Description
Within this particular brief information about administrative constraints to implementation of entrepreneurship education.
ADMINISTRATIVE CONSTRAINTS TO IMPLEMENTATION
OF ENTREPRENEURSHIP EDUCATION IN
FEDERAL COLLEGES OF EDUCATION
Ugwoke Samuel, Basake Julius,
Diara Chinwe .F., & Chukwuma Ifeoma .S
University of Nigeria, Nsukka
Abstract
The work was carried out to determine the administrative constraints to the implementation of
entrepreneurship education in Federal Colleges of Education; using Federal College of Education
Eha-Amufu as a case study. Two research questions guided the study. A descriptive survey
research design was adopted for the study. The population of the study comprised of all the 108
female staff and 80 male staff of the Federal College of Education Eha- Amufu Enugu State.
Questionnaire containing 22 items was the instrument for data collection. Mean and standard
deviation were used as statistical tool for answering the research questions. Major findings
include inadequate provision of funds, facilities and personnel’s, among others. It was thus
recommended that Government should provide enough funds for the procurement of
instructional materials, that academic staff be retrained on entrepreneurship education
methodology and that Educational Research Centre (ERC) should be established in the schools.
Introduction
The failure of the standard of education in Nigeria has always been associated with poor
administration. Commenting on the failure of curriculum Reforms in Nigeria (CRN) Okwo
(2003), blames it on the inability of the initiator to mobilize adequate human, materials and
financial resources to prosecute it and inclusion of entrepreneurial programmes in our
educational institutions.
Many scholars have written widely on entrepreneurship and its potency to generate
employment, thus, underscoring the quintessence, significance and relevance of this sub-sector
in the development of any given economy. Steinfioff and Burgers (1993) view entrepreneurship
as the ability to develop a new venture or apply a new approach to an old business. According
to Gana (2001), entrepreneurship is the ability to seek investment opportunities and persisting
to exploit that opportunity. On the other hand, Anayakoha (2006) sees the entrepreneur as one
who chooses or assumes risks, identifies business opportunity, gathers resources, initiates
actions and establishes an organization or enterprise to meet such demand or market
opportunity. Allawadi (2010) describes the carryout of new combinations as “enterprise” and
the individual whose function it is to carry them out as “entrepreneur”. He further tied
entrepreneurship to the creation of five basic “new combinations” of introduction of a new
product, a new method of production, opening a new market, conquest of new source of
supply and creating a new organization. Stevenson (2002) defines entrepreneurship as the
pursuit of opportunity through innovative leverage of resources that for the most part are not
controlled internally. Though, the idea that entrepreneurs are innovators is largely acceptable,
it may be difficult to apply the same theory to less developed countries (LDCs). Allawadi (2010)
argued that LDCs rarely produce brand new products; rather they imitate products and
production processes that have been invented elsewhere in developed countries.
Entrepreneurship is often equated with business start-ups and therefore an
entrepreneur is one who “organizes, manages, and assumes the risks of a business or
enterprise” (Webster, 2007). Entrepreneurship education not only provides the knowledge
needed for an endeavor, but instills the necessary confidence for assuming risks that is required
of business owners (Kourilsky and Walstad, 2010).
The development of entrepreneurial programme is becoming embedded in policy across
Nigeria. Previous research has shown the essential role that education plays in the
development of such mindsets, and in particular the central role that teachers play in this
process. It requires nothing less than a change in the approach to education, emphasizing active
learning and the provision of new experiences for students outside the classroom. For many
education systems this represents a fundamental shift away from traditional approaches.
Teachers are in the middle of these changes. They need to be equipped with the right
skills, knowledge and attitudes to be able to provide their students with the new curricula,
pedagogies and learning environments that they will need if they are to acquire entrepreneurial
competencies. How should teachers be educated? What developments need to happen in
initial teacher education and continuing professional development? What types of support will
teachers need in the schools in which they teach?
According to the National Policy on Education (2004), teacher education is the
education given to the would-be teacher before entering into the teaching profession. This
implies that any person who wants to take teaching as a career must receive a specialized
training in any recognized teacher training institutions. In order to achieve good and qualitative
teacher education in Nigeria, the Federal government set the following objectives against which
it has to be assessed;
? To produce highly motivated conscientious and efficient classroom teachers for all levels
of our educational system.
? To encourage further the spirit of enquiry and creativity in teachers.
? To help teachers to fit into the social life of the community and society at large and to
enhance their commitment to national objectives.
? To provide teachers with the intellectual and professional background adequate for
their assignment and to make them adaptable to any changing situation not only in the
life of their country but in the wider world and
? To enhance teachers commitment to the teaching profession (FRN, 2004)
Dare (2004) asserted that the success of any educational programme depends to a large extent
on effective implementation strategy. The National objectives of teacher education are
laudable, but their realization is constrained by poor implementation strategy. Today, the policy
that the Nigeria Certificate in Education (NCE) shall be the minimum teaching qualification has
opened up a new dimension. Many modes of training have been introduced in order to achieve
this objective. For instance, the National Teacher’s Institute now runs the NCE by distance
learning system across the whole nation, Colleges of Education and Institutes of Education also
run NCE programme likewise. The question now is how qualitative are these programmes? How
well equipped are these institutions to run the programmes? The answers to these
fundamental questions still dwell on the problems of implementation of the objectives of
teacher education in Nigeria.
People are not required to start their own businesses to be classified as entrepreneurs.
Entrepreneurs can exist within corporations as well. The term ‘enterpreneur’ has been defined
as an employee that applies entrepreneurial thinking to the various internal functions of
existing businesses (Kourilsky and Walstad, 2000). An entrepreneur is able to see opportunity or
an “unexploited niche, and fill it by developing a new product, devising a new service,
discovering a new technology, or formulating a new organization” (Kent, 1990).
Entrepreneurial skills can be defined in the broadest sense as being able to recognize
opportunities, developing services or products to meet the needs discovered it also involves
assuming risk in order to fulfill the identified goals. Entrepreneurial skills include creativity,
decision-making, leadership, communication skills, the ability to work in a team, marketing,
management, the ability to accept failure, flexibility, risk-taking, confidence, and passion. While
these skills are essential for those hoping to start their own businesses, these same set of skills
will increasingly be expected of all members of the workforce in the new economy (Kourilsky
and Walstad, 2000).
What this means is that entrepreneurship is not a state of being nor is it characterized
by making plans that are not acted upon. One argument may be that entrepreneurship may be
or may not be self-sustaining, nor earn significant revenue. Regardless of the outcomes, when
an individual creates a new organization, he has entered the entrepreneurship paradigm.
Sexton and Smilor (1997) define entrepreneurship education as a formal structured
instruction that conveys entrepreneurial knowledge and develops in students, focused
awareness relating to opportunity, recognition and the creation of new ventures. Mauchi,
Karambakuwa, Gopo, Kosmas, Mangwende, and Gombarume, (2011), defined entrepreneurship
education as the process of providing individuals with the ability to recognize commercial
opportunities and the knowledge, skills and attitudes to act on them. Therefore,
entrepreneurship education can be seen as process of imparting learners with entrepreneurial
knowledge, skills and attitudes through a formal structured instruction. A formal structured
instruction is usually guided by well defined aims, goals and objectives of a specific program.
According to Colton (1990) entrepreneurship education and training programmers are aimed
directly at stimulating entrepreneurship which may be defined as independent small business
ownership or the development of opportunity-seeking managers within companies.
According to Paul in Arogundade (2011), entrepreneurship education is structured to
achieve the following objectives:
? To offer functional education for the youth that will enable them to be self-employed
and self-reliant.
? Provide the youth graduates with adequate training that will enable them to be creative
and innovative in identifying novel business opportunities.
? To serve as a catalyst for economic growth and development.
? Offer tertiary institution graduates with adequate training in risk management, to make
certain bearing feasible.
? To reduce high rate of poverty.
? Create employment generation.
? Reduction rural-urban migration.
? Provide the young graduates with enough training and support that will enable them to
establish a career in small and medium sized businesses.
? To inculcate the spirit of perseverance in the youths and adults which will enable them
to persist in any business venture they embark on.
? Create smooth transition from traditional to a modern industrial economy.
The major objectives of enterprise education are to develop enterprising people and
inculcate an attitude of self-reliance using appropriate learning processes. The following are the
most commonly cited objectives of entrepreneurship education and training programme to
acquire knowledge germane to entrepreneurship; to acquire skills in the use of techniques, in
the analysis of business situations, and in the synthesis of action plans; to identify and stimulate
entrepreneurial drive, talent and skills; to undo the risk-adverse bias of many analytical
techniques; to develop empathy and support for all unique aspects of entrepreneurship; to
devise attitudes towards change; to encourage new start-ups and other entrepreneurial
ventures. (Thomas and Barra, 1994). It can be seen that these objectives underscore the fact
that entrepreneurship education should reflect carefully on acquisition of business skills and
ways of enhancing the probability of success. The objectives of entrepreneurship education are
mainly focused on starting a business and subsequent sustainability of the business.
Previous research on the role of Entrepreneurship Education offered in various tertiary
education institutions in development on formal and informal sector show that graduates with
Entrepreneurship Education and training seem to start and run a business with ease.
Conversely, many studies that have been conducted recently have showed that
entrepreneurship education does play a significant role to cultivating entrepreneurship spirit
among graduates. Farstad (2002) researched on entrepreneurship education programmes
offered in secondary and tertiary education institutions in Kenya, Botswana, and Uganda. He
found that in a comparison of graduates of general secondary education programmers and
those from technical and vocational education programmers, the latter group was more likely
to start businesses within a few years of graduation. This is because graduates from technical
and vocational education were equipped with entrepreneurship skills through
Entrepreneurship Education and Business Planning courses they were taught in college. The
technical education provided a skill that was then anchored on the job with an apprenticeship
and wage employment before setting out to start a new business.
A survey done by the Entrepreneurship Development Institute, India (EDII) in 2003
shows that young people are afraid to start their own business because they are not confident,
not capable, and lack knowledge in starting a business (Zhang, 2006). Many people have the
opportunity to change jobs or become an entrepreneur if they are properly trained.
Entrepreneurial education which is a relent innovation in secondary school curricular is
a very welcomed idea because it helps to produce secondary school learners who will be self-
reliance citizens of the country. Furthermore in fulfillment of one of the cardinal objectives of
secondary education which according to FRN (2004) is to produce candidate for tertiary
institution, the idea of Entrepreneurial education should be a continuous process in both state
and federal colleges of education in Nigeria. This will help reduce high rate of poverty, create
employment generation, reduce rural-urban migration and offer tertiary institution graduates
with adequate training in risk management that will enable them to be creative and innovative
in identifying novel business opportunities. Unfortunately, the entrepreneurial education in
colleges of education in Nigeria, especially the federal colleges of education which are managed
and financed by the federal government are all in a sorry state due to lack of qualified and
competent teaching personnel, current relevant text books and lack of needed facilities and
equipment.
There are several factors that challenge the teaching of entrepreneurship education in
colleges of education in Nigeria, these according to Bridges (2008), include:
? Teachers’ competency: Weidman (1977), defined competency as an attitude, behaviour,
skill or understanding demonstrated by a learner at a specified level of performance.
Entrepreneurship teachers who are not competent in entrepreneurship education may
not be able to teach it. Education educators is new in the NCE curriculum, therefore,
most of the teachers may not be competent to teach it. This is because most of the
teachers did not study this new component of the Home economics curriculum during
their pre-service training. Idibie (2004), observed that inability of teachers make them
fail in their duties.
? Absence of relevant textbooks: Since entrepreneurship education is a new inclusion into
Home economics curriculum, there is also the problem of lack of textbooks in the area.
This has really challenged the teaching of the course in Colleges of Education. Idibie
(2004), also noted that teaching and learning without textbooks would mean a lot of
memorization as well as make the words of the teacher final authority. This does not
pave way for competency in entrepreneurship.
? Lack of Facilities: It is quite glaring that most Colleges of Education have not been able
to provide adequate facilities and equipment to cope with due to inadequate provision
of finance.
The development and delivery of entrepreneurship education is often affected by the
internal organizational structure of an institution, controlled by an inflexible curriculum which
impedes interdisciplinary approaches to such education (European Commission, 2008). Despite
the efforts that institutions are devoting in mainstreaming entrepreneurship within institutions
in Nigeria there are many more challenges that are drawing back their efforts. Some other
problems include:
resource constraints, narrow understanding of entrepreneurship education, ambivalence of
different academic units, resistance from university managers and some teaching staff as well
as the expansion in enrolment (Olomi, 2008). Hence the need for the study.
Research questions
1. What are the personal constraints to the implementation of entrepreneurship
education in Federal College of education Eha- Amufu?
2. What are the financial constraints to the implementation of entrepreneurship education
in Federal College of education Eha- Amufu?
Research Method
This study adopted the descriptive survey research design. A descriptive survey research
design seeks to document and describe what exist or the present status of existence or absence
of what is being investigated (Ali, 2006).
The population of the study comprises of all the 108 female staff and 80 male staff
Federal College of Education Eha-Amufu 2011/2012 academic session. The choice of the
academic staff was based on the fact that they are concerned with the training of teachers for
primary and junior secondary schools
The instrument for data collection is the questionnaire designed by the researchers
titled “Administrative Constraints to Implementation of Entrepreneurship Education in Federal
College of Education Questionnaire” (ACIEEQ).
It is a four point rating scale of strongly agree (SA – 4 points), Agree (A – 3 points),
Disagree (D – 2 points), strongly disagree (SD – 1 point). Section A, contains bio-data
information of the respondents while section B, contains 20 items built on two clusters on
financial constraints to implementation of entrepreneurship education in federal college of
education and the personnel constraints to implementation of entrepreneurship education in
federal college of education Eha-Amufu respectively
The instrument was subjected to face validation by three experts in the faculty of
education, University of Nigeria Nsukka.
The validated instrument was trial tested with four (4) males and sixteen (16) females
staff of Nwafor Orizu College of Education Nsugbe. To ascertain the internal consistency of the
instrument Cronbach Alpha technique was used for it’s analysis. Reliability coefficients for the
cluster were as follows; cluster 1:0.81 and cluster 2:0.83 .These gave an overall reliability score
as 0.82.
The research questionnaire was personally administered by the researcher and three
research assistants to the participants in all the schools selected for the study.
Data collected in this study was analyzed using mean and standard deviation to answer
research question. While t-test statistics was used to test the null hypothesis at 0 .05 level of
significance. A mean score of 2.50 and above in a four point-rating scale was considered
accepted, while mean score below 2.50 was considered not accepted.
Research Question: 1
What are the financial constraints to the implementation of entrepreneurship Education in
Federal College of Education Eha-Amufu?
Table 1
Mean Rating Scores of Respondents’ on Financial Constraints to the implementation of
entrepreneurship education in Federal College of Education, Eha Amufu.
No Items of funding constraints
Female (n = 108) Male (n = 80)
1 Government does not provide adequate fund for
procurement of instructional materials
× SD DEC. × SD DEC.
2.83 0.52 A 2.93 0.49 A
2 Funds are not made available in service training 2.91 0.48 A 2.92 0.50 A
3 Government does not provide adequate supply of
instructional media
2.68 0.58 A 2.78 0.80 A
4 Government does not pay staff salaries as and
when due
1.30 0.97 D 1.40 0.93 D
5 There are case of mismanagement of fund in the
college by the school authorities.
1.67 0.82 D 1.70 0.78 D
6 Fund generating activities like the cultivation of
school farm and not engaged in
3.43 0.54 A 3.42 0.55 A
7 There is inadequate fund for the supervision of
students on teaching practice
2.71 0.54 A 2.78 0.51 A
8 School funds are diverted for personal use by the
school management
2.22 0.76 D 2.26 0.72 D
9 Funds are not made available for procurement of
library facilities material
2.83 0.52 A 2.81 0.64 A
10 Funds are not made available for laboratory
equipment. (Sciences, technical and vocational
courses)
2.64 0.62 A 2.62 0.64 A
The table above presents the mean responses of female and male Academic staff of
Federal College of Education, Eha-Amufu on the financial constraints to the implementation of
entrepreneurship education in federal college of education. In table 1, the major findings
include: funds are not made available for in-service training; Government do not provide
adequate funds for procurement of instructional materials and funds are not made available for
procurement of library facilities and materials (2, 1 and 9). It is therefore the opinion of male
and female lecturers in the college that financial constraints to the implementation of
entrepreneurship education in Federal College of Education Eha-Amufu include: inadequate
fund for procurement of instructional materials; in-service training, adequate supply of
instructional media; supervision of students on teaching practice; procurement of library
facilities and materials; equipment of (science, technological and vocational) laboratories and
more importantly, non-engagement in fund generating
Table II
Mean Response of Male and Female Lecturers on Staff Personnel Management Constraints
S/No
Items on staff management constraints
Female (n = 108) Male (n = 80)
× SD DEC. × SD DEC.
11. Staff attend workshops and seminars 2.16 0.74 D 2.18 0.71 D
12. Lecturers have poor knowledge of the curriculum
content
2.00 0.78 D 2.14 0.72 D
13. Transport services are not made available for staff 2.03 0.76 D 2.04 0.75 D
14. Staff attendance to lectures are not monitored 2.17 0.72 D 2.16 0.74 D
15. There is inadequate office accommodation 2.91 0.54 A 2.80 0.59 A
16. Lecturers do not cover their scheme of work at the end
of the semester
2.64 0.62 A 2.63 0.63 A
17. There are shortage of qualified man power 2.83 0.58 A 2.78 0.61 A
18. Lecturers have excess work load 2.57 0.67 A 2.64 0.62 A
19. There is inadequate internal supervision of 2.92 0.76 A 3.05 0.48 A
instruction
20. Staff have low media competence level 2.57 0.67 A 2.64 0.62 A
Table II above indicates the mean response of male and female lecturers of Federal
College of Education Eha-Amufu on staff personnel management constraints to implementation
of entrepreneurship education in federal college of education Eha-Amufu. In table II the major
findings include: inadequate internal supervision of instruction; inadequate office
accommodation and shortage of qualified manpower (Items 19, 15 and 17).
Discussion of the findings
Research question one sought to find out the financial constraints to the
implementation of entrepreneurship education in the Federal College of Education Eha-Amufu.
The result showed that there was inadequate fund for the procurement of instructional
material, in-service training, supply of instructional media, and supervision of students on
teaching practice, procurement of library facilities and materials and for procurement of
laboratory equipment. It was also observed that the college do not engage in fund generating
activities like cultivation of school farm. This is in line with the observation of Ogbonnaya (2004)
and Obi (2004) that the government does not provide sufficient fund for implementation of
entrepreneurship education federal college of Education Eha-Amufu. This could be as a result of
the fact that governance does not comply with the United Nation Organization (UNO)
recommendations that every nation should set apart 16% of her annual budget fro education
sector.
In research studies of Bantal (2007) and Akpan (2009), it was reported that there were
financial constraints to teacher preparation programmes in states and federal colleges of
education in Nigeria. In the same way, the present findings revealed that the provision of funds
for implementation of entrepreneurship education in federal college of education is
inadequate. And this is one of the major constraints to the implementation of entrepreneurship
education in Federal collage of education Eha-Amufu. Enugu State.
From the results there was staff personnel constraints to implementation of
entrepreneurship education in Federal College of Education Eha-Amufu. The findings of this
study showed the staff personnel administrative constraints include: inadequate office
accommodation for lecturers, non coverage of scheme of work by the lecturers at the end of
the semester, shortage of qualified manpower, excess workloads on part of the lecturers,
inadequate internal supervision of instructions and low media competency level of the
lecturers. Lecturers Male and female lecturers in the college do not have varied opinions
concerning these findings. This is in line with the studies carried out by Okwo (2003) which
stated that low media competency level among teachers constituted problems of
implementation of entrepreneurship in federal college of education in Nigeria.
Conclusion
Based on the findings and the discussions of the study, the following conclusions were
drawn. There were financial management constraints to implementation of entrepreneurship
education in Federal College of Education Eha-Amufu. The financial constraints include;
inadequate fund for the procurement of instructional material, in-service training, supply of
instructional media, supervision of students on teaching practice, procurement of library
facilities and materials and for procurement of laboratory equipment. The findings also
revealed that the colleges do not engage in fund generating activities such as cultivation of
school farm and sale of school proceeds.
It was the opinion of both male and female lecturers in the college that staff personnel
constraints to implementation of entrepreneurship education federal college of Education Eha-
Amufu include; inadequate office accommodation for lecturers, non coverage of scheme of
work by the lecturers at the end of the semester, shortage of qualified manpower, excess
workloads on part of the lecturers, inadequate internal supervision of instructions and low
media competency level of the lecturers.
Recommendations
Based on the findings of the study, the following recommendations were made.
1. Government should provide enough funds for the procurement of instructional
materials for efficient implementation of entrepreneurship education in federal college
of education.
2. The government should provide in-service training programme opportunities for the
lecturers at various levels in federal college of Education.
3. The school library should be up-graded with current textbooks.
4. The government should provide college bus for easy transportation of both staff and
students and for effective supervision of students on teaching practice.
5. The government should establish Educational Resource Centre (E.R.C) in schools. The
establishment of ERC in primary and secondary schools will provide the necessary
facilities and skills required for media design, production, acquisition, use and
evaluation.
6. Seminars and workshops should be organized on regular basis to encourage staff up
date their knowledge especially on entrepreneurship education.
References
Adiotomre, J. E. (2005) Some strategies for improving primary schools system for economic and
social reconstruction. Educology: Current journal of educational issues and researches
and human resource development. 1(1) 34 – 43.
Akpan, A.F. (2009). Relationship among teacher variables, classroom interaction patterns and
students’ academic achievements in social studies, Unpublished Ph.D. thesis university
of Calabar,
Anyakoha, E. U. (2001). “Research imperatives and challenges for home economics in Nigeria”.
Nsukka: HERAN
Bakari, G.S (2009). Literacy for community based socio-economic transformation and
development of Nigeria: Some critical challenges and the role of the international
reading association. A paper presented at the 6th Pan African reading for all conference,
university of Dar Es Salam, Tanzania,10-15 August, 2
Bantal. A.W. (2007). Teachers verbal and non-verbal communication pattern as a function of
teacher race, student gender. American educational research journal. 20(2)183-198.
Colton, T. (1990). Enterprise experience. A manual for school based in-service training, CA SDEC.
Creswel, J. (2003). Research design: qualitative, quantitative, and mixed methods approaches,
2nd Edn. Sage Publications Ltd, UK.
Entrepreneurship Education in the NCE Home Economics. Journal of Home economics research
association of Nigeria (HERAN). 1 (5) 20 - 25.
Farstad, H. (2002). Integrated entrepreneurship education in Botswana, Uganda, and Kenya:
Final report. National institute of technology, Oslo.
Fayolle, A. (2005), “Evaluation of entrepreneurship Education: Entrepreneurship and small
Business: 2(1) P. 89 – 98.
Federal Republic Nigeria. (2004). National policy on education. Lagos: NERDC.
Federal Republic of Nigeria. (2004). National policy on education Abuja: NERDC.
Gupta, A. (2004). Starting up isn’t easy. Today business. New Delhi: Sultan Chand & Sons.
Hindle, K. (2007) , Teaching entrepreneurship at the university: from the wrong building to the
right philosophy. Handbooks of research in entrepreneurship education. 2 (1) 20 - 25.
Cheltenham (UK): Edward Edgar.
Haan, C. (2006). Training for work in the informal micro-enterprise sector: fresh evidence from
Sub-Sahara Africa. Dordrecht, Netherlands: Springer.
Hair, J. F., Anderson, R. E., Tatham R. L. & Black, W. C. (1998). Multivariate data analysis
5th edition, California: prentice-hall international Inc.
Hippel, E. (2005), Democratizing Innovation: MIT Press.
www.managing.innovation.com/innovation/idea/index.php
Ibrahim, A. & Soufani, K. (2002). entrepreneurship education and training in Canada: A critical
assessment. education + training, 44 (8), 421–430.
Idibie, P. T. (2004), organization, teaching and evaluation of home economics curriculum in
Nigeria. Warri: COEWA publishers.
Ikegulu, B. O. (1995). The role and responsibilities of key personnel in the implementation of
population and family life programmes in Nigeria. A POP/FLE handbook for classroom
teacher, Lagos: NERDC.
Izuagba, A C & Afurobi, A. O. (2006) Quality assurance in teacher production for the UBE
Programme. Journal of curriculum organization(CON)17(4) 316-326.
Jones, C. & English, J. (2004). A contemporary approach to entrepreneurship education. educ.
training, 46(8), pp416-423. .
Kaka, H. J. and Agwa, S. I. (2007), Technological Innovations in Dress and Textiles. Conference
Paper Presented at the 8
th
Annual HERAN Conference.
Luecke, R. & Katz, R. (2003), managing creativity and innovation. Boston: M. A. Harvard
business school press.
Mauchi, N. F., Karambakuwa, T. R., Gopo, N. R., Kosmas, N., Mangwende, S. & Gombarume, B.
F. (2011). Entrepreneurship education lessons: a case of Zimbabwean tertiary education
institutions. educational research, 2(7), 1306-1311.
Nwachukwu, C. C. (1990), The practice of entrepreneurship in Nigeria, Onitsha: Africa-Fep
publisher Ltd.
Obundike, J. C. (2009). Home economics teachers’ perception of administration support for
teaching creativity in primary schools in Anambra State. Journal of home economics
research. 10 & 11. 153 – 161.
Ogbonnaya, N.O. (2004). Nature and scope of educational administration. In Mgbodile, T.O.
(ed): Fundamentals in educational administration and planning. Enugu: magnet business
enterprise.
Okwo, F.A. (2003). Utilization of instructional media in primary schools: significance, problems
and improvement Education Journal 2(1),1-15.
Onu, V. C. (2008). Repositioning Nigeria youths for economic empowerment through
entrepreneurship education. Journal of Home Economics Research association of Nigeria
(HERAN). 9 (1) 148 – 157.
Sexton, D. & Bowman, N. (1984). entrepreneurship education suggestions for increasing
effectiveness. Journal of small business management, 22 (2), 8-25.
Sexton, D. & Smilor, R. (1997). Entrepreneurship. upstart publishing company. Chicago Illinois.
Textiles. Conference paper presented at the 8
th
Annual HERAN conference.
Thomas, N. & Barra, O. (1994). Entrepreneurship education and training Programmes: A review
and evaluation- part 1. Journal of European industrial training, 18(8), 3-12.
Universal BASIC Education Commission (UBEC) (2008), training manual on the new 9-year basic
education curriculum.
Zhang, L. (2006). Entrepreneurship education within India’s higher education system. Asian
Scholar, 1(2), 1-12.
doc_743228488.pdf
Within this particular brief information about administrative constraints to implementation of entrepreneurship education.
ADMINISTRATIVE CONSTRAINTS TO IMPLEMENTATION
OF ENTREPRENEURSHIP EDUCATION IN
FEDERAL COLLEGES OF EDUCATION
Ugwoke Samuel, Basake Julius,
Diara Chinwe .F., & Chukwuma Ifeoma .S
University of Nigeria, Nsukka
Abstract
The work was carried out to determine the administrative constraints to the implementation of
entrepreneurship education in Federal Colleges of Education; using Federal College of Education
Eha-Amufu as a case study. Two research questions guided the study. A descriptive survey
research design was adopted for the study. The population of the study comprised of all the 108
female staff and 80 male staff of the Federal College of Education Eha- Amufu Enugu State.
Questionnaire containing 22 items was the instrument for data collection. Mean and standard
deviation were used as statistical tool for answering the research questions. Major findings
include inadequate provision of funds, facilities and personnel’s, among others. It was thus
recommended that Government should provide enough funds for the procurement of
instructional materials, that academic staff be retrained on entrepreneurship education
methodology and that Educational Research Centre (ERC) should be established in the schools.
Introduction
The failure of the standard of education in Nigeria has always been associated with poor
administration. Commenting on the failure of curriculum Reforms in Nigeria (CRN) Okwo
(2003), blames it on the inability of the initiator to mobilize adequate human, materials and
financial resources to prosecute it and inclusion of entrepreneurial programmes in our
educational institutions.
Many scholars have written widely on entrepreneurship and its potency to generate
employment, thus, underscoring the quintessence, significance and relevance of this sub-sector
in the development of any given economy. Steinfioff and Burgers (1993) view entrepreneurship
as the ability to develop a new venture or apply a new approach to an old business. According
to Gana (2001), entrepreneurship is the ability to seek investment opportunities and persisting
to exploit that opportunity. On the other hand, Anayakoha (2006) sees the entrepreneur as one
who chooses or assumes risks, identifies business opportunity, gathers resources, initiates
actions and establishes an organization or enterprise to meet such demand or market
opportunity. Allawadi (2010) describes the carryout of new combinations as “enterprise” and
the individual whose function it is to carry them out as “entrepreneur”. He further tied
entrepreneurship to the creation of five basic “new combinations” of introduction of a new
product, a new method of production, opening a new market, conquest of new source of
supply and creating a new organization. Stevenson (2002) defines entrepreneurship as the
pursuit of opportunity through innovative leverage of resources that for the most part are not
controlled internally. Though, the idea that entrepreneurs are innovators is largely acceptable,
it may be difficult to apply the same theory to less developed countries (LDCs). Allawadi (2010)
argued that LDCs rarely produce brand new products; rather they imitate products and
production processes that have been invented elsewhere in developed countries.
Entrepreneurship is often equated with business start-ups and therefore an
entrepreneur is one who “organizes, manages, and assumes the risks of a business or
enterprise” (Webster, 2007). Entrepreneurship education not only provides the knowledge
needed for an endeavor, but instills the necessary confidence for assuming risks that is required
of business owners (Kourilsky and Walstad, 2010).
The development of entrepreneurial programme is becoming embedded in policy across
Nigeria. Previous research has shown the essential role that education plays in the
development of such mindsets, and in particular the central role that teachers play in this
process. It requires nothing less than a change in the approach to education, emphasizing active
learning and the provision of new experiences for students outside the classroom. For many
education systems this represents a fundamental shift away from traditional approaches.
Teachers are in the middle of these changes. They need to be equipped with the right
skills, knowledge and attitudes to be able to provide their students with the new curricula,
pedagogies and learning environments that they will need if they are to acquire entrepreneurial
competencies. How should teachers be educated? What developments need to happen in
initial teacher education and continuing professional development? What types of support will
teachers need in the schools in which they teach?
According to the National Policy on Education (2004), teacher education is the
education given to the would-be teacher before entering into the teaching profession. This
implies that any person who wants to take teaching as a career must receive a specialized
training in any recognized teacher training institutions. In order to achieve good and qualitative
teacher education in Nigeria, the Federal government set the following objectives against which
it has to be assessed;
? To produce highly motivated conscientious and efficient classroom teachers for all levels
of our educational system.
? To encourage further the spirit of enquiry and creativity in teachers.
? To help teachers to fit into the social life of the community and society at large and to
enhance their commitment to national objectives.
? To provide teachers with the intellectual and professional background adequate for
their assignment and to make them adaptable to any changing situation not only in the
life of their country but in the wider world and
? To enhance teachers commitment to the teaching profession (FRN, 2004)
Dare (2004) asserted that the success of any educational programme depends to a large extent
on effective implementation strategy. The National objectives of teacher education are
laudable, but their realization is constrained by poor implementation strategy. Today, the policy
that the Nigeria Certificate in Education (NCE) shall be the minimum teaching qualification has
opened up a new dimension. Many modes of training have been introduced in order to achieve
this objective. For instance, the National Teacher’s Institute now runs the NCE by distance
learning system across the whole nation, Colleges of Education and Institutes of Education also
run NCE programme likewise. The question now is how qualitative are these programmes? How
well equipped are these institutions to run the programmes? The answers to these
fundamental questions still dwell on the problems of implementation of the objectives of
teacher education in Nigeria.
People are not required to start their own businesses to be classified as entrepreneurs.
Entrepreneurs can exist within corporations as well. The term ‘enterpreneur’ has been defined
as an employee that applies entrepreneurial thinking to the various internal functions of
existing businesses (Kourilsky and Walstad, 2000). An entrepreneur is able to see opportunity or
an “unexploited niche, and fill it by developing a new product, devising a new service,
discovering a new technology, or formulating a new organization” (Kent, 1990).
Entrepreneurial skills can be defined in the broadest sense as being able to recognize
opportunities, developing services or products to meet the needs discovered it also involves
assuming risk in order to fulfill the identified goals. Entrepreneurial skills include creativity,
decision-making, leadership, communication skills, the ability to work in a team, marketing,
management, the ability to accept failure, flexibility, risk-taking, confidence, and passion. While
these skills are essential for those hoping to start their own businesses, these same set of skills
will increasingly be expected of all members of the workforce in the new economy (Kourilsky
and Walstad, 2000).
What this means is that entrepreneurship is not a state of being nor is it characterized
by making plans that are not acted upon. One argument may be that entrepreneurship may be
or may not be self-sustaining, nor earn significant revenue. Regardless of the outcomes, when
an individual creates a new organization, he has entered the entrepreneurship paradigm.
Sexton and Smilor (1997) define entrepreneurship education as a formal structured
instruction that conveys entrepreneurial knowledge and develops in students, focused
awareness relating to opportunity, recognition and the creation of new ventures. Mauchi,
Karambakuwa, Gopo, Kosmas, Mangwende, and Gombarume, (2011), defined entrepreneurship
education as the process of providing individuals with the ability to recognize commercial
opportunities and the knowledge, skills and attitudes to act on them. Therefore,
entrepreneurship education can be seen as process of imparting learners with entrepreneurial
knowledge, skills and attitudes through a formal structured instruction. A formal structured
instruction is usually guided by well defined aims, goals and objectives of a specific program.
According to Colton (1990) entrepreneurship education and training programmers are aimed
directly at stimulating entrepreneurship which may be defined as independent small business
ownership or the development of opportunity-seeking managers within companies.
According to Paul in Arogundade (2011), entrepreneurship education is structured to
achieve the following objectives:
? To offer functional education for the youth that will enable them to be self-employed
and self-reliant.
? Provide the youth graduates with adequate training that will enable them to be creative
and innovative in identifying novel business opportunities.
? To serve as a catalyst for economic growth and development.
? Offer tertiary institution graduates with adequate training in risk management, to make
certain bearing feasible.
? To reduce high rate of poverty.
? Create employment generation.
? Reduction rural-urban migration.
? Provide the young graduates with enough training and support that will enable them to
establish a career in small and medium sized businesses.
? To inculcate the spirit of perseverance in the youths and adults which will enable them
to persist in any business venture they embark on.
? Create smooth transition from traditional to a modern industrial economy.
The major objectives of enterprise education are to develop enterprising people and
inculcate an attitude of self-reliance using appropriate learning processes. The following are the
most commonly cited objectives of entrepreneurship education and training programme to
acquire knowledge germane to entrepreneurship; to acquire skills in the use of techniques, in
the analysis of business situations, and in the synthesis of action plans; to identify and stimulate
entrepreneurial drive, talent and skills; to undo the risk-adverse bias of many analytical
techniques; to develop empathy and support for all unique aspects of entrepreneurship; to
devise attitudes towards change; to encourage new start-ups and other entrepreneurial
ventures. (Thomas and Barra, 1994). It can be seen that these objectives underscore the fact
that entrepreneurship education should reflect carefully on acquisition of business skills and
ways of enhancing the probability of success. The objectives of entrepreneurship education are
mainly focused on starting a business and subsequent sustainability of the business.
Previous research on the role of Entrepreneurship Education offered in various tertiary
education institutions in development on formal and informal sector show that graduates with
Entrepreneurship Education and training seem to start and run a business with ease.
Conversely, many studies that have been conducted recently have showed that
entrepreneurship education does play a significant role to cultivating entrepreneurship spirit
among graduates. Farstad (2002) researched on entrepreneurship education programmes
offered in secondary and tertiary education institutions in Kenya, Botswana, and Uganda. He
found that in a comparison of graduates of general secondary education programmers and
those from technical and vocational education programmers, the latter group was more likely
to start businesses within a few years of graduation. This is because graduates from technical
and vocational education were equipped with entrepreneurship skills through
Entrepreneurship Education and Business Planning courses they were taught in college. The
technical education provided a skill that was then anchored on the job with an apprenticeship
and wage employment before setting out to start a new business.
A survey done by the Entrepreneurship Development Institute, India (EDII) in 2003
shows that young people are afraid to start their own business because they are not confident,
not capable, and lack knowledge in starting a business (Zhang, 2006). Many people have the
opportunity to change jobs or become an entrepreneur if they are properly trained.
Entrepreneurial education which is a relent innovation in secondary school curricular is
a very welcomed idea because it helps to produce secondary school learners who will be self-
reliance citizens of the country. Furthermore in fulfillment of one of the cardinal objectives of
secondary education which according to FRN (2004) is to produce candidate for tertiary
institution, the idea of Entrepreneurial education should be a continuous process in both state
and federal colleges of education in Nigeria. This will help reduce high rate of poverty, create
employment generation, reduce rural-urban migration and offer tertiary institution graduates
with adequate training in risk management that will enable them to be creative and innovative
in identifying novel business opportunities. Unfortunately, the entrepreneurial education in
colleges of education in Nigeria, especially the federal colleges of education which are managed
and financed by the federal government are all in a sorry state due to lack of qualified and
competent teaching personnel, current relevant text books and lack of needed facilities and
equipment.
There are several factors that challenge the teaching of entrepreneurship education in
colleges of education in Nigeria, these according to Bridges (2008), include:
? Teachers’ competency: Weidman (1977), defined competency as an attitude, behaviour,
skill or understanding demonstrated by a learner at a specified level of performance.
Entrepreneurship teachers who are not competent in entrepreneurship education may
not be able to teach it. Education educators is new in the NCE curriculum, therefore,
most of the teachers may not be competent to teach it. This is because most of the
teachers did not study this new component of the Home economics curriculum during
their pre-service training. Idibie (2004), observed that inability of teachers make them
fail in their duties.
? Absence of relevant textbooks: Since entrepreneurship education is a new inclusion into
Home economics curriculum, there is also the problem of lack of textbooks in the area.
This has really challenged the teaching of the course in Colleges of Education. Idibie
(2004), also noted that teaching and learning without textbooks would mean a lot of
memorization as well as make the words of the teacher final authority. This does not
pave way for competency in entrepreneurship.
? Lack of Facilities: It is quite glaring that most Colleges of Education have not been able
to provide adequate facilities and equipment to cope with due to inadequate provision
of finance.
The development and delivery of entrepreneurship education is often affected by the
internal organizational structure of an institution, controlled by an inflexible curriculum which
impedes interdisciplinary approaches to such education (European Commission, 2008). Despite
the efforts that institutions are devoting in mainstreaming entrepreneurship within institutions
in Nigeria there are many more challenges that are drawing back their efforts. Some other
problems include:
resource constraints, narrow understanding of entrepreneurship education, ambivalence of
different academic units, resistance from university managers and some teaching staff as well
as the expansion in enrolment (Olomi, 2008). Hence the need for the study.
Research questions
1. What are the personal constraints to the implementation of entrepreneurship
education in Federal College of education Eha- Amufu?
2. What are the financial constraints to the implementation of entrepreneurship education
in Federal College of education Eha- Amufu?
Research Method
This study adopted the descriptive survey research design. A descriptive survey research
design seeks to document and describe what exist or the present status of existence or absence
of what is being investigated (Ali, 2006).
The population of the study comprises of all the 108 female staff and 80 male staff
Federal College of Education Eha-Amufu 2011/2012 academic session. The choice of the
academic staff was based on the fact that they are concerned with the training of teachers for
primary and junior secondary schools
The instrument for data collection is the questionnaire designed by the researchers
titled “Administrative Constraints to Implementation of Entrepreneurship Education in Federal
College of Education Questionnaire” (ACIEEQ).
It is a four point rating scale of strongly agree (SA – 4 points), Agree (A – 3 points),
Disagree (D – 2 points), strongly disagree (SD – 1 point). Section A, contains bio-data
information of the respondents while section B, contains 20 items built on two clusters on
financial constraints to implementation of entrepreneurship education in federal college of
education and the personnel constraints to implementation of entrepreneurship education in
federal college of education Eha-Amufu respectively
The instrument was subjected to face validation by three experts in the faculty of
education, University of Nigeria Nsukka.
The validated instrument was trial tested with four (4) males and sixteen (16) females
staff of Nwafor Orizu College of Education Nsugbe. To ascertain the internal consistency of the
instrument Cronbach Alpha technique was used for it’s analysis. Reliability coefficients for the
cluster were as follows; cluster 1:0.81 and cluster 2:0.83 .These gave an overall reliability score
as 0.82.
The research questionnaire was personally administered by the researcher and three
research assistants to the participants in all the schools selected for the study.
Data collected in this study was analyzed using mean and standard deviation to answer
research question. While t-test statistics was used to test the null hypothesis at 0 .05 level of
significance. A mean score of 2.50 and above in a four point-rating scale was considered
accepted, while mean score below 2.50 was considered not accepted.
Research Question: 1
What are the financial constraints to the implementation of entrepreneurship Education in
Federal College of Education Eha-Amufu?
Table 1
Mean Rating Scores of Respondents’ on Financial Constraints to the implementation of
entrepreneurship education in Federal College of Education, Eha Amufu.
No Items of funding constraints
Female (n = 108) Male (n = 80)
1 Government does not provide adequate fund for
procurement of instructional materials
× SD DEC. × SD DEC.
2.83 0.52 A 2.93 0.49 A
2 Funds are not made available in service training 2.91 0.48 A 2.92 0.50 A
3 Government does not provide adequate supply of
instructional media
2.68 0.58 A 2.78 0.80 A
4 Government does not pay staff salaries as and
when due
1.30 0.97 D 1.40 0.93 D
5 There are case of mismanagement of fund in the
college by the school authorities.
1.67 0.82 D 1.70 0.78 D
6 Fund generating activities like the cultivation of
school farm and not engaged in
3.43 0.54 A 3.42 0.55 A
7 There is inadequate fund for the supervision of
students on teaching practice
2.71 0.54 A 2.78 0.51 A
8 School funds are diverted for personal use by the
school management
2.22 0.76 D 2.26 0.72 D
9 Funds are not made available for procurement of
library facilities material
2.83 0.52 A 2.81 0.64 A
10 Funds are not made available for laboratory
equipment. (Sciences, technical and vocational
courses)
2.64 0.62 A 2.62 0.64 A
The table above presents the mean responses of female and male Academic staff of
Federal College of Education, Eha-Amufu on the financial constraints to the implementation of
entrepreneurship education in federal college of education. In table 1, the major findings
include: funds are not made available for in-service training; Government do not provide
adequate funds for procurement of instructional materials and funds are not made available for
procurement of library facilities and materials (2, 1 and 9). It is therefore the opinion of male
and female lecturers in the college that financial constraints to the implementation of
entrepreneurship education in Federal College of Education Eha-Amufu include: inadequate
fund for procurement of instructional materials; in-service training, adequate supply of
instructional media; supervision of students on teaching practice; procurement of library
facilities and materials; equipment of (science, technological and vocational) laboratories and
more importantly, non-engagement in fund generating
Table II
Mean Response of Male and Female Lecturers on Staff Personnel Management Constraints
S/No
Items on staff management constraints
Female (n = 108) Male (n = 80)
× SD DEC. × SD DEC.
11. Staff attend workshops and seminars 2.16 0.74 D 2.18 0.71 D
12. Lecturers have poor knowledge of the curriculum
content
2.00 0.78 D 2.14 0.72 D
13. Transport services are not made available for staff 2.03 0.76 D 2.04 0.75 D
14. Staff attendance to lectures are not monitored 2.17 0.72 D 2.16 0.74 D
15. There is inadequate office accommodation 2.91 0.54 A 2.80 0.59 A
16. Lecturers do not cover their scheme of work at the end
of the semester
2.64 0.62 A 2.63 0.63 A
17. There are shortage of qualified man power 2.83 0.58 A 2.78 0.61 A
18. Lecturers have excess work load 2.57 0.67 A 2.64 0.62 A
19. There is inadequate internal supervision of 2.92 0.76 A 3.05 0.48 A
instruction
20. Staff have low media competence level 2.57 0.67 A 2.64 0.62 A
Table II above indicates the mean response of male and female lecturers of Federal
College of Education Eha-Amufu on staff personnel management constraints to implementation
of entrepreneurship education in federal college of education Eha-Amufu. In table II the major
findings include: inadequate internal supervision of instruction; inadequate office
accommodation and shortage of qualified manpower (Items 19, 15 and 17).
Discussion of the findings
Research question one sought to find out the financial constraints to the
implementation of entrepreneurship education in the Federal College of Education Eha-Amufu.
The result showed that there was inadequate fund for the procurement of instructional
material, in-service training, supply of instructional media, and supervision of students on
teaching practice, procurement of library facilities and materials and for procurement of
laboratory equipment. It was also observed that the college do not engage in fund generating
activities like cultivation of school farm. This is in line with the observation of Ogbonnaya (2004)
and Obi (2004) that the government does not provide sufficient fund for implementation of
entrepreneurship education federal college of Education Eha-Amufu. This could be as a result of
the fact that governance does not comply with the United Nation Organization (UNO)
recommendations that every nation should set apart 16% of her annual budget fro education
sector.
In research studies of Bantal (2007) and Akpan (2009), it was reported that there were
financial constraints to teacher preparation programmes in states and federal colleges of
education in Nigeria. In the same way, the present findings revealed that the provision of funds
for implementation of entrepreneurship education in federal college of education is
inadequate. And this is one of the major constraints to the implementation of entrepreneurship
education in Federal collage of education Eha-Amufu. Enugu State.
From the results there was staff personnel constraints to implementation of
entrepreneurship education in Federal College of Education Eha-Amufu. The findings of this
study showed the staff personnel administrative constraints include: inadequate office
accommodation for lecturers, non coverage of scheme of work by the lecturers at the end of
the semester, shortage of qualified manpower, excess workloads on part of the lecturers,
inadequate internal supervision of instructions and low media competency level of the
lecturers. Lecturers Male and female lecturers in the college do not have varied opinions
concerning these findings. This is in line with the studies carried out by Okwo (2003) which
stated that low media competency level among teachers constituted problems of
implementation of entrepreneurship in federal college of education in Nigeria.
Conclusion
Based on the findings and the discussions of the study, the following conclusions were
drawn. There were financial management constraints to implementation of entrepreneurship
education in Federal College of Education Eha-Amufu. The financial constraints include;
inadequate fund for the procurement of instructional material, in-service training, supply of
instructional media, supervision of students on teaching practice, procurement of library
facilities and materials and for procurement of laboratory equipment. The findings also
revealed that the colleges do not engage in fund generating activities such as cultivation of
school farm and sale of school proceeds.
It was the opinion of both male and female lecturers in the college that staff personnel
constraints to implementation of entrepreneurship education federal college of Education Eha-
Amufu include; inadequate office accommodation for lecturers, non coverage of scheme of
work by the lecturers at the end of the semester, shortage of qualified manpower, excess
workloads on part of the lecturers, inadequate internal supervision of instructions and low
media competency level of the lecturers.
Recommendations
Based on the findings of the study, the following recommendations were made.
1. Government should provide enough funds for the procurement of instructional
materials for efficient implementation of entrepreneurship education in federal college
of education.
2. The government should provide in-service training programme opportunities for the
lecturers at various levels in federal college of Education.
3. The school library should be up-graded with current textbooks.
4. The government should provide college bus for easy transportation of both staff and
students and for effective supervision of students on teaching practice.
5. The government should establish Educational Resource Centre (E.R.C) in schools. The
establishment of ERC in primary and secondary schools will provide the necessary
facilities and skills required for media design, production, acquisition, use and
evaluation.
6. Seminars and workshops should be organized on regular basis to encourage staff up
date their knowledge especially on entrepreneurship education.
References
Adiotomre, J. E. (2005) Some strategies for improving primary schools system for economic and
social reconstruction. Educology: Current journal of educational issues and researches
and human resource development. 1(1) 34 – 43.
Akpan, A.F. (2009). Relationship among teacher variables, classroom interaction patterns and
students’ academic achievements in social studies, Unpublished Ph.D. thesis university
of Calabar,
Anyakoha, E. U. (2001). “Research imperatives and challenges for home economics in Nigeria”.
Nsukka: HERAN
Bakari, G.S (2009). Literacy for community based socio-economic transformation and
development of Nigeria: Some critical challenges and the role of the international
reading association. A paper presented at the 6th Pan African reading for all conference,
university of Dar Es Salam, Tanzania,10-15 August, 2
Bantal. A.W. (2007). Teachers verbal and non-verbal communication pattern as a function of
teacher race, student gender. American educational research journal. 20(2)183-198.
Colton, T. (1990). Enterprise experience. A manual for school based in-service training, CA SDEC.
Creswel, J. (2003). Research design: qualitative, quantitative, and mixed methods approaches,
2nd Edn. Sage Publications Ltd, UK.
Entrepreneurship Education in the NCE Home Economics. Journal of Home economics research
association of Nigeria (HERAN). 1 (5) 20 - 25.
Farstad, H. (2002). Integrated entrepreneurship education in Botswana, Uganda, and Kenya:
Final report. National institute of technology, Oslo.
Fayolle, A. (2005), “Evaluation of entrepreneurship Education: Entrepreneurship and small
Business: 2(1) P. 89 – 98.
Federal Republic Nigeria. (2004). National policy on education. Lagos: NERDC.
Federal Republic of Nigeria. (2004). National policy on education Abuja: NERDC.
Gupta, A. (2004). Starting up isn’t easy. Today business. New Delhi: Sultan Chand & Sons.
Hindle, K. (2007) , Teaching entrepreneurship at the university: from the wrong building to the
right philosophy. Handbooks of research in entrepreneurship education. 2 (1) 20 - 25.
Cheltenham (UK): Edward Edgar.
Haan, C. (2006). Training for work in the informal micro-enterprise sector: fresh evidence from
Sub-Sahara Africa. Dordrecht, Netherlands: Springer.
Hair, J. F., Anderson, R. E., Tatham R. L. & Black, W. C. (1998). Multivariate data analysis
5th edition, California: prentice-hall international Inc.
Hippel, E. (2005), Democratizing Innovation: MIT Press.
www.managing.innovation.com/innovation/idea/index.php
Ibrahim, A. & Soufani, K. (2002). entrepreneurship education and training in Canada: A critical
assessment. education + training, 44 (8), 421–430.
Idibie, P. T. (2004), organization, teaching and evaluation of home economics curriculum in
Nigeria. Warri: COEWA publishers.
Ikegulu, B. O. (1995). The role and responsibilities of key personnel in the implementation of
population and family life programmes in Nigeria. A POP/FLE handbook for classroom
teacher, Lagos: NERDC.
Izuagba, A C & Afurobi, A. O. (2006) Quality assurance in teacher production for the UBE
Programme. Journal of curriculum organization(CON)17(4) 316-326.
Jones, C. & English, J. (2004). A contemporary approach to entrepreneurship education. educ.
training, 46(8), pp416-423. .
Kaka, H. J. and Agwa, S. I. (2007), Technological Innovations in Dress and Textiles. Conference
Paper Presented at the 8
th
Annual HERAN Conference.
Luecke, R. & Katz, R. (2003), managing creativity and innovation. Boston: M. A. Harvard
business school press.
Mauchi, N. F., Karambakuwa, T. R., Gopo, N. R., Kosmas, N., Mangwende, S. & Gombarume, B.
F. (2011). Entrepreneurship education lessons: a case of Zimbabwean tertiary education
institutions. educational research, 2(7), 1306-1311.
Nwachukwu, C. C. (1990), The practice of entrepreneurship in Nigeria, Onitsha: Africa-Fep
publisher Ltd.
Obundike, J. C. (2009). Home economics teachers’ perception of administration support for
teaching creativity in primary schools in Anambra State. Journal of home economics
research. 10 & 11. 153 – 161.
Ogbonnaya, N.O. (2004). Nature and scope of educational administration. In Mgbodile, T.O.
(ed): Fundamentals in educational administration and planning. Enugu: magnet business
enterprise.
Okwo, F.A. (2003). Utilization of instructional media in primary schools: significance, problems
and improvement Education Journal 2(1),1-15.
Onu, V. C. (2008). Repositioning Nigeria youths for economic empowerment through
entrepreneurship education. Journal of Home Economics Research association of Nigeria
(HERAN). 9 (1) 148 – 157.
Sexton, D. & Bowman, N. (1984). entrepreneurship education suggestions for increasing
effectiveness. Journal of small business management, 22 (2), 8-25.
Sexton, D. & Smilor, R. (1997). Entrepreneurship. upstart publishing company. Chicago Illinois.
Textiles. Conference paper presented at the 8
th
Annual HERAN conference.
Thomas, N. & Barra, O. (1994). Entrepreneurship education and training Programmes: A review
and evaluation- part 1. Journal of European industrial training, 18(8), 3-12.
Universal BASIC Education Commission (UBEC) (2008), training manual on the new 9-year basic
education curriculum.
Zhang, L. (2006). Entrepreneurship education within India’s higher education system. Asian
Scholar, 1(2), 1-12.
doc_743228488.pdf