Perceptions of the Core Course Minimum Academic Standard’s Entrepreneurship Courses on Self-Employment Readiness and Poverty Reduction among Undergraduate Students in University of Benin, Edo State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026314Abstract
This study examined Social Studies undergraduates’ perceptions of the effectiveness of the Core Curriculum and Minimum Academic Standards (CCMAS) entrepreneurship courses in promoting self-employment readiness and poverty reduction in Nigeria. Using a descriptive survey design, the study involved the entire population of 64 full-time 300 and 400 level Social Studies undergraduates (2025/2026 academic session) in the Department of Curriculum and Instructional Technology, Faculty of Education, University of Benin. Data were collected via a structured questionnaire titled “Undergraduates’ Perception of the Effectiveness of the CCMAS Entrepreneurial Courses in Promoting Self-Employability Readiness and Reducing Poverty in Nigeria” and analyzed using descriptive statistics, including means and standard deviations, with a criterion mean of 2.50. Findings revealed that students perceive the CCMAS entrepreneurship courses (ENT211 and ENT312) as effective in developing practical, entrepreneurial, and employability skills, enhancing self-employment readiness, and contributing to poverty reduction. However, structural, instructional, and financial constraints were identified as barriers to the curriculum’s full impact. The study recommends improving practical exposure, strengthening faculty and mentorship capacity, facilitating access to start-up funding, and promoting university–industry linkages to maximize the curriculum’s potential in reducing poverty among graduates
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