Entrepreneurship education as human capital: Implications for youth self-employment and conflict mitigation in Sub-Saharan Africa

Abstract

<jats:p> Previous research has focused on stable developed economies to predict that human capital and entrepreneurship education (EE) provision at the higher education (HE) level will positively affect entrepreneurial success. This article draws on the outcome of recent EE projects in two HE institutions in a conflict-torn northern Nigeria as a proxy to advocate the introduction of entrepreneurship as a compulsory component into the secondary school curriculum in Sub-Saharan Africa. Using semi-structured interview data, it is found that the provision of EE at secondary education level could help to facilitate human capital development and assist efforts to curb youth unemployment. Specifically, the study suggests that EE comprises both generic and specific human capital that increases an individual’s ability to identify and exploit opportunities, particularly for young people, and in doing so helps to reduce their vulnerability to poverty and involvement in armed conflict. Suggestions for future research and policy considerations are provided. </jats:p>

Does Islamic values matter for Indonesian students’ entrepreneurial intention? The mediating role of entrepreneurial inspiration and attitude

“…Likewise, Cui et al (2019) mention that entrepreneurship education can foster student inspiration, mindset, attitudes and intentions, as well as the initiation of new companies. Besides, empirical work by Anosike (2019) highlights a considerable nexus between entrepreneurial education and HC outputs, such as attitudes and skills linked with entrepreneurship. The pedagogical in entrepreneurship education also helps students to maintain inspiration, motivation and interest, promoting the greater presumption of success (Nabi et al , 2018).…”

Transformation of family-based entrepreneurial activities in rural areas

“…The presented results are essential to promote the methodological perspectives in future studies. Since human capital studies that only concentrate on or measure formal education are limited (Anosike, 2019;Sánchez, 2013;Wang, Li, Lien, 2016), a holistic and integrated approach incorporates formal education, work experience, and conventional knowledge would create a more accurate picture. According to our conclusions, future research should focus on operationalizing human capital not only through school or university education but also through a broader range of expertise and experience.…”

“…Some of the papers focused only on formal education, including school, university education attainment, and post-school training (Wang, Li, Lien, 2016). Several authors observed specific formal education, such as entrepreneurial education (Anosike, 2019;Sánchez, 2013), which promotes entrepreneurship-specific competencies and entrepreneurial intention. In addition to the quality of human capital, attention has been paid to the quantity of human resources, especially in the process of households' economic activities diversification (Bhandari, 2013;Khai, Danh, 2014).…”

Entrepreneurship education and undergraduate students' self-employment intentions: do paid employment intentions matter?

“…It is the theoretical lens through which EE is understood (Marvel et al, 2016). Human capital refers to individual's stock of skills, competencies, knowledge and attributes acquired through experience, exposure, training and education, and it is key to the entrepreneurial process and success (Anosike, 2019). EE is vital to human capital development.…”