16 Essential Areas of Improvement in the Entrepreneurship Education Program

Background Information

Entrepreneurship Education (EEd) was introduced and made mandatory in the Nigeria Polytechnics in 2011 by the Federal Government to promote job opportunities, innovation, and economic growth. In 2013, Mr Abdu Kofarmata, Desk Officer in charge of entrepreneurship program and education, National Board for Technical Education (NBTE), asserted that any polytechnic that does not offer entrepreneurship programs and education would not be accredited. He stated that entrepreneurship programs allow for innovations and inventions, and a nation can not have sustainable economic growth without innovation (The Nation News, 2013). 

For smooth implementation and productive outcomes, in 2011, the NBTE Executive Secretary, Dr Kazaure, stated that the polytechnics were to set up entrepreneurship study centres to offer students practical experiences in various trades. He directed the head of the institutions to use part of their ETF intervention fund for training to sponsor lecturers involved in the delivery of entrepreneurship courses for higher degree programs. Dr Kazaure stressed that only lecturers who have undergone training in entrepreneurship education should be appointed to direct the Institution’s EEd programs (NBTE Bulletin Vol. 1. No. 6).  

Areas of Improvement 

1. Teaching should align with the Entrepreneurship Education (EEd) curriculum as the minimum requirement designed by the National Board for Technical Education (NBTE). 
2. The EEd curriculum was instituted in 2013 by NBTE, so it requires updating to meet current global academic standard practices. 
3. The EEd practical needs to be revised and more adequately implemented; there is a need for innovation and creativity in skill acquisition. The skills acquisition training should not be enforced on students but emphasise their interest and passion. The facilitators should also explore the learner’s talent for innovation and probable development. 
4. The facilitators should tailor the teaching and practice towards the student’s self-improvement and corporate entrepreneurship development. 
5. Students’ exposure to the challenges and prospects of starting and operating a business is essential through workshops and seminars inviting practising entrepreneurs. 
6. Lecturers in charge of teaching EEd should be professionals in the field of Entrepreneurship Education and require upskilling and regular training on the entrepreneurship ecosystem. 
7. The EEd centre and other affiliated departments must have functional training facilities to enable academic and technical standards. 
8. The Institution should put a conducive environment and framework conditions in place (e.g. electricity, water, training equipment, computer and presentation systems etc.). 
9. The administration and management of the EEd centre should be directed by the Entrepreneurship Education professionals as required by NBTE since 2012. 
10.  The Polytechnic management should comply with NBTE directives and thoroughly implement the NBTE directives in the operation of the EED directorate. 
11. The Institution / EED centre must affiliate with private local and international organisations for mutual educational relationships, advanced knowledge, and valuable accomplishment.
12. Incorporating United Nations Sustainable Development Goals Agenda 2030 (SDGs) into the EEd curriculum is essential. The students must understand the 17 SDGs, 7 Aspirations of African Agenda 2063, and other networking schemes to foster participation and development.  
13. NBTE should introduce digital skills and green technology applications into the curriculum to explore a wide range of professional opportunities and promote students’ understanding of environmental issues. 
14. Students’ exposure to advanced online courses will strengthen their academic knowledge, job opportunities, and understanding of current initiatives. 
15. The organisation of business development, social group network, and learning community for students are essential to promote teamwork, entrepreneurship training, and lifetime relationship for growth and empowerment. 
16. Feedback from learners is crucial to comprehend their academic performances and the Institution’s future development. 

Author Bio: 

Rafiu Akinpelu Olaore, MSc (Entrepreneurship & Innovation, Essex UK), MBA, BSc (Entrepreneurship & Small Business Management). Founder, Youths Enterprise Development & Innovation Society (YEDIS), Nigeria. A Chief Lecturer in the Procurement and Supply Chain Management Department of Osun State Polytechnic, Iree, Nigeria.