ROLE OF TERTIARY INSTITUTIONS IN PROMOTING ENTREPRENEURSHIP EDUCATION IN NIGERIA
Need help with a related project topic or New topic? Send Us Your Topic
DOWNLOAD THE COMPLETE PROJECT MATERIAL
ROLE OF TERTIARY INSTITUTIONS IN PROMOTING ENTREPRENEURSHIP EDUCATION IN NIGERIA
Chapter one
INTRODUCTION
1.1 Background of Study
The concept of entrepreneurship as organised knowledge originated around a century ago (MURTHY 1989). Many governments have emphasised entrepreneurship as a means of stimulating economic growth and creating job opportunities.
Entrepreneurship is growing increasingly popular over the world, therefore education should be tailored to each country’s cultural environment. Entrepreneurship has traditionally been seen as an important aspect in socioeconomic growth and development since it creates job opportunities, provides a variety of consumer goods and services, and boosts the country’s prosperity and competitiveness overall.
Because of increased global rivalry focused on agility, creativity, and invention, nearly every country in the globe has experienced a surge in interest in entrepreneurship in recent years.
The growing interest in entrepreneurship can also be related to the changing structure of the Western economy, the tendency of downsizing huge corporations, changing business habits, and expanding market economies in Eastern Europe and China.
Entrepreneurship is increasingly widely regarded as a subject of study since it provides students with motivation, information, and skills that are required to establish a successful business.
However, the quantity of entrepreneurship education and training varies per country due to its distinct cultural context, and it has been observed that the prevalent culture within an economy or country can influence the level or rate of adoption of entrepreneurship.
As a result, while other entrepreneurship programmes in different countries may share a common focus on new businesses and creations, as well as the development of a business plan, the emphasis may differ depending on the participants’ specific needs, the country, or the resources available.
As a result, how a country might tailor entrepreneurship education to its cultural environment is undoubtedly a critical subject. Previous empirical research in several nations have found a wide range of important success criteria for entrepreneurship, highlighting the significance of customising entrepreneurship education.
The goal of this research is to determine the relative strength of each country’s students in terms of elements related to the pedagogical effect of entrepreneurship education.
A nation’s prosperity and advancement are determined by the character of its citizens. If they are enterprising, ambitious, and daring enough to take the risk, the society will grow swiftly. Such people are identified as entrepreneurs, and their personalities reflect this. Entrepreneurship is not exclusive to any religion or society.
Entrepreneurial potential can be found and cultivated anywhere, regardless of age, qualification, experience, or socioeconomic background; all that is required is effort in the proper direction.
Entrepreneurship may not be considered a sufficient requirement for growing activities. As a result, it must be given the highest priority in a country’s national programmes.
Entrepreneurship is commonly acknowledged in the literature as being about people who seize fresh chances. Entrepreneurs are persistent, passionate, adaptive, and willing to take risks. As a result, entrepreneurship can emerge in a variety of settings.
However, at the heart of entrepreneurship is the formation of new business initiatives by individuals. Entrepreneurship is essential to Nigeria’s economy. It is the birthplace of the most inventive job and income creation techniques.
It is therefore important that we appreciate any contribution that an entrepreneur makes to our economy and progress. A small business unit is thus an enterprise; its owner is an entrepreneur, and his activities constitute entrepreneurship.
Entrepreneurship is a human development activity. It refers to the spirit of entrepreneurship, which turns a man from a nomad to a cattle farmer, an established agriculturist, a trader, and an industrialist.
Considerable emphasis has been paid to the definition of the term “entrepreneur”. (Schumpeter, 1959) regarded the entrepreneur as an inventor. He defines entrepreneurship as the “carrying of new combinations we call enterprise,” and those who carry them out are referred to as entrepreneurs. The new combination focuses on five areas:
1. The implementation of new aims.
2. New methods of production.
3. The opening of new markets.
4. New suppliers of raw materials
5. New industrial organisations.
An entrepreneur is a person, whereas entrepreneurship refers to the actual practice of working. It is also associated with the formation and administration of small business firms.
Entrepreneurship’s involvement in the growth of Western countries has made people in developing countries acutely aware of its value in the quick economic development programme.
People have realised that in order to achieve development goals, the country’s quantitative and qualitative entrepreneurship must be increased. Qualitative entrepreneurship emphasises innovation, whereas quantitative entrepreneurship emphasises imitation.
Both provide stimulation for development. It is also known that, while a country has resources such as labour, technology, capital, and raw materials, these are underutilised in the absence of active and motivated entrepreneurs who can organise the many factors of production.
Need help with a related project topic or New topic? Send Us Your Topic