No doubt the introduction of entrepreneurship programme into the undergraduate curriculum of Nigerian universities is a welcome development. The former directors of the Centre for Entrepreneurship Development of this great University came up with commendable ideas, courses, and administrative modalities aimed at enhancing the effectiveness of the programme. A close look at the current condition of the programme at the University indicates that though we have made tremendous progress in the past few years, we are not there yet.
At inception, the ENT programme of the Centre for Entrepreneurship Development, Adekunle Ajasin University, had 47 courses (first semester = 12 courses; second semester = 35 courses). The 47 courses comprised 12 theoretical and 35 practical or vocational courses. The practical or vocational courses, which were introduced to augment the theoretical courses, included tailoring, fish farming, tie and dye, and catering services. The main challenges of this 47-course programme were issues relating to administration of lectures, examinations, and results.
At present, the Centre runs a 24-course programme (first semester = 12 courses; second semester = 12 courses), which includes courses designed to acquaint students with some basic business and financial literacy as well as discipline-focused courses aimed at exposing students to entrepreneurship opportunities in their discipline. There is no gain saying the fact that every discipline has entrepreneurship opportunities. The University’s vision and mission imply that students would be exposed to entrepreneurship opportunities embedded in their disciplines. Therefore, instead of creating separate courses at the Centre for Entrepreneurship Development (CED) on entrepreneurship opportunities in each discipline; the University should ensure that these opportunities are highlighted in every course in the department.
The main thrusts of the Centre for Entrepreneurship Development, Adekunle Ajasin University, at present, have been reduced to organizing lectures on entrepreneurship for students; examining the students through paper-and-pencil tests; and awarding marks based on the extent to which students remember what has been taught. A perusal of the number of courses mounted in the entrepreneurship programme indicates that the programme is designed and administered as if the students were enrolled for an undergraduate degree programme in entrepreneurship. An impact assessment of the current programme indicated that it has not really achieved the expected results. Therefore, there is a need to enthrone a new platform for re-positioning the ENT programme in order to effectively fuse the University’s vision with the activities of the Centre.


The philosophy of the 3-course programme is to position CED as a viable link between students and the world of entrepreneurs by effectively identifying, shaping, and sharpening the talents, skills, and passions of students for wealth and employment creation.


Based on the philosophy highlighted above, the objectives of the 3-course programme are to:

  1. Provide students with basic business and financial literacy;
  2. Make lecture administration more effective, exciting, and student-friendly; and
  3. Provide robust learning, interactive, and mentorship opportunities for students.

Welcome to CED …the Centre of possibilities in the 21st Century University; properly called!