CHAPTER ONE

1.1 Background of the Study

In recent years, entrepreneurship has emerged as a viable solution to the growing problem
of unemployment among Nigerian graduates. With the public sector unable to absorb the
increasing number of graduates from tertiary institutions, self-employment has become
an essential alternative for economic survival and self-reliance. Business education,
particularly at the College of Education level, is expected to equip students with both
pedagogical and entrepreneurial skills that would enable them to create job opportunities
rather than seek them (Adebayo & Okonkwo, 2019). The aim is to produce graduates
who are not only job seekers but job creators.

The Nigerian government has taken deliberate steps to promote entrepreneurship

education by mandating its inclusion in the curriculum of all tertiary institutions. This
policy is aimed at addressing youth unemployment, boosting economic development, and
reducing poverty (Oladimeji & Yakubu, 2018). As a result, business education
departments in Colleges of Education are now expected to provide students with practical
and theoretical knowledge necessary to establish and manage small businesses. However,
there is increasing concern regarding the actual impact of this policy on graduates,
especially in terms of its effectiveness in developing employable entrepreneurial skills
(Ibrahim & Nwosu, 2020).

Graduates of business education, particularly those who are self-employed, serve as a

useful group for assessing the success of entrepreneurship education. The extent to which
they are able to apply entrepreneurship skills learned during their course of study to real-
life business ventures is a critical measure of the programme's effectiveness. Some
scholars argue that while many graduates possess theoretical knowledge of
entrepreneurship, they often lack the practical skills needed to run successful businesses
(Usman & Ezeanya, 2020). This discrepancy raises questions about the quality and
implementation of entrepreneurship education within Colleges of Education.

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Chanchaga Local Government Area of Niger State, being one of the most urbanized
regions in the state, hosts a significant number of small and medium-scale enterprises. It
is also home to graduates of the Niger State College of Education, many of whom are
engaged in various self-employment ventures. This makes Chanchaga an ideal location
for studying the practical outcomes of entrepreneurship education among business
education graduates. According to Abubakar and Nwachukwu (2019), the entrepreneurial
activities in the area reflect both the opportunities and limitations faced by self-employed
graduates.

Despite the integration of entrepreneurship into the business education curriculum,

evidence suggests that many graduates still face challenges in establishing and sustaining
their businesses. These challenges include inadequate practical training, lack of
mentorship, poor access to capital, and limited exposure to real business environments
during their studies (Ogunleye & Musa, 2018; Ifeanyi & Sani, 2020). This has led to calls
for a more comprehensive approach to teaching entrepreneurship, one that combines
theory with hands-on experience and real-world application.

Furthermore, the success of entrepreneurship education is influenced not only by

curriculum content but also by environmental and personal factors. Issues such as
government support, infrastructural development, and societal attitudes toward
entrepreneurship all play a role in shaping graduates’ entrepreneurial success (Danladi &
Onyekachi, 2019). However, there are still notable cases where self-employed graduates
succeed in their ventures despite these challenges, pointing to the importance of
individual skill acquisition and personal motivation (Ajibola & Shehu, 2020). This
duality further highlights the need for an in-depth assessment of the entrepreneurship
skills imparted during training.

Against this backdrop, this study aims to assess the entrepreneurship skills of self-
employed business education graduates from Niger State College of Education, with a
specific focus on those residing or operating businesses in Chanchaga Local Government
Area. The study seeks to explore the extent to which the entrepreneurship education
received during their academic programme has influenced their ability to establish,
manage, and sustain self-employment ventures. The findings will provide insights into

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the strengths and weaknesses of the current entrepreneurship training and offer
recommendations for curriculum improvement and policy formulation (Mohammed &
Eze, 2021).

1.2 Statement of the Problem

Despite the inclusion of entrepreneurship education in the curriculum of Colleges of

Education in Nigeria, there remains a persistent challenge of graduate unemployment and
underemployment. Graduates of business education, who are expected to possess the
necessary entrepreneurial skills to establish and manage their own businesses, often find
it difficult to translate their academic knowledge into viable self-employment ventures.
This raises concerns about the effectiveness of the entrepreneurship training they receive
during their academic programmes.

In Niger State College of Education, the business education programme is designed to

equip students with both teaching and entrepreneurial competencies. However, it is
unclear whether the self-employed graduates of this programme have been able to utilize
the entrepreneurship skills acquired during their studies to succeed in their business
endeavors. Many of these graduates may encounter challenges such as inadequate
practical experience, lack of access to startup capital, and insufficient mentorship, which
may hinder their ability to thrive as entrepreneurs.

The situation is particularly relevant in Chanchaga Local Government Area, where a

significant number of self-employed graduates are engaged in various forms of business
activities. It becomes necessary to investigate whether the entrepreneurship education
received has had a tangible impact on their business performance and sustainability.
Without a clear understanding of this relationship, efforts to reform or improve the
entrepreneurship component of business education may lack direction and effectiveness.

This study, therefore, seeks to assess the entrepreneurship skills possessed by self-
employed business education graduates of Niger State College of Education and
determine the extent to which these skills have contributed to their self-employment

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outcomes. The problem lies in identifying the gap between the training provided and the
real-life application of entrepreneurial competencies among these graduates.

1.3 Purpose of the Study

The main purpose of this study is to assess the entrepreneurship skills acquired by self-
employed graduates of Business Education from Niger State College of Education, with
specific focus on those in Chanchaga Local Government Area. The study aims to
determine how these skills have contributed to their self-employment ventures.
Specifically, the study seeks to:

1. Identify the entrepreneurship skills acquired by the graduates during their

business education programme.
2. Examine how these entrepreneurship skills are being applied in their current self-
employment activities.
3. Determine the challenges faced by the graduates in utilizing the entrepreneurship
skills for self-employment.
4. Assess the level of success achieved by the graduates as a result of applying their
entrepreneurship skills.

1.4 Research Questions

The study will be guided by the following research questions:

1. What entrepreneurship skills were acquired by the self-employed business

education graduates?
2. How are the entrepreneurship skills being applied by the graduates in their self-
employment ventures?
3. What challenges do the graduates face in utilizing their entrepreneurship skills
for business operations?

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 4. To what extent have the entrepreneurship skills contributed to the success of their
self-employment?

1.5 Significance of the Study

This study is significant for several reasons, as it will contribute to the body of
knowledge on entrepreneurship education and self-employment among graduates in
Nigeria, particularly within the context of business education. The findings will be
valuable to various stakeholders, including policymakers, educators, and students.

Firstly, the study will provide insights into the effectiveness of the entrepreneurship
education programme at Niger State College of Education. By identifying the specific
skills acquired and the challenges faced by self-employed graduates, the study will
highlight areas where the curriculum may need to be improved to better equip students
for the realities of entrepreneurship.

Secondly, the study will serve as a guide for other Colleges of Education across Nigeria,
helping them to refine their business education programmes and better align them with
the practical needs of students. This could lead to the development of more relevant and
effective teaching strategies that enhance students' entrepreneurial competencies.

Thirdly, the study will be of immense value to graduates and potential entrepreneurs. By
assessing how entrepreneurship education has contributed to the success of self-employed
graduates, the research will offer valuable lessons on the practical application of
entrepreneurial skills, thus motivating other graduates to pursue self-employment as a
viable career option.

Finally, the findings of the study could contribute to national efforts aimed at reducing
unemployment and fostering economic development. As self-employment becomes a
viable option for many, understanding the role of entrepreneurship education in
facilitating business creation can inform policies that support youth entrepreneurship and
job creation in Nigeria.

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1.6 Scope and Limitations of the Study

This study focuses on assessing the entrepreneurship skills of self-employed graduates of

Business Education from Niger State College of Education, specifically those operating
in Chanchaga Local Government Area of Niger State. The scope of the study is limited to
graduates who have completed their studies and are currently engaged in self-
employment, with an emphasis on understanding the application of their entrepreneurial
skills in real-life business settings.

The study will assess the various entrepreneurship skills acquired during the business
education programme and examine how these skills have influenced their ability to
establish and sustain businesses. It will also address the challenges these graduates face in
utilizing the acquired skills and how these factors impact their business performance and
success.

However, the study is limited by the following factors:

1. Geographical Limitation: The study is limited to graduates from Niger State

College of Education who are operating in Chanchaga Local Government Area.
Therefore, the findings may not be generalized to graduates in other parts of Niger
State or Nigeria.
2. Sample Size: The study will focus on a selected group of self-employed
graduates, and the sample size may not be large enough to represent all self-
employed business education graduates.
3. Time Constraints: Due to limited time, the study will only cover a specific time
frame, which may affect the comprehensiveness of the data collected.
4. Availability of Data: The study’s findings may be influenced by the willingness of
participants to provide accurate and honest information regarding their
entrepreneurship skills and business outcomes.

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1.7 Definition of Terms

1. Entrepreneurship Education: Refers to the process of teaching and learning the skills,
knowledge, and mindset necessary to identify, evaluate, and pursue business
opportunities. It focuses on the development of skills for self-employment, including the
ability to manage a business successfully.

2. Business Education: A field of study that combines knowledge of business principles

with educational techniques to prepare students for roles in business administration,
teaching, and entrepreneurship. It includes training in subjects such as accounting,
marketing, management, and entrepreneurship.

3. Self-Employment: A situation in which an individual works for themselves rather than

being employed by an organization. Self-employed individuals run their own businesses
or work as freelancers, earning income from their personal efforts or business activities.

4. Entrepreneurship Skills: The set of competencies and abilities that enable individuals
to identify and pursue business opportunities. These include skills such as business
planning, financial management, marketing, problem-solving, and decision-making.

5. Chanchaga Local Government Area: One of the local government areas in Niger State,
Nigeria. It is an urban area known for its small and medium-sized enterprises, providing a
unique setting for the study of self-employment among business education graduates.

6. Niger State College of Education: An educational institution located in Niger State,

Nigeria, that offers business education programmes to prepare students for careers in
teaching and self-employment in various business sectors.