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This study attempts to find out the challenges of entrepreneurship in Home and Rural Economics Education. The sample was a total of 60 respondents that comprises teachers and entrepreneurs in Home and Rural Economics from Federal Polytechnic, Oko in Anambra State Nigeria. Five research questions were stated and acted as a guide for the study analyzed using simple percentage. The researcher found out the challenges of entrepreneurship in Home and Rural Economics Education. On the basis of these findings, recommendations are made on how students should be equipped with knowledge and skill of Entrepreneurship in Home and Rural Economics Education for better living, being creative and resourceful women.
TABLE OF CONTENTS
1.1 Background of the study
1.2 Statement of problems
1.3 Purpose of the study
1.4 Significance of the study
1.5 Research question
1.6 Scope and Limitations of the study
REVIEW OF RELATED LITERATURE
2.1 Concept of entrepreneurship
2.2 characteristics of an entrepreneur
2.3 Challenges of entrepreneurship in home
2.4 The place of entrepreneur in Home Economic
3.1 Population of the study
3.2 Sampling method
3.3 Sample method
3.4 Instrument for data collection
3.5 Data collection techniques
3.6 Data analysis
Data analysis and statement of result
FINDINGS, CONCLUSION AND RECOMMENDATIONS
BACKGROUND OF STUDY
Nigeria as a developing nation has been faced with a lot of problems, such as inadequate healthcare, poverty, illiteracy, unemployment, poor infrastructure and over reliance on oil, crime, corruption, poor macro- economic management, political instability etc.
These are undoubtedly a challenge to the educational system. National Diploma (ND) programme, which are offered in tertiary level of education in the country, are designed among other goals to;
Home and Rural Economics offered education is one of the ND programme offered, most often a part of Vocational and Technical Education. Home and Rural Economies bring together knowledge and skills from different disciplines within the pure, applied and behavioural sciences, arts and agriculture to bear upon the family and its environment.
Home and Rural Economic Education graduates are expected to be prepared not only for teaching, but for adaptable employment situations of which self-employment is inclusive. Interestingly, one solution to unemployment is the generation of self-employment (United Nations Educational Scientific and Cultural Organization (UNE-SCO, 1997). Self-employment how ever requires that individuals possesses among other things entrepreneurial knowledge, attitude and skills. This requires entrepreneurship education.
Fortunately, the federal government of Nigeria has recognized that entrepreneurship plays a crucial role in the innovations that leads to technological charges and productivity growth. Hence, very recently, the National Universities Commission (NUC) and the National Diploma (ND) respectively, in the Draft, Benchmark and Minimum Academic Standard recommended four (4) credit units of entrepreneurship studies for school of Applied Science, where Home and Rural Economics is based. This is a welcome development and has far reading implications for both students and teachers in Home and Rural Economics.
However, Lemeh and Anyakoha (2006) emphasized that for the goal of including the entrepreneurship courses in the ND Home and Rural Economics programme to be attained, strategies for the effective integration of the course must necessarily be determined.
Entrepreneurship has therefore become a vital issue in national development. Home and Rural Economics can become entrepreneurs because they are supposed to have the basic knowledge and skills required for specific jobs or occupations.
However, mastery of craft or processing techniques or even infusion of addition: 1 capital is not enough to ensure survivals of an enterprise (Ikemefuna, 1991).
The importance of finding challenges of entrepreneurship in Home and Rural Economics cannot be over emphasized.
STATEMENT OF PROBLEMS
It is quite unfortunate that majority of Home and Rural Economics graduates can no longer be self-employed because they are not exposed to entrepreneurship.
It was certain that many Home and Rural Economics graduates were afraid of establishing their own business, the reason is that, they are lacking entrepreneurship skills.
A study conducted on higher education and work with particular reference to Home and Rural Economics (Odo, 1998) showed that 26.6 percent of undergraduates were interested in being self-employed. The data obtained from graduates of Home and Rural Economics showed that only 13 percent had set up their own businesses after graduation. However, current employment data shows only 6.6 percent to be self-employed, suggesting that some of these businesses may have folded up. These findings may suggest that there could be challenges for Home and Rural Economics Entrepreneur.
The greatest challenges of Home and Rural Economics is to determined those issues that pose various forms of challenges and threats to individuals, families and society at large and then address than most appropriately (Anyakoha, 2002).
PURPOSE OF THE STUDY
To find-out challenges of entrepreneurship in Home and Rural Economics Education.
Therefore the objectives will be to;
SIGNIFICANCE OF THE STUDY
The significance if this study will be of great achievement to the Home and Rural Economics students in tertiary institution in Anambra State. If they can be able to know how to be self-employed by acquiring entrepreneurial skills so that some problems such as corruption, poverty, unemployment etc will be reduced in our society.
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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