Acquisition of Entrepreneurship Skills of Junior Secondary School Students and Attainment of Sustainable Development
CHAPTER ONE
Objective of the study
The primary objective of this study is to investigate the acquisition of entrepreneurship skills among junior secondary school students and its impact on the attainment of sustainable development goals. Specifically, the study aims to:
- Assess the extent to which junior secondary school students acquire key entrepreneurship skills.
- Identify the factors influencing the acquisition of entrepreneurship skills among junior secondary school students.
- Examine the relationship between entrepreneurship education and the development of entrepreneurial mindset among junior secondary school students.
- Evaluate the integration of entrepreneurship education programs in junior secondary schools with sustainable development goals (SDGs).
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Concepts of Skill and Entrepreneurship
Before discussing the literature in more detail, it is useful to consider briefly the concept of „skill‟ and its relationship with entrepreneurship. Chell (2013:8) cited in Ediagbonya (2013) notes that „… skill refers to proficiency in performance and may be enhanced by practice and training‟. She went on to state that: „Skills are multidimensional constructs; they comprise the cognitive – knowledge and what is learnt; the affective – emotional expression and what is experienced; the behavior – action at strategic, tactical and personal levels; and the context – sectoral, occupational, job and task levels. 9 This is a useful framework within which to understand the skills that are required in order to be a successful entrepreneur, the ways that these skills are acquired and the potential for entrepreneurship skills to be developed and improved within the context of existing entrepreneurial ventures. Chell (2013) also reviewed in Ediagbonya (2013) also reviews some of the key literature regarding the nature of entrepreneurship, noting that „…the knowledge, skills and abilities of entrepreneurs and innovators are many and various, but as with personality traits, they interact with situations…‟ (2013:9). One implication of these observations is that, while there may be some personality traits that are associated with entrepreneurial behavior, in principle it is possible to identify a range of „entrepreneurial skills‟ that can be learnt, practiced and improved, in turn enhancing the prospects of business survival and growth. Skills are abilities and competences needed to perform a task. (Adeyemo, 2009), saw skills as the ability to perform a coordinated set of physical movements. Skills represent particular ways of using capacities in relation to environmental demands, with human beings and external situation together forming a functional system. Stephen, Stump, Roger, Dumber and Thomas (1991) saw skills as the quality of performances which are developed through training, practice and experience, and include efficiency and economy in performance. Hayton (2015) cited in Gidado and Aliyu (2017), defines entrepreneurship skills as “identifying customer needs, technical or market opportunities, and pursuing opportunities” Hayton (2015:3) cited in Gidado and Aliyu (2017). He posited these entrepreneurship skills as part of a broader set of leadership and management skills needed in Small Medium Enterprises (SMEs). Hayton identified a positive relationship between entrepreneurship skills and some measures of business performance. Leadership skills and entrepreneurship skills combine to influence strategy 10 formalization and responsiveness, factors that are positively associated with performance and growth. Entrepreneurial skill can be defined as the ability to create something new with value by devoting the necessary time and effort, assuming the accompanying financial, psychic and social risks, and receiving the resulting rewards of monetary and personal satisfaction and independence (Hisrich and Peters, 2002). Olagunju (2004) defined entrepreneurial skill as the ability of an individual to exploit an idea and create an enterprise (small or big) not only for personal gain but also for social and developmental gain. Entrepreneurship skills therefore by implication is the act of being an entrepreneur, it involves all the activities and functions undertaken by an entrepreneur. Entrepreneurship is believed to provide an important avenue for individuals to advance up the income ladder. For some, it may provide a better route than paid employment, while for others, who may be disadvantaged when pursuing paid employment, it may provide the only route. Entrepreneurs are charged with the responsibility of innovating new products, better production methods, creation of markets and managing the production process.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain acquisition of entrepreneurship skills of junior secondary school students and attainment of sustainable development. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing acquisition of entrepreneurship skills of junior secondary school students and attainment of sustainable development
Summary
This study was on ascertain acquisition of entrepreneurship skills of junior secondary school students and attainment of sustainable development. Three objectives were raised which included: Assess the extent to which junior secondary school students acquire key entrepreneurship skills, Identify the factors influencing the acquisition of entrepreneurship skills among junior secondary school students, examine the relationship between entrepreneurship education and the development of entrepreneurial mindset among junior secondary school students and evaluate the integration of entrepreneurship education programs in junior secondary schools with sustainable development goals (SDGs. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Ibadan. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, while entrepreneurship education at the junior secondary school level holds immense potential for advancing sustainable development goals, concerted efforts from policymakers, educators, and stakeholders are required to overcome barriers and optimize outcomes. By investing in high-quality entrepreneurship education programs, fostering supportive learning environments, and promoting collaboration between education, industry, and government sectors, we can harness the transformative power of entrepreneurship to create a more equitable, resilient, and sustainable future for all.
Recommendation
Based on the findings and conclusions of the study on the acquisition of entrepreneurship skills among junior secondary school students and its contribution to sustainable development, the following recommendations are proposed:
- Education policymakers and curriculum developers should prioritize the integration of entrepreneurship education into the junior secondary school curriculum. This includes designing comprehensive and age-appropriate entrepreneurship modules that emphasize practical skill development, experiential learning, and real-world application.
- Provide professional development opportunities for educators to enhance their knowledge and skills in delivering entrepreneurship education. Training programs should focus on innovative teaching methodologies, effective assessment strategies, and methods for fostering entrepreneurial mindsets among students.
- Encourage collaboration between entrepreneurship education and other subject areas, such as science, technology, engineering, arts, and mathematics (STEAM). Interdisciplinary approaches can enrich students’ learning experiences, foster creativity and innovation, and provide holistic perspectives on entrepreneurship and sustainable development.
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