ABSTRACT
Agricultural education is a widely
given high scores on the agenda of many governments. Such governments depend on
the development of entrepreneurship through agricultural education as the major
source for their economic prosperity, growth and development.
This research project is thus a search agricultural
education students’ entrepreneurship skills acquisition and the attainment of self-reliance.
Chapter one of the study lays an introduction for subsequent
chapters. Following the background of the study, the problem statement and the
objective of the study which provided basis for the significance of the study
and the hypothesis were stated. The limitations of this study were also
highlighted.
In the literature review as contained in chapter two, works
of various authors, international and local journals were reviewed to elicit
views on agricultural education students’ entrepreneurship skills acquisition
and the attainment of self-reliance.
Chapter three, research methodology, description of
population and sampling procedure for data collection were discussed. Methods
of questionnaire design, determination of sampling size and questionnaire
distribution were also highlighted.
Chapter four was based on analysis of data collected. This
chapter was sub-divided into data analysis, hypothesis testing and summary.
Percentage table, figure and narration were carefully employed for proper
understanding and testing of hypothesis.
TABLE
OF CONTENTS
Title Page
Abstract
Table of Contents
CHAPTER ONE
– INTRODUCTION
1.1 Background
of the Study
1.2 Statement
of General Problem
1.3 Objective
of the Study
1.4 Research
Questions
1.5 Significance
of the Study
1.6 Scope
of the Study
1.7 Definition
of Terms
CHAPTER TWO
– REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Theoretical
Framework
2.3 Concept
of Self-reliance
CHAPTER THREE
– RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research
Design
3.3 Area
of the Study
3.4 Population
of Study
3.5 Sample
size and Sampling Techniques
3.6 Instrument
for Data Collection
3.7 Validity
of the Instrument
3.8 Reliability
of the Instrument
3.9 Method
of Data Collection
3.10 Method
of Data Analysis
CHAPTER FOUR
– DATA PRESENTATION AND ANALYSIS
4.0 Introduction
4.1 Data
Presentation and Analysis
4.2 Characteristics
of the Respondents
4.3 Data
Analysis
4.4 Testing
Hypothesis
4.5 Summary
of Findings
4.6 Discussion
of Findings
CHAPTER FIVE
– SUMMARY, CONCLUSION AND RECOMMENDATION
5.0 Introduction
5.1 Summary
5.2 Conclusion
5.3 Recommendations
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
OF THE STUDY
Nigeria, like
any other developing country is highly sensitive to the need of providing
vocational and technical education to her teaming population in order to equip
them with saleable skills. The complexities of modern societies demand a type
of education that can equip the individuals with knowledge that can make them
highly functional. The National Policy on Education (2004) highlighted
Nigeria’s desire to achieve her national goals through education; hence, the
need for acquisition of appropriate skills, abilities and competence both
mental and physical as equipment for the individual to live and also contribute
to development of the society.
Agricultural
education is by nature almost totally economic-oriented, and its contribution
is significant to the realization of the transformation agenda. One of the two
aspects of agricultural education, “basic business”, contributes to economic
literacy and therefore to the general education of everyone. Basic agricultural
education is that broad area of knowledge that with a country’s enterprise
system identifies and explains the roles of business a nation’s economic
institution and provides content and experiences that prepare individuals for
effective participation as citizens, workers and consumers in nation’s society
(Osuala, 2009). Quality Agricultural education is vital in the programme of
services delivery in the economic vision of transformation agenda of Nigeria.
While entrepreneurship education can turn around the economic fortunes of the
country and reduce the poverty level (Olorunmolu&Olufunwa, 2008). Etonyeaku
(2009) affirmed that agricultural education has a formidable force that will
equip individuals with appropriate skills, knowledge, abilities and
competencies that will enable them to be self-employed and self-reliant which
will lead to sustainable economic development.
Agricultural
education is an aspect of vocational and technical education which is used as a
term to refer to those educational processes involving the study of techniques,
related sciences, acquisition of practical skills attitudes and knowledge
relating to occupation in vocational sectors of economic and social life
(Etonyeaku, 2009). While entrepreneurship education according to Olufunwa
(2009) is a specialized training given to students of vocational and technical
education to acquire the skills, ideas and managerial abilities and
capabilities for self-employment rather than being employed for pay. In the
same vein, Olurunmolu&Olufunwa in Ezemoyih, (2011) opined that
entrepreneurship education is the type of education that involves the
acquisition of skills, ideas and management abilities necessary for
self-reliant, and can turn around the economic fortunes of the country and
reduce poverty level.
1.2 STATEMENT OF THE PROBLEM
For many developing countries, development
of entrepreneurial skills has been a powerful engine of economic growth and
wealth creation, and is crucial for improving the quality, number and variety
of employment opportunities for the poor. It has several multiplier effects on
the economy, spurs innovation, and fosters investment in people, which is a
better source of competitive advantage than other natural resources, which can
be depleted. Acquiring entrepreneurial skills byagricultural education students
will enable them to create new enterprises, new commercial activities, and new
economic sectors. They generate jobs for others; they produce goods and
services for society; they introduce new technologies and improve or lower cost
outputs; and they earn foreign exchange through export expansion or
substitution of imports.
According to (Abdullahi, 2008)
for countries to accelerate their economic growth and development, it is
necessary for them to build up critical mass of first generation entrepreneurs
because development is now being linked more and more to entrepreneurs. It
stands as a vehicle to improve the quality of life for individuals, families
and to sustain a healthy economy and environment. This can lead to economic
development and the advancement private enterprises.
1.3 OBJECTIVES
OF THE STUDY
The
following are the objectives of this study:
1.
To examine the
entrepreneurship skills required by agricultural education students in attaining
a self-reliance.
2. To identify the factor limiting the development of
entrepreneurial skills in agricultural education.
3. To examine the role of entrepreneurship skill
acquisition in self-reliance of Calabar, cross river.
1.4 RESEARCH QUESTIONS
1.
What are the
entrepreneurial skills required by agricultural education students in attaining
a self-reliance?
2. What are the factors limiting the development of
entrepreneurial skills in agricultural education?
3.
What are the
roles of entrepreneurship skills acquisition in self-reliance of Calabar, cross
river?
1.5 RESEARCH
HYPOTHESES
HO: Entrepreneurial
skill acquisition plays no significant role in the self-reliance of Calabar,
cross river.
H1: Entrepreneurial skill acquisition plays
significant role in the self-reliance of Calabar, cross river.
1.6 SIGNIFICANCE
OF THE STUDY
Agricultural education
is a skill-based course which inculcates entrepreneurial skills in the
recipient. Entrepreneurship on the other hand, deals with creative
identification and utilization of business opportunities. This paper
establishes that Agricultural education has the potentials of promoting
entrepreneurship in Nigeria since it could lead to the acquisition of skills
for identifying viable investment opportunities, proper marketing, financial
management, proper management and avoidance of business failure. The implication
of this work is that, for Nigeria to encourage entrepreneurship, reduce
unemployment and help the practicing entrepreneurs to be successful and achieve
the aim of making their ventures to be going-concerns, Agricultural education
should be taken serious and highly encouraged; otherwise, the desire of Nigeria
to encourage self-employment through entrepreneurship may end up as a mirage.
1.7 SCOPE/LIMITATIONS
OF THE STUDY
This study covers
agricultural education students’ entrepreneurship skill acquisition and the
attainment of self-reliance.
LIMITATION
OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the
researcher in sourcing for the relevant materials, literature or information
and in the process of data collection (internet, questionnaire and interview).
Time
constraint- The researcher will simultaneously engage in this study
with other academic work. This consequently will cut down on the time devoted
for the research work.
1.8 DEFINITION
OF TERMS
Agricultural
education:Is an aspect of
Vocational and Technical Education, a specialized programme of
instruction designed to provide individuals with knowledge, skills and
attitudes leading to employability and advancement in office occupations as
well as teaching business subjects
Entrepreneurship:The capacity and willingness to develop, organize and
manage a business venture along with any of its risks in order to make a
profit.
Skill Acquisition:Is the ability to be trained on a particular task or
function and become expert in it.
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