Academic literature on the topic 'Entrepreneurship Education in Nigeria higher Institutions'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Entrepreneurship Education in Nigeria higher Institutions.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Entrepreneurship Education in Nigeria higher Institutions"
1
Efi, Anietie E. "Role of Higher Institutions in Promoting Entrepreneurship and Small Business in Developing Nations." International Journal for Innovation Education and Research 2, no. 9 (September 30, 2014): 15–22. http://dx.doi.org/10.31686/ijier.vol2.iss9.233.
Full textAbstract:
In a quest to promoting the development of entrepreneurship and small businesses in Nigeria, government in 2006 approved the total commitment of higher institutions in providing entrepreneurship education to Nigerian students by making entrepreneurship a compulsory course for all students irrespective of their disciplines. This paper examined the role of higher institutions in promoting entrepreneurship and small business in Nigeria. A critical review of entrepreneurship education in Nigeria reveals that the programme has helped in instilling and reviving entrepreneurial spirits in the minds of Nigerians, thereby encouraging and providing individuals with career options, self-sustenance, and self-reliance. This paper has also highlighted the challenges and concerns that threaten the effectiveness of entrepreneurship education in Nigeria. The paper recommends that entrepreneurship education should be introduced at the primary and secondary levels of the Nigerian educational sector as this will further boost the urge and drive for entrepreneurial practice and career option.
2
Eze, Felix John, and Ben E. Odigbo. "Entrepreneurial Education in Higher Institutions and Economic Development." International Journal of Marketing Studies 10, no. 4 (November 24, 2018): 150. http://dx.doi.org/10.5539/ijms.v10n4p150.
Full textAbstract:
This study undertook an appraisal of entrepreneurial education in higher institutions and the correlation to youths’ economic empowerment national economic development. It was prompted by the problem of growing rate of unemployment amongst the country’s youth population especially the young graduates. The objectives sought were to examine the current rate of youths’ unemployment and the implications on entrepreneurship adoption and Nigeria economic development; determine the key drivers of Asian Tigers economic growth from the 1960 to 2000 and the role of education; and ascertain the extent entrepreneurial education in higher institutions could boost Nigeria’s economic development. The study adopted a combination of survey and desk research. Data analysis was qualitatively and quantitatively done. The quantitative was through Spearman’s correlation coefficient. Results obtained reveal that the high rate of youths’ unemployment and low rate of entrepreneurship adoption by the youths have significant negative effect on the nation’s economic development. The key drivers of economic growth of the Four Asian Tigers between 1960 and 2000 were sound government policies on entrepreneurial, technical & vocational education. That entrepreneurial education in higher institutions can significantly boost Nigeria’s economic development. It was then recommended among other things that: The Nigerian youths must as matter of urgency take entrepreneurship much more serious, as a veritable complement to their educational attainment and as a surety for future greatness in the corporate world, and consequent boosting of the nation’s economy.
3
Arikpo Sampson Venatius, Aede Hatib Musta'amal, Ogumbe Boniface Ekwok, and Otu Aniema Edet. "Growing Metalwork Craft Businesses through the Lens of Entrepreneurship Education." International Journal of Entrepreneurial Research 4, no. 1 (December 2, 2020): 4–9. http://dx.doi.org/10.31580/ijer.v4i1.1523.
Full textAbstract:
Abstract
The problems of unemployment and poverty among technical education graduates require students to develop employability skills. One way of solving these problems is through the effective teaching of entrepreneurship education, especially at technical-based higher institutions. The research adopted the narrative review approach that seeks to give an understanding of current knowledge on the rationale of metalwork craft, the concept of entrepreneurship education, school-based enterprise and their usefulness for graduates’ employment and productivity in Nigerian. The review showed that entrepreneurship education in the Nigerian higher education institutions seems to be more about creating entrepreneurship awareness, as against the practical approach, which is a means for developing entrepreneurship skills. Some challenges were highlighted that impede the successful implementation of entrepreneurship studies in Nigeria and recommendations made towards the practical realization of entrepreneurship education in our higher institutions.
4
Ayanlola, Atanda Luqman, and Ugwulebo Jeremiah Emeka. "Graduate Joblessness: Conviction for Entrepreneurship Studies in Library and Information Science Programme of Nigerian Tertiary Institutions." International Journal of Sociology 2, no. 1 (January 29, 2021): 52–63. http://dx.doi.org/10.47604/ijs.1210.
Full textAbstract:
Purpose: The purpose of the study was to understand what the Nigerian graduates are passing through, most especially graduate of library and information science programme of Nigerian tertiary institutions.
Findings: The statistics of unemployed graduates in Nigeria as at 2011 showed that a disheartening figure of 42.7 million with over 1,8 million graduates churned out of our higher institutions yearly. It was further revealed that the unemployment rate in Nigeria stood at 38 percent in 2013 with further increase expected in succeeding years. The slow rate of economic growth and undeveloped private sector, faulty manpower planning, high expectations of the fresh graduate attitude towards some types of jobs, recruitments, the quest for higher education, inadequate educational curricular, immobility of labour, the long period of initial unemployment among graduates of higher institution, use of capital intensive technology, wide rural-urban migration
Conclusion: It is evident that entrepreneurship education is important for Library and Information Science students in higher institution of learning. The training of Library and Information Science students must reflect the 21st century development in the field which is influenced by the emergence of Information Technology, hence, Library and Information Science students must have computer proficiency, familiarity with metadata, database management and application, web development and design, knowledge of electronic resources and services
5
Adelaja, Ayotunde Adetola. "Entrepreneurial education exposure: a comparative investigation between technical and nontechnical higher education." Journal of Small Business and Enterprise Development 28, no. 5 (May 10, 2021): 711–23. http://dx.doi.org/10.1108/jsbed-12-2020-0429.
Full textAbstract:
PurposeThe aim of this study is to investigate the significance of entrepreneurial education on entrepreneurial intention between students of technical and nontechnical higher education institution after exposure to entrepreneurial education.Design/methodology/approachThis study adopts the TPB model and tests the difference in intention between two different samples after they have been exposed to entrepreneurial education. Therefore, the data were analyzed using linear regression and students T-test. Data were collected from students studying at technical and nontechnical higher education institutions in Nigeria at the end of the semester to verify that they have been exposed to entrepreneurial education.FindingsThe findings reveal a weak significant relationship between entrepreneurial education and entrepreneurial intention among nontechnical students, and no significant relationship was found among technical students after entrepreneurial education exposure. Further findings reveal no significant relationship between entrepreneurial education and entrepreneurial intention when the samples are combined.Practical implicationsIn response to the volatile economy and uncertain employment opportunities for graduates in Nigeria, the ministry of education and the management of higher education institutions (universities and polytechnics) have to integrate into the entrepreneurial education curriculum change of mindset, needed entrepreneurial skills, capabilities and entrepreneurial competence that is able to nurture the intention of students toward entrepreneurship opportunities identification and exploration in their immediate and extended markets.Originality/valueThis study provides a comprehensive empirical evidence of effectiveness of entrepreneurial education and intention between students with technical and nontechnical education background after entrepreneurial education exposure. This study is among the first that will put the survey timing into consideration. Therefore, fills important gap in the entrepreneurship literature.
6
Bashiru Lawal, Aliyu S. Rafi, Bashir Idris, and Agunlejika Aderogba Joseph. "Perceptions of academics in Nigerian higher education institutions on graduate attributes in computing disciplines that are desirable for employability and entrepreneurship in Nigeria." Global Journal of Engineering and Technology Advances 8, no. 1 (July 30, 2021): 019–27. http://dx.doi.org/10.30574/gjeta.2021.8.1.0097.
Full textAbstract:
This study sought to determine the computing disciplines’ graduate attributes that are perceived as most important by academics of Nigerian Higher Education Institutes (HEIs) to make graduates in computer related disciplines desirable to potential employers and entrepreneurship in Nigeria. The descriptive survey research design was adopted. One hundred and Fifty (150) academic staff of computer related disciplines across the HEIs (Universities, Polytechnics and Colleges of Education) in the North-Western Nigeria were screened and used through convenience random and purposive sampling methods. The Computing Disciplines’ Graduate Attributes Scale (CDGAS) (r = 0.90) was the research instrument used in gleaning the field data. Three research questions were raised and one hypothesis formulated, tested and analyzed using Pearson Product Moment Correlation (PPMC). The findings revealed that effective communication skills, leadership quality, collaboration and teamwork, lifelong learning skills, cognitive ability and practical skills, ability to apply knowledge to solving theoretical and practical problems creativity and innovative thinking are the most important computing discipline’ graduate attributes that are desirable for graduate employability and entrepreneurship in Nigeria. Also, result from hypothesis testing showed no significant relationship between computing discipline graduate attributes desirable for employability and that of entrepreneurship in Nigeria (r = 0.622; P < 0.05). Conclusively, the study recommended that career development support efforts should be included in the curriculum, which will focus on helping prospective graduate in computing related discipline on how graduate attributes can hinder or increase their employability and entrepreneurship strengths.
7
Ifeanyi Okoli, David, and Emmanuel Ifeanyi Okoli. "Youth Empowerment through Entrepreneurial Development in Nigeria." International Letters of Social and Humanistic Sciences 19 (December 2013): 224–33. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.224.
Full textAbstract:
Entrepreneurial development is a field that saddles its recipients with skills on how to be employable and useful to themselves and the society at large. In this paper, the emphasis is on youth empowerment which is orchestrated by the prevailing unemployment of our youths after higher education, yet each year all the higher institutions in the country keep on churning out graduates in thousands into the labour market for jobs that are non-existent. Hence the need for entrepreneurial development as a way of equipping them with the necessary skills that will enable them start up something on their own. The paper amongst others looked at the objectives of entrepreneurship development, support organizations for entrepreneurship in Nigeria, tips for entrepreneurship development, implications for entrepreneurship development on youth empowerment. More so, certain recommendations were made.
8
Usman, Hussain Muhammad, Magaji Adamu Abubakar, Ahmed Ibrahim Muhammed, and Bashir Ahmad Daneji. "The determination of the relationship between entrepreneurship education and entrepreneurial intentions of students in developing economies." Technology audit and production reserves 2, no. 4(64) (April 27, 2022): 33–37. http://dx.doi.org/10.15587/2706-5448.2022.255130.
Full textAbstract:
The object of the research is the relationship between entrepreneurship education and the entrepreneurial intention of students in developing economies. The paper aims at the provision of better understanding of premises for policy making in Higher Educational Institutions of developing economies towards enhancing the growth of entrepreneurship. Data was collected from the students of the multi-campus National Open University of Nigeria via an adapted structured questionnaire. The study utilized the non-parametric method of Structural Equation Modelling with the aid of PLS 3 software. The major finding of the study is the existence of a causal relationship between Entrepreneurship Education and Entrepreneurial Intention of the students of Higher Institutions in developing economies that is in line with several studies conducted in other developing economies. It further affirms the key role of entrepreneurship education in inspiring students’ inclination towards entrepreneurship. It recommends, amongst other things, that policymakers of Universities and other Tertiary institutions should provide, in an early stage, a modified mandatory entrepreneurial program structured to shape and develop student’s entrepreneurial Intentions.
9
Adesola, Sola, Birgit den Outer, and Sabine Mueller. "New entrepreneurial worlds." Journal of Entrepreneurship in Emerging Economies 11, no. 4 (November 4, 2019): 465–91. http://dx.doi.org/10.1108/jeee-08-2018-0076.
Full textAbstract:
Purpose The purpose of this paper is to determine if and how role models presented in entrepreneurship education can influence students’ entrepreneurial activity given that the lack of financial and material means render most role models unattainable. Design/methodology/approach Data were collected in three stages from an entrepreneurship workshop programme held in Lagos, Nigeria. Nigerian and European undergraduate and graduate business students worked together to develop sustainable business ideas for the European and African market. In this exploratory paper, the emphasis for analysis is on the Nigerian students. Findings Based on the research results, the authors identified four types of role models and gained insight into how and why they could inspire students at different stages of entrepreneurship education. Research limitations/implications This research is highly contextual with an emphasis on Europe and Africa. Given the relatively small sample of the European students in this study, this paper only presents findings from the Nigerian students. In view of time and sample size constraints, it would be useful to do a longitudinal international study to compare the approaches taken by European and African higher education institutions to develop an understanding of role models in entrepreneurship education and entrepreneurial activity. Further study is needed to explore whether role models are the way forward to address the processes of student entrepreneurial learning in the context of entrepreneurship education in Nigeria. Further work could also uncover deeper convictions, the attitudes of students with regard to race and gender, and consider implications for practice between university and industry. Practical implications The paper contributes to the development of entrepreneurship education in the context of Nigeria’s emerging economy and makes suggestions on how to stimulate entrepreneurial activity through the targeted use of role models. Social implications In view of financial, material or societal constraints to attain role models, the result of this study can be applied in other African contexts or emerging economies to develop the understanding of the relationship between role models in the industry, higher education practices and government policy. The findings of this study show that the highest impact gained is from “real-life” exchanges between students and entrepreneurs. Originality/value Traditional entrepreneurship education fails because the learner’s process of integrating and applying behaviours of entrepreneurial examples and programmes is opaque. Research on role models suggests that where they have a positive impact is where they are perceived as self-relevant and attainable. This idea is explored in the particular context of entrepreneurship education in Nigeria in West Africa, which is characterised by highly limited and fluctuating resources despite Nigeria’s relative wealth. The authors conclude with suggestions for the use of role models in entrepreneurship education, especially in the Nigerian higher education context. This paper, therefore, contributes to research on entrepreneurship role model education in emerging economies.
10
Adeyeba, A. O. "Agricultural education for youth empowerment in Nigeria: a brief review." Journal of Agriculture, Forestry and the Social Sciences 18, no. 2 (October 14, 2022): 1–11. http://dx.doi.org/10.4314/joafss.v18i2.1.
Full textAbstract:
This study was carried out to review agricultural education for youth empowerment in Nigeria. The study adopted a qualitative research approach and existing studies on related studies were sourced online. The major findings of the study disclosed that motivational strategies for effective implementation of youth empowerment programmes in Nigeria include: adequate remuneration of trainers, disbursement of long and short term loans, bursary scheme for youth educational empowerment, sharing of sewing machines, among others. Supervisory strategies for effective implementation of youth empowerment programmes in Nigeria include, provision of adequate supervision task force for youth empowerment programmes and preparation of guidelines for reporting youth empowerment training activities. Managerial strategies for effective implementation of youth empowerment programmes in Nigeria among others include: development of scopes and sequence of the training programmes, provision of a curriculum for youth empowerment programmes and proper adherence to the curriculum contents. The policy strategies for effective implementation of youth empowerment programmes in Nigeria include, promulgation of decree for compulsory youth empowerment training programmes and centres, adoption of youth oriented policies in the States and formulation of decrees for formal entrepreneurship training programmes in institutions. Based on the findings of the study, the following recommendations were made: youth empowerment programmes should be introduced in the curriculum of institutions of higher learning. Tertiary institutions should put in efforts in teaching vocational education and agricultural skills acquisition programmes to enable every Nigerian to be self-reliant, self-developed and creative.
Dissertations / Theses on the topic "Entrepreneurship Education in Nigeria higher Institutions"
1
Babatunde, Simeon Abiola. "The impact of entrepreneurship education on developing entrepreneurial graduates: a comparative study of similar Nigerian and UK higher education institutions." Thesis, Birmingham City University, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695289.
Full text
2
Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.
Full textAbstract:
For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.
3
Osuman, G. I. A. "A comparative analysis of general education in institutions of higher education in Nigeria." Thesis, Keele University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374686.
Full text
4
Tai, Hing Paul. "A framework to implement social entrepreneurship activities in higher education institutions." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15923.
Full textAbstract:
The development of social enterprises are recognised by the broader community as an effective tool for addressing social problems. As a result, the development and emergence of social enterprise sectors have taken various paths in different geographic regions in the world. For the African context, the withdrawal of funding from the state as a result of external conditions imposed by foreign actors as well as the institutional support provided by foreign aid organisations were the key drivers behind the emergence of the social enterprise sector in Africa. Within the South African context, job creation and poverty alleviation are pressing priorities, both politically and economically, so providing an environment that is conducive for the development of social enterprises or social entrepreneurship. Implementing social entrepreneurship activities in higher education is important as universities are under increasing pressure to become responsive to student needs, and there is a growing scrutiny of their engagement, supportive, and economic role in local communities. By supporting local communities, institutions can broaden the student experience and create an economic impact. In addition, as the student experience entails more than curricular learning opportunities, social entrepreneurship practices are an important dimension for higher learning. This study used a series of case studies of social entrepreneurship projects that were implemented in the classroom of the first and second year Management students on the 2nd Avenue Campus of the Nelson Mandela Metropolitan University (NMMU). These case studies highlighted the possibilities of how classroom space and students can be utilised to set-up social enterprises to improve the conditions of the many disadvantaged and disenfranchised communities within which the university functions. At the same time, learning takes place through the practical application of the theory taught in the classroom. From the seven case studies highlighted in the study, a framework was developed to implement social entrepreneurship activities in the context of higher education. This framework includes five steps, namely, motivation and inspiration to develop social enterprises in the classroom, student involvement in creating and developing a product for sale, use of appropriate teaching strategies to provide the learning experience, provision of adequate mentoring and control of the social enterprises and, finally, assessment of the social enterprises. With the funds generated from the projects, communities benefited, for example, the upgrading of community facilities. Educators in higher education institutions are responsible for developing future business leaders. Given the increasing importance of social issues, especially poverty, this educational experience ensured that the students were made aware of the importance of using the powers yielded by business to solve some of these social issues, and thus contribute to the improvement of the South African economy. As a result, social entrepreneurship has a role to play in addressing social and economic issues. For example, the entrepreneurship part of the business will help to alleviate the unemployment strain placed upon the South African economy, whereas, the social part of the business will assist in alleviating poverty. Regarding the implementation of social entrepreneurship activities within the environment of higher education, it is evident from the case studies that successful social enterprises can be established within the classroom and sufficient funds generated to effect positive change within disadvantaged communities. Other higher education institutions in South Africa may find the implementation of social entrepreneurship activities more problematic as they might not possess a similar university culture as the NMMU.
5
Niyonkuru, Richard. "Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.
6
Corbett, Margaret Anne Trewartha. "Ideas, institutions and policy entrepreneurship in European Community higher education policy, 1955-95." Thesis, London School of Economics and Political Science (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396779.
Full text
7
Olowoake, M. A. O. "A theoretical framework to support facilities maintenance management of higher education institutions buildings in Nigeria." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/35209/.
Full textAbstract:
The processes required in maintaining Higher Education Institutions (HEIs) buildings, and to retain their services and facilities to an acceptable standard in Nigeria is being undermined by insufficient maintenance budget and lack of strategic planning. The aim of the study is to develop a new theoretical strategic framework to support Facilities maintenance management of Higher Education Institutions facilities in Nigeria. The key objectives of the study include: investigating the current theoretical approaches to facilities maintenance management, evaluating works and services departments’ constraints in relation to procurement strategies, maintenance methods, maintenance budgets, post occupancy evaluations, project quality control, sustainable programme, and the influence of culture on project execution. Others objectives include: developing a strategic framework to support facilities maintenance management, and validating its effectiveness and the efficiency. The scope of the study is focussed on the general maintenance of all building elements; services provided in the selected twelve HEIs in south west of Nigeria. The study adopted a mixed method research strategy by conducting series of semi-structured interviews with the directors of works and services of the selected HEIs, and a questionnaire survey of the 36 Technical Officers from the selected HEIs in Nigeria. The qualitative and quantitative data collected were analysed by using thematic analyses and multiple regressions respectively. The findings of the thematic analyses of the interviews reveal that, there was a general shortage of financial resources that allow keeping of backlogs of maintenance and repairs of HEIs buildings across both the federal and state HEIs. The work identified that, the following factors have caused majority of the backlogs of maintenance: low level of overall maintenance budget, delays in releasing cash (maintenance funds), lack of the adoption and use of planned prevent maintenance method, a shortage of in-house technical staff, and the absence of maintenance programmes and maintenance schedules. In addition, the findings of the questionnaire survey identified the largest and the strongest among the variables used (Predictor-Maintenance Budget), it determines the effectiveness and efficiency of the framework to about 58%, and determines at which level, that the smallest and less stronger variables can join together with the largest and strongest variable to make the framework effective in the facilities maintenance management of HEIs facilities in Nigeria. The findings further reveal that: majority of the HEIs works and services departments do not have full complements of technical staff, so they outsource most of their maintenance projects; most HEIs works and services departments do not have maintenance budgets; where the budgets are in place, they do not adopt appropriate techniques for data collection. In most HEIs sampled, the major defects are often caused by long delays in releasing maintenance cash. Other challenges include: use of inappropriate maintenance methods; lack of establishment of a project control unit within the works and services department; inability to prepare and use maintenance control toolkit; over reliance on complaints from the facilities users instead of carrying out post occupancy evaluations; and lack of adequate programmes to maintain the built environments under their management. A framework was subsequently developed to address the challenges and shortcomings discovered through interviews and the questionnaire survey. The key element of the framework is based on the extensive literature review and is the further validated through a series of interviews with senior technical officers from eight out of the twelve HEIs sampled. The interviewees agreed that the framework is valid, adaptable, and will make facilities maintenance management of HEIs facilities in Nigeria cost effective, efficient in running, and ensures the achievement of project quality control and project deliveries in a timely fashion. Key words: Backlog, budget, environment, sustainable, procurement, maintenance and quality.
8
Shinkut, Martins Bulus. "Job satisfaction of full-time business faculty of higher education institutions in Kaduna State, Nigeria /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901279.
Full text
9
Kgagara, Murutluluga Reuben. "An assessment of the attitude towards entrepreneurship among higher education students in Sedibeng district / Kgagara M.R." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7371.
Full textAbstract:
Entrepreneurship has played an important role in economic prosperity and social
stability in many developed countries. Today South Africa as developing country is
faced with massive challenges of high levels of unemployment among the youth,
especially university graduates, due to lack of work experience, low skills base and
education. The formal labour market in South Africa is currently saturated, unable to
absorb the ever increasing number of labour force; hence, the decision by the
government to prioritise the development and support of small medium enterprises.
Beside all these interventions, South Africa is still ranked among the lowest of all
developing countries participating in the Global Entrepreneurship Monitor (GEM).
Today entrepreneurship is offered in most of the universities as part of the curriculum
but it is evident that levels of entrepreneurship are still not improving in the country.
There has been an upward trend in the number of young South Africans entering
higher education; this can be attributed to the poor market conditions for low–skilled
workers and the high monetary benefits to education. The daunting observation is
that while the graduate labour force is on the rise, a large number of graduates
possessing diplomas and degrees are finding it difficult to find employment.
Graduate unemployment in South Africa has been rising very fast since 1995 along
with national unemployment.
In this study the entrepreneur was used casually to refer to the owner or creator of a
new business, small, growing, and successful business. This includes any person
who sets up a small business, or changes from being an employee of an
organisation to being self employed, even though neither needs any significant
degree of innovation nor capital.
Risk taking and risk tolerance is one component of entrepreneurship that is very
critical, hence there is a need for more attention in the entrepreneurial education. In
the discovery perspective, cognition has impact on the chance that some people will
identify and seize the opportunity. Opportunity identification depends on prior
awareness and knowledge, whilst exploitation depends on having the necessary
ii
capabilities. Entrepreneurs should be able to read and recognise patterns for them to
recognise opportunities. Profile of an entrepreneur and skills required are technical
skills, perseverance, communication skills, managerial skills, leadership skills,
innovative skills, pro–activity, information seeking skills, and financial skills.
The primary objective of this study was to assess the attitudes and perceptions
towards entrepreneurship among students in a higher education institution in the
Sedibeng District of the Gauteng Province. The empirical study was conducted
among the population and recommendations on entrepreneurial education were
compiled.
The survey was conducted using a self–completion questionnaire method, whereby
questionnaires are handed out to respondents for self–completion and returned to the
researcher immediately. In an effort to encourage high response, the questionnaire
was accompanied by a cover letter which assured the respondents of confidentiality.
An attitude scale to test the prevalence of entrepreneurial attitudes and perceptions
among the respondents was used. The Likert scale was used whereby the
respondents were asked to rate a particular issue on a scale that ranged from
strongly disagrees to strongly agree.
The majority of the respondents are predominantly young Africans, from low income
families with only few parents that made it to university level, and mostly not involved
in entrepreneurship. The gap exists with regard to equipping the respondents with
entrepreneurial education and training. The university and other stakeholders should
create an environment that is supportive towards entrepreneurial activities. There are
still many business opportunities that need to be explored in South Africa but the
biggest challenge remains the access to knowledge and information with regard to
available support structures.
Tertiary institutions should: Develop start–up capital systems for students whilst
studying. The curriculum design should support employability skills such as
languages, starting your own businesses, presentation skills, creativity and
leadership abilities, specific qualifications focusing on business creation should be
developed, case studies should focus more on opportunity orientated ideas and
business and lecturing staff should be empowered to support entrepreneurial
activities in their respective fields. Databases of possible business ideas should be
developed.
A conceptual research model that will support accelerated youth entrepreneurship
should be developed in the country and research institutions should be contracted to
populate this research model. Furthermore, government regulations should be tested
regarding their impact on youth entrepreneurship development as a standard item.
Fresh approaches are thus needed to stimulate youth entrepreneurship in rural
areas. Therefore, policies and programmes to encourage youth entrepreneurship in
these areas should be researched.
National competitions for youth entrepreneurs should be encouraged and visible
events should be organised such as enterprise weeks at tertiary educational
institutions. Tertiary institutions can also investigate the possibility of business hives
for students or allowing students businesses to operate on campuses for the
duration of their studies.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
10
Anyamele, Stephen Chukwunenye. "Institutional management in higher education : a study of leadership approaches to quality improvement in university management - Nigerian and Finnish cases /." Helsinki : University of Helsinki, 2004. http://ethesis.helsinki.fi/julkaisut/kay/kasva/vk/anyamele/institut.pdf.
Full textBooks on the topic "Entrepreneurship Education in Nigeria higher Institutions"
1
Azelama, Julius Uduimho. Administration of Nigeria tertiary institutions. Benin City: Ever-Blessed Publishers, 2005.
Find full text
2
Brian, Pusser, ed. Arenas of entrepreneurship: Where nonprofit and for-profit institutions compete. San Francisco: Jossey-Bass, 2005.
Find full text
3
Conference, Nigerian Association of General Studies. National consciousness for Nigeria: Its teaching in the general studies programme of Nigerian tertiary institutions : being selected conference papers of the 5th Annual Conference of the Nigerian Association of General Studies held at the University of Maiduguri, 1987. [Nigeria]: The Association, 1987.
Find full text
4
Universities and the Europe of knowledge: Ideas, institutions, and policy entrepreneurship in European Union higher education policy, 1955-2005. New York: Palgrave Macmillan, 2005.
Find full text
5
Golovach, Valentina, and Irina Turchaeva. Organization of production and entrepreneurship in the agro-industrial complex. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1047845.
Full textAbstract:
The textbook reveals the main categories and concepts in the field of organization of production and entrepreneurship in the field of agro-industrial complex. Special attention is paid to the issues of primary production planning in agricultural organizations and their divisions using process maps. Each section of the manual contains the main theoretical provisions, practical tasks with methodological recommendations, control questions in order to better assimilate the educational material. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is intended for studying the discipline "Organization of production and entrepreneurship in the agro-industrial complex" in the preparation of students of higher educational institutions studying in the direction 35.03.04 "agronomy". It can also be useful for students of other agricultural fields of training and specialties of higher educational institutions, as well as for economists, managers, other employees of agricultural organizations, teachers, etc.
6
Krupina, Nadezhda. Topics business ideas. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1013021.
Full textAbstract:
In the textbook revealed effective analytical and communication potential of diverse methods of visualization: the nature, principles and rules of application, the techniques applied aspects in business planning and strategic management of a commercial organization.
Presents the theoretical and practical material will allow students of vocational education institutions to develop knowledge in a number of disciplines including "business Organization", "Organization and management of trade-marketing activities", "Management", "Economics", "Commerce", "Entrepreneurship".
Meets the requirements of Federal state educational standards of secondary professional education of the last generation.
For students and listeners of educational institutions of higher and secondary vocational education, post-graduate students of humanitarian, economic and managerial professions, and others interested in issues of business visualization.
7
Reznik, Semen, and Irina Igoshina. Management. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1514558.
Full textAbstract:
The system of intensive introduction of junior students in the direction of "Management"is presented. The theoretical foundations of management and requirements for the main educational program for an enlarged group of training areas 38.00.00 "Economics and Management"are given.
The technologies of life activity that allow students to actively engage in the educational process and practical activities, get a job on the profile of training even during their studies at the university are considered. Special attention is paid to the formation of personal competitiveness and entrepreneurship of the student.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For junior students of higher educational institutions.
8
Jones, Paul, and Gideon Maas. Entrepreneurship Centres: Global Perspectives on their Contributions to Higher Education Institutions. Palgrave Macmillan, 2018.
Find full text
9
Jones, Paul, and Gideon Maas. Entrepreneurship Centres: Global Perspectives on Their Contributions to Higher Education Institutions. Springer International Publishing AG, 2017.
Find full text
10
Jones, Paul, and Gideon Maas. Entrepreneurship Centres: Global Perspectives on Their Contributions to Higher Education Institutions. Palgrave Macmillan, 2016.
Find full textBook chapters on the topic "Entrepreneurship Education in Nigeria higher Institutions"
1
Okebukola, Peter A. "Higher Education Systems and Institutions, Nigeria." In The International Encyclopedia of Higher Education Systems and Institutions, 1344–57. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_465.
Full text
2
Okebukola, Peter A. "Higher Education Systems and Institutions, Nigeria." In Encyclopedia of International Higher Education Systems and Institutions, 1–14. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_465-1.
Full text
3
Srivastava, Kiran, and Princy Thomas. "Promoting Entrepreneurship in Higher Educational Institutions: The Role of Entrepreneurial Methodologies." In Entrepreneurship Education, 247–65. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3319-3_14.
Full text
4
Adebayo, Florence Aduke, and Adebusola Tope-Oke. "Graduate Output in Nigeria Tertiary Institutions." In Sustainable Transformation in African Higher Education, 41–51. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_3.
Full text
5
Berge, Øyvind Midtbø, Øystein Stavø Høvig, and Svein Gunnar Sjøtun. "Student Entrepreneurship Programmes in Higher Education Institutions." In Universities and Regional Engagement, 96–110. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003150299-7.
Full text
6
Ikaba, Yirakpoa, and Charles Enyindah. "Evaluative Criteria for Selection of Higher Education Institutions in Nigeria." In Higher Education Marketing in Africa, 165–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39379-3_7.
Full text
7
Al Shaqsi, Shamsa, and Raihan Taqui Syed. "Massive Open Online Courses and Entrepreneurship Education in Higher Education Institutions." In Technology and Entrepreneurship Education, 187–206. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84292-5_8.
Full text
8
Cojocariu, Alin-Ciprian, Ion Verzea, and Rachid Chaib. "Aspects of Cyber-Security in Higher Education Institutions." In Innovation in Sustainable Management and Entrepreneurship, 3–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44711-3_1.
Full text
9
Sirajudeen, Adam Adebayo. "Islamic-Oriented Universities in Nigeria: Triumphs and Travails." In Muslim Institutions of Higher Education in Postcolonial Africa, 73–91. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_5.
Full text
10
Mohammed, Mubashiru, Musiliu Dada Rufai, and Yahya Lateefat Oludare. "Towards Effective Mentoring of Staff in Higher Institutions of Learning in Nigeria." In Sustainable Transformation in African Higher Education, 101–13. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_8.
Full textConference papers on the topic "Entrepreneurship Education in Nigeria higher Institutions"
1
Markuerkiaga, Leire, Nekane Errasti, and Noemi Zabaleta. "UNEK+, AN ACADEMIC ENTREPRENEURSHIP MATURITY MODEL FOR HIGHER EDUCATION INSTITUTIONS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0909.
Full text
2
NAZEM, FATTAH. "VALIDATION SCALE FOR MEASURING ENTREPRENEURSHIP OF MANAGERS IN HIGHER EDUCATION INSTITUTIONS." In Proceedings of the 2008 International Conference. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812837578_0031.
Full text
3
Purnamasari, Pupung, Ratih Hurriyati, Disman, and Lili Adi Wibowo. "The Value-Driven Strategy Models in Improving Higher Education Institutions’ Performance." In 5th Global Conference on Business, Management and Entrepreneurship (GCBME 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210831.123.
Full text
4
Cocorullo, Augusto, Stefano Boffo, and Francesco Gagliardi. "Entrepreneurship and University Spin-offs for (Academic) Employment?" In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11145.
Full textAbstract:
In the new Millennium Italian universities have lived many changes deeply reshaping academic institutions. A relevant aspect was the more and more significant need to answer the demand of society and respond the social pressure to accountability through the transfer of knowledge, innovation and technology to economy. It led to an extension of the so-called university Fourth Mission, an instrument dedicated to create spin-offs to share scientific research results with society. The paper investigates the present reality of university spin-offs in Italy by considering their growing number also in the light of their role ofinstrument for academic job substitution. In particular, a tool to respond to the current condition of young Italian academic researchers increasingly affected by job offer reduction due to budget constraints, consequent university policies and new management issues.
5
Rybnicek, Robert, Alfred Gutschelhofer, Sabine Bergner, Alexander Seidenberger, and Remo Taferner. "Fostering entrepreneurship in an international university collaboration." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5492.
Full textAbstract:
The European Union is taking action on enhancing entrepreneurship in Europe and recommends appropriate entrepreneurship training in schools and higher education institutions. Due to the globalization of businesses it seems to be appropriate to realize an international perspective on entrepreneurial issues and to develop international programmes for young entrepreneurs. In this case study, we examined an international university collaboration between two universities, one in Austria and one in the United States. The programme’s goals include the establishment of an international network for students and an awareness of the students of different cultural dimensions and entrepreneurial mindsets. Our findings show how this programme enables the students to work on their professional and behavioural skills, how these students work practice-oriented under the guidelines of experts from different entrepreneurial mindsets and how they become aware of cultural differences. Besides other aspects, it seems to be advantageous for international entrepreneurship programmes to remain open and flexible during the whole process and to offer a programme that allows students to integrate participation into their regular studies. Furthermore, it seems beneficial that students can tailor the programme to meet their specific needs.
6
A.C. Gberevbie, Marvellous, Anthonia A. Adeniji, Olabode A. Oyewunmi, and Oluwakemi O. Onayemi. "GREEN TRAINING A CATALYST FOR STUDENTS’ PRO-ENVIRONMENTAL BEHAVIOUR IN HIGHER INSTITUTIONS IN NIGERIA." In ADVED 2021- 7th International Conference on Advances in Education. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.47696/adved.202159.
Full text
7
Chen, Lichun, and Xihong Min. "Study on the Importance of Communication in Financial Management in Higher Education Institutions." In The 3rd International Conference on Economy, Management and Entrepreneurship (ICOEME 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200908.018.
Full text
8
Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.
Full textAbstract:
The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.
9
Miranda, Joana, Gil Gonçalves, and João Reis. "CHALLENGES OF EDUCATING FOR INNOVATION AND ENTREPRENEURSHIP: THE ROLE OF THE HIGHER EDUCATION INSTITUTIONS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1764.
Full text
10
Phillips, Robert A., and Michael S. Jones. "A Qualitative Study of the Inclusion of Social Enterprise in the Entrepreneurial Education Curriculum." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12402.
Full textAbstract:
Despite rising interest amongst students and the general public in social enterprise, it is often taught as an add-on along with sustainability in more general entrepreneurship courses. This has led to under-equipping students with the skills and knowledge they need to start a business in this area. We spoke to both academics and students, using semi-structured interviews, about their views of current social enterprise inclusion and what could be improved. The research found that entrepreneurship academics included social issues in their courses as part of entrepreneurial education, however, this was at introductory level and students were frustrated there was little opportunity to follow up on this interest, especially those in their final year, with no clear path for those interested. Focus varied between institutions and it was suggested that the institutional focus on employability statistics could be harmful for social entrepreneurship education. We suggest that more institutions have social enterprise modules which are able to be accessed university wide to allow multidisciplinarity, and separated out from general entrepreneurship at a higher level to fully focus on these issues to fully prepare those who are interested in starting or joining a social enterprise.
Reports on the topic "Entrepreneurship Education in Nigeria higher Institutions"
1
Innovative and Entrepreneurial Universities in Latin America. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004542.
Full textAbstract:
The review examines how higher education institutions are supporting innovation and entrepreneurship in their surrounding communities. The study focuses on eleven universities located in six countries in Latin America: Chile, Colombia, Mexico, Brazil, Argentina and Uruguay. The study finds that selected institutions are actively supporting entrepreneurs (university students, but also local entrepreneurs) through courses, incubation and acceleration activities. It also shows that universities are actively engaging with external stakeholders in their surrounding communities, to spur innovation through joint-research, organisation of events (such as festivals, competition). It finds that that while COVID-19 pandemic brought about some challenges, universities managed to stay afloat and keep a steady stream of support to entrepreneurs and partners. The review also illustrates the challenges that universities face when developing these activities (lack of funding, unclear regulation for intellectual property development, etc.) and highlights some opportunities that universities should leverage, particularly in the current context.
2
African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
Full textAbstract:
This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.