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EXPANDING EMPLOYMENT OPPORTUNITIES FOR NIGERIAN YOUTHS:
THE SELF-EMPLOYMENT IMPERATIVE
An Essay written by Chinomso Awuzie John
Department of Sociology
Federal University, Lafia
Nasarawa State.
Abstract
Self-employment has been advocated as a veritable tool for expanding employment opportunities
for youths; this is in line with global trend as no single government can cater for all the
employment needs of its citizenry. But efforts made by various governments in Nigeria to
empower her youths to become self-employed have yielded less than expected results and the
question is “what is Nigeria not doing right?” This paper takes a look at the unemployment
situation, giving a brief historical insight on the origin of unemployment in Nigeria. It highlights
the place of education in creating a self-employment mindset. The paper further suggests a short
and long term approach to improve the current situation and future prospects through
entrepreneurship and vocational entrepreneurship schemes.
Introduction
Expanding employment opportunities for its citizenry through self-employment is an economic
objective of any emerging economy. Nigeria’s economy has witnessed a progressive trend in the
last few years. According to a recent IMF report Nigeria is among the top ten fastest emerging
economies in the world. This fact notwithstanding, Nigeria grapples with unemployment of its
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vast youthful population giving rise to myriads of social challenges ranging from kidnapping,
violent crimes, drug trafficking and addiction, prostitution, terrorism, civil and political unrest
which are perpetrated by or through the youths. Nigeria’s over dependence on oil and
importation of goods to meet local demands further compounds her challenges and contracts her
chances of creating employment opportunities for her teeming youths.
The youth population of any nation remains a vital source of manpower for actualizing national
developmental imperatives. A systematic and efficient utilization of the potentials in youths will
inadvertently culminate into socio-economic, scientific and technological advancement in
Nigeria. A society that neglects this fact is doomed to be plunged into a plethora of woes.
Nigeria is endowed with enormous human capital resources in her youths. The Bureau of
statistics put Nigeria’s total population at 174, 507, 539 (July 2013 est.). Over 80 million of this
population (about 68%) is made up of youths, between the ages of 16 – 54 years. Of this figure,
about 83.8% are said to be either unemployed or underemployed. At the moment Nigeria’s
unemployment rate stands at 23.9 percent (July 2013 est.). These figures seem to underscore the
urgency with which governments, at all levels in Nigeria, past and present, seek to address issues
of unemployment, albeit political. But Nigeria’s unemployment crisis (as it has assumed) is not a
permutation of 21st century, it has its root in the foundation of our nationhood.
Evolution of Unemployment In Nigeria
Unemployment is the inability of people who are able and willing to work and are within the
working age find a job. There exist different types of unemployment. These include Seasonal,
Cyclical, Structural, Frictional, and Residual unemployment etc. In Nigeria, Seasonal, Structural
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and Cyclical unemployment are predominant among youths. This is as a result of lack of
appropriate skill to match labour demand and the efficiency of Nigerian education system.
History avails us the opportunity to look at where we have been, and how we came to where we
are, in a bid to re-examine the ingenuity and flaws of past policies that framed and drives the
superstructures of Nigeria. In every strata of the society, there seem to be a philosophy that
underpins the socio-economic and political decisions and choices both at the national and local
levels. The ‘fish catcher’ philosophy is a malevolent ideology that has benignly thrust Nigeria in
its present circumstance. This philosophy was consciously ingrained in spheres of activities of
the nuclei societies that formed Nigeria by the colonial administration.
In Nigeria, almost everyone expects some kind of respite from the government. There is the
filling of availability of abundant resources somewhere - a provision made by means of political
or socio-economic whims, that Nigerians are being prepared for and trained to access. It is like a
free-for-all inheritance from “the labours of our heroes past”. This is what some may call the
“National Cake”. This benign ideology is responsible for the looting spree that has characterized
our polity and the insatiable quest for jobs that do not exist, especially among youths.
Prior to the occupation and exploitation of its territory and resources by Britain, Nigeria could
boast of Agriculture and crafts as a means of sustaining her economy. There was less dependence
on the institution of the state for provisions and employment. The traditional or native societies,
which were simplistic, encouraged enterprise and innovation, albeit crude. Given a continuum,
without the interference of the Europeans, these societies would have evolved “indigenous
civilization” independently, progressively and harmoniously. This does not suggest in any way
that Nigeria’s “many woes”, according to Chinue Achibe, are as a result of its forceful
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amalgamation. Never the less, British administration has done Nigeria much good as harm
especially in the area of educational development, which gave rise to the present employment
situation.
The Trajectory of University Education in Nigeria
The Western education came into Nigeria as a result of the activities of the European
missionaries. In 1945, after much clamor, the first University College was established in Ibadan,
by the British administration, to cater for the education need of the people of British West
African colonies. Education as noted by Jekayinfa, et el (2010), is essential for development of
the individual into a sound and effective citizen. It plays a crucial role in the socialization,
civilization and emancipation process. It is indubitable that the British administration’s primary
aim for conceding to establish a University on African soil was to educate and prepare civil
workers to take up vacancies in the Civil service, occasioned by the continuous repatriation of
British personnel. As noted by Lord Hawley:
The considerations which decided the character of higher education are largely
political for the type of instruction given depends on the view held of the place in
society which the educated African may be expected to fill…British policy as yet
exhibit s no clear view of the future of the educated African…there are few
instances in British colonial history when the future of the educated native has
been consciously determined, or the education system deliberately adjusted to fit
him for it (Lord Hawley, in Fafunwa 2010, pp14).
Furthermore, Jekayinfa et el (2010), observed that philosophically, Nigeria’s university
education is meant to provide general education that prepares individuals for entry into the
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government, professions, business and the industry. This informed the education policies that
administered the new University College and subsequent higher institutions, especially in the
area of intake of new students. One common feature of the new college was its stringent
admission policy, as noted by Fafunwa (2010). The number of students to be admitted in a
session depends on the prospective vacancy in the various government services.
The implication therefore is that the University College only admits as much as the civil service
can take; less openings for graduating students means fewer numbers of intakes into the college.
This helped to regulate the employment quota as the amount of students admitted in an academic
session is proportionate to the available openings for students in the civil service that year.
But close to the dawn of independence, more universities were established in various regions of
Nigeria to meet the increasing aspirations of Nigerians to acquire formal University education.
This increased the number of intakes into higher institutions across the country, without
considering the availability of vacancies, as the case had been. This irrational increment, as it
seems, caused a gradual but progressive increase in the number of graduates being thrown into
the system, thereby exerting pressure on the labour market. Because of the abnormal pressure,
the system was unable to absorb all the graduates being produced yearly. This became one the
factors responsible for unemployment in Nigeria.
Independence from Britain and the oil boom of the 70s, in a way, helped to create job
opportunities, although this could not suffice, as the education system kept on producing more
and more graduates and lunching them into the already saturated labour market. The idea of
educating and preparing students for readymade jobs as against creating jobs, became the
bedrock of the Nigerian education system and this subsists till today. The young graduate, having
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spent a number years learning how to prepare to take up a job that does not existed, at least in the
Nigerian context, gets into the real world and discovers that he has to fight to get the job he has
been trained for. This is a paradox.
The Way Forward
In addressing unemployment in Nigeria, there is a need to put proper perspective on the shortterm and long-term strategies as components of any national program. Ukwuegbu, (2011) opines
that the prerequisites for effectiveness of any employment program are: the program should aim
at providing marketable skills, i.e. skill acquisition. It should be able to provide start-up capital
(either in form of cash or equipment), and encourage ‘public works programs’, i.e. labour
intensive jobs. In addition, the program must also address the capacity needs of the beneficiaries.
This paper will proffer a short-term and long term strategies to curb unemployment. The shortterm strategy deals with what the individual can do to create employment while the long-term
strategy involves the use of government policies with reference to education.
Short-term Strategies
Interventionist Initiatives
There are a number of initiatives by both federal state and local governments that are meant to
provide skill and financial assistance for self-empowerment. This is in addition to other
initiatives by corporate and non-governmental organizations, including individuals, which are
meant to alleviate unemployment by creating opportunities for self-employment. These gestures
come in form of training on specific skill and or financial aids to enable youths become selfemployed. For example, the Youth with Innovation in Nigeria (Youwin) program mentioned
earlier, the NDE School-on-Wheel program, “Vision 2020: Youth Empowerment and
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Restoration Initiative” of Lonadek Oil & Gas Consultants, Circle 20Plus Summer Business
School, just to mention a few.
Agriculture
Agriculture holds the potential for absorbing a good percentage of the unemployed youths. This
is true because Nigeria is still at its early stage of mechanization. Government has recently
introduced incentives in form of loans to encourage more people to go into farming. These loans
are available at moderate interest rates and are very accessible. Youths should take advantage of
such facilities made available by the government to empower themselves and also create jobs for
others. Also, the agriculture sub-sector needs a lot of innovation in the areas of technology and
improved seedlings to increase output. These are areas that youths can come in and contribute
their quota and earn a living.
Arts
Nigeria is fast becoming a hob for art forms. Music and other forms of art are gaining grounds in
Nigeria and serve as a means of empowering young Nigerians. Nigeria operates an almost liberal
environment that thrives on creativity and doggedness. More youths should aspire to carve a
niche for themselves in the film and music industries like many have done in the past. The recent
investment by the government in the film industry is a welcome development. Painting and
graphics design are other lucrative ventures that holds potential for youth self-employment.
Essential Services
Services that are fast becoming essential in nature such as barbing, pedicure and manicure, hair
braiding and styling, phone charging and a host of other petty but regular services that are in high
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demand. Youths should endeavor to perceive the prevalent needs in their environment and
innovate ways to meet these needs with an intent for profit.
Packaging and Repackaging of popular commodities
This is a business that is often neglected because of apathy. For instance, no graduate wants to
be seen packaging a communized commodity like garri for sale. There are lots of products sold
in the open market that require packaging or repackaging to improve their hygiene and
convenience for consumers. Youths should go into this business as a way of improving human
life and earning a living.
Information and Communication Technology (ICT)
ICT is a major contributor to the GDP growth of top economies of the world. The ICT market in
Nigeria is expanding giving room for more players to come in and contribute to its development.
Nigeria depends almost entirely on imported technologies, making it difficult for indigenous
technology to evolve. This notwithstanding, the maintenance and servicing of these technologies
require people with specific training and expertise to perform this task. Therefore youths should
endeavor to acquire these skills to qualify them as consultants to users of these technologies.
There are trained professionals in other fields who have acquired skills in computer engineering
through part time training and are now making a living as consultants for firms with ICT needs.
Repair of GSM phones for instance, does not require any special formal education, a mere
apprenticeship of three months will do and one is on his way to earning a living. There are array
of services that are required by ICT and other related firms. This could provide a means of selfemployment.
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The opportunities suggested above are but a few of many self-employment opportunities that are
at the disposal of youths. It is also important to note that these opportunities of ventures all
require very little or moderate capital to start. Furthermore, the short-term strategy suggested
aims at reducing the current unemployment among graduate, school leavers, non graduates and
artisans. But a more comprehensive approach is required to mitigate the problem on the long run,
in order to avoid a reoccurrence in the future.
Long-term Strategy
For any meaningful progress to be made in ameliorating the current unemployment crisis and
preventing a reoccurrence, the education sector must play a significant role. It should do this by
indoctrinating and training job creators instead of job-seekers. The first step towards expanding
self-employment opportunities for the future is to “train youths that are self-driven, selfmotivated and entrepreneur-conscious in line with global trend”. The quality and nature of
training being imparted on Nigerian youths through the university education is critical towards
this end. The introduction of Entrepreneurship as a compulsory subject in higher institutions
holds a promise of brighter future for Nigeria. But this in itself, will achieve less without
incorporating dynamism, innovation and accompanying variables.
There is a dire need for a holistic review of the nation’s education policies, curriculum and
teaching approach, which will in the long run, enhance the overall quality of graduates being
churned out yearly. Analysts have variously decried the state of the nation’s education sector
calling for a total overhaul of the system. In the words of Professor Wole Soyinka, Nigerian
Universities “have been dying piece-meal”. In his opinion Nigerian Universities should be closed
down for a year or two to allow authorities make critical changes. His view represents the
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yearnings of members of the academia and the citizenry whose quest for quality education has
been consistently unsatisfied.
Vocational Entrepreneurship As Panacea for Self-Employment
There seem to be a general consensus that Entrepreneurship is a viable tool for expanding selfemployment opportunities for youths in Nigeria, when well harnessed. However, efforts by the
authorities to leverage on the potentials of entrepreneurship in mitigating youth unemployment,
has rhetorically been unsuccessful. What is responsible for this failure, despite the huge amount
of money invested in facilitating these efforts?
“Entrepreneurship” “Entrepreneur” And “Vocation”
We shall attempt a definition of the terms, “entrepreneurship”, “entrepreneur” and “vocation”.
Wikipedia (2011) defines entrepreneurship as the act of being an entrepreneur, which imply "one
who undertakes innovations, finance and business acumen in an effort to transform innovations
into economic goods". The World Bank defined entrepreneurs as people who perceive profitable
opportunities and are willing to take risk in pursuing them and have the ability to organize a
business (Inegbenebor, 2011) in (Moluno and Esedebe, 2011). Vocation other hand is education
that prepares people for specific trades, crafts and careers at various levels. From the foregoing it
can be deduced that while entrepreneurship is concerned with the creation of economic goods for
a price, vocation is a process that prepares the individual who creates the economic goods. Both
terms interact to make the entrepreneur. Vocational Entrepreneurship is a term employed by the
author to objectify the training that prepares one to become an entrepreneur in his or her
profession.
Top-to-Bottom Approach
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Until now, Nigeria’s has adopted a “Top to Bottom” approach in handling entrepreneurship and
entrepreneurship education. The seasonal extension of financial aid and other forms of assistance
by the government as a means of encouraging youths to engage in entrepreneurial ventures,
though welcome, is not consistent with Nigeria’s contemporary landscape and global trend.
Owing to the fact that majority of its citizenry, as stated earlier, expect a respite from the
“national cake” or resource, such gestures are often misinterpreted as their own share of the
national cake. This is so because of the obvious lack of well structured and institutionalized
procedure for disbursing and of course, the seasonal nature of these financial incentives. The
situation where politicians use such gestures as a means of patronizing their political associates
and constituencies is detrimental to entrepreneurship development. This approach does not
support global standard practices.
Metaphorically, valuable resources are thrown into the air for only the fortunate, but often
unprepared ones, to stumble upon it. This approach does not guarantee results. It also
marginalizes a larger population who may not possess requisite privilege or propensity to access
such gestures. For instance, the Youth With Innovation (YouWin) initiative, has been more a
“procedural” success because it was a well executed programme that places resources at the
disposal of a few youths; who are often hand-picked, force-trained and giving capital to start
business. But what happens to the rest of the young population who may have better ideas that
could transform the economic fortunes of Nigeria but are not giving these opportunities?
According to the definition of entrepreneurship given earlier, the approach currently adopted b
the government as stated above, limits one of the essentials entrepreneurship i.e. innovation
because youths are encouraged to go into trade as an end – employment to keep them busy. As
Moluno and Esedebe (2011) noted, ownership of enterprise may be considered important in
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determining who an entrepreneur is or what an entrepreneurial business ought to be. However
when considered alone, it is an inadequate determinant of these concepts, as this can simply
imply that every enterprise owner is an entrepreneur irrespective of what they do. This kind of
definition is capable of misleading people into believing that ownership of enterprise is all it
takes to be an entrepreneur or for entrepreneurship activity to take place. This opinion suggests
that giving people money to start and run businesses does not make them entrepreneurs.
Bottom-Up Approach
Entrepreneurship is a stimulant not a reactor. Vocational Entrepreneurship is the process by
which individuals are prepared for a life-time of enterprising. In same way the western education
prepares individuals to become bureaucrats in various fields, vocational entrepreneurship
prepares individuals to become entrepreneurs or intrapreneurs in any field, whether in the arts,
sciences, social sciences or humanities. Intrapreneur is a term used by Gifford Pinchot in 1983
to describe an entrepreneur within an already established organization.
Creating the Entrepreneur Mind-Set
It is pertinent to incorporate entrepreneurship into each course currently run in the Universities.
This should be done in such a way that students of various disciplines are taught to understand
that their primary purpose of studying in the first place is to become a profession-entrepreneur
(or intrapreneur) who is expected to create or recreate processes through innovation for personal
and national development. Rather than making education an artistic and rigidly structured
programme, it should be decompactmentalized, such that whether or not one practices his
profession; he can still be productive by applying principles of entrepreneurship to enhance
existing processes and concepts in a field of human endeavor.
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Since being an entrepreneur involves perceiving profitable opportunities and risk taking,
Vocational Entrepreneurship training will enhance the capability individuals to perceive salient
opportunities in any strata of the society; whether in agriculture, oil and gas, mining, fishery,
Information Communication Technology (ICT) etc and employ their entrepreneurial skills to
exploit them. The Risk taking capacity of individuals will also be greatly enhanced; he or she
stands a chance of maximizing the utilization of any financial assistance given. Also, having
been indoctrinated with “innovative-consciousness” for a period of four, five or six years, as the
case may be for example, it will be easier for young graduates to come together “to think of what
they can do for their country, and not what their country can do for them”. This will imply their
focusing on key areas of need in Nigeria and innovating ways to solve them.
The relevant authorities should endeavor to formulate the right policies backed by adequate
incentives in form of provision of regular finance for the purpose of entrepreneurship, especially
to young graduates. Within the context of the bottom – to – top approach, the government will
not need to sporadically disburse funds on a one-off perennial basis like it currently does but
rather, it will adopt a well structured and institutionalized support system, beginning from the onset of tertiary education and terminating at the end of the service year. The bottom – top
approach is a 3 way model that involves the youth, the tertiary institution and the government. It
is the interaction of this three stake holders, along with other variables that guarantees success.
Each party understands what is at stake and what is expected of them.
Methodology of Vocational Entrepreneurship
The Center for Entrepreneurship Development established in various universities, will play a
very vital role in the implementation of the Vocational Entrepreneurship Scheme. These centers
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have been saddled with the task of inculcating entrepreneurship skills in students. The
introduction and incorporation of Vocational Entrepreneurship approach into this already
existing scheme will help revitalize and make it more proactive in attaining its set objectives.
Currently, the CED is modeled in such a way that it often stand at the receiving end. In some
universities, entrepreneurship is classified as a General Study Text (GST) course. This has a
negative tendency and limits the scope and effectiveness. Because it is often presented as part of
academic curriculum for which student are required to undertake, regardless of their innate
abilities or preference, most students misconstrue entrepreneurship training and activities as
another curricula activity, therefore participation is only done for grading purposes.
Under the new Vocational Entrepreneurship approach, the CED will require a prospective
student to indicate an area of human endeavor or a sector of the economic, socio-political strata
of the society he/she is interested in enhancing. The CED will then compile these interests and
group. These groups are classified and assigned to officers at the CED that has been designated
with the task of nurturing and enhancing the analytical and entrepreneurial skills of members of
the group.
The group classification should be thus:
SYNDICATE 1:
Agriculture
–
Aquaculture,
Farms,
Livestock,
Mechanization,
Preservation, Utilization and Refinement, Extension Services.
SYNDICATE 2:
Technology
–
Power,
Information
Communication
Technology,
Automobile, Construction, Mining, Home Appliances, Robotics.
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SYNDICATE 3:
Science – Research, Indigenous medicine, Orthodox medicine, Mineral
Resources, Space and Geo Science,
Though the list is inexhaustible, the fore-going is a working sample and its implementation
depends on availability of relevant variables.
The CED in collaboration with the school and relevant authorities set out specific and realistic
targets for the various syndicates with definite time for achievement. This should be devoid of
the usual pressure often associated with academic work. As part of the semester activities, the
CED will fashion out creative thinking sessions, in between interactive workshops (not lectures),
to allow members of the various syndicates to crystallize concepts. This should be done as often
as possible. The students should be made to know the importance and usefulness of the product
of these sessions. Flexibility and a non-regimental attitude on the part of the trainers is key.
Furthermore, an exhibition should be held at the end of every session, where each of the
syndicate shall display their tangible or intangible products.
Vocational Entrepreneurship Approach Financing
It is obvious that implementing the Vocational Entrepreneurship Scheme will require a generous
budget. This especially true considering the nature of activities, workshops and personnel
required. At present, the CED is insufficiently funded to carry out its mandate fully. This
therefore implies that incorporating another scheme is less likely to improve its lots. There is
therefore the need to source for additional source of fund for the CED in this regard. This paper
shall suggest two alternative sources of finance for the CED in implementing Vocational
Entrepreneurship Scheme.
1. Commercialization of Products
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2. Government – Student Partnership For Innovation
We shall discuss these two sources in details.
1. Commercialization of Products
As stated earlier, CED exhibitions should be held at the end of every academic session where
products (tangible and intangible) of the various syndicates can be displayed. In addition, efforts
should be made to ensure that members of the community where the university is situated
actively participate, especially in patronizing the products. The money generated by each
syndicate during the exhibition is plunged back into the pulse of the syndicate for the next
academic session’s activities.
Furthermore, The CED should set up Mini Creative Shop where these tangible or intangible
products can be displayed all year through for members of the public to visit and patronize.
Sensitization should also be made to create awareness of the availability of such products to
enable investors, companies and relevant stake holders to broaden the reach, accessibility and
utilization of these products. When this is done and patronage increases, the monies realized, in
form of profits, should also be reinvested into the project for the next academic session. It should
be noted that allowing students to run this ventures will greatly boost their confidence and
capacity to start out as entrepreneurs, later in life or after graduation.
Government – Student Partnership for Innovation and Enterprise
On its part, government should introduce a finance scheme that will run from the second year (or
200 Level) of student’s study through to the end of the service year. The government finance
scheme will serve as a counter-part funding for the vocational Entrepreneurship scheme.
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Through the banks, the government should make budgetary allocation of a stipulated amount to
each student in tertiary institution every year. Out of this amount, 2.5% should be accessible to
the student at the end of every month or 15% at the beginning of a semester. The 5% or 15% as
the case may be, should help take care of the basic academic or personal needs of the student.
At the end of every year, other things being equal, each student will be left with about 40% of
the yearly allocation, which becomes the reserve and cannot be accessed until graduation from
youth service. 40% When multiplied by 4, (being 3 years of study and 1 year of service), upon
graduation from service, a youth is left with a substantial amount to start whatever lucrative
venture or innovative project he/she wishes to embark upon, without capital constraints. For
instance, if the government allocates fifty thousand naira (N50,000) to each student in tertiary
institution yearly under this scheme; 5% per month is two thousand five hundred naira (N2500)
and the total amount payable for that year is thirty thousand naira (N30,000). A reserve of twenty
thousand naira (N20,000) is kept as fixed deposit for a cumulative of four years. This amounts to
a total of eighty thousand naira (N80,000) which is paid at the end of the service year, in
addition to accumulated interest and dividend from shares owned in the syndicate ventures
mentioned earlier.
Conclusion
Any initiative that adopts the approach above is bound to succeed. What are required to make it
work are a resolute political will and a properly defined modus operandi for participating
institutions and personnel involved. Times are changing and so should the systems. To come
abreast with global trend Nigeria must fashion out home-grown solutions to solve the myriads of
challenges facing it. If there is any time to be hopeful that Nigeria will get past its dark past, it is
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now, because today, the nights are darker, but the clouds of gloominess will surely give way to a
brighter day. We must begin to look inwards to bring out the creative edge in every youth,
irrespective of tribe, creed or political affiliation. The youths must wake up to the clarion call to
become “creators” and contribute to national development. This is what the writer of the
National anthem means when he said: “…to serve our father land”. We owe it a duty to create
jobs for ourselves and others thereby by contributing to National development.
Recommendations
The paper recommends that:
1. The strategy for expanding self-employment opportunities for youths in Nigeria should adopt
a dual approach; short-term and long-term. The short-term measure should be targeted at the
graduates, school-leavers and non-educated artisans while the long-term measures, targeted at
students in tertiary institution and on National youth service, should be aimed at preventing
unemployment explosion in the future.
2. The educational system should that their graduates are well equipped with relevant life skill
through vocational entrepreneurship training. There should be a national appraisal of the current
education system with a view to making it more flexible and innovation inclined.
3. Government should provide financial grants to students of tertiary institution to enable them
take care of their basic needs while schooling and also save ahead of their graduation. This forms
part of the yearly national budget.
4. All the relevant stake holders must ensure more emphasis is placed training “job-creators”
rather than “job-seekers”, as no nation can progress with that kind of ideology.
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References
Fafunwa B. (2010). 50 years of university education in Nigeria; University of Ilorin and National
University commission Publication.
Inegbenebor, A.U. (2011) Lecture Monograph University of Benin, Benin City, Nigeria
Unpoblished
Moluno, S.U. and Esedebe, J. E (2011). Definitional chaos and the crises of entrepreneurship in
Nigeria. Global Journal of African Studies Volume 1, Issue 1 pp.133
Wikipedia (2011). Entrepreneurship. http//en.wikipedia/wiki/entrepreneurship. Accessed 23/7/2014
World Bank (2010) Entrepreneurship Snapshot 2010: Measuring the impact of the Finacial Crises on
New Business Registration. www.world bank.org Accessed 23/7/2014.