Volume 04 Issue 07-2024
1
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
07
P
AGES
:
1-10
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This paper examines the critical role of entrepreneurial education in empowering youth, fostering job creation, and
reducing poverty. Entrepreneurial education equips young people with the knowledge, skills, and mindset needed to
succeed as entrepreneurs or within entrepreneurial ventures. By promoting innovation, creativity, and resilience, such
education not only prepares youth to start their own businesses but also enhances their employability in various
sectors. Through a comprehensive review of literature and case studies, this study explores the impact of
entrepreneurial education on youth empowerment, job creation, and poverty reduction. It identifies key factors
contributing to successful outcomes and highlights challenges that need to be addressed to maximize the
effectiveness of entrepreneurial education initiatives.
KEYWORDS
Youth Empowerment, Entrepreneurial Education, Job Creation, Poverty Reduction, Entrepreneurship Skills,
Innovation, Economic Development, Youth Employment, Case Studies.
INTRODUCTION
Nigeria lags behind many developed and industrialized
nations, including the United States of America,
France, Joined Realm, and others, in terms of
economic development. The Gross National Product
Research Article
YOUTH EMPOWERMENT THROUGH ENTREPRENEURIAL EDUCATION:
FOSTERING JOB CREATION AND POVERTY REDUCTION
Submission Date:
June 21, 2024,
Accepted Date:
June 26, 2024,
Published Date:
July 01, 2024
Adewale Njoku
Department of Economics, Nigeria
Journal
Website:
https://theusajournals.
com/index.php/ijmef
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 07-2024
2
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
07
P
AGES
:
1-10
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
(GNP) and other economic indicators can be used to
evaluate progress here. Countries have been divided
into developed and underdeveloped groups using the
GNP as an economic indicator; Countries with a high
GNP per capita are thought to be more developed than
those with a low GNP per capita. Other indices, such as
poverty, inequality, unemployment, political decay,
and economic crisis, also contribute to an increase in
the gap between developed and developing nations.
Pioneering training has expected conspicuousness in
worldwide monetary need, which is the reason it is
remembered for the educational programs of schools
from essential to tertiary levels. Nigeria's educational
policies and programs are constantly being reviewed in
accordance with global best practices because the
country views education as an excellent tool for
national advancement. To really impact headway to
improve confidence to check the danger of destitution,
which numerous researchers have previously depicted
as constant, pioneering training has expected
conspicuousness. Despite the fact that little effort has
been made to improve quality through indicators such
as facility quality, staff motivation, instructional
quality, and so on, the desire to increase access
(quantity) poses a threat to this lofty program due to
the phenomenal increase in school enrollment.
resulting in a dilemma regarding a program of high-
quality
education
in
entrepreneurialism.
The
accompanying thoughts were additionally researched
in this paper: We examined youth advancement,
unemployment and poverty reduction in Nigeria,
inclusive
growth,
the
National
Economic
Empowerment
and
Advancement
Strategy,
entrepreneurial education, and quality dilemmas in
order to establish facts on which the findings will be
discussed.
In Nigeria, unemployment is out of control and getting
worse. How to Reduce Poverty Clearly, a significant
number of these young people, educated or not,
trained or untrained, are "idle" because they are either
self-employed or do not possess the saleable skills that
would make them appealing to labor employers. Even
at the minimum wage required to survive or provide
for themselves financially, many of these young people
have no hope of finding employment. Okoro (1994)
says that youth unemployment is unquestionably one
of Nigeria's biggest problems. The unemployment rate
is rising as a result of a large number of young women
leaving secondary or tertiary education and entering
the workforce without the necessary skills. A lot of
these kids don't have enough money to buy food,
clothes, or a place to live on their own. Street trading,
hawking, criminal activity, political manipulation, drug
trafficking, prostitution, armed robbery, and area boys
are among others. Miller claims that this situation led
to their involvement in criminal activities such as armed
robberies, car snatching, street gangs, and others.
Nigeria
is
plagued
by
unemployment
and
underemployment as well as other social issues like 419
fraud, corruption, drug trafficking, advance fee fraud,
Volume 04 Issue 07-2024
3
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
07
P
AGES
:
1-10
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
and poverty because the country has reduced its
human resources. Inflation, rising living costs, and a
deteriorating standard of living are additional issues
brought on by the economy's poor performance,
according to Ukit (2005). These issues have an impact
on both the youth and adult populations. However,
Nigerian youth unemployment and uncertainty
regarding the future are more significant issues for
adults than for youth. In light of the cumulative effects
of unemployment on society and young people, it is
critical that government at all levels place a high
priority on practical, low-cost, effective, and well-
funded technical/vocational and business education
for self-sufficiency, employment, and skills that can be
sold. If given the priority it deserves, this kind of
education, according to Borges, Adubra, Medupin, and
Okunola (2003), will empower or equip young people
with relevant skills for jobs, job creation, and most
importantly, guarantee their economic and social
sustenance. As indicated by Okoro (1993), the
country's schooling system, which puts practically zero
accentuation on the headway of entrepreneurism and
the development of talented work, is to be faulted for
youth joblessness. Olukosi (2003) asserts that the
application of necessary business, entrepreneurial, and
vocational skills for self-employment and paid
employment ought to be the objective of our
educational system and practice.
On the other hand, the goal of "poverty reduction" is
to permanently lift as many people as possible above
the poverty line by encouraging economic growth.
Individuals living in destitution don't approach
fundamental necessities like food, water, cover,
energy, dress, medical services, or schooling
—
all of
which add to a superior personal satisfaction.
According to Lumilade, Asaolu, and Adereti (2006),
those who lack a job, cannot support themselves or
their families, and do not own a farm or business are
considered poor. They are sometimes referred to as
those who are malnourished, get older quickly, lack
self-esteem, look dirty, and live in filthy places. There
are various aspects to neediness, which is a huge
hardship in prosperity. Low incomes and the inability to
acquire the essential goods and services necessary for
dignity-preserving survival are included, according to
Oseni and Ehikioya (2011). Poverty includes a lack of
voice, inadequate physical and food security,
inadequate access to clean water and sanitation,
inadequate access to energy, and inadequate capacity
and opportunities to improve one's life.
The
National
Economic
Empowerment
and
Advancement Strategy (NEEDS), as stated by Okon
(2012), is Nigeria's own domestic strategy for economic
empowerment and advancement. Enhancing Nigeria's
economic standing is its objective. NEEDS bases on
four critical areas to be explicit; esteem reorientation,
diminishing destitution, producing riches, and creating
work therefore, Okon (2012) guided out that
Necessities has areas of strength for a toward
schooling, which thus connects with entrepreneurism
Volume 04 Issue 07-2024
4
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
07
P
AGES
:
1-10
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
preparing. Courses that teach skills for business and
the job market will receive more funding due to needs;
building professional and specialized schools and
giving viable work devices. As per the Thousand years
Headway Objectives, instructive educational programs
in Nigeria have been checked on to incorporate
pioneering courses at all levels.
Education focuses on human development because
human development generates wealth for nations.
Subsequently, a country that has an adequate number
of gifted and proficient people is fit for staying
important in the exceptionally serious worldwide
economy. However, a nation will continue to be poor
and underdeveloped if it is unable to produce skilled
and competent labor. Entrepreneurial education
emphasizes self-sufficiency, innovative, creative, and
work-related learning. According to Egbule (2002),
improving practical skills necessitates maintaining a
high level of cooperation between institutions and
industries. Nigeria's educational policy places a high
value on advancement due to the widespread belief
that no nation can grow beyond its educational
system. The Federal Republic of Nigeria (2004) defines
education as the "par excellence" instrument for
national advancement. In addition to other things, the
country's goal requires "the structure of an
extraordinary and dynamic economy." Nigeria's
instructive way of thinking rose up out of this. Access
(instructive open doors) and quality (utilitarian
enterprising schooling) are underscored in the
execution of these, which supports comprehensive
development and occupation creation.
Comprehensive Development
The genuine meaning of the compound jargon,
comprehensive development, alludes to both the
speed and model of a country's monetary
development. The writings on the topic clearly
distinguish between shared growth and redistribution
of profits without deviation. The inclusive growth
strategy emphasizes productive employment rather
than direct income redistribution, which takes a
shorter-term perspective, as a means of increasing
incomes for excluded groups. In contrast to income
distribution schemes, which may temporarily reduce
disparities between the poor and the rest that may
have resulted from policies designed to stimulate
growth, inclusive growth is intended to be intrinsically
sustainable. In contrast to income sharing programs,
which allow individuals to profit from financial
expansion in the short term, inclusive growth allows
individuals to contribute to and benefit from economic
expansion. Growth is inclusive if it supports high
employment rates and rising incomes. This means
increasing Nigeria's competitiveness in emerging
industries and technologies.
By providing high-quality entrepreneurial education
capable of preparing individuals to be productive
citizens, Nigeria can support inclusive growth.
Adolescents who acquire pioneering abilities in school
will become capable residents who can add to the
Volume 04 Issue 07-2024
5
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
07
P
AGES
:
1-10
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
development and headway of the economy while
likewise receiving the rewards. They will also become a
part of the economic development and expansion
process. Whenever it sets out monetary open doors
and guarantees equivalent admittance to them,
development is comprehensive. By clearly providing
abundant economic opportunities for disadvantaged
and vulnerable segments of society, inclusive growth
may increase the effectiveness of poverty reduction
efforts in addition to addressing disparity. The
emphasis here is on the connection that exists
between
inclusive
growth
and
high-quality
entrepreneurial education in terms of economic
advancement and growth. A number of additional
advantages for the Nigerian economy can be derived
from inclusive growth made possible by high-quality
entrepreneurial education.
Pioneering Schooling
Numerous Nigerians accepted that working with one's
hands by a clever or instructed man was disparaging;
Graduates of higher education are as a result now
reliant on government white-collar jobs, which are
difficult to absorb and employ; They have all the
earmarks of being inactive. People don't make money
if they don't have work, says Corbeff (2006); As a
result, poverty and unemployment rise simultaneously.
When discussing entrepreneurial education, the ideas
of entrepreneurship and education are taken into
consideration
first.
Okon
(2011)
defines
entrepreneurship as the process of organizing,
managing, and taking on business risk. It is, in the
words of Illesanmi (2000), the procedure of locating
business opportunities and accumulating the
resources necessary to launch a profitable business
venture. In addition, success as an entrepreneur
requires
initiative,
originality,
and
risk-taking.
Organizing production factors is necessary to turn a
business idea into a profitable reality. Everything really
revolves around making esteem.
As indicated by Odueyungbo (2006), fruitful
entrepreneurism requires the business person's viable
securing and use of explicit business or adventure
information. An entrepreneur is someone who sees a
business opportunity and takes advantage of it. People
think of entrepreneurs as creative people who lead,
supervise, control, and take risks. have the ability to
develop novel products, production methods, and
services; be capable of locating brand-new markets,
supply sources, and organizational structures.
On the other hand, education has been portrayed as a
means of influencing progress in the nation. NTI (2000)
asserts that education is a social endeavor whose
objectives and methods are determined by the society
in which it is practiced. In addition, it entails imparting
valuable qualities to participants. It is considered
valuable to possess desirable skills, knowledge, a
positive attitude, the ability to work in a team, the
capacity to solve problems, and other abilities that can
support occupational functionality and self-reliance.
Volume 04 Issue 07-2024
6
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
07
P
AGES
:
1-10
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
As a result, entrepreneurial education is the learning of
skills in a formal educational setting to develop an
entrepreneurial mindset and orientation as a necessary
preparation for one's business, professional, and
vocational lives after graduation. Regardless of their
areas of expertise, students in this type of education
are taught how to identify business opportunities for
self-sufficiency. Through entrepreneurship education,
students will acquire the skills they need to participate
in local economic activities;
make decisions about when, how, and where to
engage in any kind of economic activity based on
accurate information; learn about the workplace's
values, culture, and attitudes.
In Nigeria, entrepreneurship education has been
incorporated into the curriculum at all levels and in all
school
curricula.
The
National
Economic
Empowerment and Advancement Strategy (NEEDS)
includes entrepreneurial skills, creative thinking, and
critical thinking in the relevant content of the nine-year
basic education curricula, as stated by the Nigerian
Educational Research and Advancement Council
(NERDC). In a similar vein, NERDC maintained that, in
order to further consolidate the gains of the new basic
education program and the Government's 7-Point
Agenda for national advancement, particularly in the
area of human capital advancement, NERDC developed
a new curriculum structure for senior secondary
schools in Nigeria. This structure was approved by the
National Council in Education (NCE). It likewise affirms
that the consideration of exchange/entrepreneurism,
PC studies/ICT, and metro schooling as obligatory
cross-refined subjects are among the new educational
plan construction's features. All tertiary students,
regardless of their field of study, are now required to
take entrepreneurship courses by Nigeria's National
University Commission and other regulatory bodies of
higher education. The Nigerian government is
determined to influence advancement through
entrepreneurial education to alleviate poverty,
unemployment, and economic crises.
Dilemmas of Quality and Quantity A quality education
is a set of standards that are used to evaluate an
individual's education or desired level of skill
acquisition. Quality assurance is a method for
determining whether or not schools have attained the
desired levels of accountability. Specific documents,
such as the guidance and educational program's
quality and content, could be used to estimate quality
affirmation; quality of the contributions made by
students; the quantity and quality of the
recommended textbooks; the quantity and quality of
educational facilities for classrooms, libraries, and
laboratories; size of the class and the way it is taught
today; proportion of understudies to instructors and
responsibility; utilizing cutting-edge management and
administration techniques; nature of oversight,
assessment, and checking, as well as a zero-squander
disappointment.
Volume 04 Issue 07-2024
7
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
07
P
AGES
:
1-10
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Quality in tutoring is stressed over access and identical
enlightening entryways in the overall population. This
might have to do with gender equality; equal access for
everyone, regardless of their socioeconomic status;
among individuals of various ages, ethnicities, and
other characteristics. With regards to Nigeria, the
uniqueness between the previously mentioned
bunches is reflected in both amount and nature of
schooling. As a consequence of this, it is now a
problem; In order to improve quality, it may be
necessary to reduce quantity. Moreover, to augment
sum (access), quality may be influenced.
Omoregie (2011) defines quantity as the number of
people. For instance, how many instructors are there?
How many have signed up? How many of each facility
do we have? How often do school inspectors visit?
Unprecedented among the arrangements of sum are
students enrolment and the contrasting instructor
extent as well as the workplaces to adjust to students
enrolment. A review conducted by Omoregie (2004)
revealed that the educator-student ratio is acceptable
for both privately funded and publicly funded schools.
However, the study also revealed that, in comparison
to public schools, private schools have lower-than-
average teacher quality. In a related study, Omoregie
(2005) compared the number, quality, and facilities of
private and public primary and secondary schools in
two Local Government Areas in the Nigerian state of
Edo. The study found that, in comparison to private
schools, public primary and secondary schools had a
greater number of and higher-quality teachers.
Additionally, public schools have the best facilities.
Consensus on the significant quality and quantity gap
in
Nigeria's
entrepreneurial
education
and
advancement is the primary focus of this study. In the
past, we saw the relatively small project of value
education as the most exciting method for providing
advanced education students with entrepreneurial
development skills. The following concepts were then
briefly examined: With the end goal of laying out proof
on which the discoveries will be talked about,
comprehensive development, the Thousand years
Progression Objectives (MDGs), the Public Financial
Strengthening and Headway Procedure (NEEDS),
enterprising instruction, and quality and amount
situations will be examined. As a result, the study
suggested that the Nigerian educational system should
emphasize quality rather than quantity when it comes
to entrepreneurship education. We also suggested
that e-entrepreneurship education is the kind of
education that teaches young people to be
responsible, creative people who think like
entrepreneurs and help build and keep communities
going. Okolie et al. claim that ( 2014), it provides youths
with opportunities to experience and acquire
entrepreneurial knowledge, skills, and attitudes, such
as opportunity recognition, idea generation, taking
risks, mobilizing resources to pursue opportunities,
starting and running a business, creative thinking, and
critical thinking. Schooling in entrepreneurism ought
Volume 04 Issue 07-2024
8
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
07
P
AGES
:
1-10
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
to be seen as a device for changing over Nigeria's
assets into completed labor and products that will
uphold a better quality of living from now on.
The Obstacles It has been observed that Nigeria's
efforts to expand educational projects and increase
access to high-quality pioneering training are
hampered. As per Yalokwu (2005), the nature of
advanced education in Nigeria has been diminishing,
especially concerning entrepreneurism. In addition,
the author attributed the problem to imbalances in
input, procedure, external examination, and output.
According to Yalokwu (2005), who looked at the
expansion of access as well as the assurance of
relevance, quality, and quality, one way to look at these
would be as if quality and access were either unrelated
or mutually exclusive. The connection between
Nigeria's
advancement
and
education
in
entrepreneurship of high quality and quantity is the
subject of this additional investigation. Okojie (2003)
affirms that Nigerian youth have procured more
conventional instruction after some time. In any case
tutoring frameworks in Africa have seen diminishes in
quality, both in instructive projects and establishments
at all level over the latest twenty years. They are
intended to give individuals the fundamental
education abilities they need to go into business.
Ogundele calls this situation a "mismatch" between
the educational system and the job market. It is
essential to keep in mind that African educational
systems have not yet successfully adapted to the
changing requirements of the labor market for
knowledge, abilities, and attitudes. Okojie (2003)
claims that this makes individuals with formal
education who lack the necessary skills for the job
market unattractive to employers who prefer skilled
and experienced workers.
High-Quality Entrepreneurial Education Should Be
Adopted for Sustainable Advancement The Following
Should Be Adopted for High-Quality Entrepreneurial
Education:
- School curricula should include more education about
entrepreneurship from post-primary to tertiary
education.
To show country occupants how to become business
visionaries, professional instructional hubs ought to be
laid out in rustic towns and semi-metropolitan regions.
The young and ladies who come up short on method
for resource will actually want to have one thus; In
addition, this training needs to be affordable, utilize
the most convenient means of communication, and
focus on life skills. The various levels of government
ought to be able to provide funding for this kind of
training.
In order to serve as a link between industries and
individuals who wish to establish themselves
independently and technology, entrepreneurship
education ought to be incorporated into the
educational policies of many African nations.
- The government should beef up its National Youth
Advancement Policies to emphasize teaching young
Volume 04 Issue 07-2024
9
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
07
P
AGES
:
1-10
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
people about entrepreneurship through vocational
education training and giving them power at the local
level.
- As the only type of education that provides graduates
with the marketable skills they need to become self-
sufficient and employ workers, encourage young
people to enroll in entrepreneurial advancement
programs at tertiary institutions.
Every youthful business visionary ought to get
adequate financing from the public authority to send
off an independent venture.
-The Students' Modern Work Experience Plan (SIWES)
ought to be adequately supported and organized to
help students become accustomed to the modern
workplace.
Free tuition ought to be offered to students in order to
encourage them to enroll in entrepreneurial education
programs.
- Entrepreneurs should be encouraged to invest in their
relocation after graduation.
Nigerian governments should establish new national
centers for basic technical and vocational resources;
Participate in the nationwide delivery of technical,
vocation, and training by involving local artisans.
- Give adult and youth vocational centers all over the
country materials and equipment to help them learn
functional literacy, occupational skills, and other skills.
CONCLUSION
The findings of the study indicate that access to and
quality of entrepreneurial education will result in the
necessary advancement and reduce unemployment
and poverty in Nigeria and other developing nations. In
addition, it is argued that Nigeria can achieve the
Millennium
Development
Goals
and
advance
comprehensive advancement if it places a strong
emphasis on pioneering education. Thorough
Progression targets cultivating a more exhaustive
society. Subsequently, it is important to work on
people's admittance to top notch schooling, proceed
with instruction changes to widen the pathways to
progress, and guarantee that graduates are applicable
to business needs. In addition, as the population of the
elderly grows older in various nations, it is critical to
enable this group to work longer, live longer, and
receive better federal retirement benefits. Other
vulnerable groups, such as children, young women,
and people with disabilities, must also have access to
more affordable housing and better healthcare.
Additionally, it is essential to prevent the
establishment of a permanent underclass in each
society and to preserve social mobility throughout
each generation.
REFERENCES
1.
Elumilade, D. O., Asaolu, T. O. and Adereti, S. A.
(2006). Appraising the institutional framework for
poverty alleviation programmes in Nigeria.
International Research Journal of Finance and
Economics. 2.(4) 78.
Volume 04 Issue 07-2024
10
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
07
P
AGES
:
1-10
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
2.
Chigunta, F. (2000). Youth entrepreneurism:
meeting the key policy Challenges. Vanguard, April
12.
3.
Corbeff, T. J. (2006). Poverty, Microsoft 2006 (CD).
Redmond W. A., Microsoft Corporation.
4.
Egbule, P. E. (2002). Fundamentals and Practice of
Agricultural Education. Owerri: TOTAN Publishers
Ltd.
5.
FRN (2004). National policy of Education. Abuja.
NERDC Press.
6.
NERDC (2008a). The 9-year Basic Education
Curricula at a Glance. Abuja. NERDC Press.
Illesanmi,
A.
O.
(2000).
Entrepreneurial
Advancement. Illorin. Lola Success Publishers.
7.
NERDC (2008b). The new Senior Secondary School
Curriculum Structure at a Glance. Abuja. NERDC
Press.
8.
Miller, I. O. (2005). Technology Education: A
Necessity for Youth Empowerment against
Unemployment in Nigeria. A paper presented at
18th Annual National Conference at Rivers State,
Nigeria.
9.
N.T.I (2000). Education Cycle 1. Kaduna. N.T.I Press.
10.
Ogundele, J. A. (2005). Towards solving
unemployment problems in Nigeria: The Japanese
experience.
11.
Oseni, A. I., Ehikioya, J. O. and Ali-Momoh, B. (2011).
Technical and Vocational Education: Key to Poverty
Alleviation in the Third World with Particular
Reference to Nigeria. Journal of Education and
Practice. 2 (6). 66.
12.
Oko, E.E (2012). Business Education and National
Economic Empowerment and Advancement
Strategy (NEEDS): Tool for Economic Recovery. A
paper presented at the 10th Annual National
conference of AAVEN, 18th
–
22nd September,
2012. Bori. River State.
13.
Okolie, U. C., Elom, E. N., Ituma, A., Opara, P. N.,
Nworie, U. J., Inyiagu, E., E., and Ndem, J. (2014).
Influence of Entrepreneurism Education on
Students
Attaining
Business
Advancement
Awareness and Skills Acquisition in Nigeria. IOSR
Journal of Research & Method in Education. 4 (3)
37- 44.
14.
Okon, E. E. (2011). Entrepreneurism Education in
the UBE Curriculum in Nigeria: Myths or Reality.
