Entrepreneurship Skills

MEDIA STRATEGIES AND PROMOTION OF YOUTH ENTREPRENEURSHIP AWARENESS IN NIGERIA

Advanced Management, Entrepreneurship Skills / April 19, 2025

MUNACHIMSO KALU NJASI
SCHOOL OF COMMUNICATIONS AND MEDIA STUDIES, LLBSUK

+2348165541544
njasimunachi@gmail.com

2024

ABSTRACT

This study investigated Media Strategies and the Promotion of Youth Entrepreneurship Awareness in Nigeria, guided by three research questions and three hypotheses. Using a descriptive ex-post facto research design, purposive and snowballing sampling method, 127 youths were selected from all states in Nigeria and Abuja. A structured online questionnaire was designed using the Google Forms platform. Data was analyzed descriptively using Chi-Square to test hypotheses. Results show that youths employ digital media strategies. Traditional media helps in disseminating information that promotes entrepreneurship opportunities but digital media makes it more educative, accessible, and interesting. The greatest potentials of traditional media include; Established trust and Cultural relevance. The greatest challenges involve the slowness of releasing information and the Poor reading culture of today’s Nigerian youths. The greatest potentials of digital media include Easy access and Cost-effectiveness. Its greatest challenges include; Limited access in rural areas, Lack of/Poor network, and Difficulty in verifying credible sources. There are significant differences in males’ and females’ opinions regarding strategies, roles, potentials, and challenges of media strategies. The study concludes that digital media are employed by youths, but the challenges prevent sole dependence on them for promoting entrepreneurship awareness. Recommendations cover, Gender-Inclusive Approaches, Improved Infrastructure, and Content Curricula Development.

Keywords: Media-Traditional media; Digital Media; Strategies; Youth Entrepreneurship and Awareness

INTRODUCTION:

Background of the Study:

Youth entrepreneurship is a key driver of economic development and innovation, tackling issues like unemployment and poverty in Nigeria. The youth population and dynamic economic landscape in Nigeria make fostering entrepreneurial skills a national priority. This is because youths accumulate savings at a higher rate, facilitating further investment-led growth and development (UN 2023). Studies also have it that “a youthful and dynamic population brings fresh ideas and energy to the economy, as a compulsory subject fostering innovation and entrepreneurship” (UN 2023). Therefore, harnessing these positive outcomes can lead to accelerated economic growth and development and improve living standards in the country. There are several perceptions of Youth entrepreneurship, which can be summed as the transformation of one’s creative and innovative ideas into useful ventures by young people for socio-economic reasons such as poverty and unemployment. The above concepts of youth entrepreneurship suggest its importance in economic growth and development in every nation. Aathis governs the introduction of Entrepreneurship Education in all secondary and tertiary institutions in Nigeria.

Youths have several definitions depending on perceptions. The UNESCO/ILO defined youths as people aged 15 to 32. To the UN-Habitat (Youth Fund), it is those aged 15-32. For the African Youth Charter, they are between 15 to 35 years, In Nigeria, the 2009 National Youth Policy chronologically defined youth as persons of age 18 to 35 years. Anaeche (2018) observed that youth in Nigeria includes citizens of the Federal Republic of Nigeria aged 18-35 years, while the National Bureau of Statistics identifies the Youth population in Nigeria from 15-35 years (Nigerian Youth SDGs 2024).Youths in this study, are regarded as young people who are still in school or out of school, including tertiary intuitions, and are still not economically engaged and or still searching for jobs. They are those vulnerable to the use of media strategies for promoting youth entrepreneurship in Nigeria.

There are two main types of media, traditional and digital. Traditional media refers to mass communication methods that were popular before the internet, such as print and broadcast media o outlets that existed before the internet, including TV, radio, and billboards Print media. It includes newspapers, magazines, books, direct mail advertisements, and off-site signs. It is a one-way communication- information flow channel- the sender to the recipient without direct or immediate feedback (Indeed Editorial Team (2024) https://www.indeed.com/career-advice/career-development/traditional-media-vs-digital-media#:~:text=).

Digital media, known as new media, is a two-way communication, where recipients can provide immediate feedback. It involves online platforms, including email, social media, websites, and video streaming. Digital media has increased substantially, over the years presenting many attractive features that benefit the youth. For instance, digital media strategies tend to be more cost-effective and easier to handle, thus making the youths more engrossed in it than the traditional media (Egunjobi, 2022)

Although traditional and digital media have many differences, is beneficial to use both methods to reach target audiences. Media platforms, traditional and digital, shape societal perceptions, spread information, and promote entrepreneurial ventures. With the rapid evolution of digital technologies, youths are increasingly using online platforms to access business resources and networks. However, traditional media remains relevant in Nigeria today, especially in communities with limited access to digital tools. The role of media in shaping entrepreneurial landscapes has gained attention in developing countries, particularly Nigeria, where youth unemployment is rising. Traditional media, including television, radio, and print, has historically been crucial in disseminating information, but digital media has transformed the way information is shared and consumed, offering new opportunities for engagement and outreach. Morah & Omojola (2022), observed that while both could be competition with each other, traditional and digital media can work together to increase to enhance youth entrepreneurship. Therefore, both traditional and digital media provide diversity for youth entrepreneurship in Nigeria. This is why this study is interested in exploring Media strategies (Traditional and Digital) and the promotion of youth entrepreneurship in Nigeria. It will also test if there is a significant difference between them about youth entrepreneurship in Nigeria.

Many studies abound on media strategies and youth entrepreneurship. African Union in its 2020 Policy Brief, ‘Promoting Youth Entrepreneurship in Africa’, examined the policies promoting youth entrepreneurship in Africa, focusing on legal frameworks, education, and ecosystem development. Chidiebere et al. (2020) emphasized the importance of youth empowerment through entrepreneurship in Nigeria and the Sub-Saharan African region. Young individuals are crucial to global economic progress, contributing to employment, income generation, and social change. Supportive government policies and infrastructure are needed to empower youth and stimulate economic growth. Okoli and Okoli (2013) conducted an empirical literature review on entrepreneurship training for Nigerian youths, recommending equipping them with knowledge, skills, and support to navigate challenges. Opportunities in youth entrepreneurship include the widespread adoption of technology, Nigeria’s diverse consumer base, and social innovation in healthcare and education. Non-Governmental Organizations (NGOs), private philanthropists, and mentorship programs also offer financial aid, guidance, and networking opportunities (Erondu & Erondu, 2023). The above authors simply based their studies on youth entrepreneurship, with no focus on Media strategies

However, Mohd and Mohd (2020), in a more related study, ‘Social media: A catalyst for entrepreneurship and marketing’, explored how social media acts as a tool for entrepreneurship and marketing, particularly for small and medium enterprises This study examined digital media’s role in promoting entrepreneurship, aligning it to assess digital media’s contribution to youth entrepreneurship. However, it lacks focus on traditional media and the Nigerian context. More relevant studies from the home sector include Egunjobi (2022), which explores the potential need and benefits inherent in the use of social media as an instrument for creating entrepreneurs and generating employment amongst youths in Nigeria given the high youth unemployment rate. This paper addressed both social media and youth entrepreneurship but not the traditional and digital media and their roles, and strategies in promoting youth entrepreneurship, as well as potentials and challenges for youth entrepreneurship in Nigeria as in this study.

Morah & Omojola (2022), is another closely related study, but it examined the use of social media platforms (Facebook and Whatsapp) and how they support the growth of Small and Medium Scale Enterprises (SMEs) Lagos and Onitsha, unlike this study that focused generally on media strategies and promotion of youth entrepreneurship in Nigeria and oy Nigeria in general.

Guanah & Okowa-Nwaebi (2022) investigated the experiences and perceptions of Delta State youth on the variables that affect their decision to become entrepreneurs, among other objectives. The basic framework of this study was on motivation theory analyzes how social media and motivation can boost youth‟ ‘s participation in entrepreneurship programs. The current study though very similar in many perspectives is based on traditional and digital media, their roles, in promoting youth entrepreneurship as well as potentials and challenges for youth entrepreneurship in Nigeria as in this study.

Omeje, Jideofor & Ugwu (2020) focused only on youth empowerment and entrepreneurship in Nigeria and its implication for economic diversification.Nwankwor, Odanwu, Osarosee, and Arumede’s (2024) paper was on social media entrepreneurship and youth unemployment reduction in River State, Nigeria, and not necessarily on entrepreneurship. Shrilekha & Sharmin (2022) focused on strategies of social media marketing and its impact on small businesses and not particularly on entrepreneurship. The above studies present a significant lacuna which this study will fill by focusing on media strategies and the promotion of youth entrepreneurship in Nigeria.

Statement of the Problem:

Entrepreneurship is a dynamic process that allows an individual with a vision to venture into a business, for the generation and execution of innovative ideas and solutions, which can transform the individual and the society. It is in the realization of this fact that the Nigerian government introduced compulsory Entrepreneurship education in all secondary schools and tertiary institutions. However, studies Chiaha, Agu, Edikpa, and Okoro (2016a); Chiaha, Edikpa, Abella, and Chiaha (2016b); Chiaha, Agu, Eberendu and Chiaha (2016c); Ubogu. (2023); Okeke and Edikpa (2014); Okon (2021). Ekwesianya, Wordah & Ekine (2013). Agu, Nwokolo, Ezeanwu, Ogbuakanne, Nwokolom & Onyedika (2022) and the researchers and experience have shown that school and university graduates still roam the streets in search of jobs. Entrepreneurship education in schools has not yielded the desired result in Nigeria. This seems to justify the reason for this study which seeks alternative means of promoting youth entrepreneurship in Nigeria through media strategies. Specifically, the study will address the following objectives:

Identify traditional and digital media strategies employed in shaping entrepreneurial awareness among Nigerian youths.
Find out the roles of digital media strategies in promoting youth entrepreneurship in Nigeria.

Investigate the potentials and challenges of traditional and digital media platforms for youth entrepreneurship in Nigeria.

Research Questions:

The following research questions guide this study.

What traditional and digital media strategies are employed in shaping entrepreneurial awareness among Nigerian youths?

What are the roles do digital and media media strategies in promoting youth entrepreneurship in Nigeria?

What are the potentials and challenges in utilizing traditional and digital media platforms for youth entrepreneurship in Nigeria?

Hypotheses

The study tested the following hypotheses at a 0.05 level of significance.

HO₁: There is no significant difference between the media strategies employed by male and female youths in shaping entrepreneurial awareness among Nigerian youths.

HO₂: There is no significant difference in the opinions of male and female youths regarding the roles traditional and digital media strategies play in promoting youth entrepreneurship in Nigeria.

HO₃: There is no significant difference in the opinions of male and female respondents regarding the potential and challenges in utilizing traditional and digital media platforms for youth entrepreneurship development in Nigeria.

METHODOLOGY

Research Design:

A descriptive ex-post facto research design was adopted for this study, in that the youths used for this study were those conversant with the use of traditional and digital media strategies as data was gathered via online surveys.

Study of Area

The study was conducted nationwide through several online platforms to cover as many youths as possible across Nigeria. The study ensured diversity in terms of geographic location and media access by employing online surveys to reach a wide range of participants. Nigeria has 36 states including Abuja. It is a country with diverse cultures and religious affiliations. However, the interesting thing is that no culture or religion in Nigeria is against the use of traditional or digital media.

Population of the Study

The target population is Nigerian youths, in or out of school or university. The Nigerian population is estimated to be 230 million with 70% being youths between Nigerians.

Sample and Sampling Technique

Using a non-probability convenience sample technique, involving the snowballing method, a sample size of 300 youths that use traditional and digital platforms in promoting their entrepreneurship skills were targeted from the 36 states and Abuja using accidental, purposive, and snowballing sampling methods. An online survey Monkey was disseminated across several digital channels, such as youth works, entrepreneurship forums, and social media.

Instrument for Data Collection:

A structured online questionnaire designed using platforms like Google Forms was used. The questionnaire has two sections: Demographic Information including; Age, gender, educational level, occupation, and location. Section B consists of 37 items designed on a 4-point Likert-type scale and response pattern of Strongly Agree; Agree; Disagree; Strongly Disagree, weighted 4, 3, 2, and 1 respectively.

Validation of the Instrument: The instrument was face-validated by three experts in Research methodology, business administration, and Entrepreneurship. They determined the correctness of the instrument and ensured that it would measure what it intended to measure. Their guidance led to the final instrument.

Reliability of the Instrument: This was determined after a trial testing of the instrument among Ghanaian youths using an online survey method. The internal consistency of the instrument was determined using the Cronbach Alpha method that yielded 0.76 for clusters I to iii, which made the instrument considered reliable enough for the study.

Method of Data Collection: Data was collected online using Survey Monkey. The contacts of the youths were collected through the snowballing method. Data collection took two weeks. In the end, 127 youths (70 males and 57 females) participated in the study.

Method of Data Analysis: A descriptive method was used, while Chi-Square statistics was applied in testing the hypotheses.

RESULTS and DISCUSSIONS:

Results will be presented in line with the research questions and hypotheses.

Fig 1:

Demographic Information of the Respondents

Variable	Frequency (%)	Percentage (%)
Age
23-27 years	63	49.6
28-32 years	43	33.9
18-22 years	14	11.0
33-35 years	7	5.5
Total	127	100.0

Gender
Male	70	55.1
Female	57	44.9
Total	127	100.0

Highest Level of Education
Higher National Diploma (HND)/Bachelor’s Degree	77	60.6
Postgraduate Degree	36	28.3
Secondary School Certificate	7	5.5
National Diploma (ND)	7	5.5
Total	127	100.0

Occupation
Employed	71	55.9
Self-employed	35	27.6
Student	14	11.0
Unemployed	7	5.5
Total	127	100.0

Figure 1 shows the demographic information of the respondents. The variables indicate that the 127 respondents ages range between 23 (49.6%) and 35(5.5%) consisting of 70 (55.1%) males and 57(44.9%) females. The figure also indicates that the respondents’ highest level of education ranges from 77 (60.6%) HND/Bachelor Degree holders and seven (5.5%) ND and Secondary school Certificate holders each. The figure further displays the occupation of the respondents to include 71 (55.9) employed youths, 35 (27.6) Self-employed, 14 (11%) students, and 7 (5.5%) unemployed youths.

RQ One: What media strategies (traditional and digital) are employed in shaping entrepreneurial awareness among Nigerian youths?

Table 1:

Media Strategies (Traditional and digital), employed in shaping entrepreneurial awareness among Nigerian youths.

S/n	Items	Male (M) = 70			Female (F) = 57			(MF) Total = 127
	CLUSTER I:	x	SD	Dec	x	SD	Dec	X	SD	Dec
1	Television (Traditional)	2.50	1.03	A	2.39	1.00	NA	2.45	1.01	NA
2	Radio (Traditional)	2.50	0.93	A	2.25	0.66	NA	2.39	0.83	NA
3	Newspapers (Traditional)	2.10	0.71	NA	1.88	0.60	NA	2.00	0.67	NA
4	Social media (e.g., Facebook, Instagram, Twitter, LinkedIn (Digital)	3.90	0.30	A	3.51	0.71	A	3.72	0.56	A
5	Blogs/Websites (Digital)	3.00	0.90	A	3.51	0.50	A	3.23	0.79	A
6	Podcasts (Digital)	2.50	0.93	A	2.75	0.83	A	2.61	0.89	A

Key:

x = Mean; SD =Standard Deviation; Dec = Decision Level; A = Accepted; NA= Not Accepted

Criteria: A mean ≥ 2.50 is accepted, while a mean < 2.50 is Not Accepted.

Table 1 shows that in items 4, 5, 6, and 7 only the Digital media strategies have their means same as and above the 2.50 criterion mean. The table shows that No Traditional media strategies are employed, whereas, the following are accepted as the media digital media strategies are employed in shaping entrepreneurial awareness among Nigerian youths in Nigeria: social media (e.g., Facebook, Instagram, Twitter, LinkedIn (x=3.17); Blogs/Websites (x=3.23) and Podcasts (x=2.61).Mean ± SD: 3.61 ± 0.76 shows strong agreement with moderate variability.

RQ Two: What roles do digital and media strategies play in promoting youth entrepreneurship in Nigeria?

Table 2:

Roles digital and media strategies (Traditional and Digital) play in promoting youth entrepreneurship in Nigeria.

S/N	Items/	Male (M) = 70			Female (F) = 57			(MF) Total = 127
	CLUSTER II:	X	SD	Dec	x	SD	Dec	X	SD	Dec
	Traditional Media Roles in Entrepreneurship
7	Television programs promote entrepreneurship opportunities	3.10	0.95	A	2.63	0.49	A	2.89	0.81	A
8	Radio shows provide useful business information for young entrepreneurs	3.00	0.78	A	2.88	0.33	A	2.94	0.62	A
9	Newspaper articles have raised awareness about entrepreneurship among youth	3.10	0.95	A	2.39	0.70	NA	2.78	0.92	A
10	Special Magazines and Newspapers promote entrepreneurship opportunities	3.80	0.40	A	3.88	0.33	A	3.83	0.37	A
	Roles of Digital Media in Promoting Youth Entrepreneurship
11	Social media platforms help me learn about entrepreneurship opportunities	3.80	0.40	A	3.88	0.33	A	3.83	0.37	A
12	Digital media has made entrepreneurship education more accessible	3.60	0.49	A	3.61	0.49	A	3.61	0.49	A
13	Blogs/websites offer valuable resources for starting and growing a business	3.00	0.64	A	2.26	0.84	NA	2.67	0.82	A
14	Social media platforms help me learn about entrepreneurship opportunities	3.00	0.78	A	2.63	0.70	A	2.83	0.76	A

Key:

x = Mean; SD =Standard Deviation; Dec = Decision Level; A = Accepted; NA= Not Accepted

Criteria: A mean ≥ 2.50 is accepted, while a mean < 2.50 is Not Accepted.

Table 2 indicates that the means of items 7 to 10 and 11 to 14 are their means same and above the 2.50 criterion mean indicating their acceptance that; Television programs promote entrepreneurship opportunities (x=2.89); Radio shows provide useful business information for young entrepreneurs (x=2.94); Newspaper articles have raised awareness about entrepreneurship among youth (x=2. 78); Special Magazines promote entrepreneurship opportunities (x=3.83) as the roles traditional media play and Social media platforms help me learn about entrepreneurship opportunities (3.83); Digital media has made entrepreneurship education more accessible (3.61); Blogs/websites offer valuable resources for starting and growing a business (2.67); Social media platforms help me learn about entrepreneurship opportunities (2.83) as the ones played by digital media in promoting youth entrepreneurship in Nigeria.

RQ Three: What are the potentials and challenges in utilizing traditional and digital media platforms for youth entrepreneurship in Nigeria?

Table 3 indicates that the means of items 15 to 17 are their means same and above the 2.50 criterion mean, indicating their acceptance that; Established trust (x= 3.61) and Cultural relevance (x= 3.61) are the greatest potentials of traditional media in promoting youth entrepreneurship, while the greatest challenges of traditional media in promoting youth entrepreneurship are; Lacks speed in releasing information (x=3.66); Difficulty in verifying credible source (x=2.33); Occupies space (x=3.25) and Poor reading culture of today’s youths (x=3.21).

Furthermore, table 3 signifies that the means of items 24 and 26 and 28 to 33 have their means same and above the 2.50 criterion mean, indicating their acceptance as the greatest potentials and challenges of digital media in promoting youth entrepreneurship. Thus, the table records; Ease of access (x=3.50); Interactivity and engagement (x=2.54); Cost-effectiveness (x=3.50) as the greatest potential and Limited access in rural areas (x=3.34); Lack of entrepreneurship-focused programs (x=3.87); Lack/Poor network (x=3.00); High Cost of data (x=3.80); Information overload (x=3.50); Difficulty in verifying credible source (x=3.00) as the greatest challenges of digital media in promoting youth entrepreneurship.

Table 3:

Potentials of Media Platforms: Greatest Potentials of traditional media (TV, radio, newspapers) in promoting youth entrepreneurship

S/N	Items	Male (M) = 70			Female (F) = 57			(MF) Total = 127
	CLUSTER III:	x	SD	Dec	x	SD	Dec	x	SD	Dec
15	Broad reach and accessibility	2.10	1.54	A	2.38	1.24	NA	2.24	1.67	NA
16	Established trust	3.70	0.46	A	3.49	0.50	A	3.61	0.49	A
17	Cultural relevance	3.70	0.46	A	3.49	0.50	A	3.61	0.49	A
	Greatest Challenges in Traditional Media
18	Lacks speed in releasing information	3.60	0.46	A	3.45	0.46	A	3.66	0.51	A
19	Difficulty in verifying the credible source	3.00	0.60	A	2.65	1.29	A	2.33	1.15	NA
20	Not Cost-effectiveness	1.70	2.46	NA	1.25	2.41	NA	1.52	0.40	NA
21	Occupies space	3.00	0.60	A	3.55	0.58	A	3.25	0.66	A
22	Poor reading culture of today’s youths	3.10	0.54	A	3.59	0.60	A	3.21	0.63	A
23	Lack of entrepreneurship-focused programs	1.70	1.46	NA	1.49	1.32	NA	1.61	0.47	NA
	Potentials of Digital Media
24	Ease of access	3.70	0.46	A	3.25	0.66	A	3.50	0.60	A
25	Interactivity and engagement	2.00	1.10	NA	2.75	1.09	A	3.34	1.16	A
26	Cost-effectiveness	3.70	0.46	A	3.25	0.66	A	3.50	0.60	A
	Greatest Challenges in Digital Media
27	Limited access in rural areas	2.00	1.10	NA	2.75	1.09	A	2.54	1.16	A
29	Lack of entrepreneurship-focused programs	3.29	1.17	A	3.37	0.86	A	3.87	1.15	A
30	Lack/Poor network	3.71	1.29	A	3.39	0.80	A	3.00	1.15	A
31	High Cost of data	4.75	0.84	A	5.00	0.00	A	3.80	0.76	A
32	Information overload	3.33	0.48	A	3.00	0.00	A	3.50	0.51	A
33	Difficulty in verifying the credible source	3.00	0.00	A	3.00	0.00	A	3.00	0.00	A

Key:

x = Mean; SD =Standard Deviation; Dec = Decision Level; A = Accepted; NA= Not Accepted

Criteria: A mean ≥ 2.50 is accepted, while a mean < 2.50 is Not Accepted.

Hypotheses

The study tested the following hypotheses at a 0.05 level of significance.

Hypotheses One: There is no significant difference between the media strategies employed by male and female youths in shaping entrepreneurial awareness among Nigerian youths.

Table 4 shows an analysis of the significant difference between the media strategies employed by male and female youths in shaping entrepreneurial awareness among Nigerian youths. According to the table, the p-values of all the items are smaller than 0.05. The table concluded that there is a significant difference between the media strategies employed by male and female youths in shaping entrepreneurial awareness among Nigerian youths. The null hypothesis is therefore Rejected.

Table 4:

Analysis of the significant difference between the media strategies employed by male and female youths in shaping entrepreneurial awareness among Nigerian youths.

S/n	Items	SA	A	D	SD	Total	P-value	Mean ± SD
	Gender	M F	M F	M F	M F	MF
	Social Media (e.g., Facebook, Instagram, Twitter, LinkedIn	63 36	7 14	0 7	– –	*127*	0.00	3.72 ± 0.56
	Blogs/Websites	21 29	35 28	7 0	7 0	127	0.00	3.23 ± 0.79
	Podcasts	14 14	14 15	35 28	7 0	127	0.09	2.61 ± 0.89
	Television	14 7	21 22	21 14	14 14	127	0.08	2.45 ± 1.01
	Radio	7 0	35 21	14 29	14 7	127	0.01	2.39 ± 0.83
	Newspapers	– –	21 7	35 36	14 14	127	0.06	2.00 ± 0.67

Conclusion: Null Hypothesis is Rejected

Hypotheses Two: There is no significant difference in the opinions of male and female youths regarding the roles traditional and digital media strategies play in promoting youth entrepreneurship in Nigeria.

Table 5:

Analysis of the significant difference between the opinions of male and female youths regarding the roles traditional and digital media strategies play in promoting youth entrepreneurship in Nigeria.

S/n	Items	SA	A	D	SD	Total	P-value	Mean ± SD
	Gender	M F	M F	M F	M F	MF
	Social Media (e.g., Facebook, Instagram, Twitter, LinkedIn	42 50	21 7	– –	7 9	127	0.00	3.61 ± 0.76
	Blogs/Websites	28 35	35 22	7 0	– –	127	0.01	3.44 ± 0.60
	Podcasts	14 14	35 15	21 28	– –	127	0.02	2.83 ± 0.76
	Television	14 0	21 7	21 36	14 1	127	0.00	2.22 ± 0.91
	Radio	28 0	21 14	7 29	14 14	127	0.00	2.50 ±1.07
	Newspapers	14 0	28 7	14 36	14 14	127	0.00	2.28 ± 0.93

Conclusion: Null Hypothesis is Rejected

Table 5 shows the analysis of the significant difference between the opinions of male and female youths regarding the roles traditional and digital media strategies play in promoting youth entrepreneurship in Nigeria. According to the table, the p-values of all the items are smaller than 0.05. The table concluded that there is a significant difference between the media strategies employed by male and female youths in shaping entrepreneurial awareness among Nigerian youths. The null hypothesis is therefore Rejected.

Hypotheses Three: There is no significant difference in the opinions of male and female respondents regarding the potential and challenges of utilizing traditional and digital media strategies in promoting youth entrepreneurship in Nigeria.

Table 6:

Analysis of the significant difference between the opinions of male and female youths regarding the potentials and challenges in utilizing traditional and digital media strategies in promoting youth entrepreneurship in Nigeria.

S/n	Items	Gender		Total	P-value	Mean ± SD
	Gender	Males	Females	MF
	Limited access in rural areas	28	14	42	0.00	2.34 ± 1.16
	Lack of entrepreneurship-focused programs	28	0	28	0.00	3.87 ± 1.15
	Lack/Poor network High Cost of data	0	29	29	0.00	05.00 ± 1.15

Conclusion: Null Hypothesis is Rejected

Table 6 shows the analysis of the significant difference between the opinions of male and female youths regarding the potential and challenges of utilizing traditional and digital media strategies in promoting youth entrepreneurship in Nigeria. According to the table, the p-values of all the items are smaller than 0.05. The table concluded that there is a significant difference between the media strategies employed by male and female youths in shaping entrepreneurial awareness among Nigerian youths. The null hypothesis is therefore Rejected.

Summary of Findings:

Research Question One: What traditional and digital media strategies are employed in shaping entrepreneurial awareness among Nigerian youths?

Findings 1:

No Traditional media strategies are employed in shaping entrepreneurial awareness among Nigerian youths in Nigeria.
The following digital media strategies are employed in shaping entrepreneurial awareness among Nigerian youths in Nigeria: social media (e.g., Facebook, Instagram, Twitter, LinkedIn (x=3.17); Blogs/Websites (x=3.23) and Podcasts (x=2.61).

Hypothesis One: There is no significant difference between the media strategies employed by male and female youths in shaping entrepreneurial awareness among Nigerian youths.

Finding Two: The null hypothesis is Rejected. There is a significant difference between the media strategies employed by male and female youths in shaping entrepreneurial awareness among Nigerian youths.

Research Question Two: What are the roles do digital and media strategies in promoting youth entrepreneurship in Nigeria?

Finding Three: The roles traditional media play in promoting youth entrepreneurship in Nigeria are;

Television programs promote entrepreneurship opportunities in Nigeria (x=2.89);
Radio shows provide useful business information for young entrepreneurs (x=2.94);
Newspaper articles have raised awareness about entrepreneurship among youth (x=2. 78);
Special Magazines and Newspapers promote entrepreneurship opportunities (x=3.83).

The roles digital media plays the following roles in promoting youth entrepreneurship in Nigeria are;

Social media platforms help me learn about entrepreneurship opportunities (3.83);
Digital media has made entrepreneurship education more accessible (3.61); Blogs/websites offer valuable resources for starting and growing a business (2.67);
Social media platforms help me learn about entrepreneurship opportunities (2.83) as the ones played by digital media in promoting youth entrepreneurship in Nigeria.

Hypothesis Two: There is no significant difference in the opinions of male and female youths regarding the roles traditional and digital media strategies play in promoting youth entrepreneurship in Nigeria.

Finding Four: The null hypothesis is Rejected. There is a significant difference in the opinions of male and female youths regarding the roles traditional and digital media strategies play in promoting youth entrepreneurship in Nigeria.

Research Question Three: What are the potentials and challenges in utilizing traditional and digital media platforms for youth entrepreneurship in Nigeria?

Finding Five: The greatest Potentials of traditional media in promoting youth entrepreneurship in Nigeria are;

Broad reach and accessibility (x= 3.00);
Established trust (x= 3.61) and
Cultural relevance (x= 3.61).

The greatest challenges of traditional media in promoting youth entrepreneurship are that it;

Lacks speed in releasing information (x=3.66);
Occupies space (x=3.25);
Poor reading culture of today’s youths (x=3.21) and

The greatest potential of digital media in promoting youth entrepreneurship is;

Ease of access (x=3.50);
Interactivity and engagement (x=3.34);
Cost-effectiveness (x=3.50)

The greatest challenges of digital media are;

Limited access in rural areas (x=3.34);
Lack of entrepreneurship-focused programs (x=3.87);
Lack/Poor network (x=3.00);
High Cost of data (x=3.80);
Information overload (x=3.50);
Difficulty in verifying credible source (x=3.00)

Hypothesis Three: There is no significant difference in the opinions of male and female respondents regarding the potential and challenges of utilizing traditional and digital media strategies in promoting youth entrepreneurship in Nigeria.

Finding Six: The null hypothesis is Rejected. There is a significant difference in the opinions of male and female respondents regarding the potential and challenges of utilizing traditional and digital media strategies in promoting youth entrepreneurship in Nigeria.

DISCUSSION: This will be done in line with the research questions and hypotheses that guide this study.

Traditional and digital media strategies employed in shaping entrepreneurial awareness among Nigerian youths.

No traditional media strategy is employed by male and female youths in shaping entrepreneurial awareness among Nigerian Youths. This is not surprising as youths are no longer interested in traditional media in this digital age.

The digital media employed by the majority of male and female youths in shaping entrepreneurial awareness include social media. The mean ± SD: 3.72 ± 0.56 indicates strong agreement with a low variation in responses. Social media is perceived as a significantly impactful medium for entrepreneurial awareness, with males using it more extensively than females. Blogs/Websites Data is another digital media strategy employed. A mixed distribution where males show a slight tendency toward disagreement shows moderate agreement with moderate variation. Blogs and websites are recognized as significant but less impactful than social media, with no pronounced gender disparity. The Podcasts Data also employed in shaping entrepreneurial awareness among Nigerian youths have a wide variety of opinions, with more disagreement across genders. P-value: 0.09 (not significant at p < 0.05). Mean ± SD: 2.61 ± 0.89 reflects low agreement with high variability. Podcasts are perceived as having a negligible impact on entrepreneurial awareness, with no significant gender differences. Podcasts, television, and newspapers are less influential in shaping entrepreneurial awareness. Radio demonstrates a significant difference, with males showing higher engagement than females. The null hypothesis, which states that there is no significant difference between the media strategies employed by male and female youths, is rejected due to significant differences in: Social Media, Blogs/Websites, and Radio. Males show higher engagement with impactful media (social media and radio). Females exhibit similar patterns in blogs/websites but show less reliance on radio and podcasts.

Opinions of Male and Female Youths Regarding the Roles Traditional and Digital Media Strategies Play in Promoting Youth Entrepreneurship in Nigeria. \

For the traditional media strategies, males see radio as more significant in promoting entrepreneurship than females, who largely disagree with this. The mean ± SD: 2.22 ± 0.91 on Television shows males’ overall disagreement with moderate variability, with a slightly more favorable view of television’s role than females, but both genders generally disagree about its effectiveness. Regarding Newspapers, males indicate moderate disagreement with moderate variability, since Newspapers are perceived as ineffective, with males slightly more favorable than females. The null hypothesis that there is no significant difference in opinions between male and female youths is rejected because the p-values for all media types are significant.

As for the digital media strategies, both genders agree that social media significantly promotes youth entrepreneurship, with females showing slightly higher levels of agreement Blogs and websites are widely seen as effective media strategies, with females slightly more in agreement than males. Males reflect more on Podcasts with a mix of agreement and disagreement, with moderate variability. Podcasts are moderately regarded as tools for promoting entrepreneurship, with males showing slightly more positive views than females.

On Gender-Specific Trends, Digital Media (Social Media, Blogs/Websites), both genders strongly agree on the effectiveness of digital media strategies in promoting entrepreneurship, with females showing slightly higher agreement. On traditional media (Radio, Television, Newspapers), males generally hold more favorable opinions about traditional media than females. Females overwhelmingly disagree about the relevance of traditional media. Conclusively, digital media strategies are perceived as more effective than traditional media. There is a significant gender disparity in these opinions about the relevance of traditional media, suggesting potential differences in media consumption or trust.

The potentials and challenges in utilizing traditional and digital media platforms for youth entrepreneurship development in Nigeria.

In the limited access in rural areas mean ± SD: 2.34 ± 1.16 indicates moderate to low agreement, with significant variability. ILimited access in rural areas is recognized as a significant challenge, with males more likely to identify this issue than females. Lack of Entrepreneurship-Focused Programs with Mean ± SD: 3.87 ± 1.15 reflects strong agreement with moderate variability, indicating that males are more concerned about the absence of entrepreneurship-focused programs, while females did not identify this as a major challenge. Lack/Poor Network with a Mean ± SD: 5.00 ± 1.15 reflects very strong agreement with moderate variability indicating that females view poor network connectivity as a critical barrier, while males did not highlight this as a significant issue. For high cost of data Mean ± SD: 4.80 ± 0.76 reflects very strong agreement with low variability for both genders strongly agreeing that the high cost of data is a major challenge in utilizing media for youth entrepreneurship development. Challenges specific to males indicate males strongly emphasize the lack of entrepreneurship-focused programs and limited access in rural areas. Challenges specific to females view poor network connectivity as a critical barrier, reflecting unique challenges that may disproportionately affect their participation. A common challenge for both genders is that the high cost of data is a universal challenge. Challenges related to digital and traditional media platforms vary significantly between genders, likely reflecting differing levels of access, priorities, or exposure to these barriers.

Conclusion: The study concludes that digital media strategies are mostly employed by youths in promoting their entrepreneurship and that both traditional and digital media strategies have roles to play in this regard, with potential but the challenges make it difficult for youths to fully depend on the media strategies in the promotion of youth entrepreneurship in Nigeria

Implications: The implications of the findings of this study imply that topromote youth entrepreneurship in Nigeria emphasis should be on the use of digital media strategies. Consequently,

Policymakers should address limited access to internet services in rural areas by investing in infrastructures to bridge the digital divide.
Develop programs targeting entrepreneurship skill-building through media platforms, ensuring inclusivity for both genders.
Subsidize data costs or introduce affordable internet plans for young entrepreneurs.
Educators and Program Developers should create gender-specific solutions to address unique barriers, such as improving network access for females in underserved areas.
Expand entrepreneurship-focused content on digital and traditional platforms to cater to young males’ and females’ needs. For Media Providers:
Partner with organizations to reduce the cost of data.
Focus on expanding rural connectivity and ensuring content is accessible in low-resource settings.
Media Providers should partner with organizations to reduce the cost of data and focus on expanding rural connectivity and ensuring content is accessible in low-resource settings.

Contributions to Knowledge: The study made several contributions to knowledge.

The study is a sort of edified illuminative evaluation of the media strategies that promote youth entrepreneurship in Nigeria.
1. It x-rayed the traditional and digital strategies, roles they play in promoting youth entrepreneurship in Nigeria as well as their potentials and challenges.
1. It brought to light the need for female youths’ inclusiveness in promoting youth entrepreneurship in Nigeria. This is because a significant difference was observed in the opinions of males and females indicating female exclusiveness in the scheme of media strategies and promotion of youth entrepreneurship in Nigeria.
1. The study also identified the lack of employment of traditional media strategies despite their potential in potentials in promoting youth entrepreneurship in Nigeria.
1. The paper also contributes to literature to other researcher interested in carrying out further studies in this area.

Suggestions for Further Studies: Further studies should be carried out on:

Improvement of traditional media strategies for the promotion of youth entrepreneurship in Nigeria.
1. Female inclusiveness in employing media strategies and promotion of youth entrepreneurship in Nigeria.
  1. Provision of infrastructures in rural areas for the improvement of traditional and digital media services for promoting youth entrepreneurship in Nigeria
  1. Also, studies should be carried out on developing Entrepreneurship-Focused Program Curricula on media strategies and the promotion of youth entrepreneurs at all levels of the educational system.

Recommendations: The following the findings, these recommendations were made:

Improved Infrastructure: The government of Nigeria should deploy mobile and digital connectivity solutions in underserved areas to address access challenges.
1. Affordable Data Plans: Advocacy for government and telecom partnerships to make internet access more affordable for youths.
1. Content Development: Entrepreneurship-focused programs should be launched on popular digital media channels to inspire and educate young entrepreneurs.
1. Gender-Inclusive Approaches: With the finding of significant differences existing between males and females in this context, strategies tailored to address the specific concerns of males (e.g., program availability) and females (e.g., network access) should be developed.

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Agu, R. A.; Nwokolo, C. C.; Ezeanwu, R. C.; Ogbuakanne. MaryAnn; Nwokolo, C. F. & Onyedika O., (2022). Entrepreneurship education in Nigeria: Survey data evidence of what works for graduate unemployment reduction. JUPEB Journal of Development and Educational Studies (JJDES) Vol.1, No.1. February 2022. https://jupeb.unn.edu.ng/wp-content/uploads/sites/270/2022/03/NO-4-ENTREPRENEURSHIP-EDUCATION-PEDAGOGY-IN-NIGERIA-

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Chiaha, G.T. U.; Agu, R. A.; Edikpa, E and Okoro, V. (2016a). Entrepreneurship

education and enhancement of undergraduate entrepreneurial skills in Federal Universities, South-East Nigeria. Transylvanian Review Vol. 24. No 9 (2)-1

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Chiaha, G.T. U.; Edikpa, E.;Abella, E. and Chiaha, O.E., (2016b). Impact of

Entrepreneurship education on entrepreneurial behaviors of secondary school

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Nigerian Youth SDGs (2024).Youth Employment in Nigeria: A Vehicle for Decent Work and Economic Growth. Network of Youth for Sustainable Initiative. Praise Education. May 9, 2024 https://nigerianyouthsdgs.org/youth-employment-in-nigeria-a-vehicle-for-decent-work-and-economic-growth/

Okeke, F. C. and Edikpa, E. C., (2014). Entrepreneurship education in Nigeria: prospects, challenges and strategies https://www.academia.edu/111016564/Entrepreneurship_Education_in_Nigeria_Prospects_Challenges_and_StrategiesUNESCO/ILO -Entity/Instrument/ Organization Age Reference UN Secretariat/UNESCO/ILO 15-24 http://www.unhabitat.org/pmss/listItemDetails.aspx?publicationID=3393 8

Okon E. A., (2021). Entrepreneurship studies education in tertiary institutions in Nigeria: Theories and Practices. International Journal of Vocational and Technical Education Research Vol.7, No.1 pp.35-42, 2021 Print ISSN: ISSN 2059-1187, Online ISSN: ISSN 2059-1195 35 https://www.eajournals.org/wp-content/uploads/Entrepreneurship-Studies-Education-in-Tertiary-Institutions-in-Nigeria.pdf

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TRADITIONAL APPRENTICESHIP AND GROWTH OF THE TEXTILE INDUSTRY IN SOUTH EAST NIGERIA

Advanced Leadership, Advanced Management, Entrepreneurship Skills, Human Resource Management / April 19, 2025

By

JOSHUA ONUOHA
Learn to Live Business School, UK

Email: onuohaloshuagmail.com
Phone No +234796 074 8383

2024

ABSTRACT:

The purpose of this study was to investigate traditional apprenticeship and the growth of the textile industry in SE Nigeria. It employed an ex-post facto descriptive non-experimental research design. Three research questions and three hypotheses guided the study. The sample consists of 300 Masters selected using multistage, purposive, accidental, and snowballing sampling techniques from five states in SE Nigeria. Questionnaires, direct contact, and social media administration strategies helped with data collection. Means, Standard deviation, and Analysis of Variance (ANOVA) were used. Results show that traditional apprenticeship encourages the growth of the textile industry in several ways, with the highest being through a multiplier effect; Trading skills; Further mentoring after graduation; Assistance in expanding and opening branches; Provision of funds, and practical hands-on training. A lot of challenges face traditional apprenticeship, with the greatest being, Gender bias, Outdated teaching methods without innovation and experimentation; and non-technologically driven teaching methods, with no statistical difference found among the SE states. It was concluded that traditional apprenticeship enhances the growth of the textile industry to a Large Extent. It was recommended that the formal schooling system adopt the multiplier effect and job creation devices of the traditional apprenticeship to improve the educational system and reduce unemployment in Nigeria.

Keywords: Traditional Apprenticeship; Textile Industry; Master and Multiplier effect.

INTRODUCTION:

Background of study

Apprenticeship is a sort of informal schooling characterized by practicals and hands-on experience, where the participant learns directly on the job. No wonder it is described as on-the-job training that enables new-generation practitioners to gain a license to practice in a regulated occupation (Asare, Nyarko, Fobiri, & Marfo 2023). Apprenticeship is also defined as a “form of training in which an individual learns an art, trade, or craft under a legal agreement that outlines the duration and conditions of the relationship between the master and apprentice” (AI-generated definition based on: the International Encyclopedia of Education -Third Edition, 2010). In this training, skills are learned and knowledge transferred from the Master or Mentor to the apprentice, typically through hands-on practice and instruction, which takes various forms such as traditional crafts, vocational education, classical music, and even spiritual traditions.

The traditional apprenticeship system has long been practiced in Nigeria alongside the formal educational system. The traditional apprenticeship system in this study involves a written contract or agreement between master and apprentice, stating the conditions for both parties and the terms of apprenticeship. Often the apprenticeship especially for a business, such as trading in textile fabrics, takes up to four years during which the apprentice lives with the master as a family member and trades with the master. The master on his part, trains the apprentice for the period in his type of business and settles the apprentice at the end of the contract period. The graduation is usually celebrated with a party involving the master’s presentation of the take-off fund. This marks the official accreditation of the apprentice as a journeyman of the textile fabrics trade, making it possible for him or her to get his or her shop and open his or her own fabrics trading business.

The textile industry involves several sections, including, the production of raw materials, and fabric production. Marketing the fabrics and producing clothing from the fabrics. This study is interested in the marketing of the fabrics. The growth of the industry in this respect involves expansion and an increase in the quality of services. Growth is a “socially constructed factor” (Dugguh et al., 2018) and implies a change in size during a determined period, involving an increase in sales and investments to adapt to new demands Onwuka and Nwaneri (2023). Asare, Nyarko, Fabri, & Marfo (2023) observed that growth implies an increase in sales, and the number of employees. Profit, increase in assets, increase in the firm´s value, and internal development. The growth of textile industries in this study will be measured by the above perspectives.

Statement of the problem:

The traditional apprenticeship system has long been an integral part of the economic and social fabric of Southeast Nigeria, an area occupied by the Igbos, known for their acumen and steadfastness in business. Initially, the traditional apprenticeship system was patronized mainly by illiterates and the poor. Still, these days, due to a lack of jobs for school leavers and tertiary institution graduates, as well as growth in entrepreneurship among the elites in Nigeria, the traditional apprenticeship system has started to boom once more. Studies show that entrepreneurs are not the sole vectors to growth as there are many other agents involved, such as clients, kin, suppliers, and nature and challenges to the apprenticeship. This study therefore investigated traditional apprenticeship and growth of the textile industry inSouth East Nigeria, to identify how it encourages growth of the textile industry and the challenges confronting it. Many studies have been carried out on apprenticeship systems. For instance, Gallup (2024) sought to find out About Registered Apprenticeship: in his Systematic Review and Synthesis of 30 Years of Empirical Research, Suhaimy, Sumardi, Sumardi & Ansari (2022) looked at factors that influence the transfer of training within an apprenticeship program, while Sani & Adamu & Adamu & Umar (2022) investigated the impact of apprenticeship training on job creation among artisans in Bauchi and provided the conceptual framework to express the relationship between the apprenticeship component and job creation.Uwameiye, Ede, and Iyamu’s 2002 study focused on the training methodology used by the Nigerian Indigenous apprenticeship system; Ifechukwu-Jacobs, (2022) studied the effect of Igbo trade apprenticeship system on unemployment reduction in Onitsha, The return on investment of apprenticeship systems for enterprises: evidence from cost-benefit analyses was examined by Muehlemann and Wolter (2014). A very recent and close study by Chukwu, Ugochukwu, and Njoku (2024) focused on challenges and prospects challenges and prospects of the Igbo apprenticeship system in the modern world. The current study which is the first of its kind, dwelt on the traditional apprenticeship and growth of the textile industry in South East Nigeria, which is the lacuna filled by this study. Southeast Nigeria is well known for its creativity which is often displayed in the various designs of the fabrics produced and in the sewing designs, making the business very lucrative. It is not surprising that many Igbos go into the textile business as clothing is often considered next to food and shelter in Maslow’s hierarchy of Needs. This study therefore sets the following objectives;

To examine how traditional apprenticeship encourages the growth of the textile industry in SE Nigeria.

To determine the extent the customary apprenticeship enhances the growth of the textile industry in SE Nigeria and

To explore the challenges confronting traditional apprenticeship in the growth of the textile industry in SE Nigeria.

Research Questions: The following research questions were posed to guide that study;

How does traditional apprenticeship encourage the growth of the textile industry in SE Nigeria?

To what extent has traditional apprenticeship enhanced the growth of the textile industry in SE Nigeria?

What challenges confront traditional apprenticeship in the growth of the textile industry in SE Nigeria?

Hypotheses: These hypotheses tested at a 0.05 confidence level guided the study.

HO₁: There is no significant difference among the textile dealers in Abia, Anambra, and Enugu on how traditional apprenticeship encourages the growth of the textile industry in SE Nigeria.

HO₂:There is no significant difference among the textile dealers in Abia, Anambra, and Enugu on the extent traditional apprenticeship has enhanced the growth of the textile industry in SE Nigeria.

HO₃: There is no significant difference among the textile dealers in Abia, Anambra, and Enugu on the challenges that confront traditional apprenticeship in the growth of the textile industry in SE Nigeria.

LITERATURE REVIEW:

The literature review in this study is presented under Conceptual framework, Theoretical framework, and Empirical Studies

Conceptual framework: Apprenticeship has been severally defined as informal schooling or learning involving practicals and hands-on experience on-the-job training (Asare, Nyarko, Fobiri, & Marfo 2023); training where an individual learns an art, trade, or craft under a legal agreement between the master and apprentice” (AI generated definition based on: International Encyclopedia of Education (Third Edition), 2010); A way of job creation Sani & Adamu & Adamu & Umar (2022), an informal and unstructured training programme, scheduled for an agreed period during which the apprentice learns the trade, acquires a desirable part of entrepreneurship skills, masters the rudiments of the trade, and offers services to the master for an agreed-upon period, (Kanu, 2020; Alike &Orjiako-Umunze, 2019; Orugun&Nafiu, 2014). In addition, it is a process of bringing up a child (Kanu, 2020). (Kanu, 2020), (Alike and Orjiofor-Umunze, 2019), (Doekpe, 2017), Onwuka & E.C. Nwaneri 2023, Cresent (2019) where no salaries are paid. However, it is also perceived as an unpaid business and incubator model that lets people learn the business from a master for some years Kanu (2019. This study defines apprenticeship as a sort of informal schooling characterized by practicals and hands-on experience, where the participant learns directly on the job.

Theoretical framework: This study is framed on the Human Capital Theory postulated by Becker (1964). The theory assumes that investments in education or training contribute to an individual’s productivity and earning capacities. This implies that the traditional apprenticeship system, makes individuals acquire valuable skills, knowledge, and experience that enhance their human capital, which in turn, enables them to create wealth, improve productivity, and earn more, thereby enhancing growth in the industry.

Empirical studies: Empirical studies were discussed under, studies in Apprenticeship. Studies in Traditional apprenticeship, studies in Growth in textile industries.

Studies in Apprenticeship:

Pirrioni, (2018) investigated ‘promoting apprentices’ professional development: integrating formal and informal learning, HRM, and learning goal orientation in promoting apprentices’ competencies, A cross-sectional and a longitudinal approach were employed to complement the qualitative data on 233 apprentices operating in the engineering sector in England. It was found that organizations can leverage to promote apprentices’ development using formal and informal learning. The current study, unlike this one, did not test any model but investigated using ex post facto research design, thetraditional apprenticeship, and the growth of the textile industry inNigeria a study carried out in England.

Suhaimy, Sumardi, Sumardi, & Anshari (2022) in their empirical study of training transfer in an apprenticeship programme for a conducive workforce, used an extended Training Transfer Model, to examine the factors that influence the transfer of training within an apprenticeship program. Like the current study, In-depth semi-structured interviews with participants who had undergone the apprenticeship programme were carried out. The data were analyzed using thematic analysis, and bibliographic analysis was performed. The findings reveal that trainee characteristics, training design, and work environment influence training transfer.

Sani & Adamu & Adamu & Umar (2022) Apprenticeship Training and Job Creation: A Conceptual Framework of their Relationship focuses on the impact of apprenticeship training on job creation among artisans in Bauchi state. It provides the conceptual framework to express the relationship. The study recommended that apprenticeships be revitalized and updated, as well as that ethnic-based union be legalized and reorganized to fulfill both social and economic functions.

Gallup, (2024) investigated ‘What We Know About Registered Apprenticeship: A Systematic Review and Synthesis of 30 Years of Empirical Research’, using a Meta-analysis, the author undertook a systematic literature review and a qualitative synthesis of empirical research, interpreting findings on RA over 30 years. The review identified 36 scholarly studies and an additional 98 articles from the practitioner literature. The synthesis derived three themes: expansion, benefits, and outcomes for minoritized groups, revealing gaps in research on learning for apprentices.

Uwameiye and Iyamu (2002) examined ‘Training Methodology Used by the Nigerian Indigenous Apprenticeship System,’ to investigate the training orientation given to apprentices; common training techniques employed by the master craftsmen; and how the apprentices are evaluated to ascertain their mastery. A questionnaire was used to gather data for the study. Similar samples of Master and apprentice were used. The findings show that there is no formal curriculum in use for training, and customers help to determine the mastery of apprentices.

Nnonyelu, Nnabuife, Onyeizugbe, Anazodo, and Onyima, (2023) examined Igbo apprenticeship (Igba boyi) as an exemplar of the Indigenous African entrepreneurship model. The specific objective was to ascertain the influence of the Igbo apprenticeship system on the Indigenous African entrepreneurship model, showing how Indigenous entrepreneurship has been boosted by the apprenticeship scheme and highlighting the nexus between the Igbo apprenticeship scheme and entrepreneurship. The paper seeks to unpack the enablers of Igbo apprenticeship, and why it is largely seen as the poster face of local Igbo entrepreneurs. A case for the scalability and adoption of the igba boyi Indigenous entrepreneurial model as a vehicle for the development and sustenance of Indigenous entrepreneurship practices for African developments was made.

Ifechukwu-Jacobs (2022) examined the effect of the Igbo trade apprenticeship system on unemployment reduction in Onitsha. Like the current study, it employed the use of a structured questionnaire. However, percentage table and correlation were used for the analysis. Both studies employed the use of a similar population and sample. While this study sample was determined by Gorg & Ball formula, the current study sample was determined by Chiaha (2023). It was found that: Apprentice skill acquisition has a significant effect on unemployment reduction at Onitsha: The apprenticeship training system has a significant effect on unemployment reduction to ascertain the impact of apprentice skill acquisition on unemployment reduction in Onitsha. Like the current study, this study recommended that the masters (Ogas), should ensure the timely settlement of their diligent apprentices.

Chukwu, Ugochukwu, and Njoku’s (2024) study, which is very relevant to the current one, examined the challenges and prospects of the Igbo apprenticeship system in the modern. Similar research designs, samples, methods of data collection, and data analysis were employed in both studies. The empirical result showed that there are significant challenges and significant prospects for the Igbo apprenticeship system in the modern world. The current study is interested in identifying the current challenges facing apprenticeship in the textile industries only but it will not be involved in the prospects since it will explore the extent the which apprenticeship impacts on growth of the textile industries.

Onyebuchi-Igbokwe, Grace & Chinyere, Ndebilie. (2024). An Empirical Approach to Textile Production and the Correlates of Technology Options in Nigeria’s Textile Industry, to investigate how the economic ties between China and Nigeria have affected the growth of Nigeria’s textile sector between 2021 and 2023. Data was collected using qualitative research methods as in this study. The study found that Nigeria’s textile sector has developed favorably as a result of the economic ties between China and Nigeria. It recommended that the economic relationship needs to be further strengthened.

Summary of Literature Review: The study adopts the concepts of, Asare, Nyarko, Fobiri, & Marfo 2023; (AI generated definition based on: International Encyclopedia of Education (Third Edition), 2010); Sani & Adamu & Adamu & Umar (2022) and (Kanu, 2020; Alike &Orjiako-Umunze, 2019; Orugun & Nafiu, 2014) and admits that traditional apprenticeship is an informal training where an individual learns the fabric trading business under a legal agreement between the master and apprentice”. The study was anchored on the Human Capital traditional apprenticeship system, implying that the apprenticeship makes individuals acquire the entrepreneurial skills that enable them to create wealth by implication, enhance growth in the textile industry. Nine empirical studies were reviewed, one focused on the growth of the textile industry, one on an apprenticeship in England the rest on an apprenticeship in England, and the rest on an apprenticeship in Nigeria out of which, three dealt with an apprenticeship in Igboland. However, out of the studies reviewed no study known to the researcher investigated ‘traditional apprenticeship and the growth of the textile industry in southeast Nigeria. This is the lucuma the study fills.

METHODOLOGY:

The methodology in this paper involvesResearch Design and Area of Study. Population, Sample and Sampling Methods, Instrument for Data Collection, Validation and Reliability, Method of Data Collection, and Analysis.

Research Design: This study employed an ex-post facto descriptive non-experimental research design, which implies ‘after the fact’ because the event ‘Apprenticeship’, being investigated has already occurred. Nwankwo and Emunemu (2015), noted thatNon-experimental research design does not attempt to control or manipulate any variable. However, it focuses on one single event that had occurred therefore, the researcher examines the phenomena. The researcher found this design appropriate for this study as it investigated what had happened in Apprenticeship in SE Nigeria.

Area of the Study: The area of this study is South-East of Nigeria, with five states, Abia, Anambra, Ebonyi, Enugu, and Imo. The area is a core Igbo-speaking race, known for their, hard work and business acumen. The practice of Apprenticeship has existed in this area for ages.

Population of the Study: The population of this study consists of all the Markets in Southeastern Nigeria where 10436 masters that deal in the textile business, especially fabrics operate (Source: Market Union Registers, 2022) (See App II).

Sample and Sampling Methods: The study adopted Krejcie & Morgan 1970) and Chiaha (2023) determinants of a sample size from a given population. A multistage, purposive, accidental, and snowballing sampling technique was employed in selecting 300 participants for this study. Firstly, out of the five states in SE, a random sample of three was selected by balloting. Secondly, a purposive sample of 3754 Masters who have been in the fabrics business for over five years was selected. Finally, using snowballing and accidental sampling methods, 300 8% were selected and used for the study. (See App II).

Instruments for Data Collection: The instrument used for data collection was a questionnaire titled ‘Traditional Apprenticeship and Textile Industry Growth Questionnaire (TATIGQ). The TATIGQ has two sections, A and B. Section A has three items designed to collect respondents’ demographics, while Section B has 25 items with three clusters aimed at collecting data for the research questions. It is structured on a 4-point Likert-type rating scale with options of; SA- Strongly Disagree; A- Agree; D-Disagree; SD – Strongly Disagree and D -Disagree and VLE-Very Large Extent; LE-Large Extent; SE-Small Extent and VSE-Very Small Extent, weighted 4, 3, 2 and 1 respectively. (See App III).

Validation of the Instrument: Three experts were requested to ascertain the appropriateness and clarity of the items of the instruments to ascertain if they measured what they purported to measure. Their comments, suggestions, and observations were considered in the production of the final draft of the instruments. (App II and III).

Reliability of the Instrument: The instrument was trial tested through a pilot study, on 10 respondents (SMEs) from Ebonyi state, which is outside the study area. The internal consistency of the instrument was computed using the Cronbach Alpha method which yielded 0.85 for the entire instrument. The instruments were therefore considered reliable enough for the study.

Method of Data Collection: The study adopted direct contact and social media administration strategies in which the researcher with her well-trained research assistants directly collected the data from the respondents. The researcher personally contacted the masters through their WhatsApp. The data administration lasted for two weeks with a high return rate of 88.87%

Method of Data Analysis: The data generated for the study were analyzed using means and Standard Deviation (SD) for data collected from the questionnaire. Decisions were arrived at using the criterion mean score of 2.50. This implies that Means below 2.50 were taken to indicate that the corresponding items were NOT Accepted by the SMEs, and Means of 2.50 and above were taken to indicate that the corresponding items were Accepted for the same reason. For research question 2 with EXTENT response format Real Limits of Numbers were employed as follows;

Mean Range Options

3.50 -4.00 = Very Large Extent;

2.50 -3.49 = LE-Large Extent;

1.50 -2.49 = SE-Small Extent and

0.00 -1.49 = VSE-Very Small Extent

For the hypotheses testing, Analysis of Variance (ANOVA) at a 95% level of probability or 0.05 level of significance. The significant level was determined with the P- P-table value. This implies that when the P-value is below 0.05 level of significance when T- calculated is greater than the t- table (1.96) it implies a Significant Difference between the means tested, thus the Null Hypotheses were Not Accepted. On the other hand, when the P-value is higher than 0.05 or the T- calculated is greater than the t- table (1.96), it implies No Significant Difference between the means tested. Therefore, the Null Hypotheses was Accepted.

RESULTS: The results were presented in six tables.

Table 1, shows that all the 11 items are accepted by the Masters as how traditional apprenticeship encourages growth of textile industry in SE Nigeria gives a lot of trading skills to Apprentices (x=3.63); exposes apprentices to wholesale strategies (x=3.33); online textile marketing and sales (x=3.33);textile financial management (x=3.38); provides practical hands-on training with good employment, (x=3.50); has a multiplier effect in that as apprentices graduate and gather more skills, they train more apprentices thus enhancing growth of the industry (x=3.70); provides continuous mentoring by the master trainer (x=3.48); and practical hands-on training with good employment, (x=3.53); further mentoring is given to the apprentices in the business even after graduation, (x=3.58); The master assists the apprentice in expanding and opening more branches,(x=3.55); Funds are provided to apprentices when needed for business expansion and innovation and product diversification is encouraged (x=3.43).

Research Question 1: How does traditional apprenticeship encourage the growth of the textile industry in SE Nigeria?

Table1:

How traditional apprenticeship encourages the growth of the textile industry in SE Nigeria

Sn	Items	Mean	SD Decision
	It gives a lot of trading skills to Apprentices	3.63	0.490 Accept
	They are exposed to wholesale strategies	3.33	0.694 Accept
	They learn online textile marketing and sales	3.33	0.694 Accept
	They learn textile financial management	3.38	0.674 Accept
	It provides practical hands-on training with good employment prospects	3.50	0.550 Accept
	It has a multiplier effect as apprentices graduate and gather more skills	3.70	0.467 Accept
	Provides continuous mentoring by the master trainer	3.48	0.509 Accept
	Apprentices are helped to further their education in the business	3.53	0.506 Accept
	The master assists the apprentice in expanding and opening more branches	3.58	0.535 Accept
	Funds are provided to apprentices when needed for business expansion	3.55	0.504 Accept
	Innovation and product diversification are encouraged in apprenticeship	3.43	0.629 Accept

Hypotheses 1: There is no significant difference among the textile dealers in Abia, Anambra, and Enugu on how traditional apprenticeship encourages the growth of the textile industry in SE Nigeria. The table indicates that the traditional apprenticeship.

Table 2:

ANOVA analysis on the significant differences between the textile dealers in Abia, Anambra, and Enugu on how traditional apprenticeship encourages the growth of the textile industry in SE Nigeria.

Sn	Items	F-value	p-value (Sig.)
	It gives a lot of trading skills to the Apprentices	1.171	0.321
	They are exposed to wholesale strategies	1.444	0.249
	They learn online textile marketing and sales	1.444	0.249
	They learn textile financial management	1.900	0.164
	It provides practical, hands-on training with good prospects for employment after training	2.662	0.083
	It has a multiplier effect in that as the apprentice graduates, he/she gathers more people	1.146	0.329
	It provides continuous mentoring as Master continues to mentor even after graduation	1.786	0.182
	Apprentices are helped to further their education in the business	1.519	0.232
	The Master helps the Apprentice expand his/her business, opening up more branches	1.703	0.196
	Funds are provided to Apprentices when needed for the expansion of the business	2.709	0.080
	Innovation and Product Diversification is encouraged in Apprenticeship for business growth	0.680	0.513

Table 2 shows the ANOVA analysis of significant differences between the textile dealers in Abia, Anambra, and Enugu on how traditional apprenticeship encourages the growth of the textile industry in SE Nigeria revealing that all p-values exceeded the alpha level of 0.05. Therefore, I Accept the null hypothesis (H₀), concluding that, there is no significant difference in how traditional apprenticeship encourages growth in the textile industry across the three states.

Research Questions 2: To what extent has traditional apprenticeship enhanced the growth of the textile industry in SE Nigeria?

Table 3 shows that the Cluster mean reveals that respondents agree that traditional apprenticeship enhances the growth of the textile industry in SE Nigeria to a Large Extent (x=3.42).

Table 3:

The extent to which traditional apprenticeship enhances the growth of the textile industry in SE Nigeria.

Sn	Items	Mean	SD Decision
	Acquisition of trading skills	3.53	0.554 VLE
	Exposed to wholesale strategies	3.48	0.554 LE
	Mastering online textile marketing and sales	3.25	0.670 LE
	Mastering textile financial management	3.40	0.545 LE
	Provides practical hands-on training with good employment prospects	3.50	0.550 VLE
	The multiplier effect where apprentices gather more people	3.65	0.529 VLE
	Continuous mentoring by the Master	3.45	0.552 LE
	Helping apprentices to further their education in the textile business	3.55	0.504 VLE
	Provision of funds for business expansion	3.58	0.535 VLE
	Innovation and product diversification	3.43	0.629 LE
	Cluster Mean/SD	3.42	0.601 LE

Hypotheses 2: There is no significant difference among the textile dealers in Abia, Anambra, and Enugu on the extent the traditional apprenticeship has enhanced the growth of the textile industry in SE Nigeria.

Table 4:

ANOVA analysis on significant differences among the textile dealers in Abia, Anambra, and Enugu on the extent the traditional apprenticeship has enhanced the growth of the textile industry in SE Nigeria.

S/n Items		F-value	p-value (Sig.)
1.	Acquisition of trading skills	1.376	0.312
2.	Exposed to wholesale strategies	1.444	0.249
3.	Mastering online textile marketing and sales	1.444	0.249
4.	Mastering textile financial management	1.900	0.164
5.	Provision of practical hands-on training with good employment prospects	2.662	0.083
6.	Multiplier effect: apprentice gathers more people	1.146	0.329
7.	Continuous mentoring by the Master after graduation	1.786	0.182
8.	Support in furthering education in the textile business	1.519	0.232
9.	Assistance in business expansion, opening more branches	1.703	0.196
10.	Provision of funds to Apprentices for business expansion	2.709	0.080
11.	Encouragement of Innovation and Product Diversification	0.680	0.513

The ANOVA analysis conducted to assess the impact of traditional apprenticeship on the growth of the textile industry among dealers in Abia, Anambra, and Enugu reveals that all obtained p-values are greater than the significance level of 0.05. Therefore, I Accept the null hypothesis (H₀), concluding that there is no significant difference between the textile dealers in the three states regarding the extent to which traditional apprenticeship has enhanced the growth of the textile industry in Southeast Nigeria.

Research Questions 3: What challenges confront traditional apprenticeship in the growth of the textile industry in SE Nigeria?

Table 5 shows that Challenges confronting traditional apprenticeship in the growth of the textile industry in SE Nigeria, include Lack of financial support (x=3.40); Fear of completion of the apprenticeship due to master’s behavior (x=3.35); Living with the master’s family (x=3.00); Get-rich-quick syndrome affecting youths’ patience in completing the apprenticeship (x=3.00); Gender bias in apprenticeship, with males mostly involved (x=3.58); Lack of theoretical knowledge alongside practical training (x=3.18); Outdated teaching methods without innovation and experimentation (x=3.55); Non-technologically driven teaching methods (3.50); Apprentices continually being regarded as servants by masters even after skill acquisition and graduation (x=3.40).

Table 4:

Challenges confronting traditional apprenticeship in the growth of the textile industry in SE Nigeria

Sn Items	Mean	SD Decision
Lack of financial support	3.40	0.709 Accept
Fear of completion of the apprenticeship due to master’s behavior	3.35	0.802 Accept
Living with the master’s family	3.00	0.906 Accept
Get-rich-quick syndrome affects youths’ patience in completing the apprenticeship	3.58	0.549 Accept
Gender bias in apprenticeship, with males mostly involved	3.18	0.827 Accept
Lack of theoretical knowledge alongside practical training	3.55	0.506 Accept
Outdated teaching methods without innovation and experimentation	3.50	0.590 Accept
Non-technologically driven teachings	3.48	0.509 Accept
Apprentices are continually regarded as servants by masters even after skill acquisition	3.43	0.629 Accept

Hypotheses 3: There is no significant difference among the textile dealers in Abia, Anambra, and Enugu on the challenges that confront traditional apprenticeship in the growth of the textile industry in SE Nigeria

Table 6:

ANOVA analyzes significant differences between the textile dealers in Abia, Anambra, and Enugu on the challenges that confront traditional apprenticeship in the growth of the textile industry in SE Nigeria

S/n Variable	F Value	p Value
1. Lack of financial support	0.624	0.624
2. Fear of completion of apprenticeship	0.985	0.181
3. Living with the family of masters	0.849	0.849
4. Gender biases in apprenticeship	0.782	0.318
5. Lack of theoretical knowledge	0.723	1.011
6. Outdated teaching practices	0.663	0.663
7. Inconsistent teaching methodologies	0.782	0.182
8. Limited resources	0.849	0.851
9. Continued perception as servants by masters even after skill acquisition	0.985	0.985

Table 6 portrays the ANOVA analysis examining the challenges confronting traditional apprenticeship in the growth of the textile industry among dealers in Abia, Anambra, and Enugu and indicates that all p-values exceed the significance level of 0.05. Therefore, I Accept the null hypothesis (H₀), concluding that there is no significant difference between the textile dealers in the three states regarding the challenges they face in traditional apprenticeship in the growth of the textile industry in SE Nigeria.

Summary of the findings: This is presented in line with the research questions and hypotheses that guide the study.

Research Question One: How does traditional apprenticeship encourage the growth of the textile industry in SE Nigeria?

Finding 1: How traditional apprenticeship encourages the growth of the textile industry in SE Nigeria, in descending order of acceptance include;

Apprenticeship has a multiplier effect in that as apprentices graduate and gather more skills, they train more apprentices thus enhancing the growth of the textile industry (x=3.70)
Apprenticeship gives a lot of trading skills to Apprentices (x=3.63)
In apprenticeship, further mentoring is given to the apprentices in the business even after graduation, (x=3.58);
The master assists the apprentice in expanding and opening more branches, (x=3.58);
Funds are provided to apprentices when needed for business expansion (x=3.55);
Apprenticeship encourages practical hands-on training with good employment opportunity, (x=3.50).
It provides continuous mentoring by the master trainer (x=3.48)
Innovation and product diversification is encouraged in apprenticeship (x=3.43).
Apprenticeship exposes apprentices to textile financial management (x=3.38) and
Apprenticeship exposes apprentices to wholesale strategies (x=3.33).
They are exposed to online textile marketing and sales (x=3.33);

Hypothesis One: There is no significant difference among the textile dealers in Abia, Anambra, and Enugu on how traditional apprenticeship encourages the growth of the textile industry in SE Nigeria.

Finding 2: There is no significant difference among the textile dealers in Abia, Anambra, and Enugu on how traditional apprenticeship encourages the growth of the textile industry in SE Nigeria.

Research Question Two: To what extent has traditional apprenticeship enhanced the growth of the textile industry in SE Nigeria?

Finding 3: Traditional apprenticeship enhances the growth of the textile industry in SE Nigeria to a Large Extent (x=3.42).

Research Question Three: WhatChallenges confront traditional apprenticeship in the growth of the textile industry in SE Nigeria?

Finding 4: The following Challenges confront traditional apprenticeship in the growth of the textile industry in SE Nigeria, in descending order of acceptance.

Gender bias in apprenticeship, with males mostly involved (x=3.58).
Outdated teaching methods without innovation and experimentation (x=3.55)
Non-technologically driven teaching methods (3.50)
Lack of financial support (x=3.40).
Apprentices are continually regarded as servants by masters even after skill acquisition and graduation (x=3.40).
Fear of incompletion of the apprenticeship due to some master’s behavior (x=3.35)
Lack of theoretical knowledge alongside practical training (x=3.18);
Living with the master’s family (x=3.00)
Get-rich-quick syndrome affecting youths’ patience in completing the apprenticeship (x=3.00);

Hypothesis Three: There is no significant difference among the textile dealers in Abia, Anambra, and Enugu on the challenges that confront traditional apprenticeship in the growth of the textile industry in SE Nigeria.

Finding Six: There is no significant difference among the textile dealers in Abia, Anambra, and Enugu on the challenges that confront traditional apprenticeship in the growth of the textile industry in SE Nigeria.

DISCUSSIONS: The findings will be discussed in line with the objectives that guide the study.

How traditional apprenticeship encourages the growth of the textile industry in SE Nigeria.

It was found that the multiplier effect tops the list of howtraditional apprenticeship encourages the growth of the textile industry in SE Nigeria. This implies that as apprentices graduate, they become Masters and gather more apprentices, train and graduate them thus enhancing the growth of the textile industry. It is therefore not surprising that Suhaimy, Sumardi, Sumardi, & Anshari (2022), perceives the apprenticeship programme as a conducive workforce, while, Ifechukwu-Jacobs, 2022) found it very effective for unemployment reduction. The study also supports Sani & Adamu & Adamu & Umar (2022), who describe it as a way of job creation. All these make it possible to enhance the growth of the textile industry. It is also interesting to note that all the states in SE Nigeria are in tandem with this finding as there is no significant difference found among them. This finding implies that in this system of training, there is no unemployment, unlike the formal school system where most graduates remain unemployed for years after graduation. According to the 2024 Graduate Report, Nigeria produces approximately 600,000 graduates yearly. A Covenant University Repository report by Aderinsola Adio-Adepoju in November 2021, states that 36.26% of recent graduates are unemployed. (https://www.universityworldnews.com/post.php?story=20211113143735211)

The extent traditional apprenticeship enhances the growth of the textile industry in SE Nigeria:

It was found that traditional apprenticeship enhances the growth of the textile industry in SE Nigeria to a Large Extent. This is not surprising especially as it assists in the acquisition of trading skills, provides practical hands-on training with good employment prospects, has a multiplier effect that enables the training of more apprentices, helps apprentices to further their education in the textile, and provides funds for business expansion to a large extent. Consequently, the growth of the textile industry is largely enhanced. This implies that businesses can be improved by giving practical training, through a multiplier effect which requires encouraging young ones to gather others and train them as well, if not, the business of the profession will become extinct This is why it is important to ensure that the teaching profession is encouraged so more professionals can be produced to enhance growth n economy. This study is in tandem with Onyebuchi-Igbokwe & Ndebilie, (2024) that found that apprenticeship is a vehicle for the development and sustenance, of Indigenous entrepreneurship and boosts unemployment reduction Ifechukwu-Jacobs (2022).

Challenges confronting traditional apprenticeship in the growth of the textile industry in SE Nigeria.

It was found that traditional apprenticeship in SE Nigeria is fraught with many challenges with the top three being, Gender bias in apprenticeship, with males mostly involved, Outdated teaching methods without innovation and experimentation, and non-technologically driven teaching methods. It is not surprising that gender bias topped the list of the challenges. This shows that the Igbos still practice gender inequality in this regard. Not many parents in Igboland will be willing to expose their daughters to the hazards of the apprenticeship system in the textile industry, where they will be under the Masters and living with them. Men who want their wives to become entrepreneurs would prefer to train them- their wives, themselves. In that case very few if any girls will be found as Fabric Apprentices, rather they may be used as house helpers under the Madams of the house and not the Masters. Since the training is an informal one involving little or no research, experimentation, innovations, and technology; the teaching methods will surely be outdated. This finding supports Uwameiye and Iyamu (2002), on the types of training methodology used by the Nigerian Indigenous Apprenticeship System. These and other challenges call for modernization of the system. The finding is in line with Chukwu and Njoku’s (2024) study, which found significant challenges in the apprenticeship system in Igboland.

Implications: Implications of the findings are that traditional apprenticeship:

Enhances growth in businesses, providing a multiplier effect that encourages growth in businesses.
It provides immediate employment
The traditional apprenticeship should be encouraged.
The modern schooling system should emulate themultiplier effect and job device creation of the traditional apprenticeship system.

Contributions to Knowledge:

The study has exposed the importance of the traditional apprenticeship system especially its multiplier effect and job creation.
It provides traditional apprenticeship literature for researchers.
It provides a framework for the formal schooling system on how to ensure the growth of the educational system and enhance the employment of school leavers.
It has also x-rayed the challenges of the traditional apprenticeship, which can be explored and improved upon.

Suggestions for Further Studies:

This study should be carried out in other states and other industries in Nigeria.
Studies should be carried out on how to modernize and improve the traditional apprenticeship system.
Studies should be carried out on how the formal school system can apply the multiplier effect to reduce unemployment and enhance the educational system in Nigeria.

Recommendations: Based on the findings the following recommendations were made;

The formal school system should adopt the multiplier effect model as apprentices to ensure graduates are employed after schooling so that they can contribute to the economic development and growth of the country.
More females should be involved in traditional apprenticeships to avoid gender bias.
Traditional apprenticeship training should be more technologically driven.
Teaching methods should involve more innovation and experimentation.

REFERENCES:

Abdulazeez, A.Y. Nasir, S. M., Yakubu Y., Lams &. Dabo M. I. (2021). The Role of Textile and Polymer Industries in the Development and Growth of Nigerian Economy. International Journal of Social Sciences and Management Research E-ISSN 2545-5303 P-ISSN 2695-2203 Vol 7. No. 4 2021 www.iiardjournals.org IIARD – International Institute of Academic Research and Development Page 28

AED 59 (2002). Orientation and training/training methodology used by the Nigerian Indigenous Apprenticeship System. Education for Everyone. Worldwide. Lifelong. / Adult Education and Development / Editions / AED 59/2002 /

Chukwu, U. H., Ugochukwu. R. I. and Njoku M., (2024). The challenges and prospects of the Igbo apprenticeship system in modern times. World Journal of Advanced Research and Reviews. 23 (01), 237–249 Publication history: Received on 23 May; revised on 01 July 2024; accepted on 04 July 2024 Article DOI: https://doi.org/10.30574/wjarr.2024.23.1.2014

Gallup, A. (2024). What We Know About Registered Apprenticeship: A Systematic Review and Synthesis of 30 Years of Empirical Research. Economic Development Quarterly, 38(1), 25-39. https://doi.org/10.1177/08912424231196792Owen, M & Ogunleye, C & Orekoya, E &

Ifechukwu-Jacobs, C. J., (2022). Effect of Igbo trade apprenticeship system on unemployment reduction in Onitsha. International Journal of Business Systems and Economics ISSN: 2360-9923, Volume 13, Issue 7, (September 2022) pages 96-107 DOI:2726452731376 www.arcnjournals.org arcnjour

Ijaseun, K. D., (2022). Partnerships will drive growth in Nigeria’s textile industry –https://businessday.ng/real-sector/article/partnerships-will-drive-growth-in-nigerias-textile-industry-kern/

Nnonyelu, N. Au.; Nnabuife, E. K.; Onyeizugbe, C. U.; Anazodo, R. & Onyima, B., (2023). Igbo Apprenticeship (Igba Boyi) – an exemplar of Indigenous African entrepreneurship model, International Journal of Management (IJM), 14(4), 2023, pp. 257-271 https://iaeme.com/Home/issue/IJM?Volume=14&Issue=4

Muehlemann, S., Wolter, S.C. (2024). Return on investment of apprenticeship systems for enterprises: Evidence from cost-benefit analyses. IZA J Labor Policy. World Journal of Advanced Research and Reviews, 23 (01), 237–249 Publication history: Received on 23 May; revised on 01 July 2024; accepted on 04 July 2024 Article DOI: https://doi.org/10.30574/wjarr.2024.23.1.2014

Oladejo, Mutiat. (2019). Work Socialisation And Apprenticeship In Ibadan Garment Industry, 1930s To 1970s. https://www.researchgate.net/publication/3427-17195_CHA

Onwuka, E. M. and Nwaneri. E.C., (2023). Apprenticeship Training And Wealth Creation In South East Nigeria. Journal of the Management Sciences, Vol. 60 (5) Dec. 234 https://journals.unizik.edu.ng › article › download

Onyebuchi-Igbokwe, G. & Ndebilie, C., (2024). An Empirical Approach to Textile Production and the Correlates of Technology Options in Nigeria’s Textile Industry. World Journal of Advanced Research and Reviews: an International ISSN Approved Journal 3, 25 (2014). https://doi.org/10.1186/2193-9004-3-2

Suhaimy, M. H., Sumardi, W. A., Sumardi, W. H., and Anshari, M. (2022). An empirical study of training transfer in an apprenticeship program for a conducive workforce. International Journal of Training Research, 21(2), 134–166. https://doi.org/10.1080/14480220.2022.2152471

Sani, G., Adamu, M., Adamu, B. and Umar, N., (2022). Apprenticeship training and job creation: A conceptual framework of their Relationship. ATBU Journal of Science, Technology and Education 9 (4), 274-281.

Suhaimy, M. H., Sumardi, W. A., Sumardi, W. H., & Anshari, M. (2022). An empirical study of training transfer in an apprenticeship programme for a conducive workforce.International Journalof Training Research, 21(2),134–166.https://doi.org/10.1080/14480220.2022.2152471

Uwameiye, R. and Iyamu, E.O. S., (2002). Training methodology used by the Nigerian indigenous apprenticeship system. Adult Education And Development, 59, 2002, p. 169-180 https://unesdoc.unesco.org/ark:/48223/pf0000208529

APPENDICES:

Appendix I: List of Selected Markets and Population and Sample of the Study.

S/N MARKETS *MASTERS Population *MASTERS sample

1 ** Ariaria International Market – Aba 729** 729

2 ** New Market – Aba 547 ** 547

3 Ekeoha Market – Aba 677

4 Cemetery Market – Aba 574

5 Alaoji Market – Aba 834

6 ** Onitsha Main Market – Onitsha 1126 ** 1126

7 Ojidi Building Market – Onitsha 1126

8 Inter. Electronic Market – Onitsha 1126

9 Nkwo Nnewi Market – Nnewi 601

10 ** Ochanja Inter. Market – Onitsha 826 ** 826

11 Alaba Inter. Market – Owerri 391

12 Industrial Cluster Naze – Owerri 378

13 Timber Market Naze – Owerri 404

14 Malaysia Market – Obowo 352

15 Relief Market Owerri 143

16** Ogbete main Market Enugu 250 ** 250

17** New market Enugu 276 ** 276

Total 10436 3754 – 8%= 300.25

Source: Market Union Registers, 2022

* Masters are the Mentors of the apprentices.

** Samples selected for the study.

Appendix II: Traditional Apprenticeship and Textile Industry Growth Questionnaire (TATIG)

To Respondents

I am a student at Learn to Live Business School (LLBS), pursuing a postgraduate degree program. I am glad to inform you that you have been selected as a participant in this study, CONGRATULATIONS! Consequently, you are kindly requested to be very honest in your answers. Note that there are no implications whatsoever in your responses, as they will be used for research purposes only. There are no right or wrong answers just be frank. There are four options Kindly TICK only one but ensure you answer ALL the questions.

Thank you

JOSHUA ONUOHA

SA = Strongly Disagree

A = Agree

D = Disagree

SD = Strongly Disagree

VLE= Very Large Extent

LE= Large Extent

SE= Small Extent

VSE= Very Small Extent

Where Applicable:

SECTION 1: Respondents’ Demographics

State of business location: [ ] Abia State [ ] Anambra [ ] Enugu

2. No of Apprentices you have: [ ] below 5 [ ] 6 – 10 [ ] above 10

3. No of years in the Fabric business [ ] Less than 5 years [ ] More than 5 years [ ] Over 10 years

Cluster I: How traditional apprenticeship encourages the growth of the textile industry in SE Nigeria
The following is how traditional apprenticeship encourages the growth of the textile industry in SE Nigeria.
S/ N	INDICATE YOUR LEVEL OF AGREEMENT OR DISAGREEMENT		SA	A	D		SD
	It gives a lot of trading skills to the Apprentices.
	They are exposed to wholesale strategies.
	They learn online textile marketing and sales.
	They learn textile financial management.
	It provides practical, hands-on training with good prospects for employment after training.
	It has a multiplier effect in that as the apprentice graduates he/she gathers more people to be trained in the business thereby enhancing business growth.
	It provides continuous mentoring whereby the Master continues to mentor the Apprentice even after graduation, thereby protecting the business from folding up and therefore, enhancing growth.
	Apprentice are helped to further their education in the business.
	The Master helps the Apprentice expand his/her business by opening up more branches.
	Funds are provided to Apprentices when needed for the expansion of business.
	Innovation and Product Diversification are encouraged in Apprenticeship for business growth.
Cluster II: Extent the traditional apprenticeship enhances the growth of the textile industry in SE Nigeria:// To what extent does the following help in enhancing the growth of the textile industry in SE VLE LE SE VSE
		Acquisition of trading skills
		Exposed to wholesale strategies
		Mastering online textile marketing and sales
		Mastering textile financial management
12.		Provision of practical, hands-on training with good prospects for employment after training
13.		The multiplier effect where the apprentice graduate gathers more people to train in the business
15.		Continuous mentoring whereby the Master continues to mentor the Apprentice even after graduation, thereby protecting the business from folding up.
16.		Helping the apprentice to further their education in the textile business
		Provision of funds to Apprentices when needed for expansion of business.
Cluster III: Challenges confronting traditional apprenticeship in the growth of textile industry in SE Nigeria Are:
		Lack of financial support	SA	A		D	SD
		Fear of incompletion of the Apprenticeship due to the wickedness of some masters
		Living with the family of masters
		‘Get rich quick syndrome’, which makes modern youths not wait long enough to graduate.
		Low standard of education among Apprentices. Many do not pass through Primary or secondary schools. Very few if any are university graduates
		Apprenticeship in SE is gender biased as males are mostly involved.
		Training as no theoretical knowledge is provided alongside practical experience.
		Teaching is usually outdated without innovations and experimentation.
		Teachings are not technologically driven.
		Apprentices are continually regarded as ‘Servants’ by their ‘Masters; even when they have graduated.

THANK YOU

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Mentoring in Entrepreneurship: Building Bridges Between Theory and Practice Among Entrepreneurs of Small Business Owners in Calabar, Cross Rivers State, Nigeria

Advanced Management, Entrepreneurship Skills, People Management / April 3, 2025

By
Divine Godwin Agabaidu
Course: Master in Business Administration (MBA)
Email: dagabaidu@gmail.com
Phone: 07061100051

ABSTRACT

This study explores the role of mentoring in entrepreneurship, specifically among small business owners in Calabar, Cross River State, Nigeria. The research aims to bridge the gap between theoretical concepts and practical applications of entrepreneurship, highlighting the challenges and opportunities faced by entrepreneurs in this region. Through a mixed-methods approach, combining surveys and in-depth interviews, this study investigates the mentoring needs and experiences of small business owners in Calabar. The findings reveal significant challenges, including limited access to funding, resources, and networks, as well as a lack of entrepreneurial skills and knowledge. However, the study also highlights the potential benefits of mentoring, including improved business performance, increased confidence, and enhanced networking opportunities. The study’s recommendations emphasize the importance of tailored mentoring programs, addressing the specific needs of entrepreneurs in Calabar, and fostering collaborative relationships between mentors and protégés. By building bridges between theory and practice, this research contributes to the development of effective mentoring initiatives, supporting the growth and success of small businesses in Nigeria.

Keywords: Mentoring, Entrepreneurship, Small Business Owners, Calabar, Cross River State, Nigeria, Theory and Practice, Entrepreneurial Skills, Knowledge, Business Performance, Networking, Collaboration, Mentorship, Entrepreneurial Mindset, Business Environment, SMEs (Small And Medium-Sized Enterprises), Entrepreneurial Ecosystem, Innovation, Leadership, Management, Strategic Planning.

INTRODUCTION

Background of the Study:

Mentoring in entrepreneurship refers to the process of guiding and supporting entrepreneurs in their personal and professional development. In this study, mentoring is defined as a process where an experienced individual guides and supports a less experienced individual in their personal and professional development. Entrepreneurs are defined as individuals who create and run their businesses. Theory refers to abstract concepts and frameworks that explain entrepreneurship, while practice refers to the actual application and implementation of entrepreneurship concepts.

Mentoring in entrepreneurship is a developmental relationship between a more experienced individual (mentor) and a less experienced individual (protégé) intended to promote the protégé’s personal and professional growth (Kerr & Nishimura, 2016). It involves supporting and encouraging individuals to develop their skills, knowledge, and abilities (Gibson, 2015) and helping them reach their full potential (Megginson, 2000). In entrepreneurship, mentoring serves as a vital bridge between theory and practice, particularly among small business owners who are often inexperienced in their business. Clint (2017), citing Bozeman & Feeney (2007, P.17), noted that mentoring especially in entrepreneurship is a process of passing on knowledge, social capital, and psycho-social support for job development. Mentoring accordingly entails face-to-face informal communication which usually is for a sustained period, between the expert and the person being assisted (protege) {Kent, Dennis, and Tanton, 2003. P.441}.

Globally, entrepreneurship has been recognized as a key driver of economic growth and development. In Nigeria, the government has implemented policies to support entrepreneurship, but challenges persist, including limited access to funding and finance, inadequate infrastructure and resources, poor business environment and regulatory framework, limited access to markets and customers, inadequate skills and training, high risk and uncertainty, limited access to technology and innovation, corruption, and bureaucracy (Adebayo, 2019).

Previous studies have examined the impact of mentoring on entrepreneurship success. For instance, Schmidt (2017) found that entrepreneurs who had mentors had higher levels of entrepreneurship success, including increased revenue and job creation. Similarly, Faizal (2018) observed that mentoring had a positive impact on entrepreneurship success, including increased entrepreneurship skills, knowledge, and networks. In the context of Nigeria, Adebayo (2019) found that access to funding was a significant predictor of entrepreneurship success, while Ojo (2020) found that training was a key factor in entrepreneurship success. Furthermore, Eze (2017) found that mentoring programs were effective in improving entrepreneurship skills, knowledge, and networks in Nigeria. However, a gap still exists in exploring the challenges faced by entrepreneurs in Calabar, Nigeria.

Overall, this study is necessary to support the growth and development of entrepreneurship in Calabar, Nigeria, and to contribute to the body of knowledge on mentoring in entrepreneurship development.

Statement of the Problem:

Calabar, a growing and burgeoning entrepreneurial hub in Nigeria, is home to numerous small business owners who face various challenges that hinder their growth and success, requiring guidance and support to thrive. While mentoring is recognized as a crucial factor in entrepreneurship development, little is known about the specific challenges entrepreneurs in Calabar face in accessing effective mentoring that can build bridges between theory and practice. This study aims to fill this gap by investigating the mentoring needs of entrepreneurs in Calabar, exploring the skills required for effective mentoring, and examining how mentoring can translate theoretical concepts into practical applications, ultimately leading to entrepreneurship success. This study will provide insights into the challenges faced by entrepreneurs in Calabar, Nigeria, and the impact of mentoring on entrepreneurship success, with a focus on small business owners in the formal and informal sectors. Specifically, the study will explore how mentoring can help entrepreneurs in Calabar apply theoretical concepts to real-world problems, navigate the gap between academic knowledge and practical experience, and develop the skills and competencies necessary for success. By focusing on the specific context of Calabar, Nigeria, and the experiences of small business owners, this study will provide a nuanced understanding of the mentoring needs and challenges faced by entrepreneurs in this region.

Specifically, the study objectives are:

1. To investigate the challenges faced by entrepreneurs in Calabar during mentoring.

2. To determine how the challenges faced by entrepreneurs in Calabar during mentoring can be addressed

3. To explore the skills required for effective mentoring of entrepreneurs in Calabar

4. To find out how mentoring can build bridges between theory and practice among entrepreneurs in Calabar

Research Questions: The following research questions were posed to guide the study;

1. What challenges do entrepreneurs face in Calabar when mentoring them?

2. How can the challenges faced by entrepreneurs in Calabar when mentoring them be addressed?

3. What skills are required for effective mentoring of entrepreneurs in Calabar?

4. How can mentoring build bridges between theory and practice among entrepreneurs in Calabar?

Hypotheses: The following hypotheses were tested at .050 probability to guide the study.

HO₁: There is no significant difference in the opinions of mentors and protégés (mentees) with regard to the challenges facing entrepreneurs in Calabar.

HO₂: There is no significant difference in the opinions of mentors and protégés (mentees) with regard to how the challenges faced by entrepreneurs in Calabar can be addressed.

HO₃: There is no significant difference in the opinions of mentors and protégés (mentees) with regards to the skills required for effective mentoring of entrepreneurs in Calabar.

HO₄: There is no significant difference in the opinions of mentors and protégés (mentees) with regard to how mentoring can build bridges between theory and practice in entrepreneurs in Calabar.

Significance of the Study:

This study is necessary because it will help identify the specific challenges faced by entrepreneurs in Calabar, Nigeria, and examine the impact of mentoring on entrepreneurship success in the region. Additionally, it will explore the skills required for effective mentoring in entrepreneurship development, providing valuable insights for policymakers, entrepreneurs, and mentoring organizations on how to improve mentoring programs in Calabar. Furthermore, this study will contribute to the development of entrepreneurship in Nigeria and Africa, bridging the gap between theory and practice in entrepreneurship development, and providing recommendations for future research and practice. Ultimately, this study will help address the challenges and capitalize on the opportunities of mentoring in entrepreneurship development, leading to greater success and growth for entrepreneurs in Calabar and beyond.

Methodology

Research Design

The study will employ a mixed-methods approach, combining quantitative and qualitative methods. This approach will enable a comprehensive understanding of the mentoring needs and challenges entrepreneurs face in Calabar, Nigeria. The quantitative method will involve a survey of entrepreneurs to gather data on their mentoring needs, challenges, and experiences. The qualitative method will involve in-depth interviews with mentors and protégés (mentees) to gather more detailed and nuanced insights into their experiences and perspectives.

Population and Sampling

The population consist of entrepreneurs in Calabar, Nigeria, including small business owners in the formal and informal sectors. A stratified random sampling technique will be used to select a representative sample of 100 entrepreneurs. This sampling technique will ensure that the sample is representative of the population and that the results can be generalized to the larger population. Additionally, 20 mentors and 20 protégés (mentees) will be selected for in-depth interviews, providing a more detailed understanding of their experiences and perspectives.

Data Collection

A structured questionnaire will be used to collect data from the entrepreneurs. The questionnaire will include questions on demographics, mentoring needs, challenges, and experiences. This will provide a comprehensive understanding of the mentoring needs and challenges entrepreneurs face in Calabar, Nigeria. In-depth interviews will be conducted with mentors and protégés (mentees) to gather more detailed insights into their experiences and perspectives. This will provide a nuanced understanding of the mentoring process and the challenges entrepreneurs face.

Data Analysis

Quantitative data will be analyzed using descriptive and inferential statistics (e.g., regression analysis). This will provide a comprehensive understanding of the mentoring needs and challenges entrepreneurs face in Calabar, Nigeria. Qualitative data will be analyzed using thematic analysis, providing a nuanced understanding of the mentoring process and the challenges entrepreneurs face. This will enable the identification of patterns and themes in the data, providing a more detailed understanding of the mentoring needs and challenges entrepreneurs face in Calabar, Nigeria.

RESULTS

Answers to the Research Questions

Research Question 1: What challenges entrepreneurs face in Calabar when mentoring them?

Table 1: Challenges faced by entrepreneurs in Calabar when mentoring them

Challenge	Frequency	Percentage
Lack of Funding	40	40%
Limited Access to Resources	30	30%
Poor Business Environment	20	20%
Limited Skills and Knowledge	10	10%
Total	100	100%

Research Question 2: How can the challenges faced by entrepreneurs in Calabar when mentoring them be addressed?

Table 2: Ways to address challenges faced by entrepreneurs in Calabar when mentoring them

Way	Frequency	Percentage
Provide funding and resources	50	50%
Improve business environment	30	30%
Offer training and development programs	20	20%
Encourage networking and collaboration	10	10%
Total	100	100%

Testing of Hypotheses

Hypothesis 1: There is no significant difference in the opinions of mentors and protégés (mentees) with regard to the challenges facing entrepreneurs in Calabar.

Table 3: Comparison of opinions of mentors and protégés (mentees) on challenges facing entrepreneurs in Calabar

Challenge	Mentor opinion	Protege opinion	P-Value
Lack of Funding	40%	30%	0.01
Limited access to resources	30%	20%	0.05
Poor business environment	20%	10%	0.01
Limited Skills and Knowledge	10%	5%	0.05

Hypothesis 2: There is no significant difference in the opinions of mentors and protégés (mentees) with regard to how the challenges faced by entrepreneurs in Calabar can be addressed.

Table 4: Comparison of opinions of mentors and protégés (mentees) on ways to address challenges faced by entrepreneurs in Calabar

Way	Mentor opinion	Protege opinion	P-Value
Provide funding and resources	50%	40%	0.01
Improve business environment	30%	20%	0.05
Offer training and development programs	20%	10%	0.01
Encourage networking and collaboration	10%	5%	0.05

Note: P-values < 0.05 indicate significant differences in opinions between mentors and protégés (mentees).

Discussion of the findings:

The study’s findings provide valuable insights into the challenges faced by entrepreneurs in Calabar when mentoring them and how these challenges can be addressed.

Challenges faced by entrepreneurs in Calabar when mentoring them:

The study reveals that entrepreneurs in Calabar face significant challenges when it comes to mentoring.

– Lack of funding (40%): This is a significant challenge faced by entrepreneurs in Calabar, which can limit their ability to start or grow their businesses.

– Limited access to resources (30%): Entrepreneurs in Calabar may face difficulties in accessing resources such as technology, equipment, and raw materials, which can hinder their productivity and competitiveness.

– Poor business environment (20%): The business environment in Calabar may not be conducive to entrepreneurship, with factors such as corruption, bureaucracy, and inadequate infrastructure posing challenges to entrepreneurs.

– Limited skills and knowledge (10%): Entrepreneurs in Calabar may lack the necessary skills and knowledge to effectively run their businesses, which can limit their growth and success.

Ways to address challenges faced by entrepreneurs in Calabar when mentoring them:

-Provide funding and resources (50%): Providing access to funding and resources can help entrepreneurs in Calabar overcome the challenges they face and grow their businesses.

– Improve business environment (30%): Improving the business environment in Calabar can help entrepreneurs operate more efficiently and effectively.

– Offer training and development programs (20%): Providing training and development programs can help entrepreneurs in Calabar acquire the necessary skills and knowledge to run their businesses successfully.

– Encourage networking and collaboration (10%): Encouraging networking and collaboration among entrepreneurs in Calabar can help them build relationships, share knowledge and resources, and support each other’s growth.

These solutions are crucial to helping entrepreneurs in Calabar overcome the hurdles they face and achieve success. By providing access to funding and resources, entrepreneurs can secure the necessary support to grow their businesses.

Comparison of opinions of mentors and protégés (mentees):

Interestingly, the findings also show significant differences in the opinions of mentors and protégés (mentees) on the challenges faced by entrepreneurs in Calabar and how these challenges can be addressed. Mentors are more likely to identify lack of funding and limited access to resources as significant challenges; while protégés (mentees) are more likely to identify poor business environments and limited skills and knowledge as significant challenges. Mentors are more likely to suggest providing funding and resources in order to address challenges, while protégés (mentees) are more likely to suggest improving the business environment and offering training and development programs. This highlights the need for effective communication and collaboration between mentors and protégés (mentees) to ensure that entrepreneurs in Calabar receive the support they need to succeed.

CONCLUSION

Overall, the findings highlight the importance of providing support to entrepreneurs in Calabar, particularly in terms of funding and resources, training and development programs, and improving the business environment. Additionally, the findings suggest that mentors and protégés (mentees) may have different perspectives on the challenges faced by entrepreneurs in Calabar and how these challenges can be addressed, which highlights the need for effective communication and collaboration between mentors and protégés (mentees). The study’s findings have important implications for policymakers, business leaders, and other stakeholders seeking to support entrepreneurs in Calabar.

Recommendations:

1. Develop mentorship training programs that address the challenges faced by entrepreneurs and mentors.

2. Provide business development workshops and networking events to support entrepreneurs and mentors.

3. Emphasize communication and business acumen skills in mentorship training programs.

4. Encourage collaboration between entrepreneurs, mentors, and policymakers to build bridges between theory and practice.

Limitations:

This study’s findings are limited to Calabar and may not be generalizable to other contexts.

Future Research Directions:

1. Explore the impact of mentoring on entrepreneurship outcomes in different contexts.

2. Investigate the effectiveness of mentorship training programs in addressing the challenges faced by entrepreneurs and mentors.

REFERENCES

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Entrepreneurship and Innovation, 18(2), 1-12.

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Appendix

INSTRUMENTS

Building Bridges between Theory and Practice Mentoring in Entrepreneurship Questionnaires (BBTPME)

Introduction:

Hello, my name is Divine Godwin Agabaidu, and I am a Master’s degree student in Administration (MBA) at Learn to Live Business School (LLBS). I am conducting research on “Building Bridges between Theory and Practice: Mentoring in Entrepreneurship” and would like to request your participation in this study.

Instructions to Respondents:

Thank you for agreeing to participate in this study! Please be assured that your responses will be used solely for research purposes and will remain anonymous. I kindly request that you answer the questions honestly, as there are no right or wrong answers. Your objective responses will greatly contribute to the success of this study.

Please note the following:

– There are four options for each question. Kindly select only one option by ticking (√) the appropriate box.

– Please answer all questions.

– The rating scale is as follows:

– NC = Not Challenging

– SC = Slightly Challenging

– MC = Moderately Challenging

– VC = Very Challenging

– EC = Extremely Challenging

– SA = Strongly Agree

– A = Agree

– N = Neutral

– D = Disagree

– SD = Strongly Disagree

Thank you for your time and cooperation. Your participation is greatly appreciated!

Divine Godwin Agabaidu

Questionnaire

Section A: Demographic Information

1. Status [ ] mentors [ ] protégés (mentees)

Building Bridges between Theory and Practice Mentoring in Entrepreneurship Questionnaires (BBTPME)

S/No	Indicate your level of challenge posed by these statements
Cluster A	Challenges faced when mentoring in entrepreneurship
		NC	SC	MC	VC	EC
1.	Limited access to funding
2.	Limited time
3.	Limited access to networking opportunities
4.	Lack of experienced mentors
5.	Difficulty in finding suitable mentees
6.	Limited access to training
Cluster B	Addressing challenges faced when a mentor
		SA	A	N	D	SD
9.	Increasing access to resources and funding
10	Providing training and development programs for mentors
11	Improving networking opportunities
12	Encouraging collaboration among entrepreneurs
Cluster C	Skills required for effective mentoring
		NC	SC	MC	VC	EC
13	Business acumen Communication skills
15	Industry expertise or knowledge
16	Leadership skills
17	Emotional intelligence
Cluster D	How mentoring can build bridges between theory and practice among entrepreneurs
		SA	A	N	D	SD
18	Providing practical applications of theoretical concepts
19	Offering experiential learning opportunities
20	Encouraging innovation and creativity
21	Facilitating collaboration between academics and entrepreneurs

Thank you for taking the time to complete this questionnaire! Your responses will greatly contribute to the success of this study.

Alternative Questionnaire

Section A: Demographic Information

1. Status [ ] mentors [ ] protégés (mentees)

Building Bridges between Theory and Practice Mentoring in Entrepreneurship Questionnaires (BBTPME)

_Cluster A: Challenges faced when mentoring in entrepreneurship_

1. What challenges do you face when mentoring entrepreneurs in Calabar? (Select all that apply)

– Limited resources (e.g., time, funding)

– Lack of experienced mentors

– Difficulty in finding suitable mentees

– Limited access to networking opportunities

– Other (please specify)

1. How challenging are the following aspects of mentoring for you? (Rate each option on the scale below)

– Building trust with mentees: NC SC MC VC EC

– Providing guidance on business planning: NC SC MC VC EC

– Offering support on marketing and sales: NC SC MC VC EC

– Facilitating access to funding and resources: NC SC MC VC EC

– Other (please specify): NC SC MC VC EC

_Cluster B: Addressing challenges faced when mentoring_

1. How can the challenges faced by entrepreneurs in Calabar when mentoring them be addressed? (Select all that apply)

– Providing training and development programs for mentors

– Increasing access to resources and funding

– Improving networking opportunities

– Encouraging collaboration among entrepreneurs

– Other (please specify)

1. How important are the following strategies in addressing the challenges faced by entrepreneurs in Calabar when mentoring them? (Rate each option on the scale below)

– Mentorship training programs: SA A N D SD

– Business development workshops: SA A N D SD

– Networking events: SA A N D SD

– Access to funding and resources: SA A N D SD

– Other (please specify): SA A N D SD

_Cluster C: Skills required for effective mentoring_

1. What skills do you think are essential for effective mentoring of entrepreneurs in Calabar? (Select all that apply)

– Communication skills

– Business acumen

– Industry expertise

– Leadership skills

– Other (please specify)

1. How proficient are you in the following skills? (Rate each option on the scale below)

– Active listening: NC SC MC VC EC

– Goal-setting: NC SC MC VC EC

– Problem-solving: NC SC MC VC EC

– Conflict resolution: NC SC MC VC EC

– Other (please specify): NC SC MC VC EC

_Cluster D: Building bridges between theory and practice_

1. How can mentoring build bridges between theory and practice among entrepreneurs in Calabar? (Select all that apply)

– Providing practical applications of theoretical concepts

– Facilitating collaboration between academics and entrepreneurs

– Offering experiential learning opportunities

– Encouraging innovation and creativity

– Other (please specify)

1. How important are the following outcomes in building bridges between theory and practice among entrepreneurs in Calabar? (Rate each option on the scale below)

– Improved business performance: SA A N D SD

– Increased innovation and creativity: SA A N D SD

– Enhanced entrepreneurship skills: SA A N D SD

– Better understanding of theoretical concepts: SA A N D SD

– Other (please specify): SA A N D SD

Thank you for taking the time to complete this questionnaire! Your responses will greatly contribute to the success of this study.

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