1.1 Introduction
Entrepreneurship education is defined as the structured process of equipping individuals with the knowledge, skills, and attitudes required to identify business opportunities, initiate innovative ventures, and sustain economic growth (Adejumo, 2020). It is a deliberate effort aimed at nurturing entrepreneurial mindsets and competencies that enable learners to become self-reliant and contribute effectively to economic development. In contemporary economies, entrepreneurship education is viewed not only as a tool for reducing unemployment but also as a strategy for improving the competitiveness of small and medium enterprises (SMEs) (Okafor & Eze, 2021).
Small holder businesses, are enterprises typically operated by individuals or families with limited capital, small-scale operations, and a focus on local markets. They constitute a significant portion of the informal sector in Nigeria and are vital to the nation's economic development, providing employment opportunities and supporting community livelihoods (Ibrahim & Yusuf, 2020).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of the Study
Entrepreneurship education is increasingly recognized as a strategic approach to fostering economic development and reducing unemployment in developing countries. According to Adejumo (2020), entrepreneurship education provides learners with the necessary skills, knowledge, and attitudes to identify opportunities, create innovative solutions, and manage sustainable enterprises. It is designed to cultivate an entrepreneurial mindset that emphasizes self-reliance, innovation, and the ability to transform ideas into viable business ventures.
Small holder businesses constitute a significant segment of the informal and formal economy in Nigeria. These businesses, often operated by individuals or families with limited resources, are critical to employment generation and poverty alleviation. Ibrahim and Yusuf (2020) reported that small holder enterprises contribute substantially to local economies, supporting livelihoods and stimulating community development. However, despite their economic importance, many small holders face persistent challenges including limited access to finance, poor managerial skills, inadequate market linkages, and low adoption of technology.
Entrepreneurship education is expected to address these challenges by equipping small holders with the competencies required for business growth. Okafor and Eze (2021) asserted that individuals exposed to entrepreneurship education are better prepared to navigate business uncertainties, identify profitable opportunities, and implement effective business strategies. Similarly, Nwosu and Okoro (2022) stated that the integration of entrepreneurship education in formal academic curricula has the potential to enhance the growth and sustainability of small businesses by fostering creativity, problem-solving skills, and managerial competence.
On the other hand, the impact of entrepreneurship education on actual business performance is not always straightforward. Eze and Onwuka (2023) affirmed that while entrepreneurship education provides theoretical knowledge and skill acquisition, the translation of this knowledge into tangible business outcomes often depends on external factors such as access to capital, mentorship, policy support, and socio-economic conditions. Adewale (2021) contended that many graduates of entrepreneurship programs face difficulties in establishing and sustaining businesses due to gaps between academic training and practical business realities.
Furthermore, the methods and quality of entrepreneurship education delivered across institutions vary significantly. Ogunyomi and Fadeyi (2022) reported that most programs are heavily classroom-based, with limited practical engagement through internships, mentorship, and entrepreneurial simulations. This limitation reduces the potential impact of the education on small holder growth, as practical experience is essential for developing critical business competencies. According to Okoli and Obumneke (2020), there is a pressing need to enhance the practical and experiential components of entrepreneurship education to align it with the needs of small holders and the realities of the business environment. This study is set against the backdrop of the increasing recognition of entrepreneurship education as a vital tool for stimulating small holder business growth in Nigeria.
1.3 Statement of Problems
Investigation revealed that small holder businesses, which form the backbone of Nigeria's local economy, often struggle with limited access to financial resources, poor management skills, and low technological adoption. However, the mismatch between theoretical learning and real-world business demands is hindering its effectiveness. On the other hand, many small business owners engage in entrepreneurial activities out of necessity rather than opportunity, leading to low innovation levels and high failure rates within the first few years of operation (Adewale & Ogunleye, 2021).
Furthermore, the structure and delivery of entrepreneurship education in many Nigerian institutions are still largely theoretical, lacking practical engagement and mentorship that inspire real business growth. Many programs focus on classroom-based instruction rather than experiential learning through incubators, simulations, and partnerships with successful entrepreneurs. In addition, institutional and governmental support for entrepreneurship programs remains inconsistent, leading to poor policy implementation and weak collaboration between academia and the business sector (Nwosu & Okafor, 2022). It is against this backdrop that this study seeks to examine the impact of entrepreneurship education on the growth of small holders' businesses.
1.4 Aim and Objectives of the Study
The aim of this study is to assess the role of entrepreneurship education in enhancing the growth and sustainability of small holders' businesses in Nigeria.
The specific objectives of this research are to:
- Evaluate the effectiveness of entrepreneurship education programs in equipping small holders with necessary business skills.
- Identify the challenges within the existing entrepreneurship education system that limit the growth of small holder businesses.
- Examine the influence of entrepreneurship education on the financial and operational performance of small holder enterprises.
- Assess the role of practical training, mentorship, and support programs in enhancing small holder business growth.
- Provide recommendations for improving entrepreneurship education to support small holder business development.
1.5 Research Questions
Based on the stated objectives, the study will address the following research questions:
- How effective are entrepreneurship education programs in equipping small holders with necessary business skills?
- What challenges exist within the current system of entrepreneurship education that affect small holder business growth?
- To what extent does entrepreneurship education influence the financial and operational performance of small holder businesses?
- How do practical training, mentorship, and support programs contribute to the growth of small holder enterprises?
- What strategies can improve entrepreneurship education to better support small holder business development?
1.6 Significance of the Study
It is believed that at the completion of the study, the findings will provide guidance on improving curriculum design to ensure practical relevance and applicability. In addition, the study will provide evidence on the importance of supporting small holder businesses trained through entrepreneurship education.
Furthermore, the study will accent effective strategies for applying entrepreneurial knowledge to improve business performance.
Lastly, the study will serve as a foundation for further investigations into entrepreneurship and small business growth.
1.7 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: Entrepreneurship education has no significant impact on the growth of small holders' businesses in Nigeria.
- H02: The challenges within the existing system of entrepreneurship education limit the growth of small holder enterprises.
- H03: Practical training, mentorship, and support programs positively influence the performance of small holder businesses.
1.8 Scope of the Study
This study focuses on small holders' businesses operating in Lagos State, Nigeria, and examines the role of entrepreneurship education provided through tertiary institutions, vocational training centers, and government-sponsored programs.
1.9 Limitations of the Study
A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
1.10 Definition of Terms
Entrepreneurship Education:
According to Adejumo (2020), entrepreneurship education is the process of equipping individuals with the knowledge, skills, and attitudes necessary to identify business opportunities, initiate ventures, and manage enterprises successfully.
Small Holder Business:
Ibrahim and Yusuf (2020) define small holder businesses as enterprises managed by individuals or families with limited capital, operating at a small scale, and primarily serving local markets.
Business Growth:
Okafor and Eze (2021) stated that business growth refers to the measurable improvement in an enterprise's operational performance, revenue generation, market reach, and sustainability over time.
Entrepreneurial Skills:
Ogunyomi and Fadeyi (2022) affirmed that entrepreneurial skills include creativity, problem-solving, decision-making, risk management, and leadership abilities necessary for running a successful business.
…
