Abstract
Entrepreneurial education course were introduced into the undergraduate curriculum of University students in Nigeria in 2006. The focus was to equip graduates with requisite skills for entrepreneurial success after school. The overarching objective of the program was to reduce youths unemployment; especially among school leavers, in Nigeria. Over the years, while graduates unemployment has not abated, there is a growing national discontentment on the socio-economic relevance of the course in Nigeria education. This inability to meet its introduction objectives has led to many uncoordinated revisions and changes in the pedagogical structure of the curricula over the years. To reposition entrepreneurial education for impact, there is a need to critically and comprehensively review implementation challenges as reported over time. The study adopted a review methodology approach of extant literatures and publications in the last decade. The theoretical underpinning of the methodology is based on structural functionalism in order to achieve a holistic system diagnosis. The internal challenges that bother on funding, relevance and harmonization of curricula were found to be more invasive than the external policy-related challenges. It is recommended that the internal and external factors need a redress to refocus and reposition Entrepreneurial Education for impact in the country. DOI: 10.5901/jesr.2016.v6n1p208
Highlights
Citizen’s economic empowerment is a major goal of most developing countries such as Nigeria
The training on entrepreneurial education (EEd) should be focused on developing capacities to collect, analyze, organize and critically evaluate information for business decision making. It was envisaged at conception, that entrepreneurship education will equip graduates with the skills and motivation for successful entrepreneurship, it was to provide the needed prop to boost private sector investment to curb the problem of unemployment among school leavers
EEd was introduced as a compulsory component of University education in Nigeria in 2006
Summary
Citizen’s economic empowerment is a major goal of most developing countries such as Nigeria. The high population growth rate in Nigeria in the last decades (estimated at 4.3% annually) has been associated with a youth bulge and high level of unemployment; especially among school leavers These have resulted to associated social problems such as high rural-urban migration, underemployment and illegal immigration across national and continental boundaries. To reverse this trend, especially as it affects graduates’ unemployment, the government of Nigeria in 2006 introduced entrepreneurial education (EEd) as a compulsory curriculum in University with the aim of preparing graduates for entrepreneurial success through private sector initiative. The theoretical framework sets forth the theoretical underpinning of the study, the discussion and conclusion section highlights the challenges and the pathway for repositioning EEd for impact
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