The Effect of Entrepreneurial Education As A Tool For Reducing Unemployment in Abuja Municipal Area Council (Amac) .

THE EFFECT OF ENTREPRENEURIAL EDUCATION AS A TOOL FOR
REDUCING UNEMPLOYMENT IN ABUJA MUNICIPAL AREA

COUNCIL (AMAC).
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is the key to national development. This is because it unlocks the

economic potentials of the people; empowers and equips individuals in society to
participate in, and benefit from their national economy; facilitates economic
development and provides the basis for transformation. Education is the essential
tool for sustainability. The present global economic crises suggest that the entire
world is in a war between financial/qualitative education and catastrophe
(Aluwong, 2010)
Entrepreneurship education as part of the total educational system is the type of

education that involves the acquisition of skills, ideas and management abilities
necessary for job creation. An entrepreneur promotes employment rather than
seeking for an employment. Therefore, there is a need to embrace this type of
education and provide all the necessary resources needed to make functional.
Quality entrepreneurship education could be used as a tool for fighting the war
against poverty and unemployment in Abuja Municipal Area Council.
Education is said to be qualitative when the input such as students, teachers,

finance, facilities and equipment and all these are converted through teaching and
learning (theory and practical) and produce a desirable output. The output is better
equipped to serve themselves and the society. The quality of input influences to a
large extent the quality of output. In other words, the quality of the input of
entrepreneurship education such as teachers, students and infrastructural facilities
will influence greatly, the input of the output (Olorunmolu, 2010).
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Unemployment is one of the principal social and economic challenges of this
decade in Africa and around the world. Long spells of unemployment can have
serious long-term effects for individuals, such as reduced earnings and social
exclusion. The rate of youth unemployment in AMAC is high, even at the period
of economic normalcy i.e. the oil boom of the 1970s (6.2%); 1980s (9.8%) and the
1990s (11.5%) to 21.1% in 2010 and 24% in 2011. (NPC, CBN, McKinsey
analysis, 2012).
It is estimated that one year of unemployment during youth can reduce annual
earnings at age 42 by up to 21 % (Gregg & Tominey, 2005) and that an extra three
months of unemployment prior to the age of 23 results in an extra two months of
unemployment, on average, between the ages of 28 and 33 (Gregg, 2001).
Prolonged unemployment magnifies these problems and increases the chances that
they are passed on to their children. In addition to these pronounced individual
costs, the unemployed represent a significant stock of unused economic resources
that lowers output and the potential for economic growth.
Like many developing cities in Abuja, AMAC is facing a serious unemployment

problem coupled with a declining standard of living, increasing disparity between
the urban and rural regions of the area council, and inadequate social and physical
infrastructures to meet the needs of a rapidly growing population (Ferej, 1994).
The scenario opens the area council to a major crisis if not quickly addressed, and
the higher the number of unemployed youths, the more likely a crisis could be
stirred. There is the urgent need to take youths off the streets and put them to work
in order to achieve peace and economic development. Unemployment and poverty,
especially among the youth, has remained one of the fundamental challenges
threatening the economic development of AMAC.
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To provide a means of survival, many of the unemployed have turned to the
informal sector to create small enterprises that range from trivial trading activities
to reasonably successful production, manufacturing, and construction businesses.
In general, a small enterprise may be defined as an enterprise having less than 20
employees. The small enterprise sector is composed of a range of enterprises
including: self-employed artisans, microenterprises, cottage industries, and small
enterprises in the formal business sector. These small enterprises may be engaged
in trade, commerce, distribution, transport, construction, agribusiness,
manufacturing, maintenance and repair, or other services. As a result of the trend
toward the creation of small enterprises, the informal sector has grown to include
approximately 60% of the labour force in Africa (International Labour
Organization, 2006).
1.2 Statement of the Problem
There is a problem of mass employment and disequilibrium in the labour market in

AMAC, a rapidly growing number of graduates from the higher education
institution competing for the shrinking number of available job spaces. It is very
interesting to note that since the birth of AMAC, more youths have access to
education as well as higher education. Yet statistics still show that most of them
still struggle to be absorbed into the labour market or even have intention to start
their own businesses. Are there historical nuances associated with these trends or
could open access to education be the underlying cause of this problem?
Notwithstanding these critical questions the basis for this study stems from a
general outcry regarding the alleged alarming rate of unemployed graduates in
AMAC and the pursuit of white color jobs, despite huge government investment in
entrepreneurship education over the last decade and higher education institution
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playing a major role of creating an entrepreneurial culture and mindset on
undergraduate through entrepreneurship education.
For almost a decade now in Abuja Municipal Area Council, the curriculum of
entrepreneurship education has remained un-changed. Worst still is that a single
curriculum is used in training undergraduate of all discipline in entrepreneurship.
To meet the global challenges, the curriculum of tertiary institution need to be
overhauled to take care of some inadequacies. Emaikwu (2011) argues that
institutions of higher learning in Nigeria have concentrated more on theoretical and
abstract instructional deliveries focusing only on cognitive development and
consequently turning out non-entrepreneurial skilled graduate into labour market.
Curriculum experts have attested that there is the need to change from the
hangover effects of theoretical liberal academic education which focused only on
cognitive development to the utter neglect of entrepreneurship education that has
its focus on practical occupational skills for self-employment and self-reliance.
This of course is a problem that policy makers in AMAC need to tackle if they are
to enhance the entrepreneurship culture in the country and increase the
entrepreneurial inclination of undergraduate. The ultimate challenge therefore, is
for the policy makers to encourage curriculum innovation aimed at producing
graduates with the right mind set for starting business of their own and in the same
vein motivating other to start-up business for economic reliance.
Teaching methods or pedagogical approach to delivering entrepreneurship

education to undergraduates may increase entrepreneurial inclination. The high
rate of unemployment in AMAC calls to question what knowledge or skill was
actually imparted and through what teaching method was it imparted and why the
decision to seek for a job instead of business startup? Results illustrate that there is
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a demand for new education set consisting of new material of self-improvement
skill knowledge and experience.
In AMAC, the education model is based on the idea of “get –a-job”, whereas
entrepreneurship education according to Liang (2011) should be built on
information skills and mentally supporting the philosophy of creating jobs by
creating innovative ideas. The literature does not offer clear guidelines or
framework for selecting specific teaching methods at the course level that are
likely to achieve learning objective given the complexity inherent in
entrepreneurship education and the variety of needs of student and their likely
future careers. Entrepreneurship trainers can refer to general sources of teaching
methods (Barkley, 2010) or consider assessment of categories of entrepreneurship
courses and programmes. In AMAC the confusing state of education has led to the
recent call for an emergency situation to be declared in the region. With graduates
from Higher Education Institution in AMAC being called “half baked” or
“unbaked” it calls to question the pedagogical approach used in delivering
knowledge in entrepreneurship.
Internship or workplace learning is based on the notion that the experience a

learner gains at work is considered as an important aspect in matters concerning
learning. Therefore, internship or work place learning induce a conscious effort to
establish a situation where learning takes place in real life situation (Sumatti,
2012). While studies of student perception on internship have been conducted in
Malaysia (Sumati, 2012) and in the UK (Halyoak, 2013) the study of their effect
on entrepreneurial inclination is a different thing. In AMAC, polytechnic student
irrespective of discipline must embark on 1 or 2 years industrial training with the
hope that after graduation they can start their own business; but this is not the case.
Apart from just showing a letter confirming their participation in the programme,
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we still do not know how their participation positively or negatively affected their
desire to start their own business. If it affected positively why do they still flood
the labour market for white collar jobs? If negatively; what must policy makers do?
Ironically, students in Engineering and allied discipline both in the polytechnic and
universities must attend 3 months and 6 months industrial internship programme in
mostly the private sector financed by the government with the hope of having the
skill to be gainfully self-employed. Yet there is still the problem of graduate
unemployment and general aptly towards business start-ups.
1.3 Objectives of Study
The major objective of this study is to evaluate the entrepreneurship education as a

tool for reducing unemployment in AMAC. The specific objectives include to:
i. investigate the impact of the entrepreneurial curriculum on the reduction

of unemployment in AMAC.
ii. investigate the impact of pedagogical approach on the reduction of
unemployment in AMAC.
iii. investigate the impact of student internship programme on the reduction
1.4 Research Questions
i. What is the impact of entrepreneurial curriculum on the reduction of

unemployment in Abuja Municipal Area Council?
ii. How does pedagogical approach impact on the reduction of
iii. How does student internship program impact on the reduction
1.5 Research Hypotheses

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1. H01: entrepreneurial curriculum has no significant impact on the reduction
2. H02: Pedagogical approach has no significant impact on the reduction of

3. H03: Student internship program has no significant impact on the reduction

1.6 Scope of the Study
The study focuses on the relationship that exists between entrepreneurship

education as a tool for reducing unemployment in Abuja Municipal Area Council,
and how this relationship is affected by its related variables. The study is focused
on the students of Baze University, Nile University, Springfield University, and
African University of Science & Technology.
The study considers the entrepreneurial skills of the students to be relevant because
of their immediate impact on the future of Abuja Municipal Area Council.
1.7 Significance of the Study
The eventual significance of this study will be discussed under different

functional headings appropriately:
The study is of importance to management and operation of education

ministry as it will help to improve and enhance research study based on the subject
matter. Moreover, this study discussed the various concepts of entrepreneurial
education and then clarification was given on how they relate to the study of
management and unemployment reduction in AMAC.
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Also, this will help scholars and practitioners alike to get into the management
field knowing that they have the obligatory or compulsory knowledge on terms and
concepts as it relate entrepreneurial education.
It will also provide the needed framework for potential researchers most especially
in AMAC, to make a positive case for the observation and proper management of
unemployment.
Also, knowledge of this will help them have positive views and also to take
tactical actions to counter some of the fears the customers have. This will in turn
help them increase their penetration level in the long run and improve their service
quality.
The study will also be beneficial to the government. As a result of the

current growth in the entrepreneurial education in AMAC are gradually becoming
an integral part of the economy. Also, the study will help the government to
understand that supporting the awareness of entrepreneurial education will help
improve the economy as a whole.
1.8 Definition of Operational Term
Entrepreneur: is someone who makes money by starting their own business,

especially when this involves seeing a new opportunity and taking risks.
Education: is the process of facilitating learning, or the acquisition of knowledge,

skills, values, beliefs, and habits.
Unemployment: represents the number of people in the work force who want to
work but do not have a job. It is generally stated as a percentage and calculated by
dividing the number of people who are unemployed by the total work force.
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Pedagogical Approach: refers to the interactions between teachers, students, and
the learning environment and the learning tasks.
Student Internship: is an opportunity offered by an employer to potential

employees, called interns, to work at a firm for a fixed, limited period of time.
CHAPTER TWO
LITERATURE REVIEW
This chapter focuses on an in-depth review of literature materials available on the

major constructs as well as sub-variables of the study. This will be done in three
areas which include the conceptual, theoretical and empirical reviews of the
constructs. After, the summary and gaps in the literature will follow as well as
conceptual gap.
2.1 Conceptual Review
This section focuses on a definitions perspective of the variables based on the

approaches used by different authors to present their arguments on each of them.
2.1.1 Overview of Entrepreneurship Education
Entrepreneurship education was pioneered by Shigerm Fijii, who started teaching

in this field in 1938 at Kobe University, Japan. Courses in small business
management began to emerge in the 1940s and in 1947, Myles Mace introduced
the first course in entrepreneurship in USA at Havard Business School. Only half a
century later did this phenomenon gained a more universal recognition (Alberti et
al 2004).
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The term entrepreneurship education is used interchangeably with entrepreneurship
training and skill acquisition. According to Clereq and Crijins (2007), there is no
general agreement with regard to what constitutes entrepreneurship education.
Furthermore, while some scholars believe that entrepreneurship cannot be taught
(Henry, Hill and Leitch, 2005) others argue that it can be taught (Kuratko, 2005).
The challenges therefore are for educators and regulators of education to design
effective courses and programs to impart the relevant skills which will help
students to cope with uncertain environment.
From a different perspective, Dana (2001) posited that the question of whether
entrepreneurship can be taught depends on the fundamental definition of
entrepreneurship. He discussed both the Schumpeterian and Austrian definitions of
entrepreneurship and agreed that it is possible to train potential entrepreneurs to
identify opportunities but difficult to teach them the art of creating opportunities.
Fundamentally, Dana argued that Kirznerian entrepreneurship (Opportunity

identification) is teachable but not Schumpeterian entrepreneurship (opportunities
creation). Further Saks and Gagho (2002) added that while it is possible to teach
participants of entrepreneurship program to evaluate opportunities, the innate
ability to recognize opportunities remains virtually non-teachable Saee (1996)
asserted entrepreneurship education can only demonstrate the process involved in
being successful, but cannot create an entrepreneur as the individual is intimately
responsible for his/her own success.
Alade (2006) explains that the end and purposes of education include the cognitive
development, the development of deeper intellectual skills, the acquisition of
mechanical skills and character training concerned with the appreciations, feelings
and values of those educated. Education as a social institution therefore could be
seen as a great value concerned with imparting knowledge and skills which helps
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an individual to participate in society (Romon –Yusuf 2003). Education thus
restores to mankind its humanity. It is globally, a very vital element for social
development and economic growth all over the world.
Alberti, et al (2004) sees entrepreneurship education as the structured formal

conveyance of entrepreneurship competences which in turn refers to the concepts,
skills and mental awareness used by individuals during the process of starting and
developing their growth oriented ventures. Conceptually, entrepreneurship
education refers to a specialized knowledge that inculcates in learners the traits of
risk taking, innovation, arbitrage and co-ordination of factors of production for the
purpose of creating new products or services for new and existing users within
human communities (Acs and Storey 2004, Minniti and Levesque 2008, Kanothi
2009). Cheng, Chan and Amir (2009) argues that entrepreneurship education has
traditionally been narrowly defined as education that provides the needed skills to
set up a new business and defined entrepreneurship education as more than a
business management or starting a new business. It is about “learning”, learning
that integrates experiences skills and knowledge and the preparedness to start a
new venture.
In its broader terms, entrepreneurship education is not limited to business or

producing entrepreneurs and self-employed people, but rather to developing
positive attitudes and those skills, such as creativity and flexibility which will
enable young people to cope with uncertainties in the labour market (Ernest, 2010).
The expected outcome of entrepreneurship education is entrepreneurship capacities
which constitute the necessary and sufficient conditions to practice entrepreneurial
behaviour in response to socio economic challenges (Gibbs, 1998). This implies
that entrepreneurial skills may enable graduates to have the capacity to apply the
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theories they learn in class room to the practical world of work in their specific
careers.
There is a general agreement by researchers in the field of entrepreneurship that

more emphasis should be placed on entrepreneurship education and training as
opposed to business education. Business education has a more limited coverage
than entrepreneurship education and training which include additional topics, such
as innovation and risk taking for example. Albeti et al (2004) postulated that for
effective entrepreneurship education there should be a relationship between the
goals of entrepreneurship programme, the audiences to which the programme is
delivered, the contents of the entrepreneurship courses or modules, the method of
delivery and the assessment used.
2.1.2 Entrepreneurial Curriculum
Because the curriculum is the most important document through which a society
expresses its educational requirements, a close study of how entrepreneurship
manifests itself in curriculum reform is warranted. However, a basic question
remains unanswered what should be done to enhance entrepreneurship
development through the school curriculum as a self-aident part of an active
citizenship? Jaana (2011) noted that Finland has actively promoted
entrepreneurship education in general education at all levels. Curriculum reform in
Finland during 2004 2006 the author argues was to a large extent based on
Mecdonald’s (2003) partnership model when the so-called “bottom up” model was
introduced after attention was drawn to the problematic nature of the teachers role
as a change agent.
In the partnership model, Jaana (2011) argues that administrative bodies,

curriculum reformers, researchers and parents participate in the process of
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reforming the curriculum. This requires co-operation among schools and
professional development among teachers as well as an acknowledgement of the
wishes and concerns of the pupils and of the need of the local communities. In
such a scenario, national curriculum now provide guidance to local authorities in
implementing curricula. The Finish National Cone Curriculum for Basic Education
(NBE 2004, p. 8) emphasizes the partnership model. In these curriculum changes,
entrepreneurship education is not seen as a subject but will be integrated
thematically into other subject area to be included in the subject by way of local
curriculum development and through school cultures.
In comprehensive education, self-oriented entrepreneurship should be emphasized

(Remes 2001); its focus is not only on developing factors related to motivation,
self-awareness, creativity and responsibility for learning (Heinonen 2004), but also
on the co-operation and interaction characteristics of internal entrepreneurship
development. In comparison, in the school context, external entrepreneurship
education is about developing innovation (Gibb 2005) and business ideas as well
as strengthening co-operation between schools and work life, including such
activities as work experience and study towns. Through these process, education
develops a society that demonstrates on enterprising mindset.
Bobbitt (2004, p.11) defines the curriculum as “the relevant skills to be achieved
through experience and the kind of education programme to be delivered”. Here,
the curriculum is designed in terms of subject and contents, guiding the
implementation of schedules and administering school programmes. Thus, the
integration of entrepreneurship education into the curriculum responds to the needs
of working-life development and general trends in societies, such as globalization,
internationalism, and technical development which form the basis for developing
goals for entrepreneurship education (Jaana, 2011). The curriculum should include
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strategy that involves pedagogy, subjects organizational culture and learning
environment. Bunton, Middlewood and Blatchford (2001) argues that structure
support the realization of curriculum. When this structure is functional, the
curriculum is internalized support is available for teachers’ pedagogical resources
such as teaching materials are provided and the entire school organization is
guided towards successful implementation of the curriculum.
In response to entrepreneur demand for entrepreneurship education, a new age of

learning that consists of outreach program is offered to existing entrepreneurs
instead of the usual pool of students (McMullan et al 1986). Basically, the common
elements in an entrepreneurship course include lecture, venture plan writing,
entrepreneurial speakers, business cases, and more recently the use of live video of
entrepreneur featured in cases (Gartner and Vesper, 1994).
In an attempt to advocate a framework and methodology for entrepreneurship

education, Knight (1987) suggested that the following elements be included in
entrepreneurship programs: opportunity identification strategy development,
resource acquisition and implementation. Supporting McMullan and longs (1987)
proposition that entrepreneurship education should be structured based on the
different skills needed at various stages of the firms’ development Gartner and
Vesper (1994) argued that the skills and knowledge required to understand
business entry (entrepreneurship) differ from the skills and knowledge required to
comprehend the operation of an ongoing business (business management). In one
of his earlier research, Gibb (1993) distinguished the learning focus of business
school from entrepreneurship education. He argued that some entrepreneurship
program employ the curriculum of business schools that is not compatible in an
entrepreneurial situation.
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Jack and Anderson (1998) opined that the teaching of entrepreneurship is both a
“science” and “art” where the former relates to the functional skills required for
business start-up (an area which appear to be teachable) while the latter refers to
the creative aspects of entrepreneurship which are not explicitly teachable. There is
a unanimous agreement among entrepreneurship educators that there needs to be a
shift of emphasis on the “scientific” to the “artistic” and creative teaching of
entrepreneurship (Shepherd and Douglas, 1997). Although the focus of most
entrepreneurship, courses and training lies in the “scientific” dimension of
entrepreneurship, it has been acknowledgement that entrepreneurship education
helps ignites the artistic, creative and perceptional aspect of entrepreneurship.
(Ibid).
The values and abilities emphasized by business schools may actually inhibit
entrepreneurial spirit. As noted by Kao (2022), the management model of teaching
does not apply to entrepreneurship; hence, distinctive curricula and training
programme are needed for entrepreneurship education. However, Zeithaml and
Rice (2019) had earlier cautioned that although education for entrepreneurship and
education for small business management are not the same thing, the two terms are
so closely associated that it is almost impossible to study one without considering
the other.
Paschka and Welsch (1990) found some commentator in the field who believe that
it is possible to map out a framework of entrepreneurship program that aims at
developing a competent curriculum for entrepreneurship education. With this
objective in mind, plaschka and Welsch proposed two frameworks. The first
framework consists of two dimensions; number of entrepreneurship courses that
are offered and degree of integration. Number of courses range from a single
course to multiple courses, while degree of integration represents the level of
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acceptance and support from a variety of different groups. Support can be sought
from intra-university groups such as other faculty members, inter-university groups
such as alumi and entrepreneurs and complementary entrepreneurship activities
such as entrepreneurship clubs or organization. The second framework is based on
two path: transition stages and functional fields. The transition stages are inception
survival, growth expansion, and maturity, while functional fields refer to the
different disciplines of the entrepreneurship curriculum such as marketing,
management and finance. Entrepreneurship educators could conduct courses within
a single discipline like marketing, focusing on start-up or introduce multiple
disciplines in the entrepreneurship curriculum focusing on mature firms.
2.1.3 Pedagogical Approach to Entrepreneurship
With the increase in the numbers of entrepreneurial programs found in most

Higher Education Institution in AMAC come also with an increase in the variety of
learning methods employed in entrepreneurship education and training. Shepherd
and Douglas (2020) classified the approaches to entrepreneurship education into
four categories: the “old war stories” approach, the “case study” approach, the
“planning” and the “generic action” approach. The “old war stories approach
attempt to motivate aspiring entrepreneur by relaying a series of successful
entrepreneurship stories and revealing how those individual became successful
entrepreneurs. The “Case study” approach uses cases of existing companies to
analyze the mechanics of entrepreneurship process and to elicit student proposed
solution to the company’s problem. The “planning” approach usually takes the
form of a business plan that consists of detailed objective, budget and program,
while the “generic action” approach emphasizes the formulation of optional
entrepreneurial action based on existing market forces.
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From a micro perspective, Solomon et al (2012) highlighted that the most popular
teaching methods in entrepreneurship education are creation of business plans, case
studies and lectures. Some commentators like McMullan and Long (2007), are of
the opinion that entrepreneurship education should be creatively grounded and that
student should be exposed to problem solving and taught strategies to deal with
ambiguous and complex situation. Apart from this, student should also be exposed
to substantial hand-on working experience with community venture. Ooi,
Christopher and Denny (2011) supported this view when they highlighted the
applicability of behavioural simulation in entrepreneurship programs.
Further to the recommendation of approaches in entrepreneurship education,

Carsrud (1991) argues that apart from full-time academia other components of the
entrepreneurship infrastructure such as endowed faculty, research centers,
professional organization, journal and the mass media provided significant support
for entrepreneurship education. The author also highlighted the pivotal role of
entrepreneurship centers as the intermediary between faculty and business
community. In essence, the agendas and constituency orientation of
entrepreneurship centers facilitated the teaching of entrepreneurship by bridging
the gap between business schools and the community.
The literature calls for a balance between academic and practitioners known as
teamwork teaching in the delivery of entrepreneurship education (McMullen et al,
1987). Academics usually contribute and provide evidence based on theoretically
grounded studies while practitioners teach by providing practical examples of how
to make things happen. Entrepreneurship education may also entail cooperative
teaching from faculties across a number of different schools such as management,
engineering, law and computer science. However, Laukanen (2000) argues that
most entrepreneurship courses designed to cover a wide range of business contexts
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and industries might be too generalized for the majority of students, particularly
those with limited working experience to leverage on for starting new businesses.
Entrepreneurship education requires a shift in pedagogy. In traditional classroom,

each act of teaching focus on a particular segment of the curriculum: each learning
situation is controlled in such a way that students do not feel insecure while they
learn (Gibb 2005). However, as Gibb (2005) suggests the pedagogy of
entrepreneurship education should be focused on students activity in learning; the
learning situation are flexible, interactive and based on multidimensional
knowledge-development. What is needed is a range of activities that encourage
students interactive learning and reflection co-operative learning, problems-based
learning, group and peer work, project work, team work, learning by doing,
pedagogical drama and learning diaries, knowledge is built together and mistakes
are regarded as part of the learning process (Jaana 2011).
Commentators such as Rae and Carswell (2001) and shepherd and Douglas (1997)
argued that there is a distinction between the teachable and the non-teachable
elements of entrepreneurship. The key to a successful entrepreneurship education
is to find the most effective way to manage the teachable skills and identify the
best match between student needs and teaching technique (Katz 1991). This
concurs with the findings of an earlier study conducted by Vesper (1971) who
highlighted that the debate concerns not how entrepreneurship can be taught but
how it cannot be taught.
A major weakness in the teaching of entrepreneurship is the lack of doctoral

program in entrepreneurship to feed trained academics into the career pipeline
(Saks et al 2002). Even with existing entrepreneurship doctorates, these individuals
usually come from other discipline like organizational behaviour, marketing and
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finance, producing a wide range of background among entrepreneurship
researchers.
The analysis of the objective of entrepreneurship program introduces a deeper

examination of the different audience for entrepreneurship education (Lonappan
and Devaraj, 2011). The variety of audience of entrepreneurship education
program therefore includes student with various socio-demographic characteristics
and various levels of involvement and aspiration in the entrepreneurial process.
Similarly, teaching entrepreneurship to individuals who are strongly committed to
their venture creation project, to professional and other practitioners committed to
the field of entrepreneurship or to student who have neither intention nor a
concrete project is very different in nature (Zahra, Mansoreh and Nergers, 2012).
Although some teachers tend to overemphasize it, pedagogy is not an end per se.
Pedagogy is a means to achieve objective. As soon as objective have been agreed
upon and specific constraints have been identified the right teaching methods can
be selected (Fayolle et al, 2008). But on the other hand, effectiveness of an
entrepreneurship education program depends mostly on teacher’s skill and
knowledge of different teaching methods particularly entrepreneurship teaching
methods.
The study by Solomon et al (2002) highlighted that the most popular teaching
methods in entrepreneurship education are creation of business plans, case studies
and lectures. However, Hytti and O’Gorman (2004) suggest different view as they
argued that there are many ways to offer entrepreneurship education, depending on
the objective of such education. If the objective of the education is to increase the
understanding of what entrepreneurship is about, the most effective way to
accomplish the objective is to provide information through public channels such as
media, seminar or lectures. These methods are effective in term of sending the
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relevant information to a broader population in a relative short time period. If the
objective is to equip individuals with entrepreneurial skills, which are applicable
directly to work, the best way is to provide education and training that enable
individuals to involve directly in the entrepreneurial process, such as industrial
training.
Lastly, if the objective of the education is to prepare individuals to act as

entrepreneurs, the most effective technique is to facilitate experiments by trying
entrepreneurship out in a controlled environment, for instance through business
simulation or role playing (Zahra et al 2012).
2.1.4 Internship
Internships are defined as “a form of on-the–job training in which people gain

supervised experience and practical knowledge that is relevant to a specific field”.
According to DiLorenzo-Aiss and Mathisen (1996), a typical internship program is
featured by four criteria:
i. a specified number of work hours,

ii. the work may be paid or unpaid,
iii. credit is awarded, and
iv. oversight is provided by a faculty coordinator or other university
representative and a corporate counterpart.
According to American Institute of Certified Public Accountants (2006), a recent

definition for internship is "work experience in industrial, business, or government
work situations that leverages the class guidelines experience through practical
work experience.” Being a valuable component of higher education academic
program, Internship is believed to create win-win situation for the students,
organization as well as the university. (Coco, 2000).
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The competency and motivation of all parties involved are indispensable for a
successful internship programs (Coco, 2000). Four predictors of internship
effectiveness are suggested in the literature, including three individual factors:
i. academic preparedness,
ii. positive attitude,
iii. self-initiative and
iv. challenge job.
Some previous researches show that academic preparedness is one of the

determinants of internship effectiveness. (Basow & Byrne, 1993; Beard, 1997;
Campbell & Kovar, 1994；Beard & Morton,1999). Students are warned that they
should not attempt internships “prematurely” (Basow & Byrne, 1993) and interns
should possess a general understanding of the professional field and key concepts
(Bourland-Davis, Graham and Fulmer, 1997). In addition, the academic
preparation also provide the interns with more opportunities during the internship
(Beard,1997). Many internship programme require students to be well prepared in
terms of completion of a certain level of course work and attainment of a
minimum GPA (Clark ,2003), and research results have also shown that students
with higher GPAs were more likely to do an internship than were those with lower
GPAs (Knouse, Tanner, & Harris, 1999).
Interns with a positive attitude towards the internships are more likely to achieve
internship effectiveness. (Feldman & Weitz, 1990; Beard, 1997; Beard & Morton,
1999) When they start the internship, students are expected to demonstrate the
attitudes similar to new, full-time staff. In addition, the internship will be more
beneficial if they regard it as a potential learning opportunity and occupational
experience. (Beard, 1997) Evidence also shows that interns whose expectations
22
towards internship are positive and realistic tend to find the internship experience
as satisfactory, thus leading to a positive internship experience. One literature also
explored the relationship between interns’ interview experience during the
selection process and the perception of the overall internship experience. To some
extent, positive impression of internship from the interview is related to positive
perceptions of the related vocational field. (Feldman & Weitz, 1990).
Literature indicates Interns’ self-initiative plays an important part in internship

success. Beard & Morton, 1999) They are responsible to themselves to take full
advantage of the internship by asking questions, making suggestions, enhancing
interpersonal relationships with other employees, accepting and learning from
constructive feedback, and demonstrating interests in the organization they are
serving (Patton & Dial,1988). Basow and Byrne (1993) also encourage students to
volunteer for assignments and to make their wants and needs known. It is also
found by Beard (1997) that both supervisors and the interns share the assumption
that interns should show initiative by aggressively “finding things to do”.
Meanwhile, supervisors generally respond positively to students’ demonstrated
needs.
Literature shows that characteristics of the work itself, such as challenge job,
autonomy and task variety, exert significant influence on employees’ job
satisfaction and performance. (Hackman & Oldman, 1980; Taylor,1988). Survey
shows that interns expected challenging work where they could have opportunities
to learn and to contribute to the organization. (Rothman, 2007). Furthermore,
interns who are assigned interesting and challenging job are found to be more
satisfied with the internship experience. (Gabris & Mitchell,1989) In fact,
challenge job requires interns to develop new skills and give them the opportunity
to work with at least some level of independence (Meyer & Allen,1988).It is also
23
an opportunity for them to apply theoretical concepts to the workplace. (Cuneen &
Sidwell, 1994). As a result, some studies already suggest “substantive, creative,
and challenging work” should be offer to interns during the programme (Coco,
2000)
2.2 Theoretical Framework
2.2.1 Social Cognitive Career Theory (SCCT)
Social cognitive career theory was developed by Lent, Brown and Hackett (1994)
and provides a suitable framework to understand the meditational processes of the
effect of formal learning experiences on the development of career interests and
choice. The model emphasizes the relevance of two psychological variables in
explaining the establishment and development of career goals: self efficiency and
outcome expectancies. In the context of careers, self –efficiency refers to the
perceived personal capability to do a specific job or set of tasks (Bandura 1997).
From this view, entrepreneurial self-efficiency has been defined as the person’s
belief in their own abilities to perform in the various skill requirement necessary to
pursue a new venture opportunity. (Vazqurez, et al, 2010),
Outcome expectancies involves the imagined consequences of performing

particular behaviours. Bandura (1986) suggests that people act on their judgments
of what they can do, as well as on their beliefs about the likely effects of various
action. In this respect, Bandura (1986, 1997) distinguished between several classes
of outcome expectancies with potential to affect career behaviour, such as the
anticipation of physical (e.g economic incomes), social (e.g approval) and self-
evaluative (self-satisfaction) outcomes. Personal attractiveness of starting a
business has been one of the variables more linked to the development of
entrepreneurial intentions and actions, together with the personal attitude towards
24
the feasibility of starting a new firm. (Krueger et al 2006). This theory this explains
factor responsible for the decision to be entrepreneurial.
2.2.2 Theory of Pragmatism
The philosophical thought germane to entrepreneurship education generally is

pragmatism. It was propounded by John Dewey (1859-1952). Dewey stated that
education is the means of “social continuity of life” given the facts of birth and
death of each one of the constituent members in a social group. Education is
therefore a necessity, for “the life of the group goes on” (Stanford Encyclopedia of
philosophy, 2011). Dewey was a proponent of Educational progressivism and a
relentless campaigner for reform of education, pointing out that the authoritarian,
strict, pre-ordained knowledge approach of modern traditional education was too
concerned with delivering knowledge, and not enough with understanding students
actual experiences (Neil, 2005). In the pragmatic view, education is a tool for
solving individual problems, and as individuals improve in skills acquisition,
education and income status, his society is also improved; the central aim of
education should be to teach people to think rationally, independently and lean to
live intelligently.
As a theory, pragmatism has had a far reaching impact because” knowledge is

valuable only if it provides data in the problem solving process without sacrificing
self-discipline and individual differences; the universe is dynamic and evolving;
truth is relative and based on experience. Education should be student centered
directed towards solving problems to create new social order” (Neil 2005) This
study was based on educational theory of pragmatism. The theory is relevant to the
study because the art of entrepreneurship education involves entrepreneurial skills
which are acquired and developed through training, practice and experience.
25
2.2.3 Social Learning Theory of Career Choice (SLTCC)
The Social Learning Theory of Career Choice by Krumboltz (1996) emphasises the
persons’ environment interaction and attempts to explain how occupational
preferences and skills are acquired and how selection of courses, occupation and
field of work are made. The theory identified interaction between an individual’s
generic factors, environmental condition, learning experiences, cognitive and
emotional responses and performance skills that produce movement along one
career path or another. Combination of these factors interact in different ways to
produce different career decision. According to Krumboltz (1996) internal and
external influences, which could either be constraints or facilitators, shape the
nature and number of available career options and the way the individual responds
to them. The Social Learning Theory highlights four influences of career choice
process, which include; Generic Endowment and Special abilities, Environmental
Condition and Events, Learning Experiences and Task Approach Skills.
Generic endowment includes gender, age and intelligence. Environmental

condition may be due to human actions such as social, cultural and political. The
interaction between undergraduate students and environmental characteristics
influences preference for different career including entrepreneurship. Learning
experience occur when an individual is positively reinforced or punished for the
exercise of and it is associated with cognitive skills. People tend to repeat activities
for which they receive positive reinforcement and often this repetition can lead to
mastery of skills an intrinsic interest in the task.
Task approach skills are skills that are required based on the interaction between
learning experiences, generic endowment and environmental influences. This
means that the interaction for the four categories of the Social Learning. Theory
enable the individual to bring to each new task a set of skills, performance
26
standards and values work habits, perceptual and cognitive processes, mental sets
and emotional responses. This theory is relevant to this study due to its emphasis
on previous learning and transfer of learned skills to solve problems.
Undergraduate students rely on their previous knowledge and skills acquired in
entrepreneurship education and transfer same to real life situation to tackle the
need for employment.
2.3 Empirical Review
Matlay (2005) conceptually and empirically seek to analyze, develop and link two
important fields of research “entrepreneurship” and “entrepreneurship education”
The study undertook a critical literature review and a methodical evaluation of
current knowledge on topics related directly and indirectly to entrepreneurship and
entrepreneurship education. The findings highlighted a number of definitional,
conceptual and contextual weakness inherent in the two interrelated fields of
research and proposes an encompassing working definition of entrepreneurship
(including intra-preneurship) and a basic typology of relevant entrepreneurial and
entrepreneurial activities However, various definitions of entrepreneurship used on
this study shows that there is no universally acceptable definition of
entrepreneurship education
An exploratory study to review the progress made by UK Higher Education

Institutions (HEI’s) to deliver entrepreneurship education agenda was undertaken
by Mckeown et al (2006). A questionnaire was emailed to 123 HEIs in the UK
followed by telephone calls to request responses. Findings indicated that provision
of entrepreneurship education is varied with both entrepreneurship and innovation
courses on offer and that delivery methods proved to be more traditional than
anticipated. The study supports entrepreneurship education and recommends that
27
key capacities need to be addressed within HEl’s so that graduate enterprise
embodies the entrepreneurial spirit.
Craig and Johnson (2006) used the seminal writing of Schumpeter and Kirzner to
find answers to their research question, “Are some individuals better at being
innovators while others are better able to recognize entrepreneurial opportunities,
and if so, does academic career training matters? Their findings revealed that
individuals with engineering training were not as proficient at recognizing
opportunities as those trained in business. Their study had pedagogical
implications especially for engineering schools where course developers need to
understand students needs and priorities.
Matlay (2008) conducted a qualitative study in which the impact of

entrepreneurship education on entrepreneurial outcomes was explored. The main
aim was to investigate the perceived influence that various entrepreneurship
education courses had on a cohort of 64 graduate entrepreneurs from eight higher
education institutions in the UK. Semi structured, in depth telephone interviews
conducted annually over a 10 years’ period (1997-2006) were used. Matlay
documented, measured and analyzed respondents’ progression from graduation
into entrepreneurship. Results indicated that graduate needs for entrepreneurship
education did not match actual outcomes in terms of entrepreneurial skills,
knowledge and attitudes. This mismatch influenced on entrepreneurs’ perception
of actual and future educational needs. However, most of the graduate
entrepreneurs seemed to be satisfied with the outcomes (in terms of skills,
knowledge and attitudes) of their entrepreneurship education, both in relative and
in absolute terms. However, this study did not clearly indicate whether the
graduate entrepreneurs would be interested in creating businesses.
28
Seeling (2005) explored the concept of entrepreneurship education around four
major regions USA, Europe, Asia and Latin America based on four common
questions relating to the teaching of entrepreneurship i.e is entrepreneurship
teachable, who should teach entrepreneurship how to measure the success of a
program and the relationship between entrepreneurship education, made several
conclusion including the fact that entrepreneurship education differs around the
world from cultural, political, economic and historical perspectives. In most
regions university entrepreneurship education is viewed as a tool to stimulate
economic development and in many regions, entrepreneurship education is new
and requires much experimentation including incubation.
Ulla et al (2010) conducted a study on the impact of a person’s motivation to study

entrepreneurship on their subsequent levels of performance in terms of the
generation of business ideas, while taking into account the affect of student team
behaviour. A survey was used to generate data from a total of 117 students who
participated in pre-programme and post programme surveys. It was found that
intrinsic motivation has a negative effect on the learning outcome while extrinsic
motivation had a positive one. However, the term positively moderates the
relationship between the intrinsic motivation and the outcomes. The study
therefore illustrates an important aspect of this research, which is an opportunity to
study the impact of entrepreneurship education particularly when the creation of a
new venture is not an immediate objective of the course.
Charlotte & Harry (2010) explored how creative disciplines education is taught,
delivered and assessed and how this might inform the development of
entrepreneurship education in the UK. The researchers made use of empirical data
from three main sources across creative disciplines: interviews with entrepreneurs,
job adverts for lecturing staff and a survey of educators. The findings confirms that
29
ideas assessment techniques within creative disciplines are well embedded in
practice and applied constantly within the context of an academic framework for
teaching entrepreneurship education.
Cordelia (2011) explored the initiatives in entrepreneurship education in various

parts of the world through content analysis of journal articles and websites on the
subject in order to identify emerging trends and concerns. The paper describes
efforts at the national and international levels to produce entrepreneurs and
enhance entrepreneurship training in countries such as China, South Africa, Ireland
and Malaysia. Findings showed that all the countries under survey place high
priority on entrepreneurship as an engine of growth and thus pursue policies
deemed to promote entrepreneurial activities especially through education and
training.
In another study to present the challenges raised within a UK HEl between

business and non-business educationist engaged in the provision and integration of
entrepreneurship education undertaken by Christian and Paul (2005), the
researchers found that more institutions are making more entrepreneurship
education offers to their students. Embedded within these offers are fundamental
and diverse beliefs about the meaning of enterprise, entrepreneurship and
entrepreneurship education. Such differences create a number of key issues
concerning what should be offered, where it should be positioned institutionally, to
whom it should be offered and by whom, and how it should be delivered.
To examine the relationships between entrepreneurship education and employment

stimulation in AMAC, Akhumonkhan, Raimi and Sofoluwe (2013) employed
systematic collection of secondary quantitative data and subjected them to
econometric analysis on the basis of which informed conclusions were drawn. On
the strength of their data sourced, analyzed and interpreted, they discovered that
30
entrepreneurship development could be effective tools for poverty reduction,
stimulating employment as well as faat-tracking realization of universal primary
education and promoting gender equality.
Moshood (2012) appraised entrepreneurship education in Adekunle Ajasin

University, AMAC on its capacity to develop students entrepreneurial ability. The
researcher used a survey method of descriptive research design. Data were
collected through the use of a sample size of 960 respondents and responses
elicited from respondents were analyzed using frequency, t-test, chi-square,
Pearson moment correlation and analysis of variance. The findings revealed that
majority of the respondents expressed the view that they had gained some
entrepreneurial skills while other opined that they wanted to become employees of
labour because of the knowledge received through entrepreneurial education.
CHAPTER THREE
METHODOLOGY
This chapter focuses on the methods or steps that will be taken to obtain data for
the study. The procedures include: research design, study population, the
determination of sample size, sampling technique, method of collecting data,
research instruments, method of analyzing data, research model, apriori
expectation, as well as ethical consideration. This chapter also provides a
justification for every technique or method to be adopted for each step.
31
3.1 Research Design
This researcher adopts the survey research design. This design is suitable because
it will give room for obtaining information from the Department of Business
Administration and Marketing of four Private University in Abuja Municipal Area
Council. This allows for the use of a well design questionnaire to obtain responses
from students of these Universities.
3.2 Population of the Study
The population for this study comprise of student of Business Administration and
Marketing of four private Universities in Abuja Municipal Area Council, namely
Baze University, Nile University, Springfield University, and African University
of Science & Technology. With the aid of the University registry the total number
of 150 student where recorded.
3.3 Sample Size Determination
The study adopted the purposive sampling technique to select 450 students of the
four private University in AMAC which are Baze University, Nile University,
Springfield University, and African University of Science & Technology. In
furtherance, 150 students were selected per each private school selected. The
respondents were selected across management, senior and junior students.
3.4 Sampling Technique
The research technique which will be adopted in this study is the simple random
sampling technique, it involves randomly picking from the selected target
population.
3.5 Method of Data Collection
32
The primary method will be used in gathering data for this study and questionnaire
will be distributed to the respondents by the researcher and selected research
assistants. The research assistants will be trained for days so as to enable them
obtain the needed data without having to make students of the University
uncomfortable.
3.6 Research Instrument
A well designed research questionnaire will be the instrument that will be used to
obtain data for the study. The questionnaire will be designed by adopting questions
from earlier studies relating to the subject matter of this research. The
questionnaire will be a six point Likert-type scale of (SA) Strongly Agree = 5, (A)
Agree = 4, (U) Undecided = 3, (D) Disagree = 2, (SD) Strongly Disagree = 1. The
questionnaire will be divided into two sections: A and B. Section A will focus on
gathering information on the respondent’s bio data, while Section B will be
eliciting responses to the questions itemized, with relevance to the study. The table
below shows the sources of the questionnaire used for the variables.
S/N Variables Source
1 Entrepreneurial Curriculum Audretsch (2013 )
2 Pedagogical Approach Solomon & Fernald (2000).
3 Student Internship Program Edonkumoh (2010).
33
3.7 Method of Data Analysis
The data obtained from the administration of the questionnaires were analyzed
using the descriptive statistics techniques such as tables, percentage, frequency and
mean. Furthermore, the Pearson Correlation Analysis was employed to empirically
ascertain the degree of relationship between entrepreneur education and
unemployment reduction.
3.8 Model Specification:
Y = f(X)
Y = Dependent Variable
X = Independent Variable
Where:
Y = Reduction of Unemployment.
X = Entrepreneurial Education
Y = (Y)
X = (x1, x2, x3)
Where:
Y= Reduction of Unemployment (RU)
x1 = Entrepreneurial Curriculum (EC)
x2 = Pedagogical Approach (PA)
34
x3 = Student Internship Program (SIP)
Therefore:
y1= f(x1) …………………………………………...Equation 1
y2 = f(x2) …………………………………………...Equation 2
y3 = f(x3) …………………………………………...Equation 3
Regressionally, we have:
y1 = α0 + β1x1 + μ …………………………………..Equation 1
y2 = α0 + β2x2+ μ ………………………………….Equation 2
y3 = α0 + β3x3 + μ ………………………………….Equation 3
These are the equations to be considered in this study.
3.8.1 Research Model
ENTERPRENUERIAL REDUCTION OF
EDUCATION UNEMPOLYMENT
35
Reduction of Unempolyment
Entrepreneurial Curriculum
Pedagogical Approach Reduction of Unempolyment
Reduction of Unempolyment
Student Internship Program
3.8.2 Apriori Expectation

In a study of this nature there are certain expectations that are expected. It is
expected that entrepreneurial education variables or dimensions will have a
significant effect on reduction on unemployment variable. As such the table below
gives an overview of what is expected to be done.
S/N MODELS A-priori expectations IF:
1 y1 = α0 + β1x1 + p < 0.05; H01 will be

μ rejected
2 y2 = α0 + β2x2 + p < 0.05; H01 will be

μ rejected
3 y3 = α0 + β3x3+ p < 0.05; H01 will be

μ rejected
3.9 Ethical Consideration

In an imperfect society, the issues of ethics arise most especially in research. As
such there will be need to explain how major issues of ethics in research will be
taken care of. These issues include: anonymity, confidentiality, conflict of interest
as well as probable benefits of the study to the respondents. This will be ensured
36
by disallowing respondent’s name to be written. No phone numbers or email
addresses will be asked to be provided on the research materials. The researcher
will ensure that all information provided are kept sensitive and classified and used
only for the purpose of the research study. Data will not be exposed to persons not
involved in the research process.
Furthermore, on the issue of confidentiality, study codes will be assigned on data

documents, sensitive or identifiable data was encrypted, while other irrelevant
materials will be properly disposed, destroyed or deleted. This study will help
workers to become aware of the ongoing campaign to revitalize relationship
between firm and their employee. More so on benefits, copies of the study will be
sent to the firm as a copy to keep for research benefit.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1 Introduction
This chapter delves into the presentation, analysis and interpretation of results
based on the data generated from the respondents. Furthermore, the Pearson
37
correlation analysis was employed to test the three hypotheses formulated. Also,
the findings were explicitly discussed.
4.2 Presentation of Results

The data obtained from the respondents through the administration of the
questionnaire is presented as follows:
Table 4.1 Gender Distribution of Respondents

Gender Frequency Percentage
Male 298 66.2%
Female 152 33.7%
Total 450 100.0%
Source: Author’s Computation from Field Survey (2023).
Table 4.1 showed the gender distribution of the respondents. Majority of the
respondents, which forms 66.2% of the total respondents were male. The
remaining 33.7% of the respondents were females.
Table 4.2 Age Distribution of Respondents

Age Frequency Percentage
Below 30 years 156 34.7%
30-40 years 221 49.1%
Above 40 years 73 16.2%
38
Total 450 100.0%
Table 4.2 showed the age distribution of respondents. 156 (34.7%) of the
respondents are below 30 years of age. 221 (49.1%) of the respondents are between
30-40 years of age and 73 (16.2%) of the respondents are above 40 years of age.
Table 4.3 Academic Qualification of Respondents

Academic Qualification Frequency Percentage
OND/NCE 55 12.2%
HND/B.Sc. 271 60.2%
PGD/M.Sc. 97 21.6%
PhD 27 6.0%
Total 450 100.0%
Table 4.3 showed the distribution of the academic qualification of respondents.

55(12.2%) of the respondents are OND/NCE holders, 271 (60.2%) of them, which
constitutes the majority, are HND/B.Sc. holders, 97 (21.6%) of them are
PGD/M.Sc. holders and 27 (6.0%) of them are PhD holders.
Table 4.4 Level/Position of Respondents

Level Frequency Percentage
Junior Staff 187 41.6%
39
Senior Staff 179 39.8%
Management Staff 84 18.6%
Total 450 100.0%
Table 4.5 showed the position distribution of respondents. 187(41.6%) of the

respondents are junior staff, 179(39.8%) of them are senior staff and 84(18.6%) of
them are management staff.
Table 4.5: Respondents’ Opinion on Entrepreneurial Curriculum

S/N Items N Mean Std. Remark
Dev
1. Entrepreneurial curriculum provides 450 3.28 0.42 Effective
necessary training skills required to
meet the needed man power.
2. Its gives opportunity to utilize ones 450 3.16 0.41 Effective

potentials.
40
3. It enhances the type of training and 450 3.29 0.54 Effective
support for building a career in SMEs
businesses.
4. It provides the training that inspire 450 3.07 0.83 Effective

creativity and innovation in
identifying business opportunities.
Cluster 450 3.19 0.58 Effective

Table 4.5 shows the opinions of respondents on the entrepreneurial curriculum on

unemployment reduction in four areas. It should be noted that the benchmark
mean-point is 2.50. Items whose mean exceeded the benchmark of 2.50 were
considered effective and that whose mean is below 2.50 was considered
ineffective.
A look at table 4.5 showed that all the four items were effective. This implies that
the respondents agreed that their entrepreneurial curriculum has been effective in
the areas of solving unemployment. The cluster mean of 3.19 indicates that all the
respondents collectively agreed that their entrepreneurial curriculum has been
effective in achieving its desired unemployment rate reduction.
Table 4.6: Respondents’ Opinion about Pedagogical Approach

S/ Items N Mean Std. Remark
N Dev
1. It inform the student of the 450 3.22 0.63 Accepted
competencies they expect to
41
acquire.
2. Pedagogical promotes individual 450 3.20 0.67 Accepted
work.
3. It relates teaching to the 450 3.19 0.71 Accepted

professional environment.
4. Pedagogical fosters research and 450 3.31 0.34 Accepted
critical spirit in students.
Cluster 3.20 0.66 Accepted
Source: Author’s Computation from Field Survey (2023)
Table 4.6 supplied information on the opinions of respondents about the efficacy of
Pedagogical Approach on unemployment reduction. The mean scores of the items
are above the cut-off mark of 2.50 that was regarded as acceptable limiting as
indicated by the researcher. Therefore, all the items under Pedagogical Approach
were considered acceptable. The cluster mean of 3.20 indicates that the
respondents unanimously agreed that the level of Pedagogical Approach on
unemployment rate is potent.
Table 4.7: Respondents’ Opinion about Student Internship Program

S/N Items N Mean Std. Remark
Dev
1. The student was able to 450 3.19 0.75 Accepted
communicate effectively with the
range of audiences.
2. The student was able to understand 450 3.31 0.57 Accepted

professional, social, legal and
42
ethical responsibilities.
3. The student demonstrated an ability 450 3.39 0.49 Accepted

to recognize the need for and to
engage in life-long learning.
4. The student demonstrated an ability 450 3.28 0.62 Accepted

to put knowledge into practice in
this internship.
Cluster 450 3.28 0.64 Accepted
Source: Author’s Computation from Field Survey (2023)
Table 4.7 provided information on the opinions of respondents about the potency
of Student Internship Program on unemployment reduction in AMAC. All the
items have mean-scores above the benchmark of 2.50. Therefore, all the items
under Student Internship Program were considered acceptable. The cluster mean of
3.28 connotes that the respondents jointly agreed that Student Internship Program
is functional on unemployment reduction in AMAC.
Table 4.8: Respondents’ Opinion about Reduction of unemployment

S/ Items N Mean Std. Remark
N Dev
1. Employees are provided attractive 450 3.22 0.63 Accepted
welfare facilities to enhance their
life cycle.
2. Government policies and programs 450 3.20 0.67 Accepted
on smooth SMEs operations have
contributed to the reduction of
43
unemployment.
3. Organizations provides training 450 3.19 0.71 Accepted
opportunities for unemployed
citizens to acquire skills for gainful
employment.
4. Organization’s skills acquisition 450 3.31 0.34 Accepted
program contributes to
mobilization of resources
development.
Cluster 3.20 0.66 Accepted
Source: Author’s Computation from Field Survey 2018.
Table 4.6 supplied information on the opinions of respondents about the efficacy of
reduction of unemployment. The mean scores of the items are above the cut-off
mark of 2.50 that was regarded as acceptable limiting as indicated by the
researcher. Therefore, all the items under reduction of unemployment were
considered acceptable. The cluster mean of 3.20 indicates that the respondents
unanimously agreed that the level of reduction of unemploymentis the effect of the
entrepreneurial education tool which is potent.
4.3 Test of Hypotheses

The Pearson correlation coefficient is employed to test the three stated hypotheses.
Pearson correlation coefficient is used to ascertain the degree of linear
interrelationship between two or more variables.
Hypothesis One
44
H0: Entrepreneurial curriculum has no significant impact on the reduction of
H1: Entrepreneurial curriculum has significant impact on the reduction of

Table 4.9: Correlation between Entrepreneurial Curriculum and Reduction of

Unemployment in AMAC
Reduction of Entrepreneurial
Unemployment Curriculum
Reduction of unemployment 1.00 .772

Pearson
.015
Correlation sign.
(2-Tailed)
450 450
Entrepreneurial Curriculum .772 1.00

Pearson
.015
Correlation sign.
(
2-Tailed) 450 450
45
N
Source: SPSS Result Output
The table above showed the correlation between reduction of unemployment and
entrepreneurial curriculum. The results showed that there is 77.2% positive
correlation between reduction of unemployment and entrepreneurial curriculum.
This implies that reduction of unemployment and entrepreneurial curriculum are
strongly correlated. Since the probability value of the correlation coefficient, which
is 0.015, is less than the critical 0.05 at 5% significance level, the alternative
hypothesis (H1) is accepted that entrepreneurial curriculum has significant impact
on the reduction of unemployment in AMAC.
Hypothesis Two
H0: Pedagogical approach has no significant impact on the reduction of

H1: Pedagogical approach has significant impact on the reduction of

Table 4.11: Correlation between Pedagogical Approach and Reduction of

46
Reduction of Pedagogical
Unemployment Approach

Pearson
.002
C
orrelation sign.
(2-Tailed) 450 450
Pedagogical Approach .896 1.00

Pearson
.002
Corr
elation sign.
(2-
Tailed) 450 450
47
The table above showed the correlation between Reduction of unemployment and
Pedagogical Approach. The results showed that there is 89.6% positive correlation
between Reduction of unemployment and Pedagogical Approach. This implies that
Reduction of unemployment and Pedagogical Approach are strongly correlated.
Since the probability value of the correlation coefficient, which is 0.002, is less
than the standard 0.05 at 5% significance level, the alternative hypothesis (H 1) is
accepted thatPedagogical approach has significant impact on the reduction of
Hypothesis Three
H0: Student internship program has no significant impact on the reduction of

H1: Student internship program has significant impact on the reduction of

Table 4.10: Correlation Student Internship Program and Reduction of

Reduction of Student
Unemployment Internship
Program

Pearson
.015
48
Cor
relation sign.
450
(2-Tailed)
450
Student Internship Programme .772 1.00

Pearson
.015
Correlation sign.
(2-Tailed)
N
450 450
The table above showed the correlation between Reduction of unemployment and
Student Internship Programme. The results showed that there is 77.2% positive
correlation between Reduction of unemployment and Student Internship
Programme. This implies that Reduction of unemployment and Student Internship
Programme are strongly correlated. Since the probability value of the correlation
coefficient, which is 0.015, is less than the critical 0.05 at 5% significance level,
the alternative hypothesis (H1) is accepted that Student internship program has
significant impact on the reduction of unemployment in AMAC.
4.4 Discussion of Findings
49
The results revealed that respondents believed entrepreneurial curriculum has been
effective in achieving its desired unemployment rate reduction in AMAC.
Furthermore, the results agreed that the level of Pedagogical Approach on
unemployment rate in AMAC is potent. Also, the results unveiled that Student
Internship Program is functional on unemployment reduction in AMAC. And, the
results revealed that the level of reduction of unemployment is the effect of the
entrepreneurial education tool in AMAC which is potent.
The results of the correlation analysis showed that there is positive and significant
relationship between entrepreneurial curriculum and reduction of unemployment in
AMAC (r=0.772; p<0.05). Furthermore, a positive and significant relationship
exists between Pedagogical approachand reduction of unemployment in AMAC
(r=.896; p<0.05). Also, a positive and significant relationship exists between
Student internship program and reduction of unemployment in AMAC (r=0.772;
p<0.05). This implies that entrepreneurial educational is a crucial factor and strong
predictor of reduction of unemployment in AMAC.
It is derived that unemployment among Nigerian graduates has weakened the

national economy as individuals are unable to contribute to the economy. Nigeria
has a history of economic stagnation that has led to decline in white collar jobs.
The inclusion of entrepreneurial course in all disciplines will to a great extent,
assist in solving these problems of high unemployment and underemployment.
Entrepreneurial education in this study has been recognized as a catalyst to speed
up the employment opportunities as this will exposed and encouraged graduates to
startup businesses and improve business potentials among graduates. An effective
strategy to develop the indigenous private sector and reduce unemployment among
Nigerian graduates is through entrepreneurial education.
50
Also the study found out that entrepreneurial education has not been able to help
students develop risk taking initiative in business. This is true as Potter (2008)
argued that education and training programmes is not enough to nurture
entrepreneurial attitudes and skills, but rather educate students for paid
employment, despite some recent improvements.
This finding agrees with works like solomonet al. (2002). High rate of
unemployment has been associated with low level of entrepreneurial development
in any economy. This justifies the need entrepreneurial activities should increase in
order to reduce high rate of unemployment (Solomon, Duffy, & Tarabishy, 2002).
The study of Dim, Akpunonu, and Muogbo (2016) which reveals that
entrepreneurship education and training is a strategic tool for poverty reduction in
Nigeria and that lack of entrepreneurship skills among youth is responsible for the
high rate of poverty in the society. It can be deduced that exposure of
undergraduate students to entrepreneurship skills will stimulate entrepreneurial
drive in students which is a significant factor in job creation for poverty reduction.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
The study examined entrepreneurship education as a tool for reducing

unemployment in AMAC. The study employed the survey design and the
purposive sampling technique to select 450 students across four universities. A
well-constructed questionnaire, which was adjudged valid and reliable, was used
for collection of data from the respondents. The data obtained through the
administration of the questionnaires was analyzed using the Pearson correlation
analysis.
51
The results of the correlation analysis showed that there is positive and significant
relationship between entrepreneurial curriculum and reduction of unemployment in
AMAC (r=0.772; p<0.05). Furthermore, a positive and significant relationship
exists between Pedagogical approach and reduction of unemployment in AMAC
(r=.896; p<0.05). Also, a positive and significant relationship exists between
Student internship program and reduction of unemployment in AMAC (r=0.772;
p<0.05). This implies that entrepreneurial educational is a crucial factor and strong
predictor of reduction of unemployment in AMAC.
5.2 Conclusion
Entrepreneurship education as a tool has been positive on AMAC students in

reducing unemployment among them and also in the world’s universities.
Entrepreneurship education brings severe gains on students, and staffs as most
students success are largely associated with the occurrence of entrepreneurial
education been thought n school.
In conclusion, the study concludes that entrepreneurial educational has a

significant relationship on reduction of unemployment in AMAC.
5.3 Recommendations
Based on the findings of the study, the following policy recommendations are
suggested for enhanced reduction of employment through entrepreneurial
education.
1. Entrepreneurship education should be employed by all universities in

Nigeria, both state, federal, and private universities, to ensure that the future of the
students are safeguarded. This will go a long way in reducing unemployment rate
to the barest minimum.
52
2. NUC should create a department in the education ministry to monitor all
universities curriculum, to ensure all higher institutions in Nigeria has
entrepreneurial education as a course, which should be studied for at least two
semesters.
3. Government should make the economy favourable, so students in

universities can be encouraged to increase their passion on entrepreneurship.
4. Government, university management should make students see reason why

entrepreneurship is the way out of unemployment by organizing free seminars for
the university students.
REFERENCES
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Appendix 1
57
Letter to the Respondents
Department of Sociology,
Faculty of Social Sciences,
University of Abuja.
Dear Respondent,
I am a final year student of the Department of Sociology, Faculty of Social

Sciences, University of Abuja. I am carrying out a research on the topic:
ENTREPRENEURSHIP EDUCATION AS A TOOL FOR REDUCING
UNEMPLOYMENT IN ABUJA MUNICIPAL AREA COUNCIL (AMAC).
Your sincere response to the following questions will help to achieve the purpose
of this.
Yours sincerely,
Section A:
58
Demographic Information
Instruction: Please answer the statement below by ticking (√) the option which best describes
your agreement.
1. Gender: Male ( ) Female ( ).
2. Age: Below 30yrs ( ), 30-40 ( ), 40 and above( )
3. Marital Status: Single ( ) Married ( ) Divorced ( ). Other ( ) Please

signify…………..
4. Job type: Self-Employed ( ), Employer ( ), Employee ( )
5. Job Rank: Lower -level staff ( ); Middle - level Management ( ); Senior ( )
Section B
Using the scale below, please respond to the statement below by ticking the options that best fits
your opinion in relation to your experiences about the practices in the organization.
Where: SA= Strongly Agree = 6; A= Agree= 5; PA= Partially Agree= 4; PD=Partially

Disagree= 3; D= Disagree=2; SD= Strongly Disagree=1
S/N ITEM SA A PA PD D SD
A Entrepreneurial Curriculum
1 Entrepreneurial curriculum provides necessary

training skills required to meet the needed man
power.
2 Its gives opportunity to utilize one’s potentials.
59
3 It enhances the type of training and support for
building a career in SMEs businesses.
4 It provides the training that inspire creativity and

innovation in identifying business opportunities in
AMAC.
B Pedagogical Approach
1 It informs the student of the competencies they expect

to acquire.
2 Pedagogical promotes individual work.
3 It relates teaching to the professional environment.
4 Pedagogical fosters research and critical spirit in

students.
C Student Internship Program
1 The student was able to communicate effectively

with the range of audiences.
2 The student was able to understand professional,

social, legal and ethical responsibilities.
3 The student demonstrated an ability to recognize the

need for and to engage in life-long learning.
4 The student demonstrated an ability to put knowledge

into practice in this internship.
D Reduction of unemployment
1 Employees are provided attractive welfare facilities

to enhance their life cycle.
2 Government policies and programs on smooth SMEs
operations have contributed to the reduction of
60
unemployment.
3 Organizations provides training opportunities for
unemployed citizens to acquire skills for gainful
employment.
4 Organization’s skills acquisition program contributes
to mobilization of resources development.
E Poverty eradication
1 Education is a core requirement
2 Every successful person needs education
3 Poverty is a result of illiteracy
4 Entrepreneurs are prudent managers
61

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THE EFFECT OF ENTREPRENEURIAL EDUCATION AS A TOOL FOR

REDUCING UNEMPLOYMENT IN ABUJA MUNICIPAL AREA

1.1 Background to the Study

Education is the key to national development. This is because it unlocks the

Entrepreneurship education as part of the total educational system is the type of

Education is said to be qualitative when the input such as students, teachers,

Like many developing cities in Abuja, AMAC is facing a serious unemployment

1.2 Statement of the Problem

There is a problem of mass employment and disequilibrium in the labour market in

Teaching methods or pedagogical approach to delivering entrepreneurship

Internship or workplace learning is based on the notion that the experience a

1.3 Objectives of Study

The major objective of this study is to evaluate the entrepreneurship education as a

i. investigate the impact of the entrepreneurial curriculum on the reduction

1.4 Research Questions

i. What is the impact of entrepreneurial curriculum on the reduction of

1.5 Research Hypotheses

2. H02: Pedagogical approach has no significant impact on the reduction of

3. H03: Student internship program has no significant impact on the reduction

1.6 Scope of the Study

The study focuses on the relationship that exists between entrepreneurship

1.7 Significance of the Study

The eventual significance of this study will be discussed under different

The study is of importance to management and operation of education

The study will also be beneficial to the government. As a result of the

1.8 Definition of Operational Term

Entrepreneur: is someone who makes money by starting their own business,

Education: is the process of facilitating learning, or the acquisition of knowledge,

Student Internship: is an opportunity offered by an employer to potential

This chapter focuses on an in-depth review of literature materials available on the

2.1 Conceptual Review

This section focuses on a definitions perspective of the variables based on the

2.1.1 Overview of Entrepreneurship Education

Entrepreneurship education was pioneered by Shigerm Fijii, who started teaching

Fundamentally, Dana argued that Kirznerian entrepreneurship (Opportunity

Alberti, et al (2004) sees entrepreneurship education as the structured formal

In its broader terms, entrepreneurship education is not limited to business or

There is a general agreement by researchers in the field of entrepreneurship that

2.1.2 Entrepreneurial Curriculum

In the partnership model, Jaana (2011) argues that administrative bodies,

In comprehensive education, self-oriented entrepreneurship should be emphasized

In response to entrepreneur demand for entrepreneurship education, a new age of

In an attempt to advocate a framework and methodology for entrepreneurship

2.1.3 Pedagogical Approach to Entrepreneurship

With the increase in the numbers of entrepreneurial programs found in most

Further to the recommendation of approaches in entrepreneurship education,

Entrepreneurship education requires a shift in pedagogy. In traditional classroom,

A major weakness in the teaching of entrepreneurship is the lack of doctoral

The analysis of the objective of entrepreneurship program introduces a deeper

Lastly, if the objective of the education is to prepare individuals to act as

Internships are defined as “a form of on-the–job training in which people gain

i. a specified number of work hours,

According to American Institute of Certified Public Accountants (2006), a recent

Some previous researches show that academic preparedness is one of the

Literature indicates Interns’ self-initiative plays an important part in internship

2.2 Theoretical Framework

2.2.1 Social Cognitive Career Theory (SCCT)

Outcome expectancies involves the imagined consequences of performing

2.2.2 Theory of Pragmatism

The philosophical thought germane to entrepreneurship education generally is

As a theory, pragmatism has had a far reaching impact because” knowledge is

Generic endowment includes gender, age and intelligence. Environmental