The study seeks to find the effects of recordkeeping on the growth of small scale enterprises (SSEs) in Abeokuta Local Government Area, Ogun State, Nigeria. Survey design was used to purposively select 120 (53 males, 67 females) business owners from a population of 170 registered SSEs in the local government registry. A structured questionnaire with a reliability index of 0.76 (Cronbach Alpha) was used to elicit information from the respondents. The businesses were trading, manufacturing, fashion, telecommunications and agriculture. Data was analysed through descriptive statistics like simple percentages, mean and standard deviation. The results revealed that the highest age range of the respondents was 26- 30 years (26.7%) while there were two lowest age ranges< 25 years and 36-40 years (2.5% each). The businesses were mostly between 1- 5 years (68.3%) old, implying that they were mostly start-ups. 31.7% of the businesses were 6 years and above, meaning that the survival rate of older businesses was low.  Majority of the business owners were into manufacturing (35.8%). Despite SSEs owners having a positive attitude towards record keeping, 59.2% of them kept financial records manually by themselves without any professional help. Data also revealed that stock records influence sales growth. Income and expenditure record positively affect the profitability of small scale enterprises while debtors and creditors’ record enhance operational efficiency of SSEs. Consequently, small scale business owners should learn to keep proper financial records to forestall the collapse of their businesses by engaging professional accountants and by using different accounting software.

There is a global trend to take advantage of opportunities in entrepreneurship to grow and develop contemporary societies. The Nigerian society like other developing societies is experiencing some awakening in that regard. This work traces the advent of entrepreneurship from ancient to modern times capping it with the Nigerian contributions to entrepreneurial evolution. It argues that Nigeria's is still an emerging culture of entrepreneurship which must be deliberately cultivated in spite of the individual, governmental and global recognition of entrepreneurial potentials of the Nigerian context through theory and practice. Consequently, to facilitate the development of entrepreneurial culture in the Nigerian economy and society, some ideas for intending entrepreneurs, governments and other stakeholders are advocated.

Background Depression-literacy, which is the foundational requirement for symptom recognition, positive attitude and help-seeking, is poor among adolescents in Nigeria. This study, therefore, aims to determine the impact of a school-based training program on depression-literacy among a cohort of high-school students and their teachers in South-West Nigeria. Methods An adapted version of the Break Free from Depression, a 4-module depression awareness curriculum for staff and students, was implemented among students and their teachers. Paired-sample T-test was used to assess the domain-specific (knowledge, attitude, and confidence) impact of the training by comparing the baseline and immediate (within the week of the training) post-scores. Results A total of 3098 students and 294 teachers from 21 schools across three states in South-West Nigeria successfully completed the training. There was a significant positive difference (p < 0.05), at post-test, in the knowledge, attitude, and confidence among the students. The same was observed among teachers except for attitude where positive change did not reach significant level (p = 0.06). When statistically significant, the calculated effect size (eta squared) was highest for knowledge (students: 0.07, p = 0.001; teachers: 0.08, p < 0.000) and least for attitude (students: 0.003, p = 0.002 teachers: 0.085, p = 0.06). Multiple regression analyses result showed that the level of pre-scores predicted the magnitude of change in all domains of depression-literacy (p < 0.05) after controlling for age, gender, and type of school among the students, but not for teachers. Conclusions School-based depression-literacy programs can lead to significant positive change in knowledge, attitude, and confidence of students and teachers.

The author designed the study, facilitated the focus groups with the assistance of some trained research assistants and drafted the focus group questions, which some creativity and educational evaluation experts validated. The author performed the qualitative analysis with the trained research assistants. The author wrote the first draft of the manuscript and approved the final manuscript.

Background: Depression-literacy, which is the foundational requirement for symptom recognition, positive attitude and help-seeking, is poor among adolescents in Nigeria. This study, therefore, aims to determine the impact of a school-based training program on depression-literacy among a cohort of high-school students and their teachers in South-West Nigeria. Methods: An adapted version of the Break Free from Depression, a 4-module depression awareness curriculum for staff and students, was implemented among students and their teachers. Paired-sample T-test was used to assess the domain-specific (knowledge, attitude, and confidence) impact of the training by comparing the baseline and immediate (within the week of the training) post-scores. Results: A total of 3,098 students and 294 teachers from 21 schools across three states in South-West Nigeria successfully completed the training. There was a significant positive difference (p<.05), at post-test, in the knowledge, attitude, and confidence among the students. The same was observed among teachers except for attitude where positive change did not reach significant level (p=.06). When statistically significant, the calculated effect size (eta squared) was highest for knowledge (students: .07, p=.001; teachers: .08, p<.000) and least for attitude (students: .003, p=.002 teachers: .085, p=.06). Multiple regression analyses result showed that the level of pre-scores predicted the magnitude of change in all domains of depression-literacy (p<.05) after controlling for age, gender, and type of school among the students, but not for teachers. Conclusions: School-based depression-literacy programs can lead to significant positive change in knowledge, attitude, and confidence of students and teachers.