CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Gana (2001) defines entrepreneurship education as the willingness and ability of an individual to seek not investment opportunities in an environment and ability to establish and run an enterprise successfully based on the identified opportunity available to them. It is observed by Oyenuga (2011) citing Igbo (1995) that entrepreneurship involves risk taking in human financial resources. In Baheman and Swellis (1999) view entrepreneurship is a manifestation of eective control of human intelligence, skill and financial resources to achieve great profit, Wikipedia, Higher school career and technical opportunity for students who may never go to college and as a way to upgrade a young person’s abilities to succeed as an employee as well as entrepreneur. Ashmone (2002) see entrepreneurship as a vehicle to explain economic theory and to call American youth to the understand that entrepreneur is a career option for everyone and also a way to emphasize the importance of mathematics, science, language and arts and social studies. The view is further stressed by Ureabu (2011) that entrepreneurship education is a vehicle to develop academic skills and creative thinking under the free enterprise system. In the same vein, Uwameiye & Clark (2003) are of the view that entrepreneurship is a vehicle to empower adults to be self sufficient, independent, and income producing citizens. Marilyn (2009) states that one of the only ways this generation is going to achieve a life style that is different from that of their parents is through entrepreneurship. It is for students to be prepared to make different career paths in a world that is constantly changing. Dike (2009) reports that youth unemployment appears to be shooting up the sky; because many of them lack ‘employability’ skills that are oen acquired from vocational schools.
The Vanguard Newspaper of December 23, 2004 notices “youth unemployment” nerved from 4.3% in 1985 to 15.3% in 1986 to 7.0% in 1987 and jumped to 60% to 1997. the report shows that in 2003 primary schools accounted for 7% unemployment secondary school 53.6% and tertiary school constituted 12.4%. He further states that the progress in Nigeria lies in the productivity of its citizens and quality education and genuine. Vocational programmes hold the key, this will improve economic growth and development strategies as part of poverty alleviation and assist the unemployed in job search. Nwafor (2007) points out that the whole idea about entrepreneurship education is self employment, which will generate employment opportunity to others that must work within him as he cannot work alone. In this view potential entrepreneur are separated from general population given to variety of business that entrepreneurs have created.
An entrepreneur always sets his goals and objectives, gives all out to achieve them without minding any obstacles in the way. All stones towards achieving success. He is always confident, independent in thought and optimistic in his action. Furthermore, he see entrepreneurs as original and unique in thoughts, innovations and creations with knowledge and versatility. He further stresses that entrepreneur always ‘standout’ when he is through, original and unique in his way of doing things. Kidese (2007) citing Nelson (1996) noted that entrepreneurship education is much relevant in the tertiary education curriculum as it provides students with skills and knowledge to successfully lunch and operate their own business venture, provide them with the opportunity to develop own and practice skills and perspectives that are vital to entrepreneurial success. David (2000) posited that the inclusion of entrepreneurship education in tertiary institutions curriculum will serve the students in experiencing and understanding what is involved in setting up a business and he further added that entrepreneurship education would also be useful to tertiary students studies such as that of Kiadese (2007, and Okon (1990) have reported a high level of entrepreneurship education among tertiary institution students.
However, awareness of entrepreneurship education among students is not enough but the need to find out the level of their entrepreneurship awareness or readiness to establish a business of their own. According to Denga (2005) in Kiadese (2007) entrepreneurship awareness refers to the desire of an individual to set up and manage business. Also consortion of entrepreneurship education also defined entrepreneurship awareness as the willingness of individual to own a prosperous business. Research from the consortium of entrepreneurship education as reported by Carthy (2003) also reported with their entrepreneurial awareness. In other words, their level of awareness is a greater factor in stimulating their interest to set up a personal business aer school. The essentiality of becoming self-reliant in other to safeguard oneself against the problem of unemployment that is eating deep into young graduates in Nigeria necessitated that urgent attention to be given to entrepreneurship education and increase level of entrepreneurship awareness among these young graduates for the purpose of arresting the embarrassing situation in youth unemployment among graduates of our higher institutions of learning. The study therefore, investigated the awareness level of entrepreneurship education among tertiary institutions student in Federal Colleges of Education Osiele, Abeokuta.
1.2 STATEMENT OF THE PROBLEM
The high level of unemployment and its associated social ills have been traced to poor entrepreneurship and skills development among students in tertiary institutions. This is manifested in a number of deficiencies that these graduates exhibit in their workplace such as lack of analytical skills, lack of entrepreneurial and problem solving decision making skills, inadequate technical skills, and ignorance in the use of modern equipment. The study is focused on the awareness level of entrepreneurship education among student in FCE Osiele, Abeokuta.
