IFE ADEDAPO examines successful entrepreneurship programmes in developed countries that Nigerians can learn from
Many entrepreneurship programmes aimed at reducing unemployment are being created by private companies and the government, most of which are targeted at graduates.
As a result, most Nigerians take entrepreneurship as a last resort when employment is not forthcoming.
Experts note that the best way to develop people’s interest in entrepreneurship is a mindset change and training when they are still young.
Nigerians who have created a niche for themselves in entrepreneurship trainings and development can model their programmes after case studies from developed countries that have successfully battled unemployment challenge through entrepreneurship training in secondary schools and tertiary institutions.
In addition, the present government, which has promised to train graduates in skills acquisition, can learn from other countries’ success story.
Young Achievement Australia programme
This is a cross-curricula programme that brings together groups of students from a school or variety of schools in a local area, a report by the International Labour Organisation.
The report titled, ‘Facilitating Youth Entrepreneurship Part II,’ says that the classes are held in the evening after schools or during school hours, and within 24 hours, the students are able to learn how to sell shares to raise capital; how to establish a company; how to develop a business plan; and ways of conducting research, designing and producing goods or services to fill a profitable market niche.
Other practical business management topics taught are how to plan and implement management systems in finance, manufacturing, human resources and marketing as well as how to liquidate and pay dividends to shareholders at the end of the company’s life.
During this learning period, the students are able to sell shares in their companies to provide working capital and to cover manuals, materials, charter and insurance costs, the report says.
Highlighting the learning outcomes of the programme, it says, “The programme provides enterprise education for all students irrespective of their curriculum choices and it is accredited for a Certificate 11 in Small Business Management. Through being involved in the process, the students experience typical options confronting commercial operations, and develop enterprise skills such as decision making, negotiations, risk-taking, creativity, communication and teamwork.”
“There are management skills seminars, trade fairs and an end-of-year event where companies and students can strive for and win performance awards. The costs for the programme are usually met by sponsoring companies which also provide mentors and advisers for the student group and work with teachers where programmes are run in-school.”
SME job placement in UK
In Wales, Students are given the opportunity to get first-hand information on how to establish a small business through job placements with Small and Medium Enterprises, the ILO report says.
Through its Education Business Links and in pursuance of the Entrepreneurship Action Plan targets of the United Kingdom, the National Assembly provides the opportunity for at least one week of work experience for all pupils in key stage 4 for students between ages 14 and 16.
In addition, the report says that all secondary schools in Wales were mandated to offer at least one business awareness/enterprise activity some of which are Young Enterprise programmes, Achievers International, Understanding Industry, and other locally-developed programmes.
It explains, “To help encourage self-employment and entrepreneurship, it was expected that at least 65 per cent of such placements during 2001-2002 would be with SMEs. Careers Wales, who organises and manages work experience, will be giving priority to developing placements with start-up and relatively new businesses.”
Entrepreneurship in high school, FRANCE
The ILO report says that the programme is an initiative of the Ministry of Education and the Rectorat Aix-Marseille in France.
The concept of the project is to offer students the opportunity to a mini-enterprise, with the intention of creating a concrete product or services for real customers by the end of the school year, it adds.
From a whole school year, from November to May, the students through discussions and proper guidance are able to find a business idea themselves and to develop it.
It says, “This is not a simulation but a real business practice. They then have to work at their projects outside normal class hours. The role of the teachers is to ensure a methodological framework for classroom activities. The main objective of this initiative is to develop the entrepreneurial abilities of the students, rather than to create new businesses. Enterprises in the region are associated with the project, and act as mentors to the mini-enterprises created.
“This experience has been successful for almost 10 years and the French Ministry of Education has now decided to launch a reform of the education system based on similar principles. This concerns multidisciplinary projects with vocational characteristics.”
JUNIOR enterprise in Austria
This programme tagged, ‘Learning Business by Doing Business’ is targeted at secondary school students between 15 and 19 years.
According to information obtained from JUNIOR Company, JUNIOR is an organisation specialised on the establishment and transfer of business knowledge and entrepreneurial skills based on educational practice programmes.
It says that the students are given the unique opportunity to establish and run their own real business for one school year.
During that time, it says the students are able to operate all the phases of a business starting from the business foundation through product generation, business planning, production, marketing, sales, reporting, until the final dissolution of the company.
“The students fulfil all functions of the company and learn to act responsibly as young entrepreneurs. While learning is tied to the work and experience of the students, the teacher steps into the role of a coach, leaving huge opportunities for the personal development of the students.”
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