PROBLEMS OF ENTREPRENEURSHIP IN HOME AND RURAL ECONOMICS EDUCATION

CHAPTER ONE

INTRODUCTION

BACKGROUND OF STUDY

Nigeria, as a developing country, has encountered several challenges, including inadequate healthcare, poverty, illiteracy, unemployment, bad infrastructure and over-reliance on oil, crime, corruption, poor macroeconomic management, political instability, and so on.

These are, without a question, a challenge to the educational system. National Diploma (ND) programs, which are available at the tertiary level of education in the country, are intended to, among other things, produce highly motivated, conscientious, and effective classroom instructors for all levels of the Nigerian educational system.

b. Provide graduates with the intellectual and professional grounding required for their position, as well as the ability to adapt to changing circumstances (F.R.N, 1998). As a result, the ND program should assist students in gaining the information and abilities required to perform at their best in a continuously changing environment.

Home and Rural Economics is one of the ND programs available, usually as part of Vocational and Technical Education. Home and Rural Economies use knowledge and skills from several fields in pure, applied, and behavioral sciences, arts, and agriculture to the family and its surroundings.

Graduates of Home and Rural Economic Education are supposed to be equipped not just for teaching, but also for adaptive job settings, including self-employment. Surprisingly, the formation of self-employment is one answer to unemployment (United Nations Educational, Scientific, and Cultural Organization) (UNE-SCO, 1997). Self-employment, on the other hand, necessitates the possession of entrepreneurial knowledge, mindset, and abilities, among other things. This need entrepreneurial training.

Fortunately, the federal government of Nigeria has acknowledged the importance of entrepreneurship in driving technical advances and productivity growth. As a result, the National Universities Commission (NUC) and the National Diploma (ND) have suggested four (4) credit units of entrepreneurial studies for the school of Applied Science, where Home and Rural Economics is located, in the Draft, Benchmark, and Minimum Academic Standard. This is a positive step forward with far-reaching consequences for both students and instructors of Home and Rural Economics.

However, Lemeh and Anyakoha (2006) underlined that in order to achieve the aim of adding entrepreneurial courses in the ND Home and Rural Economics curriculum, solutions for successful integration of the course must be devised.

As a result, entrepreneurship has emerged as a critical problem in national development. Entrepreneurs in Home and Rural Economics are expected to have the fundamental knowledge and skills necessary for certain vocations or occupations.

However, mastery of a skill or processing processes, or even the injection of additional: 1 capital, is insufficient to secure an enterprise's existence (Ikemefuna, 1991).

The significance of identifying entrepreneurial issues in Home and Rural Economics cannot be overstated.

STATEMENT OF PROBLEMS

It is sad that the majority of Home and Rural Economics graduates are unable to work for themselves since they have not been exposed to entrepreneurship.

Many Home and Rural Economics graduates were undoubtedly apprehensive of starting their own businesses since they lacked entrepreneurial abilities.

According to Odo (1998), a research on higher education and work with a focus on Home and Rural Economics, 26.6 percent of undergraduates are interested in being self-employed. According to statistics collected from Home and Rural Economics graduates, just 13% went on to start their own enterprises following graduation. However, current employment records show that just 6.6 percent of people are self-employed, implying that some of these enterprises have failed. These data may indicate that Home and Rural Economics Entrepreneurs may face difficulties.

The most difficult tasks in Home and Rural Economics include identifying the issues that offer various types of challenges and hazards to people, families, and society as a whole, and then addressing them most properly (Anyakoha, 2002).

Purpose Of The Study

To find-out challenges of entrepreneurship in Home and Rural Economics Education.

Therefore the objectives will be to;

1. Explain the concept of entrepreneurship

2. Identify characteristics of an entrepreneurship

3. Show the place of entrepreneurship in Home and Rural Economics.

4. Identify the challenges of entrepreneurship in Home and Rural Economics.

5. Offer recommendations for enhancing entrepreneurship to in Home and Rural Economics.

Significance Of The Study                      

The relevance of this study would be of significant achievement to the Home and Rural Economics students in Anambra State's higher institutions. If individuals can learn how to be self-employed by developing entrepreneurial skills, some of our society's issues such as corruption, poverty, and unemployment will be eliminated.

Research Questions

1. What are the concepts of entrepreneurship?

2. What are the characteristics of entrepreneurship?

3. What are the places of entrepreneurship in Home and Rural Economics?

4. What are the challenges of entrepreneurship in Home and Rural Economics?

5. What are the recommendations for enhancing entrepreneurship in Home and Rural Economics?

Scope And Limitations Of The Study            

It is quite impossible to sample all the Home and Rural Economics graduates in tertiary institutions in Anambra State within the period of time. It was however possible to obtain representative random sample of the Home and Rural Economics graduates in tertiary institutions in Anambra State.

The following limitations were encountered by researchers in the course of this study. Lack of finance was a big problems to the researcher in terms of the students were another problem in spite of several efforts made to some students, they skill felt uncooperative in responding to the questions some of them collected the question and did not return them to the researchers.  

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