ROLE OF TERTIARY INSTITUTIONS IN PROMOTING ENTREPRENEURSHIP EDUCATION IN NIGERIA
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ABSTRACT
The impact of globalization on the education system is overwhelming as it has greatly affected not only the curriculum of but also the instructional process including the entire system. This study examines how to optimize the teaching of entrepreneurship education in tertiary institutions in Nigeria within the context of the globalised competitiveness. The youths of today must brace up for the challenges of adult life in order ti function effectively and productively in a working place,the acquisition of certain basic skill and capacities is needed. This study emphasizes the need for strengthening of entrepreneurship teaching so that the society can benefit from it. Entrepreneurship training is necessary in order to develop expertise as an entrepreneur, identify business opportunities and exploit. Some researchers recommended that entrepreneurship education is expected to start from the secondary school or before to enable the young ones understand the economics of life, survival, contribution to socio-economic development of their immediate environment and beyond . According to section 8 (58) FRN (2004), tertiary education is the education given after secondary education either in universities, colleges of education, polytechnics, mono-technics including those institutions offering correspondence courses. One of the goals of such education is to acquire both physical and intellectual skills which will enable individuals to be self –reliant and useful members of the society. Article 64(c) of the same section indicates that universities education shall contribute to making all students to acquire both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society. Our world is fast changing, interdependent and certainly amongst the most interesting in human history (Enu 2010). It is indeed an era of greater challenges. These challenges bring possibilities for those responsible for educating subsequent generations. On the strength of this, Greig, pike and Sely (1991) asked the following questions: How would schools go about in the task of preparing young people for more informed and effective participation in world society? How can teachers best help develop global understanding in the face of this existing yet daunting prospect of adult life in the 21 century? What kind of skills, capacities and insights students need to make use of, cope with and handle an accelerating rate of change in this growing world?. A synthesis of the above questions constitutes a rich content scope of entrepreneurship Education. In a report of the Global Education Initiative (2009) on educating the next wave of entrepreneurs and unlocking Entrepreneurial capabilities to meet the challenges of the 21st century, an aspect of the report states thus; Preparing today’s students for success and eventual leadership in the new global market place is the most important responsibility in education today. Entrepreneurship education is an important tool to achieving these objectives and should be universally available to provide and fulfill their potentials.
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