Promoting youth entrepreneurship in Lagos, Nigeria - SNHU ...

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Gambia and Nigeria in West Africa, Malawi and Zimbabwe in Central Africa, Swaziland inSouthern Africa, and Uganda and Kenya in Eastern Africa. The belief in these countries is that theunemployment problem can be solved by promoting small business enterprises. 1A crucialquestion that arises in this respect, as previously noted, is whether these enterprises have thepotential to generate sufficient means to produce independent youth livelihoods, especially in adeclining economy. ESDP has been defined by Rao (1991) as any comprehensively planned effortundertaken by an individual, a group of individuals, or any institution or agency to developentrepreneurship competencies in people. Competencies are intended to lead to self-employment,economic self-sufficiency, and employment generation through long-term education or short-termtraining (Nafukho, 1998). The Gambia in West Africa provides an example of a country that hasestablished an ESDP to promote youth employment through entrepreneurship. The formalemployment sector in the Gambia, as in other SSA countries, is unable to absorb the youth fromschool (Nafukho, 1998). The Gambian Technical Training Institute was established to preparecandidates for mid-level employment, mainly technicians (N‘jie, 1991). To encourageentrepreneurs, in 1976 the Gambian Government established the Business Advisory Service toprovide expert advice to potential entrepreneurs with technical skills. In addition, the RuralVocational Programme targets school drop-outs, illiterate artisans, and the rural poor. Operated atthe village level, the training is supported by extension services for agriculture, animal husbandry,health, hygiene, and functional literacy.1 Entrepreneurial skills development programs for unemployed youth in Africa: a second look byFredrick Muyia Nafukho18
2.3 Entrepreneurship and YouthYouth entrepreneurship is a fairly new yet growing field in the world of developmentprograms. Entrepreneurship has many definitions; however, the following definition, compiled byUlrich Schoof, is geared towards looking at the wider benefits of entrepreneurship and does notlimit the concept to simply starting a business.―Entrepreneurship is the recognition of anopportunity to create value, and the process of acting on this opportunity, whether or not itinvolves the formation of a new entity. While concepts such as ―innovation‖ and ―risk taking‖ areusually associated with entrepreneurship, they are not necessary to define the term‖ (Ulrich, 2006,Pg, 7).There are several key elements of importance in this definition which one should take noteof. The first is that the young entrepreneur recognizes an opportunity to either add value to anexisting process, or develop a new process that has intrinsic value. The youth acts on this idea,making his dream a reality. The definition notes that there does not need to be a new entitycreated, but rather only entrepreneurial activity. This allows the definition to focus on the personas defining entrepreneurship rather than the business itself defining entrepreneurship. Ulrichcontributes further to the discussion of youth entrepreneurship by defining the age category andlevel of maturity common among youth programs. He defines those ages fifteen to nineteen asbeing in the formative stages and thus labels them as ‗pre-entrepreneurs.‘ The next stage, growth,includes those aged twenty to twenty-five and are labeled ‗budding entrepreneurs.‘ Finally, thoseaged twenty-six to thirty nine are in their prime stage and labeled ‗emergent‘ (Ulrich, 2006).When developing a youth program, it is important to understand the age group that istargeting as each level has different capabilities and needs. Additionally, when considering youthentrepreneurship, it is important to understand the various types of relevant entrepreneurship.19
Page 1 and 2: Promoting Youth Entrepreneurshipin
Page 3 and 4: 3.6 CNA Results: ..................
Page 5 and 6: List of TablesTable 1: Logical fram
Page 7 and 8: ACKNOWLEDGEMENTThis dissertation co
Page 9 and 10: 1.0 PROBLEM STATEMENTThe impact of
Page 12 and 13: During the early years of independe
Page 14 and 15: The main purpose of this literature
Page 16 and 17: loans due to the high interest rate
Page 20 and 21: Two are highlighted here as the mos
Page 22 and 23: successfully launching a new enterp
Page 24 and 25: demand economic growth including ma
Page 26 and 27: skills training to young men and wo
Page 28 and 29: Treating youth as ‗clients‘ and
Page 30 and 31: students‘ personal environment (p
Page 32 and 33: children to go into businesses. The
Page 34 and 35: the experience to know all these re
Page 36 and 37: 3.0 COMMUNITY NEEDS ASSESSMENT REPO
Page 38 and 39: forms which cover areas such as mot
Page 40 and 41: fashion, poultry, fish farming, tra
Page 42 and 43: This study targeted both the employ
Page 44 and 45: Total 20 100%Figure 12: Type of fam
Page 46 and 47: Majority of the respondents are ope
Page 48 and 49: Figure 21: Factors the influences e
Page 50 and 51: 3.8.3 Important de-motivating facto
Page 52 and 53: The response here is very diverse.
Page 54 and 55: • It is helps to determine the ne
Page 56 and 57: 4.0 Project Description4.1 Host Org
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Page 60 and 61: selection process1.0 Stakeholdersse
Page 62 and 63: 4.4.2 Implementation ReportThe proj
Page 64 and 65: 4.4.5 Group Formation:This activity
Page 66 and 67: Project Objective One: Improvements
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5.0 Monitoring and Evaluation5.1 In
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5.3 MonitoringThis project aimed at
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There was a reported percentage inc
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5.4 Evaluation5.4.1 Conceptual Fram
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awareness on youth entrepreneurship
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processes, knowledge practices (i.e
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are efficient. We hypothesized that
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elationship with the income level.
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6.0 Sustainability PlansThe sustain
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7.0 Lesson Learnt7.1 RelevanceThis
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8.0 RECOMMENDATIONSThe findings sug
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and are passionate to start busines
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9.0 REFERENCES:Australia Government
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United Nations. (2007, December 18)
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MFI (Stakeholder)for the youthThey
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Appendix 10.3: Detailed BudgetS/N E
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Percentageincrease inincome levelof
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dataPercentageincrease inYouth-rune
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entServicesandCounselingyouthreceiv
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Appendix 10. 7: Community Needs Ass
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4. Starting date: _________________
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13. In your opinion, what measures
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13.1 Other regulative barriers: The
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……………………………
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to seek the challenge (to compete w
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8. Workload:I am afraid of not bein
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What have been the major impediment
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Appendix 10. 8: Socio -Economic Sur
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Appendix 10. 9: Business Advisory a
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___________________________________
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Description Strengths Weaknesses Im
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Appendix 10.0: Stakeholder Analysis
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