目 录
英文原文
Barriers to graduate employment and entrepreneurship in Nigeria
（节选）
1.Introduction
Nigeria has a high number of young people, and is sub-Saharan Africarsquo;s most populous country. It is, depending on who is speaking, Africarsquo;s strongest economy, a position, which can be debated, that alternates with South Africa. It has, despite its capacity to diversify,continued a policy of mono-dependency on oil which contributes its largest share of income.The country retains a significantly increasing high rate of unemployment: 23.9 per cent as at January 2012 (Federal Government of Nigeria, 2013a) down to a still high 14.2 per cent as at January 2017 (Federal Government of Nigeria, 2017).
The relevance of education to future employment and entrepreneurship in Nigeria remains relatively under-researched, particularly in terms of exploring what those in or out of education perceive as barriers and challenges.Ihugba et al.(2013, p. 28), cite, amongst a myriad of factors,“low standard of education”as one of the“challenges faced by entrepreneurs in developing countries”. However, an empirical investigation into the career intentions of university students who had benefited from a semester course inentrepreneurship found that“entrepreneurship education impacts positively on the career intentions of tertiary education students”(Ekpoh and Eket, 2011,p.176).
The researcherrsquo;s hypothesis is that there are a variety of factors responsible for poor employment and entrepreneurship opportunities in Nigeria, not just the scarcity of available jobs and that some of these factors weigh more heavily on a graduatersquo;s ability to gain employment or engage in entrepreneurship, than others. What was missing from the discourse and policy planning measures for addressing graduate unemployment and the low level of sustained entrepreneurship activity in Nigeria was a verifiable and validated body of research on the issue. This research aims tofill this gap. First, it engages with the primary stakeholder, that is, the Nigerian university graduate, to assess barriers to employment and entrepreneurship. Second, it identifies the myriad of factors which are barriers that have been previously identified in existing literature and tests the relevance of these factors in the Nigerian context. The results of the research are validated by consultation with other stakeholders including education providers in Nigeria. Fourth, the research results dispel a common myth that scarcity of jobs alone is the reason for high graduate unemployment in Nigeria and identifies the urgent need for public–private partnership to address these barriers. The results of the research should be invaluable to drafters of education curricula and policymakers, as it shows what factors need to be tackled if barriers to graduate employment and entrepreneurship in Nigeria are to be addressed effectively.
To test the aforementioned hypothesis, the research project comprised two research activities:
- Research Activity 1 on education and youth employment (RA1).
- Research Activity 2 on education employment and entrepreneurship (RA2).
2.Discussion and analysis
Because all the research participants had undergone the compulsory NYSC programme, it is useful to provide a brief background on the relevance of the said programme to the research project. Starting with about 2,364 graduates in 1973, the NYSC programme has graduated over 250,000 corp members annually (News Agency of Nigeria, 2014). They were the 38thcohort in a long line of young men and women who having completed higher education and were mandated under Decree No 24, of 22 May 1973, to serve their country with“with a view to the proper encouragement and development of common ties among the youths of Nigeria and the promotion of national unity”(Federal Government of Nigeria, 2018). Yet in RA1,most participants either did not want to be employed in their place of service or were not retained by their employers under the NYSC programme. Why then does this long-running exercise in mobility not translate into successes in innovations, entrepreneurship, job creation?
It is clear both from the low interest in working for the NYSC employer and the apparent disinterest of those graduates surveyed in RA1 in being retained in their NYSC placements,that the NYSC plays a very limited role in bridging the gap between education and employment in Nigeria. This is unfortunate. The focus on national unity in the objectives ofthe programme is laudable but limiting. The NYSC programme could equally serve more effectively as a transition phase from the school to the work environment.
The NYSC remains primarily an exercise in geographical mobility for the Nigerian graduate, and it is not always a pleasant experience. The deaths of Youth corpers caught in the religious-themed riots in northern Nigeria and the rising Boko Haram insurgency in the early part of 2013 year are horrific deterrents to any parent or child thinking of national servic
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目 录
英文原文
Barriers to graduate employment and entrepreneurship in Nigeria
（节选）
1.Introduction
Nigeria has a high number of young people, and is sub-Saharan Africarsquo;s most populous country. It is, depending on who is speaking, Africarsquo;s strongest economy, a position, which can be debated, that alternates with South Africa. It has, despite its capacity to diversify,continued a policy of mono-dependency on oil which contributes its largest share of income.The country retains a significantly increasing high rate of unemployment: 23.9 per cent as at January 2012 (Federal Government of Nigeria, 2013a) down to a still high 14.2 per cent as at January 2017 (Federal Government of Nigeria, 2017).
The relevance of education to future employment and entrepreneurship in Nigeria remains relatively under-researched, particularly in terms of exploring what those in or out of education perceive as barriers and challenges.Ihugba et al.(2013, p. 28), cite, amongst a myriad of factors,“low standard of education”as one of the“challenges faced by entrepreneurs in developing countries”. However, an empirical investigation into the career intentions of university students who had benefited from a semester course inentrepreneurship found that“entrepreneurship education impacts positively on the career intentions of tertiary education students”(Ekpoh and Eket, 2011,p.176).
The researcherrsquo;s hypothesis is that there are a variety of factors responsible for poor employment and entrepreneurship opportunities in Nigeria, not just the scarcity of available jobs and that some of these factors weigh more heavily on a graduatersquo;s ability to gain employment or engage in entrepreneurship, than others. What was missing from the discourse and policy planning measures for addressing graduate unemployment and the low level of sustained entrepreneurship activity in Nigeria was a verifiable and validated body of research on the issue. This research aims tofill this gap. First, it engages with the primary stakeholder, that is, the Nigerian university graduate, to assess barriers to employment and entrepreneurship. Second, it identifies the myriad of factors which are barriers that have been previously identified in existing literature and tests the relevance of these factors in the Nigerian context. The results of the research are validated by consultation with other stakeholders including education providers in Nigeria. Fourth, the research results dispel a common myth that scarcity of jobs alone is the reason for high graduate unemployment in Nigeria and identifies the urgent need for public–private partnership to address these barriers. The results of the research should be invaluable to drafters of education curricula and policymakers, as it shows what factors need to be tackled if barriers to graduate employment and entrepreneurship in Nigeria are to be addressed effectively.
To test the aforementioned hypothesis, the research project comprised two research activities:
- Research Activity 1 on education and youth employment (RA1).
- Research Activity 2 on education employment and entrepreneurship (RA2).
2.Discussion and analysis
Because all the research participants had undergone the compulsory NYSC programme, it is useful to provide a brief background on the relevance of the said programme to the research project. Starting with about 2,364 graduates in 1973, the NYSC programme has graduated over 250,000 corp members annually (News Agency of Nigeria, 2014). They were the 38thcohort in a long line of young men and women who having completed higher education and were mandated under Decree No 24, of 22 May 1973, to serve their country with“with a view to the proper encouragement and development of common ties among the youths of Nigeria and the promotion of national unity”(Federal Government of Nigeria, 2018). Yet in RA1,most participants either did not want to be employed in their place of service or were not retained by their employers under the NYSC programme. Why then does this long-running exercise in mobility not translate into successes in innovations, entrepreneurship, job creation?
It is clear both from the low interest in working for the NYSC employer and the apparent disinterest of those graduates surveyed in RA1 in being retained in their NYSC placements,that the NYSC plays a very limited role in bridging the gap between education and employment in Nigeria. This is unfortunate. The focus on national unity in the objectives ofthe programme is laudable but limiting. The NYSC programme could equally serve more effectively as a transition phase from the school to the work environment.
The NYSC remains primarily an exercise in geographical mobility for the Nigerian graduate, and it is not always a pleasant experience. The deaths of Youth corpers caught in the religious-themed rio
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