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

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Treating youth as ‗clients‘ and not mere programme ‗beneficiaries‘Research into start-up and business financeProvision of finance and fundingShifting the focus from ‗product-centered‘ to ‗customer-based‘ programmesInnovative steps are needed for new types of collateral, such as business plan, level ofeducation, and group membership,Broadening the current definition of ‗sustainability‘ from a narrow focus on programmesustainability to livelihood viability through enterpriseDe-politicizing micro or youth credit schemes, especially in Least Developed Countries,Strengthening financial systems management. (Chigunta, 2002 pg 24)With all these intervention in place, youth are encouraged to search for finance to run asustainable enterprise and meet his/her needs and that of their families.2.7.2 Entrepreneurship EducationEntrepreneurship education is crucial and key in assisting young people to developawareness that ownership of a business is a viable option, develop entrepreneurial skills, attributesand behaviors. The Australian Ministerial Council on Education, Employment, Training andYouth Affairs (MCEETYA) has defined (enterprise education as: ―Learning directed towardsdeveloping in young people those skills, competencies, understandings, and attributes whichequip them to be innovative, to identify, create, initiate and successfully manage personal,community, business and work opportunities, including working for themselves‖ (AustraliaGovernment Department of Education, 2000) 22 http://www.dest.gov.au28
Thus entrepreneurship education is not only a means to foster youth entrepreneurship andself-employment but at the same time to equip young people with the attitudes (e.g. more personalresponsibility) and skills (e.g. flexibility and creativity), necessary to cope with the uncertainemployment paths of today‘s societies. Young people can no longer expect to find the traditional‗job-for-life‘ careers but rather ‗portfolio careers‘ (contract employment, freelancing, periods ofself-employment)Regarding the higher education sector, Charney and Libecap (2000) conducted an evaluation ofthe Berger Entrepreneurship programme in the US, comparing business school graduates whocompleted the programme to other graduates. They found out that―Entrepreneurship education is found to contribute significantly to risk-taking, theformation of new ventures, and the propensity to be self-employed. In addition,entrepreneurship graduates have higher incomes, higher assets, and indirectly higher jobsatisfaction compared to other business graduates. Entrepreneurship education contributesto the growth of small firms that employ entrepreneurship graduates, and firms owned byentrepreneurship graduates tend to be larger and have more sales than those owned bynon-entrepreneurship graduates. Entrepreneurship education also promotes technologybasedfirms and products‖(pg 5&6)The educational sector in Nigeria has had several challenges including change ofgovernment. Every stakeholder in this sector has been clamoring for the total overhaul of theeducational curriculum. The policy issues surrounding education has to be tackled from the top tothe bottom in order to address the issue of youth entrepreneurship. The key constraints facing theeducational sector in Nigeria includes: general lack of introduction and adoption of enterpriseeducation, inadequate curricula and study programmes, wrong learning methods, negligence of29
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 18 and 19: Gambia and Nigeria in West Africa,
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 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
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Page 50 and 51: 3.8.3 Important de-motivating facto
Page 52 and 53: The response here is very diverse.
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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
Page 68 and 69: 5.0 Monitoring and Evaluation5.1 In
Page 70 and 71: 5.3 MonitoringThis project aimed at
Page 72 and 73: There was a reported percentage inc
Page 74 and 75: 5.4 Evaluation5.4.1 Conceptual Fram
Page 76 and 77: 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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