Entrepreneurship Skills Acquisition and the Benefits amongst the Undergraduate Students in Nigeria

Undiyaundeye, Florence A.; Otu, Ekpungu Anselm

doi:10.26417/ejser.v4i1.p9-14

Cited by 16 publications

(17 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…And this agrees with the findings of Agbogo and Azih [11]. e result that skill acquisition programmes are capable of improving empowerment and self-reliance and these two are critical to [10]. Also, the result agrees with Beesley and Shebby [9] that the purpose of capacity building programmes is to financially empower the trainees or recipients and make them self-reliant.…”

Section: Discussion Of the Findingssupporting

confidence: 89%

“…In consideration of the importance of education at building capacity, there should be equal access to education across gender divides. Similarly, scholars [10,11] have found entrepreneurship education in form of skill acquisition and adult literacy programmes as contributory factors to national development, empowerment, and self-reliance in South South and Northern Nigeria, respectively. From the foregoing, it is obvious that there is a deficit in the number of educated female population in e Gambia.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Adult Literacy and Skill Acquisition Programmes as Correlates of Women Empowerment and Self-Reliance in The Gambia

Olagbaju

2020

Education Research International

View full text Add to dashboard Cite

Self-reliance and empowerment for women have been at the centre of the agitations for gender balance in Africa. Women are largely marginalised, and obvious gender disparity exists in school enrolment and completion rates in most African countries, particularly in e Gambia. Efforts to address this shortfall led to the adoption of adult literacy and skill acquisition programmes to build the capacity of women and out-of-school adults. Training contents were developed and centres set up across the six educational regions in the country, but most graduates of the programme are neither financially empowered nor self-reliant. erefore, the study examined the relationship between these capacity-building programmes and women empowerment and selfreliance. e research employed a descriptive design of survey type with 250 participants from two educational regions in e Gambia. Four null hypotheses were raised and data collected through a questionnaire were analysed using t-test, mean, and simple frequency. e result showed that adult literacy and skill acquisition programmes correlate significantly with women empowerment and self-reliance in e Gambia. Recommendations were made on how to improve on the existing training structure.

show abstract

Section: Discussion Of the Findingssupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Adult Literacy and Skill Acquisition Programmes as Correlates of Women Empowerment and Self-Reliance in The Gambia

Olagbaju

2020

Education Research International

View full text Add to dashboard Cite

show abstract

“…Aljohani (2015) emphasizes five benefits: (i) self-awareness and selfresponsibility; (ii) teamwork; (iii) interpersonal communications; (iv) problem solving; and (v) creativity. Undiyaundeye & Out (2015) emphasize that the benefits of entrepreneurship education are superior in poorly developed social and economic communities. They highlight the importance of entrepreneurship in reducing the high rate of poverty, in reducing rural-urban migration and in the process of creating a smooth transition from traditional to modern industrial economy.…”

Section: Pupil: International Journal Of Teaching Education and Learning Issn 2457-0648mentioning

confidence: 99%

“…case study, (iii) individual project, (iv) development of a new venture creation project, and (v) problem-solving.The benefits of entrepreneurship teaching in higher education are also addressed in a number of studies. Aljhani (2015) emphasizes five benefits: (i) self-awareness and selfresponsibility; (ii) teamwork; (iii) interpersonal communications; (iv) problem solving; and (v) creativity Undiyaundeye & Out (2015). emphasize that the benefits of entrepreneurship education are superior in poorly developed social and economic communities.…”

mentioning

confidence: 99%

Integration of Erasmus+ Students in Entrepreneurship Classes

Almeida

2018

pijtel

View full text Add to dashboard Cite

Exchange students programs in higher education under the Erasmus+ initiative play a fundamental role in providing an international experience for students while they are studying. In the framework of Erasmus+ students show interest in having a new experience, different fromwhat can be offered in their institution of origin, namely by acquiring new technical, social and behavioral skills. Due to its scope and structure, the entrepreneurship course offers the conditions of attractiveness and integration of these students, enabling them to formulate a new business in multicultural and multi-disciplinary teams. This study, through the use of a qualitative methodology based on a focus group and in-depth interviews, reports the experience faced by Erasmus+ students in the frequency of an entrepreneurship course. Four research questions were explored, namely the main challenges felt by these international students, perceived benefits, the impact of their formation and the collaboration given by these students in the working groups. The results obtained allowed us to identify a set of difficulties of integration, but it was also possible to recognize that the skills that were acquired and the heterogeneity of their formation contributed positively for success of the entrepreneurship projects.

show abstract

“…Some of these initiatives include National Directorate of Employment (NDE) initiated 1986, Youth Enterprise with Innovation in Nigeria (YOUWIN) initiated 2011 and Skill Acquisition and Entrepreneurship Development (SAED) of the National Youth Service Corp (Ekong and Ekong, 2016). This is because 80% of graduate youths find it hard to get employment every year despite the fact that the country is endowed with abundant human and natural resources (Undiyaundeye, 2015). SAED programme was initiated by Nigerian federal government to tackle youth unemployment in order to secure the future prosperity of the country.…”

Section: Introductionmentioning

confidence: 99%

Attitude of Graduate Youths Towards Agro-allied Skill Acquisition and Entrepreneurship Development Programme in Oyo State

Adelakun¹,

Lawal²,

Oyegbami³

et al. 2019

jae

View full text Add to dashboard Cite

The paper investigated the agro-allied aspect of the Skill and Entrepreneurship Development (SAED) programme of the National Youth Service Corps in Oyo State. Specifically, the study examined the personal characteristics of the corps members, determined the attitude of the corps members to agro-allied activities of the SAED and identified challenges facing corps members in executing the agro-allied activities. Pre-tested questionnaire was used to elicit information from 100% of the SAED participants which gave a total of 82 graduate youths. Data were analysed using descriptive and inferential statistics. The majority (67.1%) of the youths were female. More than half (54.9%) of the youths were in the age category of 24-26 with more than 62.7% having Bachelor of Science/Technology degree. Only 17.1% of the youths had a degree in agriculture. Majority (79.3%) of the youths were into livestock production and 20.7% chose agricultural engineering. Financial independency and ability to manage resources (67.6%), ability to innovate and inspire other youths (12.0%) were the major motivations of youth. The majority (64.0%)of the corps members are favourably disposed towards the programme. Challenges to entrepreneurship were poor supervision of the programme by National Youth Service Corps officials ( =1.89), lack of sufficient facilities for training ( =1.85),inconsistence government policies ( =1.84), incompetence of some of the facilitators ( =1.74) and lack of motivational support by government and other stakeholders ( =1.73). Sex (χ2 =21.07), educational qualification (χ2 =7.47), and marital status (χ2 =5.72) had significant association with attitude. Youth attitude and benefits derived from SAED programme were found to be significant (r=0.38). For further involvement and positive attitude of graduate youths to agro-allied skill set of SAED, financial 14 assistance, supervision, monitoring and psychological motivation should be improved upon by stakeholders and government during and after the youths service year so as to encourage more graduate youths to take up agriculture and agribusiness as a profession and means of livelihood. Engaging graduate youth in agriculture and retaining them in the sector is a strategy that could both contribute to increasing agricultural productivity and address youth unemployment.

show abstract

Entrepreneurship Skills Acquisition and the Benefits amongst the Undergraduate Students in Nigeria

Abstract: There is this colonial mentality among the first generation graduates in

Cited by 16 publications

References 3 publications

Adult Literacy and Skill Acquisition Programmes as Correlates of Women Empowerment and Self-Reliance in The Gambia

Adult Literacy and Skill Acquisition Programmes as Correlates of Women Empowerment and Self-Reliance in The Gambia

Integration of Erasmus+ Students in Entrepreneurship Classes

Attitude of Graduate Youths Towards Agro-allied Skill Acquisition and Entrepreneurship Development Programme in Oyo State

Contact Info

Product

Resources

About