmes matching students with locally
successful entrepreneurs with clearly established education programmes.
(vi) Establishing an enterprise college aimed at fostering the specific skill sets required
for entrepreneurship to serve as skill acquisition centres for the youths.
60
vii) Creating an economic friendly political environment.

(viii) Improving government taxation on small scale businesses.
2.1.6 Challenges of Entrepreneurship Education in Nigerian Universities
The problem of epileptic power supply has become a reoccurring decimal in the political
equation in Nigeria. Nigeria as a nation is currently being powered by generators. A huge
amount of money is invested in generating machine and fuelling. The small scale business
like grinding, panel bitten, electrician, welding, saloon and many others are at the mercy
of incessant power supply. Tyokaha (2017) opined that ethical and legal environment
under which our higher institutions operate pose a great challenge to entrepreneur
education in Universities. Others are the culture of favouritism and corruption, lack of
political will, inconsistency in education policies, paying lip service to education, poor
funding of education and many others. The results of all these are the production of half
baked graduates who are unemployable and add to problems of unemployment.
2.2 Theoretical Framework

The theoretical framework for this work is Human capital theory which examines the impact
of acquired variable, such as education, learning and experience on career outcomes and it
was further developed on the assumption that education can serve as a key determinant of
decision choice and providing benefits to specific ventures (Dickson, Solomon and Weaver,
2016). In cognizance of this, (Adejimola and Olufunmilayo, 2017) suggested that education
should be refined with a view to create and enhance the supply of entrepreneurial initiative
and activities. The bottom line here is to inculcate the spirit of entrepreneurship in the student
through education. This scenario calls for more serious reform in policy formulation and
curriculum design in line with the demand of the present reality. This theory is relevant to the
61
present study in so far as it sees education as an instrument to instill entrepreneurial skills in

the students in tertiary schools. This is very important in order to really achieve the National
objective which is contained in the second National Development Plan 1970-1974. Those
objectives include making Nigeria:
(i) a free and democratic society;
(ii) a just and egalitarian society;
(iii) a united, strong and self-reliant nation;
(iv) a great and dynamic economy;
(v) a land of bright and full opportunities for all citizens.
This will not only help in reducing unemployment but also lead to the transformation of the
lives of citizens and society.
3.0 Methodology
The study adopts a descriptive survey method. Five hundred part four university of Abuja
students were sampled for the study (250 male and 250 female). This is because they have
passed through entrepreneurship courses. T-test statistic was used to test the formulated
hypotheses.
4.0 Testing of Hypotheses
Ho 1: There is no significant difference between male and female students' perception regarding
the status of entrepreneurship education in reducing unemployment in Nigeria.
Table 4.1: Test of Significance of the Perception of Male and female Students on the ability of
Entrepreneurship Education in Reducing Unemployment in Nigeria.
62
Table 4.1: Perception of Male and Female Students on the ability of Entrepreneurship
Education in Reducing Unemployment in Nigeria
Variable Frequency Mean SD Tc Tt Df Decision
Male 250 31.65 28.81 0.89 1.96 498 NS
Female 250 51.50 28.70
Level of significance is 0.05
The calculated t of 0.89 is lesser than t- tabulated Of 1.96. This means there is no significant
difference between male mid female students' perception regarding the status of
entrepreneurship education in reducing unemployment in Nigeria
Table 4.2: Test of Significance of the Perception of Science and Arts Students on the
Relevance of Entrepreneurship Education to Functional University Education Curriculum in
Nigeria.
Table 4.2: Perception of Male and Female Students on the ability of Entrepreneurship
Education in Reducing Unemployment in Nigeria
Variable Frequency Mean SD Tc Tt Df Decision
Art Students 200 31.65 23.45 1.20 1.96 498 NS
Science students 300 61.23 30.18
Level of significance is 0.05
The calculated t of 1.20 is lesser than t- tabulated of 1.96. This means there is no significant
difference between science and art students 'perception of the relevance of entrepreneurship
education to a functional university education curriculum in Nigeria.
4.1 Results of Findings

The results of the study show that:
1) There is no significant difference between male and female students' perception
63
regarding the status of entrepreneurship education in reducing unemployment in

Nigeria.
2) There is no significant difference between science and art students' perception of the
relevance of entrepreneurship education to functional university education curriculum
in Nigeria.
4.2 Discussion of Findings
It was discovered that entrepreneurship education is a p o t e n t tool in reducing unemployment
in Nigeria. This is in line with findings of P a u l ( 2 0 1 5 ) w h o a g r e e s t h a t entrepreneurship
education is capable of reducing the role of unemployment since it can help in the creation of
wealth.
The result of the finding also shows that entrepreneurship education is relevant to
functional university education. This agrees with the discoveries of Nwangwu (2017).
5.0 Conclusions and Recommendations
The Higher education policy was deficient in the sense that it failed to tackle the issue of self-
employment at tertiary level. In spite of the ever-increasing number of Universities and
University graduates, Nigeria is still battling with the problems of unemployment and poverty.
The university curriculum was in the past-oriented towards making graduates suitable only
for white-collar jobs. T h i s underscores why millions of our youths and a lot of university
graduates roam about the streets of the major c i t i e s and towns in search of non- existing
white-collar jobs. They are “job seekers instead of being job creators”. Due to this dangerous
scenario, it is necessary and possible to position Nigerian universities to stimulate economic
growth t h r o u g h a d e l i b e r a t e a g e n d a o f production of entrepreneurial graduates.
However, it is recommended that:
(i) Policymakers and NUC Should come up with a policy framework for the
integration of Entrepreneurial studies into the University curriculum.
64
(ii) The government should provide a favourable environment for the promotion of
entrepreneurial skills of the youth and graduates.
(iii) Those at the helms of affairs in Nigeria s h o u l d develop a sense of political will to
p l a n a n d implement an entrepreneurial curriculum which is a golden step to reducing
unemployment.
References
Adejimola, A.S & Olufunmilayo, T. (2017). Spinning oil an Entrepreneurship C u l t u r e a m o n g

N i g e r i a n University Student; Prospects and Challenges African Journal of Business
Management . 1 (3) 80- 88
Aladekomo F.O. (2015) Nigeria Educational Policy and Entrepreneurship. Journal of Social
Science, 9(2) 75-8
Arogundade, B. B. (2017) Entrepreneurship Education: An Imperative for Sustainable Development

in Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies
(JETERAPS) 2(1) 26- 29
Ayodele, J.B. (2016). Obstacles to Entrepreneurship Development in Nigeria. In F.Omotosho, T.K.O

Aluko, O.I. Wale-Awe and G. Adaramola ( E d s ) Introduction to Entrepreneurship
Development in Nigeria. Ado-Ekiti, UNAD Press.
Cannon (2016). Enterprise: Creation, Development and Growth. Butterworth: Heinemann Oxford.
Dickson, P.H. and Solomon, G.T. and Weaver, K. M. (2016). Entrepreneurial Selection and Success:
Does Education Matter? Journal of Small Business and Enterprise Development, 15 (2)23
9-258.,
Hisrich, R. D., Peter, M. P. & Shepherd, D. A. (2017). Entrepreneurship (6th Edition). Mcgraw
H i l l International, USA.
Meredith, A. S. (2016). Refocusing education system towards entrepreneurship development In

Nigeria: A Tool for Poverty Eradication European Journal of Social Sciences 15(1)
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Nwangwu, Ig. O. (2017). Higher Education for Self- Reliance: An Imperative for the
Nigerian Economy. NEAP Publication Pg. 1-8
O m o l a yo B. (2016). Entrepreneurship in Theory and Practice. In F. Omotosho, T.K.O. Aluko, O.I.

Wale Awe and G. Adaramola (Eds). Introduction to Entrepreneurship Development in
Nigeria. Ado- Ekiti; UNAD Press.
Paul, E.O. (2015). Entrepreneurship Education In Ezema Priscilla N, Paul Elizabeth O., Anioke
Beatrice O., Godwin A.G. Okwuolise, Chikwe, A. Eheli, Henri U. Anih (Eds)
Entrepreneurship in Vocational Education. Enugu: OZYBEL Publishers.
Tyokaha (2017), Entrepreneurship: A comparative Historical Study, Norwood Publisher.
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IMSU International Journal of Entrepreneurial Development

(IJED) Volume 2, Issue 1. August, 2018

A SURVEY OF ENTREPRENEURSHIP EDUCATION

CHUKA OKONKWO OGECHI PhD

Corresponding Author: chukaokonkwo15@gmail.com , 08037067782

Keywords: Entrepreneurship, education curriculum, unemployment

IMSUIJED, 2018: ijed2016@gmail.com

This paper surveys the importance of entrepreneurship education towards reducing

IMSUIJED, 2018: ijed2016@gmail.com

1.3 Statement of Hypotheses

The research was guided by these formulated hypotheses

2.0 Literature Review

2.1.1 The Concept of Entrepreneur

An entrepreneur can be defined as an innovating individual who has developed an ongoing

IMSUIJED, 2018: ijed2016@gmail.com

2.1.2 The Concept of Entrepreneurship Education

According to Omolayo (2016), entrepreneurship is the act of starting a company, arranging

2.1.3 Objectives of Entrepreneurship Education

Entrepreneurship education according to Paul (2015) is structured to achieve the following

IMSUIJED, 2018: ijed2016@gmail.com

vi) Create employment generation.

The University Curriculum should be structured to achieve the above-mentioned objectives

2.1.4 Entrepreneurship Education As An Instrument For Reducing Unemployment

IMSUIJED, 2018: ijed2016@gmail.com

2.1.5 Strategies for Effective Entrepreneurship Education

In order to achieve viable entrepreneurship education that will help in reducing

vii) Creating an economic friendly political environment.

2.1.6 Challenges of Entrepreneurship Education in Nigerian Universities

2.2 Theoretical Framework

present study in so far as it sees education as an instrument to instill entrepreneurial skills in

4.0 Testing of Hypotheses

the status of entrepreneurship education in reducing unemployment in Nigeria.

Entrepreneurship Education in Reducing Unemployment in Nigeria.

IMSUIJED, 2018: ijed2016@gmail.com

4.1 Results of Findings

IMSUIJED, 2018: ijed2016@gmail.com

regarding the status of entrepreneurship education in reducing unemployment in

Adejimola, A.S & Olufunmilayo, T. (2017). Spinning oil an Entrepreneurship C u l t u r e a m o n g

Arogundade, B. B. (2017) Entrepreneurship Education: An Imperative for Sustainable Development

Ayodele, J.B. (2016). Obstacles to Entrepreneurship Development in Nigeria. In F.Omotosho, T.K.O

Meredith, A. S. (2016). Refocusing education system towards entrepreneurship development In

IMSUIJED, 2018: ijed2016@gmail.com

O m o l a yo B. (2016). Entrepreneurship in Theory and Practice. In F. Omotosho, T.K.O. Aluko, O.I.

Tyokaha (2017), Entrepreneurship: A comparative Historical Study, Norwood Publisher.

IMSUIJED, 2018: ijed2016@gmail.com

IMSUIJED, 2018: ijed2016@gmail.com

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