Gold Collars for All? Gold Collars for All? Assessment of the Assessment of the

Curriculum of Curriculum of Entrepreneurial Education Entrepreneurial Education

Programme in Nigerian Programme in Nigerian UNIVERSITIESUNIVERSITIES

Fayomi Abimbola Olugbenga (PhD) Centre for Industrial Research and Development,

andSimeon-Fayomi Bolanle Clara (PhD)

Department of Continuing Education, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria

WELCOME TO NIGERIAWELCOME TO NIGERIA

THIS IS NIGERIATHIS IS NIGERIA

FACTS AND FIGURESFACTS AND FIGURES Nigeria is the most populous country in Africa, the seventh

most populous country in the world, and the most populous country in the world in which the majority of the population is black.

It is listed among the "Next Eleven" economies, and is a member of the Commonwealth of Nations. The IMF projects a 8% growth in the Nigerian economy in 2011

Nigeria re-achieved democracy in 1999 when it elected Olusegun Obasanjo, the former military head of state, as the new President of Nigeria ending almost 33 years of military rule (from 1966 until 1999)

Nigeria is ranked 37th in the world in terms of GDP as of 2007. Nigeria is the United States' largest trading partner in sub-Saharan Africa and supplies a fifth of its oil (11% of oil imports).

It has the seventh-largest trade surplus with the U.S. of any country worldwide. Nigeria is currently the 50th-largest export market for U.S. goods and the 14th-largest exporter of goods to the U.S.

FACTS AND FIGURESFACTS AND FIGURESNigeria is the 12th largest producer of

petroleum in the world and the 8th largest exporter, and has the 10th largest proven reserves.

2006 estimates claimed that 42.3% of the population is between 0–14 years of age, while 54.6% is between 15–65;

Nigeria has more than 250 ethnic groups, with varying languages and customs, creating a country of rich ethnic diversity.

THE CHALLENGETHE CHALLENGE According to the official statistics of the federal office of statistics (F.O.S) less than ten percent of graduates of formal educational system get absorbed into the labour market annually.

Today , about ten million graduates of tertiary institutions roam the streets of Nigeria unemployed

Entrepreneurship EDUCATION TO THE RescueEntrepreneurship EDUCATION TO THE Rescue In line with the global thinking, the Nigerian

University Commission mandated all Nigerian Tertiary institutions to introduce entrepreneurship education into their curriculum in 2006

Though Entrepreneurship education has been introduced for about five years, the problem of graduate unemployment in Nigeria still persist.

It is against this background that this study is conceived to assess the entrepreneurship education programme of selected universities in Southwestern Nigeria with the aim of making useful recommendation towards curriculum re-engineering and better delivery of the EE programmes.

Objectives of the studyObjectives of the studyThe overall objective of the study is to assess

the entrepreneurial education programme of tertiary institutions in southwestern Nigeria

The specific objectives of the study are to (a) examine the nature and operation of EE in

tertiary institutions in Southwestern Nigeria;(b) appraise the effectiveness of EE in the study

area;(c) determine the influence of selected

demographic and socio-economic characteristics on the entrepreneurial performance of the study sample.

(d) compare the outcomes of EE in the selected institutions in southwestern Nigeria.

MethodologyMethodology Kirkpatrick evaluation model was adopted for the study. The

population consisted of undergraduate students in selected universities in Southwestern Nigeria. Three universities, namely: Obafemi Awolowo University (OAU), Lagos State University (LASU), and Covenant University (CU) were purposively sampled to represent Federal, state and private universities where the two prominent models of EE in Nigeria has been run for a substantial period of time in southwestern Nigeria. A total of 1,080 final year students, comprising those who have offered EE courses and those who have not were proportionately sampled from the selected universities. Ninety percent of lecturers teaching EE courses in the three Universities were involved in the study. Two questionnaires labelled Entrepreneurial Education Assessment Questionnaire (EEAQ) and Entrepreneurial Education Methodology Assessment Questionnaire (EEMAQ) were used to collect relevant information for the study. EEAQ elicited information on students’ socio-economic and demographic characteristics, as well as students’ entrepreneurial behavior and inclination. EEDEQ gathered information on the personal data and entrepreneurial inclination of lecturers handling EE. A desk research was conducted to collect secondary data from programme blueprint and synopsis. Data were analyzed using appropriate descriptive and inferential statistics.

 

Examination of the nature of Entrepreneurship Education in the Examination of the nature of Entrepreneurship Education in the study area.study area. Assessment of nature EE was done according to the framework Assessment of nature EE was done according to the framework developed by Paschka and Welsh (1990) developed by Paschka and Welsh (1990) Robinson and Haynes Robinson and Haynes (1991)(1991)namely: Depth of entrepreneurship education programme;, namely: Depth of entrepreneurship education programme;, Breadth of entrepreneurship education ; Content development Breadth of entrepreneurship education ; Content development procedure and Delivery of entrepreneurship education. procedure and Delivery of entrepreneurship education. DEPTH OF EE IN STUDY AREA

Criterion Institutions OAU LASU COVENANT

Integration with entrepreneurs N/A N/A Applicable

Integration with other faculties Applicable N/A N/A

International support Applicable N/A N/A

Complementary activities Applicable N/A Applicable

Breadth of entrepreneurship education Breadth of entrepreneurship education programmeprogramme

EE Programme Institutions OAU LASU

COVENANT

Undergraduate elective Applicable N/A Applicable

Undergraduate core courses N/A Applicable Applicable

Postgraduate Diploma Applicable N/A N/A

M.Sc. N/A N/A N/A

Ph.D N/A N/A N/A

Source: Field Survey, 2010.

  Table 30: Delivery of entrepreneurship education programmeTable 30: Delivery of entrepreneurship education programme

EE delivery approach Institutions OAU LASU COVENANTLectures Applicable Applicable Applicable

Old war story N/A N/A Applicable

Case study N/A N/A Applicable

Planning Applicable Applicable Applicable

Generic action(experiential) N/A N/A Applicable

Source: Field Survey, 2010.

Content development of entrepreneurship education Content development of entrepreneurship education programmeprogramme

Content development procedure Institutions OAU LASU

COVENANT

From the perspective and

expertise of educators Applicable Applicable Applicable

Based on students’ needs

and requirement N/A N/A N/A

From the view point of programme designers Applicable Applicable Applicable

effectiveness of EE in the study area effectiveness of EE in the study area This section presents the analysis of the effectiveness of EE in the study area This section presents the analysis of the effectiveness of EE in the study area using the using the perception of respondents and Kirkpatrick model of evaluation (table 63)perception of respondents and Kirkpatrick model of evaluation (table 63)

Perception statement Response Yes N %

No N %

EE has enhanced my skill in

entrepreneurship and business

management

EE has really changed my

attitude positively towards

starting my own business after

graduation

The EE curriculum of my

institution has great prospect

for developing many successful

entrepreneurs among graduates

of tertiary institutions in the

future

537 68

310 39

230 29

253 32

480 61

560 71

Kirkpatrick model of evaluationKirkpatrick model of evaluationEvaluation Criterion

Findings

Students’ perception of EE outcome

Learning outcome of EE

Behavioral outcome of EE Results of EE

→ majority of the respondents (68%) felt that EE has enhanced their

knowledge in entrepreneurship and business management

→ majority of the respondents (61%) felt that EE has not changed their

attitude positively towards starting their own businesses after graduation

→ majority of the respondents (71%) felt that EE programme in the

current form can not develop graduate that would create businesses at the

current pace of graduate unemployment in Nigeria

→ EE has significantly influenced the personal entrepreneurial

Competency of the respondents (t = 3.029; df = 273; P<0.01)

→ EE did not influence significantly the entrepreneurial inclination of the

respondents (Pearson chi-square = 0.473; P>0.05)

→ EE was effective in developing the entrepreneurial competency of the respondents → EE was ineffective in changing the attitude of respondents towards self employment → EE in its present form is ineffective in achieving the goal of reducing the incidence of graduate unemployment through job creation in the study area.

Objective 3: Determination of the influence of selected demographic and Objective 3: Determination of the influence of selected demographic and socio-economic characteristics on the entrepreneurial performance of the socio-economic characteristics on the entrepreneurial performance of the study sample.study sample.

Mother’s occupation and entrepreneurial inclination: The study revealed that respondent’s mother’s occupation has significant effect on the entrepreneurial intention of the study respondents (Pearson chi-square = 17.029; P < 0.05).

Current involvement in entrepreneurial activity and entrepreneurial inclination: The study revealed that current involvement in entrepreneurial activity has a significant influence on the entrepreneurial inclination of the respondents (Pearson chi-square =23.401; P< 0.01).

Individual perception of employment prospect of his/her discipline and entrepreneurial inclination: The study revealed that how individual perceived the employment prospect of his/her discipline has significant influence on his/her entrepreneurial behaviour. (Pearson chi-square = 157.5; P< 0.01).

Parents’ financial status entrepreneurial inclination: The result of the analysis showed that parent’s financial status have significant effect on the entrepreneurial inclination of the study sample (Pearson chi-square = 21.015; P< 0.01).

Gender and personal entrepreneurial competencies of the respondents: The study found a significant difference between male and female students in opportunity seeking (t=1.972; p<0.05); However, no significant difference existed in the overall PEC performance of male and female students (t=1.003; p>0.05).

Comparison of outcome of modelComparison of outcome of model: : The results of the study showed The results of the study showed that a significant difference exist ( t = 2.753; that a significant difference exist ( t = 2.753; df = 235; P< 0.01) between the two models. Furthermore, the mean df = 235; P< 0.01) between the two models. Furthermore, the mean entrepreneurial performance from model A differs significantly from that of entrepreneurial performance from model A differs significantly from that of model B; model A proved to produce better results than model B.model B; model A proved to produce better results than model B.MODEL A

Intention to start own

business

% N Expected N

Yes 77.9 219 140.5

No 22.1 62 140.5

Total 100.0 281 281.0

MODEL B

Intention to start own

business

% N Expected N

Yes 69.1 163 118.0

No 30.9 73 118.0

Total 100.0 236 236.0

Yes Intention No Intention

MODEL A 77.9% 22.1%

MODEL B 69.1% 30.9%

FOLLOW UP ACTIONFOLLOW UP ACTION Curriculum re-engineering Training and retraining of entrepreneurship education Teachers

in the Universities. Catching them young: This involved an intensive campaign for the introduction of entrepreneurship education into the Nigerian educational curriculum at the elementary and high school level Promotion of entrepreneurship clubs in elementary and high schools in our catchment areas Providing business support services to existing entrepreneurs

for enhanced performance Introducing mentoring and apprenticeship into the curriculum

Sourcing for grants and aids to support outstanding business ideas developed by students

E SEUN, A DUPE

DAALUNAGODE

THANK YOU