ENTREPRENEURSHIP EDUCATION AS A YARDSTICK TOWARD PROMOTING DEVELOPMENT IN NIGERIA; A CASE STUDY OF KADUNA STATE COLLEGE OF EDUCATION (KSCOE) GIDAN-WAYA.

TABLE OF CONTENT
Title page ——- ——- ——- ——- ——- i
Declaration —– ——- ——- ——- ——- ii
Approval Page- ——- ——- ——- ——- iii
Dedication—— ——- ——- ——- ——- iv
Acknowledgement ——- ——– ——- ——- v
Table of content– ——- ——– ——- ——- vi
Abstract — ——- ——– ——- ——- ix

CHAPTER ONE
1.0 Introduction — ——- ——- ——- ——- 1
1.1 Background of the study– ——- ——- ——- 2
1.2 Statement of the problem ——- ——- ——- 3
1.3 Purpose of the study —– ——- ——- ——- 4
1.4 Research questions ——- ——- ——- ——- 4
1.5 Research hypothesis —– ——- ——- ——- 4
1.6 Significance of the study- ——- ——- ——- 5
1.7 Scope and limitation of the study ——- ——- ——- 5
1.8 Operational definition of terms ——- ——- ——- 6

CHAPTER TWO
LITERATURE REVIEW

CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction — ——- ——- ——- ——- 27
3.1 Research design ——- ——- ——- ——- 27
3.2 Population — ——- ——- ——- ——- 28
3.3 Sample and sampling technique ——- ——- ——- 28
3.4 Instrument for data collection ——- ——- ——- 30
3.5 Validity and reliability of instrument——- ——- ——- 30
3.6 Procedure for data collection ——- ——- ——- 31
3.7 Method of data analysis- ——- ——- ——- 31

CHAPTER FOUR
DATA PRESENTATION ANALYSIS AND INTERPRETATION
4.0 Introduction ——- ——- ——- ——- 32
4.1 Presentation of result—– ——- ——- ——- 32
4.2 Discussion of findings—– ——- ——- ——- 36

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary of findings——- ——- ——- ——- 38
5.2 Conclusion ——- ——- ——- ——- 38
5.3 Recommendation ——- ——- ——- ——- 40
REFERENCES— ——- ——- ——- ——- 41
APPENDIX—– ——- ——- ——- ——- 47

ABSTRACT
This research is been carried-out on entrepreneurship education as a yardstick towards promoting development in Nigeria. A case study of Kaduna State College of Education (KSCOE), Gidan-waya. The study focuses on the concept of entrepreneurship and gender, historical development of entrepreneurship in Nigeria, objectives of entrepreneurship education in Nigeria, problems facing entrepreneurship development in Nigeria, importance of entrepreneurship in economic development, prospect and government effort toward entrepreneurship development in Nigeria. The study also adopted the descriptive survey research design. The population of the study is made-up of an average five hundred (500) students. A hundred and fifty (150) students were randomly selected to made-up the sample. A twenty (20) item self-made Likert type rating scale questionnaire was used for data collection. A chi-square statistic was used to test the three (3) hypothesis formulated for the study. It was discovered among others that gender has a significant relation with the opinions of students on the needs and problems of entrepreneurship. Also, it was discovered that, being male or female has nothing to do with the opinions of students on the measures to improve the acquisition of entrepreneurship skills. The work also reveals that some factors influence the opinions of both male and female towards entrepreneurship to include; socio-cultural background, educational finance, market and the use of technology. It was therefore recommended among others that, tertiary institutions should be oriented on their direct and indirect influence on their student’s choice of entrepreneurship skill education and training, and also the Nigerian educational policy should further consider the integration of entrepreneurship education as a compulsory course into all levels of education to ensure skill acquisition from childhood.

CHAPTER ONE
1.0 GENERAL INTRODUCTION
The aim of every society is to produce functional individuals who will be capable of moving his/her society to the world status. Unfortunately every society is at a different stage of development and is being faced with different problems. For example, Nigeria as a nation is facing a lot of challenges like youth restiveness, kidnapping, assassination, armed robbery, terrorism, bombing among others. Subscribing to this assertion is Mohammed and Ezeobe (2007) in Mordi (2013) who stated that youth violence has reached unprecedented proportions and that Nigerians declining safety is an element of insecurity. Ubah (2012) attributed this to high level of unemployment in Nigeria and Osakwe (2011) linked the high level of unemployment in the country to lack or low entrepreneurship skills in Nigeria’s educational system.
Entrepreneurial skills should be largely patronized and appreciated as a means and yardstick for promoting development in Nigeria. Many sees it as a process of designing a strategy for a new business, not only that but it is also perceived by many to be business plan and to be responsible for it success. Entrepreneurial skills acquisition has become necessary due to high level of unemployment in the country which led to inclusion of entrepreneurship education as a course in Nigerian tertiary institutions. To this note, it is intended to make the students self-employed; it offers training to interested individuals through active learning, workshops, conferences and apprenticeship to fast-track development in all sectors of the Nigerian economy.
Government and non-governmental organization including spirited individuals have been instrumental in organizing and setting of entrepreneurial programmes like workshops, conferences and the establishment of technical colleges across the country to enable individuals to enroll in acquiring skills, but more effort is still required from them for effective development of the individual and the society in which they live
1.1 BACKGROUND OF THE STUDY
Functional education is seen as a yardstick for the measurement of growth and development in all ramifications such as political, social, economic and cultural. Logically, the quality of education an individual receives determines the extent of his usefulness to himself and the nation at large. Nigeria today is experiencing mass unemployment rate unlike in the past whereby young Nigerians were expected to read and work hard in schools and colleges from primary, secondary, colleges of education, polytechnic and universities in order to obtain certificates and there were pools of jobs available for them to choose from are gone. The unemployment rate has continued to increase that about 60% – 70% of the graduates are not employed while the labour market can only absorb just about 20% (World Bank, 2009).
Nigeria as a nation is endowed with both human and material resources, yet a large proportion of her population live below one dollar-per day. The parlous state of Nigeria’s economy (now in recession), the massive poverty in the land and the mass unemployment among the youth have given rise to the high rates of insecurity in the country whereby armed robbery, terrorism and militarism are the orders of the day, making both the government and the governed helpless. The criminal opulence of our elites and the ever increasing inequality among the social classes in the Nigerian society like the bourgeoisie, proletariat, peasantry and the walker-about are indicators of economic inequality and its by-products in the country.
There is no gain saying that this high rate of unemployment is disastrous and might have contributed to the high rate of crime which has soared in our society ranging from social disturbances and armed robbery to kidnapping and many other social vices. It appears that graduate/youths are the worst hot because the society has failed to give proper sense of direction through sound, qualitative and functional education. Many who dropped-out of school or passed through the schools lack the basic or the pre-requisite skills and knowledge to complete in the rather weak economy and tight labour market. The problem is compounded by sole dependence on white-collar jobs by our graduates without disposition to entrepreneurial skills in the environment or society. Therefore, the need to create employment opportunities for the students has necessitated the creation of entrepreneurial based environment in schools to ensure that there is a synergy between university education and entrepreneurial education in Nigerian schools. Among the entrepreneurial skills are soap/detergent making, dying/textile, blocks and paste making, water treatment, food processing and packaging, vegetable oil extraction, plastic making, leather tauning, events planning and management name among others.
The proper acquisition of these skills could transform the economic, social, physical and mental competence in individuals as equipment that will live in and contribute to the development of the nation. In line with the above, the quality of instruction at all level of education needs to be revitalized by compelling and equipping youths right from primary to tertiary levels of education in Nigeria with entrepreneurial skills for self actualization and reliance.
1.2 STATEMENT OF THE PROBLEM
Nigeria like most developing nations of the world is facing multitude of problems which includes poverty, unemployment, ethnic conflict, insecurity diseases among others. These situations pose great challenges to the existence of individuals. All these could be traced back to the quality of functional education acquired by the students who are in the tertiary institutions, higher education systems seems to have failed to equip the recipients with adequate skills, thus making them over dependent on non-existing white-collar jobs.
This research work tends to evaluate the entrepreneurial skills that are needed by the students, the problems of inculcating them and also the possible measures to be taken so as to aid development in Nigeria.
1.3 PURPOSE OF THE STUDY
Specifically, the study sought to;
1. Ascertain the entrepreneurial skills needed by students in tertiary institutions.
2. To identify the problems facing the acquisition of these entrepreneurial skills among students of Kaduna State College of Education (KSCOE) Gidan-Waya.
3. Investigate on the measures that will help students acquire the needed entrepreneurial skills which will aid development in Nigeria.
4. To establish the impact of entrepreneurial skills on the development of a nation.
5. To highlight some measures that can be taken to improve entrepreneurial skills
1.4 RESEARCH QUESTIONS
The following research question will guide this research work;
1. What are the entrepreneurship skills needed by students of Kaduna State college of Education, Gidan-Waya?
2. What are the problems of acquiring entrepreneurship among students of Kaduna State College of Education, Gidan-waya?
3. What are the measures that will help students acquire the needed entrepreneurship skills to aid development in Nigeria?
4. What are the roles of entrepreneurship education in our society?
1.5 RESEARCH HYPOTHESIS
1. There is no significant difference between the mean rating of both male and female students of Kaduna State College of Education, Gidan-Waya opinions on entrepreneurship needed.
2. There is no significant difference between the mean rating of male and female students of Kaduna State College of Education, Gidan-Waya opinions on the problems of entrepreneurship.
3. There is no significant difference between the mean rating of both male and female students of Kaduna State College of Education, Gidan-Waya opinions on the measures of improving the acquisition of entrepreneurship skills.
1.6 SIGNIFICANCE OF THE STUDY
No nation can maintain a sustainable economic and human development without the alleviation of unemployment and poverty. Nigeria is looking forward to such advancement of human capacity building as a means of achieving development and this can only be achieved when its citizens are able to contribute positively to him/her-self and the nation. These contributions are based on the level of skilled manpower that is available. This research will therefore, help government and other stakeholders in education to contribute in repositioning the strategies for promoting creativity and the acquisition of entrepreneurial skills in students of tertiary institutions. This study will equally help the students to know that it is not a textbook programme or theory course rather a programme that provides functional and practical education that will help them acquire saleable skills against over dependence on white-collar jobs. This research work will also help reform entrepreneurship education curriculum to accommodate all that are necessary to improve the skills, attitudes, creativity, aptitudes and abilities. The knowledge of entrepreneurship will enhance adequate priority capacity building programmes in the educational institutions which in turn will lead to development in Ngeria.
1.7 SCOPE AND LIMITATION OF THE STUDY
This research work is restricted to Kaduna Sate College of Education (KSCOE), Gidan-Waya, Kaduna Nigeria. The study is also restricted to the students of the college and also five departments of the school of Vocational and Technical Education, Kaduna State College of Education, Gidan-Waya. It covers the students of the selected departments of the college.
The selected departments are;
1. Business education department,
2. Technical education department,
3. Home economics department,
4. Fine and Applied arts department.
5. Agricultural science department.
1.8 OPERATIONAL DEFINITION OF TERMS
The following concepts are based on the context being used in this research but not conventional meanings that are already known.
ENTREPRENEURSHIP: this refers to the ability to run business of your own not minding whether it will fail or succeed, just to solve the immediate problem of the society.
ENTREPRENEUR: this refers to a person who search and venture into a business, whose aim is not profit maximization but need satisfaction.
ENTREPRENEURSHIP EDUCATION: this refers to the process of educating the general public to acquire the skills of venturing order to change their attitude and behavior toward venturing into business.
ENTREPRENEURIAL SKILLS: this refers to skills, abilities or technical acquired through entrepreneurship education, training and apprenticeship.
DEVELOPMENT: this refers to the process of advancement and changes emanating as a result of skills or knowledge acquired.