1.1 Background of the study

Small business growth has long been regarded as a driver of economic development and modernization. As a result, evidence from both developed and developing countries shows that entrepreneurship helps small and medium-sized businesses grow. Furthermore, in African emerging economies where population growth outpaces employment growth, entrepreneurship development is both a desired tool for job creation and a poverty-reduction strategy. Because of the growing recognition of entrepreneurship and new business formation as growth and innovation engines, many developing-country government policies are increasingly focusing on private sector development [Obasan,2005]. Furthermore, governments in the Eurozone promote entrepreneurship as a source of job creation and economic progress through legislation [Druker, 1985]. [Hills,1988] please see the link

In a conceptual model, there is a relationship between government activities for entrepreneurial education and poverty reduction.

It was discovered by studying the available literature that there are opposing sides to the entrepreneurial schools of thought, as well as an inherent lack of a standard definition of entrepreneurship (Sexton and Bowman, 1984). There has been some disagreement about the use of terms like entrepreneurship education versus enterprise education (Hills, 1988), as well as the substitution of entrepreneurship education for entrepreneurial education (Jones and English, 2004).

According to Jones and English (2004), there is a conceptual difference between entrepreneurship education and enterprise education: the former is concerned with developing self-sufficient individuals, whereas the latter is concerned with developing opportunity-seeking individuals. Others, including Gibb (1993), According to Fank et al.(2005), the two concepts are conceptually similar but contextually distinct. According to Gibb (1993), as stated by Fank et al. (2005), entrepreneurship education is mostly used in the United States and Canada, whereas enterprise education is used in the United Kingdom and Ireland. Jones and English (2004) make an interesting observation, defining entrepreneurship education as “a process of providing individuals with the ability to recognize commercial opportunities and the insight, self-esteem, knowledge, and skills to act on them” (Jones and English, 2004 ). Aside from the aforementioned debate, the majority of papers, According to Wai and Man (2007) and Hynes (1996), these terms have been used interchangeably (entrepreneurship education, enterprise education, or even entrepreneurial education). Analyzing various definitions may reveal some similarities. Contillon (1931), as mentioned by Ahmad and Seymor, describes entrepreneurs as “innovators” (2006). Entrepreneurs, according to Drucker (1985), create wealth and take risks. Entrepreneurship education is the study of the sources of possibilities and the process of discovery that a person uses to exercise their ability to be creative, take risks, and put their ideas into action. According to some scholars, entrepreneurship education is “training for an uncertain future” (Kratko, 1997) and “provides the competencies of venture development.” However, the majority of the research on entrepreneurship education examined focuses on developing entrepreneurial skills.

attitudes, abilities, and management traits ( Bechard and Toulouse, 1998; Gibb, 1993 as cited in Fank et al. 2005; Hills, 1988).

Education has always been the driving force behind social, economic, and political revolutions in all cultures. It serves as a societal integrator, instilling values that promote individual excellence, social harmony, and national advancement. Recognizing the importance of education in national development, policymakers (European Commission, 2008) have placed a high priority on a newly discovered concept in education known as “entrepreneurial skill development through education” at all levels. In this review study, an attempt was made to conceptualize the term entrepreneurship education. How did it end up in this situation? Its nature, as well as the new role for teachers

in promoting entrepreneurial education, as well as teachers’ perceptions of entrepreneurship education and how it can help eradicate poverty in Nigeria, are discussed.

1.2 Problem description

Entrepreneurship education focuses on the formation of an entrepreneurial culture. It helps aspiring entrepreneurs identify and pursue business opportunities. It is not just about promoting new businesses, creative initiatives, and job creation. Entrepreneurship is a skill that anyone can learn, and it can help young people become more creative and self-assured in their endeavors. Adequate information is documented, instituted, and instilled in all business-minded people, according to Obasan (2005).

Teachers’ perspectives on entrepreneurship education hold that when a student is taught how to run a business, they will be successful.

is a method of reducing unemployment and thus poverty by teaching students of higher learning how to start a business, manage its growth profitably by making entrepreneurial philosophies an action guide, and manage small and medium-sized enterprises in an entrepreneurial manner to ensure continuous success through entrepreneurship education. The goal of classroom entrepreneurship education is to achieve this goal.

1.3 The study’s purpose

The study’s primary goal is as follows:

1) To assess teachers’ perceptions of entrepreneurship education’s contribution to poverty reduction in Nigeria.

2) To investigate teachers’ perspectives on the impact of entrepreneurship education on poverty reduction in Nigeria.

3) To discover

find out what teachers think about the challenges of entrepreneurship education in Nigeria.

4) To make recommendations on how to improve entrepreneurship education in Nigeria in order to reduce poverty.

1.4 Research Issues

The following study questions have been prepared:

1. What are teachers’ perspectives on entrepreneurship education and its contribution to poverty reduction in Nigeria?

2. What are teachers’ perspectives on the impact of entrepreneurship education on poverty reduction in Nigeria?

3. What are teachers’ perspectives on the challenges of entrepreneurship education in Nigeria?

4. What are your recommendations for improving entrepreneurship education in order to reduce poverty in Nigeria?

1.5 Importance of the research

This research will concentrate on teachers’ perceptions of entrepreneurship.

Education and its Impact on Poverty Reduction in Nigeria will be beneficial to the Ministry of Education, causing them to see the need to incorporate it into the curriculum.

This research will also be useful to the academic community because it will add to the existing body of knowledge.

1.6 The Study’s Scope

This study will assess teachers’ perspectives on entrepreneurship education and its contribution to poverty reduction in Nigeria. The study will also look into teachers’ perspectives on the impact of entrepreneurship education on poverty reduction in Nigeria. The study will also investigate teachers’ perspectives on the challenges of entrepreneurship education in Nigeria. Finally, the study will make recommendations on how to improve entrepreneurship education.

Nigerian poverty must be reduced. As a result, the study is limited to a few senior secondary schools in Kogi state.

1.7 Study Restrictions

A number of factors hampered this study, which are as follows:

As with any other research, there are challenges, such as a lack of accurate materials on the topic under study and an inability to obtain data.

The researcher faced financial constraints in obtaining relevant materials as well as printing and collating questionnaires.

Time constraint: Another constraint is time, which makes it difficult for the researcher to shuttle between writing the research and engaging in other academic work.

1.8 Terms Definition

Entrepreneurship education is defined as education and training that aims to foster and encourage entrepreneurial spirit and success.

Perception: the ability to perceive to see, hear, or become aware of something through the senses.a


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