THE ROLE OF ENTREPRENEURSHIP EDUCATION USING CEFE METHODOLOGY TOWARDS ECONOMIC TRANSFORMATION OF NIGERIA

¹Ibrahim Abubakar Mikugi; ²Usman Baba Umar and ³Hauwa Daniyan Bagudu

^1&2Department Business Administration and Management, The Federal Polytechnic, Bida

³Department of Banking and Finance, The Federal Polytechnic, Bida

E-mail: angeleyez3029@gmail.com

ABSTRACT

The economic development and transformation of any nation depends on quality of her human resources and competent entrepreneurs who possesses the innovative ability to start and manage businesses effectively. Entrepreneurship education dwells on developing understanding and capacity for pursuit of entrepreneurial behaviors, skills and attributes in widely different contexts. This competency can be achieved through practical entrepreneurship training. This paper examines the role of entrepreneurship education in economic transformation of African countries with particular emphasis on Nigeria; it review literature and two basic methods presently in used in Nigeria, the entrepreneurship education development called Entrepreneurship Education Development (EED) and the concept of CEFE methodology. The methodology used for collecting data was primary source through questionnaires, questionnaire was administered to 45 respondents who were participants during 2010 cefe entrepreneurship training in Federal polytechnic, Bida Niger State, Nigeria; of which 41 questionnaires was dully completed and returned. Analysis of data was done based on returned questionnaires. Findings reveals that most respondents who were participants strongly agreed that the cefe methodology would offer better opportunity for entrepreneurship and business management than Entrepreneurship Education Development (EED) as thought in our tertiary institutions. It was reveal that business plan carried out during cefe training can impact positively on business than the one offered by Entrepreneurship Education Development (EED) curriculum as presently thought in our tertiary institutions. Conclusion was drown and recommendations given which include the need for Cefe methodology to be integrated into academic curriculum of tertiary institutions in Nigeria, without restriction to field of study or discipline, this will afford students opportunity to learn more about practical entrepreneurship and business management competencies during the period of their studies, thereby becomes job creators instead of job seekers. This will eventually boost economic activities and leads to economic development. It was also recommended that the method demands strong support from governments at all levels, federal government, state and local governments, financial institutions and industrial promotion agencies, the business and academic communities at large. This is because respondents reveal that the effort of government support at all levels is not yet satisfactory.

EDUCATING FOR NATIONAL DEVELOPMENT THROUGH SOCIAL STUDIES IN THE 21ST CENTURY NIGERIA

Oluwagbohunmi, M. F.

Department of Educational Foundations and Management

Ekiti State University, Ado-Ekiti, Nigeria.

E-mail: drmagfol@yahoo.com

ABSTRACT

The current socio-economic, political, religious, ethnic and technological situations in Nigeria call for urgent attention and solution. Dishonesty, injustice, corruption in high places, grossly inadequate provision of social amenities etc are problems people have to contend with. These problems would continue unabated if the educational system makes people ineptitude of the required skills for handling such situations. What the nation needs at this crucial time is development of desirable behaviours and virtues that are necessary to contribute meaningfully to national development in learners. This paper examines Social Studies as a means of educating learners and developing in them positive values, attitudes and norms that enhance national development as well as development of problem solving skills to solve the problems that impede progress of the nation. Using Social Studies as a tool, people can imbibe national consciousness and be educated on socially acceptable behaviours and values that are essential to move the nation forward in this 21^st century.

EFFECTS OF FOOD PRACTICALS ON STUDENTS SKILL ACQUISITION IN SELECTED TERTIARY INSTITUTIONS OGUN STATE, NIGERIA

Adebisi, T. Tunrayo

 Department of Home and Hotel Management

Olabisi Onabanjo University Ayetoro, Ogun State

ABSTRACT

The study examined the effects of Food Practicals on Students’ Skill Acquisition in selected tertiary institutions in Ogun State, Nigeria. The study covered Home Economics Students in Tai Solarin University Ijagun and Home and Hotel Management Students of Olabisi Onabanjo University, Yewa Campus, Ayetoro respectively. Two research questions were raised while two null hypotheses were formulated and tested at 0.05 level of significance. The study was a quasi-experimental research which employed the pre-test, post-test control group design. The sample was made up of three hundred (300) level Home Economics Students in 2008/2009 session. The subjects were 138 and they were grouped into two, they were the experimental group (students from Tai Solarin University (69) and the control group students from Olabisi Onabanjo University (69). Both groups for eight weeks, thereafter, a post-test was given to both groups. The research instruments used were questionnaire and evaluation instrument for the practicals. The data collected were analysed using the analysis of covariance (ANCOVA). The F value results of the study revealed that one of the null hypotheses were rejected and one accepted. The major findings of the study were:- (i) students exposed to food practical lessons acquired more skills than those that are not exposed. (ii) students from the middle socio-economic background is not significant to skill acquisition. Conclusion and recommendations were made.