Undergraduate Entrepreneurship Education: The Pros and Cons for the Nigerian Context [A 10-Year (2008 vs. 2018) Gap Comparative Case Study of Federal Polytechnic Ede, Nigeria]
- November 12, 2021
- Posted by: RSIS
- Categories: Education, Entrepreneurship, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue X, October 2021 | ISSN 2454–6186
Choice, Oluwafolahan Honour Candour
Department of Business Administration and Management, Federal Polytechnic, Ede, Nigeria
Abstract: In year 2000, the Federal Government of Nigeria (FGN) and United Nations Educational Scientific and Cultural Organization (UNESCO) partnered to revitalize Technical and Vocational Education (TVE) curricula resulting in the full incorporation of Entrepreneurship Education (EEd) into TVE curricula. Correspondingly, FGN introduced EEd into university undergraduate curriculum in 2006. Whether EEd has achieved the desired outcomes for undergraduates and Nigeria without obstacles and challenges remained a recurring question. This study examined the pros and cons of Undergraduate EEd in the light of a decade (2008 vs. 2018) gap comparative case study of Federal Polytechnic, Ede, Nigeria. The baseline objectives were to: identify the benefits of EEd to the undergraduates; identify the obstacles mitigating the use of knowledge and skills inculcated; examine the challenges of implementing the curricula; determine the relevance of the programme to the nation; and to investigate if EEd should continue. Corollary objective compared results for the years. The study utilized primary and secondary data. Purposeful stratified random samples were 80 for 2008 and 350 for 2018. Simple percentages, frequencies and differentials were used for analysis. Key findings revealed empowerment for self-employment and acquisition of entrepreneurial knowledge as prime benefits of EEd while the consistent obstacle to using the knowledge and skills acquired was finance/lack of seed capital. Major challenge in implementing the curricula was inadequate infrastructures in 2008 and inadequate government funding in 2018. Respondents deemed that EEd should subsist. The study concluded that government and stakeholders should support EEd policies and implementation through adequate funding and requisite infrastructures.
Key Words: Entrepreneurship; Entrepreneurship Education; Curriculum, Tertiary Institutions, Undergraduates
