SECTION ONE

1.0 INTRODUCTION                            

1.1 BACKGROUND TO THE STUDY

Thousands of graduates are produced from the Nigerian universities annually, many more than employable government ministries, commissions, and parastatals. This is because of these Individuals and corporations have made efforts to complement government by establishing small and medium scale enterprises to create jobs for Nigerian graduates (Iheonumekwu, 2013). Considering the abundance of resources Nigeria has in comparison to countries like Japan, Malaysia, and Indonesia, who were able to break the vicious cycle of poverty by improving the quality of life of their citizens by developing a positive mindset and high level dedication to Entrepreneurship in which Nigeria is still struggling with. In the words of Ogundele (2014), The Asian Tigers have evolved and equipped their human assets with orientation and the ability to respond quickly to opportunities in a wide range of patterns, both close and far. According to Ogundele (2014), this is due to adequate Entrepreneurship Education (EE), preparation, and growth. In Indonesia, six out of ten people start their own business when they are young. Recognizing the importance of entrepreneurship in economic growth and development, most countries are now directing their efforts  towards developing both formal (Entrepreneurship Education in schools) and informal (apprenticeship) Entrepreneurship Education (EE) as a strategy for addressing underdevelopment, unemployment, high levels of poverty, and other social issues(ogundele,2014). The Nigerian government, through the National Universities Commission(NUC), has made it mandatory for every undergraduate student to take an entrepreneurial course as a means of encouraging active and productive entrepreneurial activities in the country(Iheonumekwu, 2013). But this course achieves its objectives by developing a positive entrepreneurial attitudes and interests in the students? In addition, the Federal Government and the National Universities Commission recently directed that all Federal Universities create Entrepreneurship Study/Development Centers (ESCs),the aim of these entrepreneurship center’s is to create opportunities for students through the development of an entrepreneurial mindset and skills which can be used to turn creative business ideas into innovative projects or new start-ups(Iheonumekwu, 2013).

Graduate unemployment rates have become a cause of concern for graduates, individuals and the governments. In Nigeria, this has turned into an economic, political, and social problem. The fervor for tertiary education is eroding as a result of the depressing wave of graduate unemployment (Iheonumekwu, 2013). It is critical to increase jobs and strengthen economic development by creating market-relevant educational training programs that will provide undergraduate students with the skills they need to become more employable. It also allows undergraduates to gain basic knowledge, skills, attitudes, and ideas that will help them launch a new company (Iheonumekwu, 2013; Osuala, 2014; Akpomi, 2019; Onuma, 2019). The way each country, cultural group, and person views sustainable development, on the other hand, will be determined by their own values(UNESCO 2012).As a result, entrepreneurial education aids students and teachers in comprehending the interconnections needed for long-term growth. As a result, schooling improves and offers life and occupational skills that help people reach their full potential, reinforcing self-sufficiency and improving quality of life. Tertiary institutions (universities, polytechnics, and colleges of education) were created for the specific purpose of training and preparing students for jobs after graduation. However, Oladipo, Adeosun and Oni (2010) argued that in early Nigeria, tertiary institutions were regarded as the single most important industry for producing high-level manpower needed for the country's economic transformation. Similarly, World Bank (2019) opined that tertiary education is critical to the development of a knowledge economy in all countries. For decades, job growth and full employment have been on the development agenda.. According to the International Labor Organization (GBSN Report, 2013), There are more than 200 million unemployed people in the world. A global financial crisis hit many countries a few years ago, triggering a huge economic decline and massive job losses. Years afterwards, the world is still short some 67 million jobs, (GBSN Report, 2013). In addition to regaining pre-crisis employment levels, the total number of workers required to sustain current employment rates continues to rise year after year. According to population estimates, the planet will need more than 500 million new jobs by 2020(GBSN Report, 2013).Governments all over the world has a social responsibility to provide jobs for their citizens. However, Nigerian youths' experience has shown that the government alone cannot guarantee paying employment to the nation's youth. Government-provided job prospects cannot keep up with the annual influx of young people leaving school (secondary and tertiary institutions) to enter the labor market. In the words of Onuegbu (2011),The rate of growth of students and the population of economics education students can be represented as geometric, while the growth of job opportunities has been arithmetic. Would-be entrepreneurs, on the other hand, must have some practical knowledge of how to succeed in industry. This should be a requirement before starting any company, particularly if the main goal is to stay in business. Here's where entrepreneurship training comes in handy. Entrepreneurship education enlightens and equips the youth with modalities for running and managing businesses in an enabling setting. As a result, the incorporation of entrepreneurship education into the curriculum of institutions of higher learning is part of the focus of this research as a means of empowering Nigerian youths for long-term self-employment and wealth building(Arogundade, 2011).

Education may be thought of as a means of educating and socializing people who are ignorant. It entails raising a child in the group and continuously educating him or her to adapt to changes in his or her life and around the world (Arogundade, 2011).As a result, entrepreneurship education is a focus on transforming graduates from jobseekers to job creators in order to minimize graduate unemployment. According to Onu and Ikeme (2018),It is the process of identifying and exploring an opportunity, regardless of the resources available at the time. Onuoha (2015) entrepreneurship is characterized as the activity of establishing new businesses or revitalizing existing businesses in response to identified opportunities. Brason (2018), opined that, We are born with entrepreneurship because it is about turning what excites us in life into money, allowing us to appreciate it even more. Suleiman (2011)Entrepreneurship is described as an individual's willingness and ability to pursue investment opportunities in order to start and run a successful business. As can be seen from the above, entrepreneurship is concerned with the transformation of concepts into economic value. The most difficult aspect of entrepreneurship is starting a new company. In recent years, the aim of education in Nigeria has shifted to preparing young people from primary school through secondary and university education to address issues of self-reliance rather than worrying about government employment. Our educational system would fail if we do not teach our young people how to be true and obedient citizens of the country when they are learning to be intellectuals(Arogundade, 2011). Since the devil uses an idle hand, entrepreneurial education will reduce unemployment, indiscipline, armed robbery, and other issues. Entrepreneurship involves a self-reliance mindset that includes things like developing a new cultural and productive climate, as well as fostering new behaviors and cultures in order to meet potential challenges. Self-reliance education is a type of education that equips students with self-employed skills and abilities in fields like catering, carpentry, agriculture, and information technology (Nyerere, 1968).It should be able to allow learners to adapt the skills they've learned to their own situation. The aim of entrepreneurship education is to equip graduates and undergraduates of economics education department in University of Jos with knowledge and skills that will allow them to start their own businesses even if they are unable to find work in the public sector, regardless of their academic specialization(Arogundade, 2011).

The inclusion of entrepreneurship education in university curricula is a strategy for graduate self-employment, independence, and poverty reduction. When students in university of jos are taught appropriate skills, attitudes, and experience, as well as appropriate practical work, they will graduate as self-employed and labor employers. If fully implemented, this will reduce unemployment and shift Nigeria from a consumer to a producer country (Okah and Odelola, 2019).

Self-reliance education is the type of education that provides learners with self-employable skills and special ability in vocations such as catering, carpentry, agriculture and information technology (Nyerere, 1968).It should be able to allow learners to adapt the skills they've learned to their own situation. The aim of entrepreneurship education is to equip graduates with knowledge and skills that will allow them to start their own businesses even if they are unable to find work in the public sector, regardless of their academic specialization.

It is on this premise that the research is motivated to find out the impact of entrepreneurship education towards the attitude of self-reliance. Therefore it is important that undergraduate students of economics education in university of Jos develop a positive attitude and mindset towards self-reliance this because it will play a key role while learning through entrepreneur education. However, Arogundade (2011) gave the major essential tool for achieving a positive attitude towards self-reliancewhich includes the following areas: Improve the quality of basic education; Re-orientate and strengthening existing education programs to address sustainable development; Develop public awareness and understanding towards self-reliance through entrepreneurial education in schools and colleges; and provide training for all sectors of private and civil society. Therefore this study centers on is impact of entrepreneurship education on economics education student’s attitude towards self-reliance in University of Jos.

1.2 STATEMENT OF THE PROBLEM

It has been noted that traditional university education lacks the requisite knowledge and skills to achieve meaningful economic growth, because the system rely solely on looking for white collar jobs that are not readily available after graduation. Given the condition of the Nigerian economy, this is aggravated by the dwindling price of crude oil, Nigeria’s major source of revenue in the global market. There is a pressing need to place Nigerian university curricula or education to stimulate economic growth and development by impacting in its graduates relevant entrepreneurial techniques and skills. Graduates are hatched annually prepared to be gainfully employed in the Nigerian economy's formal sector, with little emphasis on informal sector. The primary explanation for this perception is a lack of cooperation between university faculties and industry and the job market. The training obtained by university students has not been completely effective in equipping students with the requisite skills and competences for job Creation and self-employment, which is at the root Cause of the unemployment threat. Since almost all job invite in the media request people with a variety of work experience and skills, many fresh graduates in Nigeria have found it difficult to find job hence, unemployment in Nigeria continues to be a labor market paradox, owing to a persistent skills gap and skills mismatch. The skills gap among graduates (from higher education) is seen as a barrier to long-term economic growth and a factor in the high rate of graduate unemployment. Despite research findings on the impact of entrepreneurship education on economic education student’s attitude towards self-reliance among students, there is still a dearth in literature in the Nigerian setting specifically in the Northern part of Nigeria. Therefore, this study is aimed at investigating the impact of entrepreneurship education on economic education student’s attitude towards self-reliance among students in University of Jos, Nigeria.

1.3       AIM AND OBJECTIVE OF THE STUDY

The main aim of the study is impact of entrepreneurship education on economics education student’s attitude towards self-reliance in University of Jos. Other specific objective includes:

1) Examine the influence of entrepreneurship education on economics education student’s attitude

2) To examine the significant relationship between entrepreneurship education and the attitude of economics education students on self-reliance

3) To examine the challenges of teaching of entrepreneurial education in higher institutions

4) To assess the impact of entrepreneurship education on the current economic realities in the country

5) To recommend ways of improving and encouraging an effective teaching of entrepreneurial education in the university

1.4 RESEARCH QUESTIONS

The following research questions shall guide this study and in the course of this research, we shall attempt to find answers to the following questions:

1) What is the influence of entrepreneurship education on economics education student’s attitude?

2) What is the significant relationship between entrepreneurship education and the attitude of economics education students on self-reliance?

3) What are the challenges of teaching of entrepreneurial education in higher institutions?

4) What is the impact of entrepreneurship education on the current economic realities in the country?

5) What are ways of improving and encouraging an effective teaching of entrepreneurial education in the university?

1.5     HYPOTHESES

In line with the statement of research problems and the objectives of this thesis, the following hypotheses will be tested:

Hypothesis 1

HO: there is no influence of entrepreneurship education on economics education student’s attitude

Hypothesis 2

HO: there is no significant relationship between entrepreneurship education and the attitude of economics education students on self-reliance

Hypothesis 3:

HO: challenges of teaching of entrepreneurial education in higher institutions do not have an impact on the teaching and learning of entrepreneurship education

Hypothesis 4

HO: there is no significant impact of entrepreneurship education on the current economic realities in the country

Hypothesis 5

HO: The ways of improving and encouraging an effective teaching of entrepreneurial education in the university does not have an impact on the teaching and learning of entrepreneurial education in the university

1.6 SIGNIFICANCE OF STUDY

This study would enable the researcher to pass their experience on the subject matter to commercial centers, government ministries, schools, students to serve as a medium for further research.

Government ministries: the study will significant to government ministries because it will help to show the roles the government is expected to play in providing necessary atmosphere and policy framework for the success of entrepreneur education in schools and colleges.

Commercial center: the study will be significant to commercial centers such as privately owned businesses and government owned business in the sense of encouraging innovation and roles an entrepreneur plays in the development of the economy

Schools and students: this study will be significant to both lecturers and students this because the research will depict an important way for entrepreneurs (students and lecturers) to acquire resources, enhance innovative ability and innovative personality, and build multi-level learning channels for entrepreneurs by integrating various knowledge and value systems. From knowledge learning to skills improvement which includes general ability development and improvement of professional ability. It will also stand as a medium for other research in schools and colleges.

1.7 THEORETICAL/CONCEPTUAL FRAMEWORK

1.7.1 Theoretical frame work

The Theoretical review explores theories that expound on the impact of entrepreneurship education on economic education student’s attitude towards self-reliance under study and which, thereby help in better understanding of the study in question while at the same time putting forth a justification for the current study

The Theory Of Planned Behavior

One of the most widely researched intention models is the Theory of planned behavior (TPB). TBP originated by Ajzen (1991). The theory of planned behavior (Ajzen, 1991) was derived from the Theory of Reasoned Action (Fishbein and Ajzen, 2016). The theory states that behavioral intentions are formed by one's attitude toward that behavior and one's subjective norms (e.g., influence by parents, role models, peers). The theory of planned behavior hinged on 3 factors: the person’s attitude toward the behavior, subjective norm (the influence of other people, and perceived behavioral control (personal assessment of whether one can do it or not). Ajzen (2014) stated under the theory of planned behavior that the intention was affected by an individual’s behavior. The theory of Planned Behavior(TPB) predicts an individual's intention to engage in behavior at a specific time and place. Behavioral intention represents a person's motivation to plan or decide to perform certain behavior consciously. Attitude toward a behavior is the degree to which a person has positive or negative feelings of the behavior of interest. Subjective norm relates to a person’s perception of the social environment surrounding the behavior (Conner &Armitage, 2015). Perceived behavioral control refers to the individual's perception of the extent to which performance behavior difficult or is easy (Ajzen, 1991). Perceived behavior increases when individuals perceive they have more resources and confidence (Lee &Kozar, 2014). The relationship between students entrepreneurial intention and entrepreneurship education using the theory of planned behavior is gaining the interest of academics and professionals (Izquierdo and Buelens, 2018; Fayolle et al.; 2010; Sovitaris et al.; 2015).This theory is relevant to the study because it critically broke down factors the influence a person towards a choice of behavior. For example according to (Sovitaris et al.; 2015) If the government can introduce good incentives in universities for the teaching and learning of entrepreneurship education more people and students will have a positive behavior towards self-reliance. The theory also gives room for other parties like influence of parents, peer groups towards a particular choice of behavior and intention of a person.

Human Capita Theory

Human capita theory was postulated in the year 1962 by Becker and Rosen in the year 1976. Ngugi (2014) in his thesis quotes Schultz (1961) who argues that both knowledge and skill are a form of capital, and that this capital is a product of deliberate enterprise growth, in terms of profitability, business expansion, among other measurable parameters in business. The concept of human capital implies an investment in people through education and training. Schultz compares the acquisition of knowledge and skills to acquiring the means of production which will have a key role in ensuring businesses continues to perform and grow over time. The difference in earnings between people relates to the differences in access to education and trainings. Ngugi (2014) further says that according to Schultz argument, investment in education and training leads to an increase in human productivity, which in turn leads to a positive rate of return and hence of growth of businesses. Skills development and education in general form part of human capital and according to human capital theorists, and hence these assets can improve Small medium scale enterprises productivity significantly (Shepherd and Detienne, 2014).According (Aminu, 2019), he define entrepreneurial human capital as an individual’s knowledge, skills and experiences related to entrepreneurial activities. (Aminu, 2019) in his thesis quotes Becker (2002) who argues that business growth depends on the synergy between new knowledge and human capital, which is why large increases in education and training have accompanied major advances in technological knowledge in countries that have achieved significant business growth. She further argues that Formal education is not the only way to invest in human capital as workers can learn or train outside colleges and schools, especially on jobs.

This theory is relevant in to the study this is because For a student or an Individual to be a certified entrepreneur he or she must have to go through some certain training in other to acquire human capita to carry out entrepreneurial activities. In our study the acquisition of such human capita is through entrepreneurial ship education. This entrepreneurship education will help in the skill acquisition and training in school and colleges of learning.

Competence Based Theory

The competence based theory was postulated by Sanchez in the year 1996 (Aminu, 2019) quotes Wickham (2011) who argues that the entrepreneur’s responsibility is to recognize what core competences are necessary to exploit a particular opportunity to innovate in their achievement and to sustain them. Nteere further argues that competitiveness ultimately comes from producing better products more quickly. To keep ahead of the market, a firm uses its core competencies, where a core competence is anything that allows access to a wide variety of markets, offers real and perceivable benefits to buyers, is difficult for competitors to imitate and is extendable to other products in the future. The ability of the entrepreneurs to continuously be ahead of the market depends largely to his competencies in running the enterprise. Nwachukwu (2010) quotes Afuah (2013) who says that competences and assets are the function of technological and market knowledge as innovation is the use of new technological and market knowledge to offer a new product or service that customers will want. The Relevance of this theory to this research helps the student or an individual to be competent or to create a behavior or knowing that only expertise can make an entrepreneur prosper in the business venture. Therefore through entrepreneurship education students are able to acquire skills and grow into having expertise so as to excel within their competitors.

Need For Achievement Theory Of Entrepreneurship

This theory was developed by David. C. McClelland. McClelland in the year 1967 concerned himself with economic growth and the factors that influence it. In this context, he tries to find the internal factors i.e. “human values and motives that lead man to exploit opportunities, to take advantage of favorable trade conditions.” That is why he gives importance to the innovative characteristics of entrepreneurial role. The entrepreneur is concerned with need for achievement (n-achievement).

The n-achievement is called as “a desire to do well, not so much for the sake of social recognition or prestige, but for the sake of an inner feeling of personal accomplishment.”

It is this motive of n-achievement that guides the actions of entrepreneur. People with high n-achievement behave in an entrepreneurial way. So it is better to develop n-achievement among individuals to ensure high scale of economic development. In practice, n-achievement motive is inculcated through child rearing practices, which stress standards of excellence, material warmth, self-reliance, training and low father dominance.

McClelland identified two characteristics of entrepreneurship. First doing things in a new and better way. Secondly, decision making under uncertainty.

This motive is called as the tendency to strive for success in situations involving an evaluation of one’s performance in relation to some standard of excellence. People having high need for achievement are more likely to succeed as entrepreneurs.

According to McClelland, individuals with high need achievement will not be motivated by monetary incentives but that monetary rewards will constitute a symbol of achievement for them. Similarly, they are also not interested much for social recognition or prestige but their ultimate goal is personal accomplishment. That is why McClelland suggests that in order to raise the level of achievement motivation; parents should set high standards for their children. This theory is relevant to the study because this shows that people or students who are intending entrepreneur’s needs to be motivated in other achieve certain goals. therfore the motivation and tendency to drive for success in entrepreneurship will lead to successful business owners after graduation.

1.7.2 Conceptual framework

Conceptual framework for the study includes concepts and empirical findings from the literature. It has been used to show relationships among these ideas and how they relate to impact of entrepreneurship education on economic education student’s attitude towards self-reliance

CONCEPT OF ENTREPRENEURSHIP EDUCATION

 Entrepreneurship Education is the process of imparting individuals or students with the concepts and skills to recognized opportunities that others have overlooked, and to have the insight, self-esteem and knowledge to act where others have hesitated. Entrepreneurship Education has been view as a systematic training and instruction that transmit entrepreneurial knowledge and development of skills in students (CELCEE, 1999). Entrepreneurship education is meant to change students’ behaviour pattern in the desired direction. Therefore, Entrepreneurship education is a continuing development of relevant entrepreneurial skills and habits whose understanding and application enable the students to contribute meaningfully towards the growth and development of Nigerian economy. Bink (2014) is of the opined that entrepreneurship education refers to the instructive process involved in the encouragement of entrepreneurial activities, behaviors and mindsets. Entrepreneurship education has come to symbolize all forms of knowledge delivering that seek to empower the individuals/students to create real wealth in the economic sector, thereby, advancing the cause of development of the nation as a whole (Ekpoh&Edet, 2011). Similarly, Entrepreneurship education is the process of imparting knowledge and teaching skills to potential entrepreneurs on how to venture into business that is relatively small in nature for future development or advancement (Aminu, 2019). The Centre for Entrepreneurial Leadership Clearinghouse on Entrepreneurship Education defined Entrepreneurship education (EE) as the process of imparting structural and formal entrepreneurial concept, entrepreneurial behaviour, entrepreneurial culture, skills and mental awareness to be used by students and individuals to develop abilities, and willingness, to seek out investment opportunities, initiate, start, manage and develop business and entrepreneurial activities. Entrepreneurship education is an imperative component of university education providing a motivation, self-efficacy and confidence for students in making career choice of becoming entrepreneurs. Thereby, creating and increasing the new venture creation, economic growth and development. The new businesses established play very important and significant role in the economy.

Education is the key to national development (Maina, 2013) Education is an important tool for sustainability (Maina, 2013). Generally, education is confirmed to have a positive effect on entrepreneurship (Kuttim et al.; 2014). According to Mwasalwiba (2010), entrepreneurship education was started by Shigeru Fijii in 1938 at Kobe University in Japan. Myles Mace started the first course in entrepreneurship in USA at Harvard Business school in 1947 (Alberti et al.; 2014). Entrepreneurship education has grown rapidly in tertiary institutions around the world (Fretschener and Weber, 2013). The growing number of tertiary institutions offering Entrepreneurship education is an attestation that entrepreneurship can be taught (Hafiz &Sa'ad, 2015). There is no consensus definition of entrepreneurship education (Valerio, Parton, Robb, 2014). In this study, entrepreneurship education is used in a narrow sense of referring to students intentions of starting their own business. Entrepreneurship education can be used in a broad sense also. According to Fretschener and Weber (2013) The main objective of entrepreneurship education in tertiary institutions is to empower graduates irrespective their course of study with skills that will provide them the opportunity to engage in income yielding business, whether they are able or not able to secure paid employment whether in public or private sector. Entrepreneurship Education turns a graduate from being a job seeker to job creator (Bassey and Archibong, 2014). Entrepreneurial Education was introduced into the undergraduate curriculum of Nigerian Universities in 2011 (Agbonlahor, 2016). The main purpose of introducing to tertiary institutions is to produce graduates with entrepreneurial skills needed in the private sector can also start their businesses and consequently employs others. Entrepreneurship education is based on the premise that entrepreneurship can be learned, can develop student entrepreneurial intentionally (Pittaway and Cope, 2015) and finally lead to business start-up (Nabi, Holden, and Walmsley, 2010). Though not all studies agree that entrepreneurship education affects entrepreneurial intention (Oosterbreek, Van Praag & Ijsselstain, 2010). Scholars have seriously debated whether entrepreneurship can be taught and learned (Gorman et al.; 2012; Aronsson, 2014; Gendron, 2014). It is vital for higher institutions to make available quality education for likely entrepreneurs to prepare them for future businesses that they can start. All over the world, entrepreneurs exist in all professions: Medicine, architecture, law, research, education, engineering et al. and they are available in different shapes, colors, size and background (Hisrich, Peters & Shepherd, 2014; Baron, 2015). According to Küttim (2014), participation in entrepreneurship education is likely to strengthen entrepreneurial intentions. Also, more favorable attitude towards entrepreneurship is likely to increase intentions of starting a business. Furthermore, right after studies students in other fields than business and economics are likely to be more interested in starting their own business. Entrepreneurship education has the mandate to equip the youth with functional knowledge and skill to build up their character, attitude, and vision. Entrepreneurship education consists of all activities with the objective of fostering entrepreneurial mindsets, attitudes, and skills covering a range of areas such as idea generation, startup, growth and innovation (Fayolle, 2019). Fayolle, 2015 and Thompson, 2014 believed that entrepreneurship could not be taught because it is more of personality and psychological traits because talent and temperament cannot be taught. The key to achieving a successful entrepreneurship education is to determine the most efficient way to handle the teachable skills and identify th e best match between student needs and teaching techniques (Lee et al., 2015). Entrepreneurship education influences students' entrepreneurial intentions and behaviors (Fayolle&Gailly, 2014). Entrepreneurial education plays an important role in setting up one's businesses (Roxas, Cayoca-Panizales& Jesus, 2018; Clereq&Arenius, 2011). Research has shown that students that participated in entrepreneurship education are positively influenced to start a business (Balaban and Ozdemir, 2018; Tagraf&Halis, 2018; Izedonmi and Okafor, 2010; Karlsson and Moberg, 2013 and Wnnberg, 2015). While Oosterbeek, Praag, and Ijsselsten (2010); Mclarty, (2014) concluded that entrepreneurship education has a negative impact on entrepreneurial intentions by students. Entrepreneurship education can positively influence students to do something productive in the area of entrepreneurship (Mahendra, Djatmika & Hermawan, 2017). According to Shabami, (2013) entrepreneurship education should incorporate: (1) Group discussion inclusive of enriching scope of materials (2) networking and learning by doing group setting (3) collaborative and creative work by students (4) individual characteristics, capacities, and potentials as units.

Research findings by Kuttim et al.; (2016) revealed that participation in entrepreneurship education has a positive effect on entrepreneurial intentions. Also, Hussain & Norashidah, (2015) Lorz (2011), Hattab, (2015) showed that there is a positive relationship between entrepreneurship education and entrepreneurial intention. Hands-on entrepreneurship education is capable of having a positive effect on students entrepreneurial motivation (Farhangmehr et al.; Jakubiak&Buchta, 2016). According to Kuratko (2014), the question is not whether entrepreneurship can be taught but what should be taught. Academic research has indicated that entrepreneurship education increases entrepreneurial intention (Maresch, Harms, Kailer, Wimmer-Wurm, 2016). Haase & Lautenschlager (2011) observed that certain aspect of entrepreneurship cannot be learned. Akola and Heinonen (2011) distinguish the "Art" from the "science" of entrepreneurship while the „art' which includes creativity and innovative thinking is not teachable, the „science' which includes business and management skills can be taught. According to Learning Style theory (Kolb, 1976; Randolph and Posrer, 1979), Entrepreneurship education can be in two ways: Active style, where the student acquires knowledge through active experimentation (e.g., business plan, seminars or simulations) and reflective observation (e.g., theory lectures). Both methods may differ in their strength of impact. It is vital for tertiary institutions to provide entrepreneurship education for their students so that the students can effectively identify and improve innovative and creative skills because they will be the driving force of economic development using scientific management principles to run business in future (Kalyoncuoğlu, Aydıntan & Gökse, 2017)

The Federal Government of Nigeria gave directives to National Universities Commission (NUC), National Commission for Colleges of Education (NCCE), and National Board of Technical Education (NBTE) to ensure that tertiary institutions establish centres for entrepreneurship development (Hafiz & Sa'ad, 2015). Osuala (2010) gave the summary of EE in Nigeria to include: a) Provision of a worthwhile education for the youths, which could make them self-reliant leading to selfindependence. b) Give assistance to graduates with the training and support necessary to help them start a career in small business. C) Providing the graduates with the skills set that will make them fit into the manpower needs of the society. d) Provide graduates with training in risk management. e) Stimulate industrial and economic growth of less developed areas. f)Provide graduates with creative and innovative ways of identifying new business opportunities. g) Provide SMEs with the opportunity of recruiting entrepreneurial minded graduates. There is a need for more studies to focus on assessment of the impact of entrepreneur education (Neck & Greene, 2011; Martin McNally & Kay, 2013; Walter, Parboteeah, & Walter, 2013).

CONCEPT OF ECONOMICS EDUCATION

According to Mowery et. al, 2013 economics education or economic education is a field within economics that focuses on two main themes: (i) the current state of, and efforts to improve, the economics curriculum, materials and pedagogical techniques used to teach economics at all educational levels; and (ii) research into the effectiveness of alternative instructional techniques in economics, the level of economic literacy of various groups, and factors that influence the level of economic literacy. Economics education is distinct from economics of education, which focuses on the economics of the institution of education. This article discusses the field conceptually, and also provides a general outline of the typical curriculum.

Characterization of Economics education

Mowery et al (2013) found that Economics Education can be seen as a process, science and product: 

I) As a process: economics education involves a time phase of inculcating the needed skills and values on the learners, in other words, it entails the preparation of learners for would-be-economics educator (teachers) and disseminating of valuable economics information on learners in other for them to improve their standard of living by engaging in meaningful venture;

ii) As a science: it means that it is a body of organized knowledge which is subjected to scientific test;

iii) As a product: economics education involves the inculcation of saleable values/skills/disposition which are desirable by employers of labor and the society at large

CONCEPT OF ATITTUDE

Like most abstract terms in English language attitude has more than one meaning. Derived from the Latin 'aptus' it has on the one hand the significance of 'fitness' or 'adaptedness' and like its by form 'aptitude' it connotes a subjective or mental stage of preparation for action .While referring to the meaning of attitude mentioned as an article in Encyclopedia Britannica, "Attitude is a word having no precise technical meaning when used to describe human beings psychology. It refers in a general way, to inclinations presumed to be enduring to react in a certain way in response to certain kinds of situations to see and interpret events according to some predisposition and to organize opinions into coherent interrelated clasters' While referring to the dictionary meaning, Harriman in the New Dictionary of Psychology calls attitude as, a mental set to respond to a situation with a prepared reaction. Attitudes denote basis perceptions, convictions feelings 3 and emotions hopes and fears." Drever in the Dictionary of Psychology considers it, "a more or less stable set or disposition of opinion^ interest or purposes, involving expectancy or a certain kind of experience and readiness with an appropriate response." In the Dictionary of Philosophy and Psychology. Baldwin calls it, "The readiness for attention or action of definite sort." Good in the Dictionary of Education calls it, "The predisposition or tendency to react specifically towards an object, situation, or value, usually accompanied g by feelings and emotions." In the Dictionary of Psychology Warren tells that, "Attitude the specific mental disposition toward an incoming (or arising) experience, where by that experience is modified or a condition of readiness for- certain type of activity.

Sascha, Walter, &Dohse, (2019), consider attitude as, "an enduring system of positive or negative evaluation, emotional feelings and pro or con action, tendencies with respect to a social object." (Davidsson, 2018) has defined attitude as, "a mental and neutral state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it is related

CONCEPT OF SELF RELIANCE

The term self-reliance was coined by Ralph Waldo Emerson in a similarly titled essay published in 1841 which stressed the trust in one's present thoughts, skills, originality, belief in own capabilities and genius and living from within. A famous quote from this essay is: “Envy is ignorance, imitation is suicide” (n.p.). Translated to communities, this philosophical concept takes a slightly different path emphasizing the power of independence, creativity, originality and belief in strength and resilience. It also rejects the need for external support and glorifies the importance of self-application, e.g. tilling of the land to get the “kernel of nourishing corn” (Emerson, 1841: n.p.). Gandhi expanded this concept to incorporate a simple life style asserting that nature produces enough for our wants, and if only everybody took enough for him/herself and nothing more, there would be no people dying of starvation in this world Nwangwu (2015).

According Merriam Webster (2010)when people have self-reliance, they are independent and autonomous in other words, they take care of themselves. Some of us develop self-reliance as children, when we start to prepare food for ourselves, take the bus alone, or in other ways exert our independence. The philosopher John Stuart Mill is credited with the first use of self-reliance, in an 1883 letter in which he described it as one important quality of "a free man."

1.8  SCOPE OF THE STUDY   

The study would cover the impact of entrepreneurship education on economics education student’s attitude towards self-reliance. The study was carried in Jos .The geographical area is Jos.

Jos is a city in the Middle Belt of Nigeria. The city has a population of about 900,000 residents based on the 2006 census. Popularly called "J-Town", it is the administrative capital and largest city of Plateau State. The city is located on the Jos Plateau at about 1,238 meters or 4,062 feet above sea level. The research will be centered in university of Jos.The University of Jos, abbreviated as UniJos, is a Federal University in Jos, Plateau State, and central Nigeria which was established in the year 1975. The population of the study is specific on the economics education department students

1.9 OPERATIONAL DEFINITION OF KEY TERMS

Entrepreneurship Education: Entrepreneurship education seeks to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings. Variations of entrepreneurship education are offered at all levels of schooling from primary or secondary schools through graduate university programs

Education: Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research.

Self-Reliance: Self-reliance is a quality of depending on you for things instead of relying on others.

Students: Students are primarily a person enrolled in a school or other educational institution and who is under learning with goals of acquiring knowledge, developing professions and achieving employment at desired field

Economics Education: Economics education or economic education is a field within economics that focuses on two main themes: (i) the current state of, and efforts to improve, the economics curricul