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Full Project – TEACHERS PERCEPTION OF ENTREPRENEURSHIP EDUCATION AND ITS IMPACT ON POVERTY REDUCTION IN NIGERIA

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TEACHERS PERCEPTION OF ENTREPRENEURSHIP EDUCATION AND ITS IMPACT ON POVERTY REDUCTION IN NIGERIA.

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Small company expansion has long been considered as a driver of economic development and modernization. As a result, evidence from both developed and developing nations abounds that entrepreneurship aids the growth of small and medium-sized businesses. Furthermore, in African emerging nations where population expansion outpaces employment growth, entrepreneurship development is both a desired instrument for job creation and a strategy for poverty reduction. As a result of the growing recognition of entrepreneurship and new business formation as growth and innovation engines, numerous developing nation governmental policies are increasingly focusing on private sector development [Obasan,2005]. In addition, governments in the Euro zone see entrepreneurship as a source of job creation and economic progress, and they promote it through legislation [Druker, 1985]. [Hills,1988] refer to the link between government activities for entrepreneurial education and poverty reduction in a conceptual model.

By studying the available literature, it was discovered that there are opposing sides to the entrepreneurial schools of thought, as well as an inherent absence of a standard definition of entrepreneurship (Sexton and Bowman, 1984). There has been a debate over the use of terms such as entrepreneurship education versus enterprise education (Hills, 1988), as well as the substitution of entrepreneurship education with entrepreneurial education (Jones and English, 2004).

According to Jones and English (2004) who argue that there is a conceptual difference between entrepreneurship education and enterprise education: the former is concerned with developing a self-reliant attitude, while the latter is concerned with developing opportunity-seeking individuals. Others, such as Gibb (1993), as quoted in Fank et al.(2005), believe that the two concepts are conceptually similar but contextually distinct. Entrepreneurship education, according to Gibb (1993), as stated in Fank et al. (2005), is mostly employed in the United States and Canada, whereas enterprise education is used in the United Kingdom and Ireland. Another interesting observation comes from Jones and English (2004), who define entrepreneurship education as “a process of providing individuals with the ability to recognize commercial opportunities and the insight, self-esteem, knowledge, and skills to act on them” and define it as “a process of providing individuals with the ability to recognize commercial opportunities and the insight, self-esteem, knowledge, and skills to act on them” (Jones and English, 2004 ). Apart from the aforementioned debate, most papers, according to Wai and Man (2007) and Hynes (1996), have used these words interchangeably (entrepreneurship education, enterprise education, or even entrepreneurial education). Some similarity may be found by analyzing various definitions. Entrepreneurs are described as ‘innovators’ by Contillon (1931), as mentioned by Ahmad & Seymor (2006). Entrepreneurs, according to Drucker (1985), are wealth creators and risk takers. Entrepreneurship education is the study of the sources of possibilities and the process of discovery through which a person exercises their capacity to be creative, take risks, and put their ideas into action. Entrepreneurship education, according to some scholars, is “training for an unpredictable future” (Kratko, 1997), and it “provides the competencies of venture development.” However, the majority of the examined research on entrepreneurship education focuses on developing entrepreneurial attitudes, skills, and management characteristics ( Bechard and Toulouse, 1998; Gibb, 1993 as cited in Fank et al. 2005; Hills, 1988).

In all cultures, education has been the driving force behind social, economic, and political revolution. It functions as a societal integrator, instilling principles that promote individual excellence, social harmony, and national progress. Recognizing the significance of education in national development, policymakers (European Commission, 2008) have put exceptional emphasis on a newly discovered concept in the area of education known as “entrepreneurial skill development via education” at all levels. An attempt has been made in this review research to conceptualize the term entrepreneurship education? How did it end up in a situation like this? Its nature, as well as the new role that teachers will play in promoting entrepreneurial education, are discussed, as well as the teachers perception of entrepreneurship education and how it can help eradicate poverty in Nigeria.

1.2 Statement of the problem

Entrepreneurship education is primarily concerned with the development of an entrepreneurial culture. It assists aspiring entrepreneurs in identifying and pursuing business possibilities. It isn’t only about encouraging new businesses, creative initiatives, and employment. Entrepreneurship is a skill that can be learned by everyone, and it may help young people become more creative and self-assured in anything they do. According to Obasan (2005), adequate information is documented, instituted, and inculcated in all business minded people.

Teachers perception on Entrepreneurship education is one that believes that when a student is thought how to go about a business it is a way that reduces unemployment and in so doing helps reduce poverty and this involves students of higher learning, and teaching them on how to start a business, manage its growth profitably by making entrepreneurial philosophies an action guide, and how to manage small medium scale enterprises in an entrepreneurial manner to ensure continuous success through entrepreneurship education. The goal of entrepreneurship education in the classroom is to achieve this goal.

1.3 Objective of the study

The primary objective of the study is as follows

1) To evaluate the perception of teachers on entrepreneurship education on its contribution to poverty reduction in Nigeria.

2) To examine the perception of teachers on the effect of entrepreneurship education on poverty reduction in Nigeria.

3) To find out the perception of teachers on the challenges of entrepreneurship education in Nigeria.

4) To proffer recommendation on how to improve entrepreneurship education in other to reduce poverty in Nigeria.

1.4 Research Questions

The following questions have been prepared for the study

1. What is the perception of teachers on entrepreneurship education and its contribution to poverty reduction in Nigeria?

2. What is the perception of teachers on the effect of entrepreneurship education on poverty reduction in Nigeria?

3. What is the perception of teachers on the challenges of entrepreneurship education in Nigeria?

4. What are the recommendation on how to improve entrepreneurship education in other to reduce poverty in Nigeria?

1.5 Significance of the study

This study will focus on teachers perception of entrepreneurship education and its Impact on poverty reduction in Nigeria and will be beneficial to the ministry of education so they will see the need to include it in the curriculum.

This study will also be significant to the academic community as it will contribute to the existing literature.

1.6 Scope of the study

This study will evaluate the perception of teachers on entrepreneurship education on its contribution to poverty reduction in Nigeria. The study will also examine the perception of teachers on the effect of entrepreneurship education on poverty reduction in Nigeria. The study will further find out the perception of teachers on the challenges of entrepreneurship education in Nigeria. Lastly, the study will proffer recommendation on how to improve entrepreneurship education in other to reduce poverty in Nigeria. Hence the study is delimited to selected senior secondary school in Kogi state.

1.7 Limitation of the study

This study was constrained by a number of factors which are as follows:

Just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data.

Financial constraint , was faced by the researcher ,in getting relevant materials and in printing and collation of questionnaires.

Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher.

1.8 Definition of terms

Entrepreneurship education: Education and training designed to develop and encourage entrepreneurial spirit and success.

Perception: the ability to see, hear, or become aware of something through the senses.

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