Please use this identifier to cite or link to this item: http://repository.futminna.edu.ng:8080/jspui/handle/123456789/3697
Title: ENTREPRENEURSHIP EDUCATION FOR ALLEVIATING YOUTH UNEMPLOYMENT IN NIGERIA: A CASE STUDY OF TECHNICAL VOCATIONAL EDUCATION AND TRAINING
Authors: Audu, R.
Maaji, S.A
Idris, A.
Jido, S.H.
Shehu, I.Y.
Keywords: Technical Vocational Education and Training,
Entrepreneurship Education
Youth Unemployment.
Issue Date: Dec-2019
Publisher: Department of Science Education, Federal University of Technology Minna, Nigeria
Citation: 1. Audu, R., Ma’aji, S.A., Idris, A., Jido S. H., & Shehu, I.Y. (2019). Entrepreneurship Education for Alleviating Youth Unemployment in Nigeria: A Case Study of Technical Vocational Education and Training . Journal of Science, Technology Mathematics and Education. 15(4), 86-99.
Abstract: This paper looked at entrepreneurship in Technical Vocational Education and Training (TVET) for alleviating youth unemployment in Nigeria. As the nation is presently experiencing challenges of youth unemployment, the paper observed that one of the most efficient ways to empower the youth is through enhancing entrepreneurship education in T e c h nic al V o c a tio n al E d u c a tio n a n d T r ainin g . The paper examined entrepreneurship education which is a process of preparing trainees for self - employment. The paper also highlights on the objectives of entrepreneurship education and the techniques of acquiring entrepreneurship education . Trends and practices in entrepreneurship education in some countries of the world were also discussed. The paper highlights o n the challenges facing entrepreneurship education and youth unemployment in Nigeria. Conclusions were drawn amongst which are that g overnment should develop entrepreneur internship programmes to enable TVET students to join locally successful entrepreneurs to acquire entrepreneurship competencies and skills to establish their own enterprise. There should be some form of genuine school work based learning incorporated in some studies as part of the national economic development strategies. This implies enric hing the curriculum of TVET to be 70% practical while the theoretical content should be 30% . This should be specified in the curriculum of all TVET programmes.
URI: http://repository.futminna.edu.ng:8080/jspui/handle/123456789/3697
ISSN: 0748-4710
Appears in Collections:Industrial and Technology Education

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