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

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5.4 Evaluation5.4.1 Conceptual Framework & Theory of Change:Soft skills-Groupstrengtheningand dynamicsHard Skills-EntrepreneurshipEducation,BusinessAdvisory ServicesSustainableEnterprisesMicro-creditAccessYouth15-35yearsFigure 30: Theory of ChangeThis project has proved that it was a channel for youth to transit from adolescence toadulthood; a way to enable and empower socially-excluded youth; a training ground for buildinggood citizens; a service delivery program to the poor and needy; a way to facilitate the transitionof young people from school to work; a way to reduce the incidence of neighborhood crime,poverty, drug abuse, and unemployment; a way to counter balance the years of largely passiveeducation received by students in the classroom; a way to yield good work habits, therebyreducing the risk of hiring young employees and a source of labour.74
Youth are not well informed, motivated and educated on youth entrepreneurship. Theproject focused on youth who were benefiting from government owned vocational skills programand some who were not into non -vocational but have their own small businesses. The reason issimple. Youth entrepreneurship and vocational education programs are built on validated modelsderived from learning theory and based on the premise that education can be used as anintervention tool to influence youth attitudes toward entrepreneurship as a career option 3 .Therefore, to be effective in preparing youth for a changing society, vocational education andentrepreneurship education must be complementary.This theory of change of this project is based on the concept that entrepreneurshipeducation, business advisory and awareness services helped youth to improve on their businesspractices thereby leading to improved and sustainable microenterprises.And the efficientfinancial services will provide the much needed access to resources that would help the pooryouth gradually lead them out of poverty.This project envisions young people as part of the solution rather than part of the problemand a major force to bring positive change in the communities. The result of this projectdemonstrated that once the socially-excluded, marginalized, under-served and half-educatedyoung people are organized and provided structured opportunities to set up business enterprises,they can be changed to champions in their personal and community lives.In order to meet the project goals, the theory of change necessitates that youth demonstrate theircapacity for positive effectiveness within society. The project assisted youth through training,coaching, business advisory services and helping them to establish rotatary savings group(ROSCA) which helps in building social capital. The result of this intervention includes;3 Rasheed, H.S. (2000). The effects of entrepreneurial training and venture creation on youth entrepreneurial attitudesand academic performance. University of South Florida, FL: College of Business Administration75
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Promoting Youth Entrepreneurshipin
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3.6 CNA Results: ..................
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List of TablesTable 1: Logical fram
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ACKNOWLEDGEMENTThis dissertation co
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1.0 PROBLEM STATEMENTThe impact of
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During the early years of independe
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The main purpose of this literature
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loans due to the high interest rate
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Gambia and Nigeria in West Africa,
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Two are highlighted here as the mos
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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
Page 58 and 59: emerged ( morecreative, less riskav
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 76 and 77: awareness on youth entrepreneurship
Page 78 and 79: processes, knowledge practices (i.e
Page 80 and 81: are efficient. We hypothesized that
Page 82 and 83: elationship with the income level.
Page 84 and 85: 6.0 Sustainability PlansThe sustain
Page 86 and 87: 7.0 Lesson Learnt7.1 RelevanceThis
Page 88 and 89: 8.0 RECOMMENDATIONSThe findings sug
Page 90 and 91: and are passionate to start busines
Page 92 and 93: 9.0 REFERENCES:Australia Government
Page 94 and 95: United Nations. (2007, December 18)
Page 96 and 97: MFI (Stakeholder)for the youthThey
Page 98 and 99: Appendix 10.3: Detailed BudgetS/N E
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Page 102 and 103: dataPercentageincrease inYouth-rune
Page 104 and 105: entServicesandCounselingyouthreceiv
Page 106 and 107: Appendix 10. 7: Community Needs Ass
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Page 110 and 111: 13. In your opinion, what measures
Page 112 and 113: 13.1 Other regulative barriers: The
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Page 118 and 119: 8. Workload:I am afraid of not bein
Page 120 and 121: What have been the major impediment
Page 122 and 123: 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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