SUBMITTED TO THE DEPARTMENT OF BUSINESS ADMINISTRATION, GOMBE STATE POLYTECHNIC BAJOGA IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE WARD OF NATIONAL DIPLOMA IN BUSINESS ADMINISTRATION
1.0 Introduction
The persistent challenges of youth unemployment,economic diversification, and sustainable development in Nigeria underscore the critical need for innovative educational strategies. Technical and Vocational Education and Training (TVET) institutions, such as polytechnics, are strategically positioned to drive this change by equipping graduates with not only technical proficiency but also the mindset and skills to create jobs and seize economic opportunities.
Entrepreneurial skills training (EST) aims to foster innovation, risk-taking, creativity, and business acumen. Integrating such training into the polytechnic curriculum is hypothesized to significantly alter graduate outcomes, shifting the paradigm from seeking employment to creating employment. However, the specific impact and effectiveness of such training within the unique context of Nigerian polytechnics require empirical investigation.
This study proposes to evaluate the effect of entrepreneurial skills training at Gombe State Polytechnic, Bajoga. The institution serves as an ideal microcosm, representing the aspirations and challenges of TVET education in Northern Nigeria. The research will assess the current state of EST, measure its perceived and actual impact on students' entrepreneurial competencies, intentions, and employability prospects, and provide evidence-based recommendations for enhancement.
2.0 Statement of the Problem
Despite the national emphasis on entrepreneurship education,graduate unemployment and underemployment remain high in Nigeria, including Gombe State. Many graduates of polytechnics, including Gombe State Polytechnic Bajoga, continue to depend on scarce white-collar jobs rather than leveraging their technical skills to start ventures. This suggests a potential gap between the objectives of entrepreneurial training and its tangible outcomes.
Specific problems include:
• Lack of empirical data on the effectiveness of the current entrepreneurship curriculum at Gombe State Polytechnic Bajoga.
• Unclear impact of EST on students' actual entrepreneurial intentions and self-efficacy.
• Limited understanding of how EST influences students' perceived employability, both in the formal and informal sectors.
• Potential misalignment between training content and the real-market demands and challenges within Gombe State and the broader region.
This study seeks to address these gaps by systematically investigating the effect of entrepreneurial skills training on the students of the institution.
3.0 Aim and Objectives
Theaim of this study is to assess the effect of entrepreneurial skills training on the development of entrepreneurial skills, intentions, and employability of students at Gombe State Polytechnic, Bajoga.
The specific objectives are to:
1. Examine the structure, content, and delivery methods of entrepreneurial skills training currently in place at Gombe State Polytechnic, Bajoga.
2. Assess the perceived level of improvement in students' entrepreneurial competencies (e.g., opportunity recognition, business planning, financial literacy, risk management) attributable to the training.
3. Evaluate the influence of the training on students' entrepreneurial intentions and self-efficacy.
4. Analyze the impact of the training on students' perceived employability and career aspirations.
5. Identify the challenges and constraints associated with the delivery and effectiveness of the entrepreneurial training program.
6. Propose a framework for enhancing the effectiveness of entrepreneurial skills training in polytechnics based on the findings.
4.0 Research Questions
1. How is entrepreneurial skills training currently structured and delivered at Gombe State Polytechnic, Bajoga?
2. To what extent do students perceive an improvement in their entrepreneurial skills after undergoing the training?
3. How does the training affect students' intentions to start their own business after graduation?
4. In what ways does the training influence students' confidence in securing employment or creating jobs?
5. What are the major challenges hindering the optimal delivery and impact of the entrepreneurial training program?
5.0 Significance of the Study
• To Gombe State Polytechnic Bajoga: Provide actionable feedback to refine and strengthen its entrepreneurship curriculum and teaching methodologies.
• To Students: Highlight the value of EST and identify areas for personal development, potentially leading to higher start-up rates and employability.
• To Policymakers (NBTE, State Government): Offer evidence to inform policy on national and state-level entrepreneurship education in TVET institutions.
• To Academic Literature: Contribute to the body of knowledge on entrepreneurship education within the specific context of Nigerian polytechnics and the North-Eastern region.
• To the Local Economy: By fostering a more entrepreneurial graduate population, the study could indirectly support local economic development and job creation in Gombe State.
6.0 Scope of the Study
The study will be geographically limited to Gombe State Polytechnic, Bajoga. It will focus on ND II and HND II students across a selection of departments (e.g., Engineering, Business, Agriculture) who have completed the mandatory entrepreneurship development courses. The scope covers the academic session 2024/2025. The study assesses "effect" through perceptions, intentions, and self-assessed competencies.
7.0 Literature Review (Brief Outline)
This section will provide a theoretical and empirical foundation,covering:
• Theoretical frameworks: Theory of Planned Behaviour, Human Capital Theory.
• The concept and components of entrepreneurial skills and intentions.
• The role of TVET and polytechnics in entrepreneurship development.
• Global and national perspectives on the impact of entrepreneurship education.
• Empirical studies on entrepreneurship training in Nigerian tertiary institutions, identifying gaps this study will fill.
8.0 Methodology
• Research Design: A mixed-methods approach (convergent parallel design) will be employed, combining quantitative surveys and qualitative interviews/focus group discussions for triangulation.
• Population and Sample: The target population is all ND II and HND II students. A stratified random sampling technique will be used to select a representative sample of approximately 300 students for the survey. Purposive sampling will be used to select 15-20 students for FGDs and 5-10 lecturers/administrators for interviews.
• Data Collection Instruments:
• Structured Questionnaire: For students, measuring entrepreneurial skills, intentions, self-efficacy, and perceived employability on Likert scales.
• Interview Guide: For lecturers and entrepreneurship centre coordinators.
• Focus Group Discussion Guide: For student groups.
Date: 2026-08-02 00:00:00.000000