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PROMOTING ENTREPRENEURSHIP EDUCATION FOR

UNIVERSAL BASIC EDUCATION (UBE) PROGRAMME IN

NIGERIA

Being a paper presentation at the African Conference, Theme;

“Entrepreneurship Education for Sustainable Development in Africa” Faculty

of Education, Ahmadu Bello University, Zaria

BY

MARYAM YAHAYA SHANTALI

DIRECTOR PLANNING, RESEARCH & STATISTICS

ZAMFARA STATE UNIVERSAL BASIC EDUCATION, BOARD, GUSAU

GSM: +234 – 8065665932

EMAIL: myshantali@gmail.com; prszsubeb@yahoo.com

15th to 19th September, 2015

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ABSTRACT: Nigeria blessed with probably the most dynamic and innovative population in the

continent of Africa. The country produces the largest number of educated men and

women in Black Africa (Alabi, 2009; Koroma, 2010). However, the country is

confronted with social, economic and political challenges. The unprecedented

increase in the number of unemployed graduates from tertiary institutions is

alarming. Research evidences proved that despite the compulsory entrepreneurship

education in Nigerian high institutions, 80% of the graduates find it difficult to get

employment every year (Nwangwu, 2006; Odjegba, 2005; Baba, 2013). This calls

for reviews of strategies and interventions. This paper therefore, discussed how

UBE programme could be used to promote entrepreneurship education within its

intervention strategies. The paper, through assessment of the Basic Education

Curriculum contents, proves that curriculum (BEC) can be a tool for promoting

entrepreneurship education at basic education level. It has been concluded that

practical applications and emphasis on vocational and innovative skills can serve

as stimulating factors for arousing entrepreneurship interests in the young minds. It

is recommended that collaborations with local entrepreneurs can greatly assist in

promotion of entrepreneurship education in Nigerian schools, and that SBMCs can

play a major role in establishing the collaborations.

Key words: Entrepreneurship Education, UBE programme, Basic Education

Curriculum, Collaboration

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1. INTRODUCTION

Nigeria as a nation is confronted with a wide range of developmental challenges. The 2012 general household survey conducted by the National Bureau of Statistics revealed that 23.9% of the adult working population is unemployed. More worrisome is the fact that the unemployment rate has exhibited a worsening trend, rising from 8.2% in 1999 to the 23.9% in 2011. (News Express, 2013) Employment creation is one of the factors that determine the economic empowerment of citizens which is the primary goal of any nation and entrepreneurship is a means by which that economic empowerment can be achieved. (Salome, 2012) Likewise, education is the tool that can enhance entrepreneurship development. Education, therefore, has the role of breeding entrepreneurs who will be innovative, competitive and think globally to drive the Nigeria economy. Education is a key and a vital element in the broad development of the nation’s youth’s capacity to address and solves difficulties. Education forms the basis for the proactive and positive economic, social and political changes in the society. Education remains the key to empowerment of the people and the nations as a whole (Olawolu, 2004; Kaegon, 2012). It is necessary for education curriculum to encompass skills such as life skills and leadership skills, entrepreneurship and business management skills, vocational and technical skills as well as career guidance for all levels of education (Basic, Secondary and High Education) to cater for the needs and aspirations of the country. It is in realization of the above that Nigeria In 2006, the Presidency directed all

Nigerian Higher Education Institutions to include Entrepreneurship Education

(EEd) as a compulsory course for all students with effect from the 2007/2008

academic session. The EEd goal is to inculcate in the trainees the ability to:

1. Identify and solve problems using critical and creative thinking;

2. Work effectively with others as a proactive team member and cultivate the

ability to resolve conflict

3. Organize and manage one-self and one’s activities

4. Collect, analyze, organize and critically evaluate information (to make

decisions that must be carried through)

5. Communicate and negotiate effectively

6. Reflect on experiences and explore various strategies for effective learning

… learning to learn at all times

7. Become curious leading to readiness to experiment and innovate (being

never satisfied with the status quo); and

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8. Consider self-employment as a viable option upon graduation from their

institution

However, Nwangwu 2006; Odjegba 2005; Baba 2013 reported that about 80% of

the graduates find it difficult to get employment every year and in 2011, after three

years of inception, a research was conducted by Chika Josephine Ifedili And

Felicia Ofoegbu, of Faculty Of Education, University Of Benin Ugbowo, Benin

City, Edo State, which revealed that despite the compulsory Entrepreneurship

Education in Nigerian Universities, many graduates still remain unemployed for a

long time after graduation. The Entrepreneurship Education delivered to

undergraduates in their 300-level seems not to be meeting the aims and the

objectives for the compulsory course. The content and management of the course

seem to be porous. There seems to be high failure rate and many students struggle

for the minimum pass mark of 40%. The purpose of establishing the

Entrepreneurship course seems to be defeated.

There is need to find out how the course is managed and delivered so as to meet

the goals and objectives of the course. The research indicated that entrepreneurship

education presently given seems to lack good management and acceptable content.

Many students seem to have not grasped the importance of the course. There seems

to be no seriousness among many students in the participation of the course, many

students see the course as one of those unnecessary courses imposed on them to

fulfill graduation requirements. The content and delivery of the course lack proper

knowledge, preparation and attainment of the aimed goals and objectives. There is

a general feeling among education stake holders that students only use scanty

handouts given to them by their lecturers. Some of these handouts have never been

reviewed for many years despite the constant changes in knowledge and

technology.

The Nigeria policy on education made it clear on the need for education to be

functional, relevant, practical and acquisition of appropriate skills and development

of competencies as equipment for the individuals to live in and contribute to the

development of his/her society (Aladekomo, 2004) Indeed Nigeria needs

entrepreneurship education and its application more than any other country and

hence need to expose and emphasize the importance of entrepreneurship education

at all three levels of education–primary, secondary and tertiary. This calls for a

reorientation of school system to emphasize and value Entrepreneurship education

so as to cultivate an enterprise culture (European Journal of Educational Studies,

2011) The Universal Basic Education (UBE) Programme properly articulated

programme intended to improve the poor condition of the educational system in

Nigeria especially as it concerns literacy and skills. For this programme to achieve

its laudable goals there is need to move from topical factual and subject oriented to

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learners and societies. Education consolidates and builds upon Basic Education to

empower the youth to really live, function as a productive member of the society,

earning a living, and contributing to societal progress. One of the programmes that

promote self-reliance is entrepreneurship development. Entrepreneurship

development involves the provision of skills by way of teaching which can be

designed within the UBE Programmes.

2. THE UNIVERSAL BASIC EDUCATION (UBE): SCOPE & OBJECTIVES

The Universal Basic Education (UBE) Programme is a nine (9) year basic

educational programme, which was launched and executed by the government and

people of the Federal Republic of Nigeria to eradicate illiteracy, ignorance and

poverty as well as stimulate and accelerate national development, political

consciousness and national integration. Former President Olusegun Obasanjo

flagged off UBE on 30th September 1999 in Sokoto, Sokoto State. The UBE

Programme is Nigeria's strategy for the achievement of Education for All (EFA)

and the education-related Millennium Development Goals (MDGs). The UBE Bill

was passed into law on 26th May 2004 following its passage by the National

Assembly. The UBE Act 2004 makes provision for basic education comprising of

ECCE, Primary and Junior Secondary Education. The financing of basic education

is the responsibility of States and Local Governments. However, the Federal

Government has decided to intervene in the provision of basic education with 2%

of its Consolidated Revenue Fund. For states to fully benefit from this Fund,

criteria were established which states are to comply. The Act also provides for the

establishment of the Universal Basic Education Commission (UBEC) to co-

ordinate the implementation of the programme at the states and local government

through the State Universal Basic Education Board (SUBEB) of each state and the

Local Government Education Authorities (LGEAs).The Universal Basic Education

Commission (UBEC) was formally established on 7th October 2004. (UBEC,

2014)

Objectives of the UBE Programme

According to the Federal Republic of Nigeria (2004) the objectives of the UBE

scheme are to:

1. Develop in the entire citizenry, a strong consciousness for education and a

strong commitment to its vigorous promotion

2. Provide free compulsory UBE for every Nigerian child of school going age

3. Reduce drastically dropout rate from the formal school system through

improved relevance and efficiency.

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4. Cater for drop outs and out of school children/adolescents through various

forms of complementary approaches to the provision and promotion of basic

education

5. Ensure the acquisition of appropriate levels of literacy, numeracy,

manipulative, communicative and life skills as well as the ethical, moral and

civic values needed for laying a solid formation for life skills.

The curriculum is the main vehicle for transmitting the cultural heritage (needs,

aspirations, knowledge and values) of the past and present members of society. By

curriculum is meant all planned learning experiences provided by the school to

assist the pupils in attending the designated learning outcomes to the best of their

ability (Dada, 1999) Curriculum includes all formal, non formal and informal

contents and processes through which learners gain knowledge, understanding,

skills and attitudes, values and appreciations under the guidance of the school. It is

actually through the curriculum that the goals of the school are achieved (Adirika,

2000). Since the societal needs and aspirations are continually changing, the

curriculum content should, of necessity be dynamic, reflecting at every point in

time the contemporary and anticipated societal values, needs, challenges and

aspirations. Consequently, schools curricula need to be constantly reviewed to

keep pace with global trends and developmental changes in the society.

3. BACKGROUND AND FOCUS OF THE BASIC EDUCATION CURRICULUM

The 9-Year Basic Education Curriculum (BEC) was developed in response to

Nigeria’s need for relevant, dynamic and globally competitive education that

would ensure socio-economic and national development. Specifically, BEC was

developed to ensure that learners at the basic Education level receive well rounded

education capable to compete favourably anywhere in the world in terms of

knowledge, skills, techniques and values and aptitude. Thus BEC addresses

amongst other things, the issues of value re-orientation, poverty eradication,

critical thinking, and entrepreneurship and life skills.(NERDC, 2013) Among the

core compulsory subjects for the lower basic level are –English studies, one major

Nigerian language (Igbo, Yoruba and Hausa), Mathematics, Basic Science and

Technology, Social studies, Civic Education, Culture and Creative Arts, Religious

Studies, Physical and health education as well as Computer Studies/ICT. A learner

at this level is expected to offer at least one but not more than two of the following

electives –Agriculture, Home Economics and Arabic. At the middle basic level,

learners are expected to take as core courses all that were offered at the lower basic

in addition to French Language. The conditions in relation to the electives remain

as in the lower basic. At the upper basic, some significant changes are evident in

the curriculum. Basic Science is separated from Basic Technology so that learners

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can achieve more in-depth knowledge in each of them. While the electives remains

as in the other levels, a learner may offer all the electives if he so desires but it is

however compulsory for him at least to at least offer one of the elective courses.

The UBE curriculum, in terms of outcome, is being measured using comprehensive

and broad profiles, which reveal students' performance as well as teachers'

performance. The array of instruments for students evaluation include teacher

made tests, classroom observation and interactions within the society, standardized

tests and other methods of evaluation that contribute to the overall assessment

profile -these not only reveal the degree of students' mastery of a given body of

content but also give a very broad view of learner's performance and detailed

information of their competence. In terms of workability, UBEC (2008) assert that

the UBE curriculum incorporate considerations of analysis of gender equity,

citizenship education and national development. The effort, they stated, minimized

community's' rejection of formal education as earlier noticed in some parts of the

country.

The UBE reform programme of 2008 made a comprehensive review of basic

education curriculum with a view to enhancing relevance to local and national

aspirations. As a dynamic response mechanism, the UBE curriculum is geared

towards meeting global educational agenda related to Education for All (EFA).

(Okereke; Okoroafor 2011) The curriculum has adequately provided for contexts

and contents to buttress human rights, scientific and technological pursuits as

priority, nationality, natural law; all of which are capable of not only transforming

social consciousness but also equipping learners with skills that would make them

effective citizens of a new world order (UBEC, 2008) The new revised BEC

transformed the curriculum with the entrepreneurial education, information and

communication technology (ICT) skills, and civic education (Bakky Ngozi Adirika

and Oluwatayo, Gbenga K., 2013) There is a greater emphasis on vocational

study. Agriculture and Home Economics subjects are being taught as subjects

within the platform of pre-vocational study. By the time every Nigerian child goes

through the programme and comes out of junior secondary school, he or she would

have learnt prevocational study through Agriculture and Home Economics with an

element of entrepreneurship component. The curriculum of Asia Pacific countries

– China, India and so forth – is based on enterprise spirit and even Britain is now

teaching enterprise education. And the impact is all over the world, including

neighboring Ghana.

Basic Education Curriculum had clearly emphasis on enabling our youths to

acquire critical skills of entrepreneurial attitude.

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4. JUSTIFICATION FOR ENTREPRENEURSHIP EDUCATION AT

BASIC EDUCATION LEVEL:

1. In Nigeria, about 10.1 million children aged 5 – 14 are out of school despite

basic education being officially free and compulsory (UNICEF) Achieving100%

success in ensuring that all school-age children are in school has been identified

as one the goals of UBE. The realization of these goals is however seriously

challenged poverty. A number of parents as Oloko (1990) revealed, send their

children to either serve as domestic help i.e.house helps/domestic servants or

hawkers, just to supplement family income. Charles et al (2006) even stressed

that more parents have become involved in engaging children in child labour

because of the high pay it yields to them. For the children caught up in child

labour, entrepreneurship education at basic education can entice them back to

school, because their parent had already developed their interest in income

generation, element of accounting and profit maximization skills.

2. The research evidence which proves that the rate of unemployment is still 80%

every year showed that the tertiary education student are still not comfortable

with the compulsory entrepreneurship education. This is because of lack of

stimulation at the foundation level.

3. Too much dependency on the white collar jobs. Many graduates are still of the

belief that government work is the only work that can provide income and

security. This dependency crippled many of us that even after retirement we want

to come back to government through contracts or political appointments

Entrepreneurship education at grassroots level is the only means of arresting this

stigma

5. STIMULATING ENTREPRENEURSHIP EDUCATION AT THE BASIC

EDUCATION

The term ‘entrepreneurship’ is usually not associated to education. Its history is,

however, connected to the content of education and qualification.

Entrepreneurship in education has a broad definition which includes economic,

social and cultural factors. Entrepreneurship in education is based on a dynamic

and social process where individuals, alone or in collaboration, identify

opportunities for innovation and act upon these by transferring ideas into practical

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and targeted activities, whether in social, cultural or economic context (Roe

Odegard, 2004).

Entrepreneurship in education seeks to provide students with the knowledge, skills

and motivation to encourage entrepreneurial success in a variety of settings. The

objective includes development both of personal qualities and attitudes and formal

knowledge and skills of beneficiaries. The primary goal of entrepreneurship in

education and training, according to Roe Odegard (2004), is to strengthen the

individual’s ability to see and exploit opportunities in an economic, social and

cultural context. The role of the education system is, thus, to stimulate attitudes

and behavior that promote the capacity for collaboration, creativity and innovation

in children and young people. They should be encouraged to believe in their own

creative values and taking responsibility in their local community.

The capability for acquiring and demonstrating entrepreneurial behaviors, skills

and attributes can be learned, developed and practiced. It is, therefore, necessary to

expose all students to entrepreneurship education which can be effectively

stimulated in schools.

Williams (2011) asserts that entrepreneurship is a learnable process that can be

taught, nurtured, supported and enhanced through various types of education and

training. Drucker (1985) adds that entrepreneurial process involves a systematic

search for and analysis of opportunities which have the potential to generate

innovation. These opportunities can be transformed into

a ‘new-value’ within the dynamic bundle of broad public enterprise and,

inevitably, educational objectives.

6. PROMOTING ENTREPRENEURSHIP IN BASIC EDUCATION

The Basic Education Curriculum already has the objectives of producing self –

reliant graduates, which by the end of the 9 – period of basic education would be

able to self – sufficient through entrepreneurship. The following factors are

therefore critical in achieving the objectives:

Application of Entrepreneurship Education in all subjects:

Entrepreneurship should be taught to students in all disciplines. Many

business ideas emerge from non-business disciplines but are often ignored

because students were not sufficiently educated in the knowledge and skills

required.

Collaboration with the local community: School Based Management

Committee (SBMC) should serve as a collaborating link between school and

the local community for community supports to promoting entrepreneurship

in schools .Entrepreneurial skills and attitudes provide benefits to the

society. Thus, schools, local businesses and the social sector must network

together to provide adequate training in entrepreneurship. There is need for a

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close cooperation and more contact between school and various stakeholders

in the society to promote entrepreneurship.

Develop teacher’s capacity in Entrepreneurship Education:-

To effectively promote entrepreneurship in schools, teachers’ competence

must be carefully assessed. Teachers, as important role models, must possess

requisite knowledge of entrepreneurship to be able to motivate students in

developing a positive attitude toward entrepreneurship. Focusing on

entrepreneurship in teacher training and providing courses in competence

development to working teachers are critically important.

Develop the capacity of education managers:- Attitudes of school owners

and managers must be positively disposed towards promoting

entrepreneurship in schools.. Giving educational institutions the legitimacy

and motivation to work on entrepreneurship will promote entrepreneurship

in schools.

Focusing on entrepreneurship in curricula and management

documents: The school owner’s competence and insight should be

developed among school managers.

Providing conducive or enabling environment for entrepreneurship: The education environment is experiencing rapid evolution. The traditional

models of education management are being eroded due to learning

technologies and changes in student demands based on life-long learning

precepts. Education providers can create an enabling environment which

fosters entrepreneurship in a way which includes both the traditional values

of education and the contemporary demands of providing post - secondary

learning opportunities.

Entrepreneurship is a learnable process that can be taught, nurtured, supported and

enhanced through the existing laws which, if strictly implemented can promote

entrepreneurial ideas and endeavours to emerge and be developed within the

desired conducive learning environment.

7. CONCLUSION

The Universal Basic Education can promote entrepreneurship education within the

framework of policy provisions. However, it is one thing to create a policies, it is

an entirely different thing to implement and execute them. The policy has been put

in place and government must be determined and committed to making

entrepreneurship education successful at the basic education level. An important feature of the current policy on education is that of diversified curriculum with pre-vocational and vocational/technical subjects. This can be stimulating in arousing children interest in entrepreneurship. However, if the goal of equipping

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pupils with vocational /technical skills during their training in school is to be achieved, government must seriously look into provision of infrastructures. Many schools in the country especially the ones located in the rural areas are plagued with very poor infrastructural facilities. In addition, there is insufficient provision for introductory technology and modern information technology facilities. The effect of this is that UBE will produce pupils who are notably ill-equipped in terms of skill.

8. RECOMMENDATION:

For the successful take off and sustenance of entrepreneurship education at the

basic education, there is a need for collaborative efforts of various stakeholders

which includes the following:

Institution of High Education

The community

The government

The media

Education professionals

NGOs/ CSOs and IDPs

TET Fund

THE INSTITUTIONS OF HIGH EDUCATION

A major challenge for the educational system in Nigeria is the production of

qualified teachers to teach at various levels of the educational system.

The Colleges of Education and Universities have the mandate for the training

of manpower for the consumption of UBE schools (ECCD, primary and

junior secondary) There has been so much concern in recent times about the

standard of education in Nigeria. Concerns have also been expressed about

the quality of the graduates produced by the universities, as has been

expressed by Teacher Development Needs Assessment (TDNA) which

resulted in the review of the college by the Capacity for Universal Basic

Education (CUBE) programme in April 2008 when a ‘fundamental overhaul of

curriculum’ was recommended. The new curriculum for colleges of education in

Nigeria will enable teachers to be trained in a different way that will enable them

to teach in a different way to get improved learning outcomes. Certification will be

awarded to any of five areas of basic education-early childhood care, primary

education, junior secondary, adult and non-formal, or special needs education:

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This is an open opportunity for colleges of education and universities to

mainstream entrepreneurship education in all the areas of basic education to equip

the graduating teachers with entrepreneurship skills. Teachers influence on

curriculum and schools system is enormous. They control not only the rate at

which any changes might take place but also largely determine the nature of the

curriculum. Teaching should be done in such a way that learners cultivate the ability to think

creatively and be self-reliant.

The capacity of colleges of education and universities should also be developed in

terms of human resource, material resources and infrastructural resources to

improve the production of quality enterprising teachers for quality teaching of the

basic education.

THE COMMUNITY:

Community participation in Basic Education Management is one of the core

strategies being used to achieve the objectives of the UBE programme in Nigeria.

The ever increasing demands of most school communities for infrastructure,

teaching and learning material, qualified teaching staff as well as incentives to

motivate teachers to teach in the most remote and rural areas have made the task of

Government in meeting Basic Education needs a daunting one.

Recognizing this challenge, the Government of Nigeria initiated the concept of

School- Based Management through decentralization in education delivery to

coincide with one of the three components of UBE namely: increasing access to

and participation in basic education .This was seen as a way to shed off some

burden and encourage as well as strengthen community ownership and

management of basic schools in Nigeria. SBMC serve as a link between

community and school and vice visa.

The community members, through School Based Management Committee

(SBMC) can link – up the local entrepreneurs with the school to support school

children learns some simple and common skills that are appreciated by members of

the community, Community members needs to monitor and ensure that their

children benefits from every possible opportunity for promoting functional and

quality basic education.

THE GOVERNMENT:

Fundamentally, Nigerian government promotes entrepreneurial culture through

initiatives that builds business confidence, positive attitude, and pride in success,

support and encouragement of new ideas, social responsibility and providing

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technological supports. Others are promotion of entrepreneurial skills acquisition

through education and manpower development, production of infrastructure etc.

(Business file, 2013) In early 2000s, entrepreneurship studies have been introduced

into the Nigerian educational system especially higher institutions as a mandatory

course. The Centre for Entrepreneurship Development (CED), which has the

objective of teaching and gingering students of higher institutions (especially in

science, engineering and technological (SET)) to acquire entrepreneurial,

innovative, and management skills, was established. This is to make the graduates

self-employed, create job opportunities for others and generates wealth..

At basic education level, UBEC should re – design its funds allocation to provide a

certain percentage for promotion of entrepreneurship education through review of

textbooks of instructions to reflect entrepreneurship in every subject of instruction;

Capacity building of teachers, SBMCs and education managers and provision

infrastructure and equipments. Government should also support promotion of

activities such as JETS activities, young innovators, science fair, open days or

market day, school garden and holiday camps.

The state and local government can also support with equipping the schools with

necessary infrastructures, such laboratories for practical application of knowledge,

Technology workshop, ICT centers and necessary equipments.

Education should be number one priority of the government budget, released

within a stipulated period and be utilized to what they are budgeted for.

THE MEDIA

The role of media and technology in education is quite obvious in today’s

educational settings. However media comes in many different forms, such as;

internet, TV, radio, and books, all of these media have affected the way students

learn. Around the world students are being globally connected with one another via

internet (Rolls, 2007). These mass media tools have made the world a smaller

place in a way, also called (globalization). The way media affects education are

great and varied when you think about it. Back when Columbus sailed the ocean

blue the world had the misconception that the earth was flat, and why did they

have this theory? Because that is what was printed on every map that was

distributed back then making media at fault. Media is such a massive part of our

lives and it is everywhere we turn.

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It is important that the educators of students and students themselves become what

is called “media literate”. This is the ability to decipher the hidden messages in

mass media. Teacher education needs media literacy as an essential tool and topic

in the new millennium (Schwarz, 2001). Media such as internet, is constantly

growing and changing, thus educators must stay with the times and keep up by

using these tools for their students. With the help of new media power teachers

would be more able to offer students information from around the world at an even

faster and easier rate.

The media should play the role in sensitization of the public though dissemination

of information on the importance of entrepreneurship education at basic education,

its benefits and the role of the public in its promotions.

NGOs/ CSOs/ IDPs

Non – Governmental Organizations, Civil Society Organizations and International

Development Partners had played a great role in promoting Nigerian Education,

both in terms of technical and financial support. Organizations such as UNESCO,

USAID, DFID, UNICEF, JICA have played various roles towards improving the

condition of education, They can support through provision of technical support

for formulation of strategies for promoting Entrepreneurship, for support to

capacity building of SBMC, teachers, head teachers and education managers.

CSOs and NGOs can also work with the community, through various groups such

as the women groups, market women and mothers associations to guide them on

how to support schools.

TET FUND:

Tertiary Education Trust Fund (TET) formally known as Education Trust Fund

(ETF) had been of immence benefit to basic education education, particularly in

the provision of Libraries structures, equipments and materials. TET had also

supported in piloting Almajiri. TET still has the capacity to continues its support

for UBE in promoting entrepreneurship education through provision of the

following:

Provision of infrastructure and facilities at schools and institutions of high

learning

Supporting Human resources development at Universities and colleges of

education

Capacity building of managers of basic education

Support production of instructional materials for basic education

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With the above recommendations, I believe Entrepreneurship education can be

promoted at the basic education programme in Nigeria.

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