Impact of Vestibular Schools System in Enhancing Entrepreneurial Skills in Zamfara State

Cite this article as: Muhammad, B. (2023). Impact of Vestibular Schools System in Enhancing Entrepreneurial Skills in Zamfara State. Zamfara International Journal of Humanities, (2)3, 93-107. www.doi.org/10.36349/zamijoh.2023.v02i03.011.

Impact of Vestibular Schools System in Enhancing Entrepreneurial Skills in Zamfara State

By:

Dr. Bello Muhammad
Department of Arabic, Federal University Gusau
Email: bellomuhammad@fugusau.edu.ng

Abstract

Entrepreneurship is considered as an instrument for economic development in the society. The global demand for economic integration, made it compulsory to create sustainable ways for surviving as an entrepreneurial; so as to create employment opportunities, social and rural economic development and to encourage creativity. Efforts have been intensified by the Nigerian government and other stakeholders to introduce entrepreneurship course in universities and other institutions of learning in Nigeria, but vestibular schools are exempted. For that reason, the research intends to focus on the role of vestibular schools and scholars in enhancing entrepreneurial skills for the students of vestibular schools in Zamfara state. The research objectives are to create employment opportunities and investigate possible ways and solutions of small handwork in different methods for vestibular students in Zamfara state to earn a sustainable life. The research work was carried out in some selected vestibular schools in Zamfara, neighboring states and some selected small and medium enterprise places. The research concluded with the findings: the scholars, parents, guardians and government in Zamfara state have obligations to ensure that the youth are empowered to discharge their obligations to the society, and to have a better and sound for their future.

Keywords: Employment, Entrepreneurial, School & Vestibular

Introduction

Entrepreneurship is a tool or measurement for economic transformation and development. The global need for economic development and integration, made it compulsory to create sustainable ways for our younger generation through an entrepreneurial skill so as to create employment opportunities and empower social and rural economies and encourage creativity. The vestibular schools are in massive need of such entrepreneurial skills to develop this nation economically and socially. Efforts have been intensified by government and other stakeholders to introduce Entrepreneurship training in Nigerian institutions of learning, but this effort is incomplete; because it is not introduced to vestibular. For that reason, the researchers intend to focus on the role of vestibular schools towards entrepreneurial skills for easy and wide understanding of entrepreneurship for vestibular schools students in Zamfara state and the nation at large.

Entrepreneurship has been recognized as an important aspect of an organization and economy (Solomon and Weaver, 2008; Ossai and Nwalado, 2012; Arewa, 2004; Akpomi, 2008, Baba, 2013). It contributes in immeasurable ways to invest and creating new jobs, wealth creation, poverty reduction and income generation for both government and individuals. Schumpeter in 1984 argued that entrepreneurship is very significant to the growth and development of economies. Having understood the role of entrepreneurship in economic development, it becomes apparent that careful attention is needed to invest and promote entrepreneurship. Education is seen as one of the preconditions for entrepreneurship development particularly in a place where the spirit and culture are very minimal. It is said to be an important determinant of selection into entrepreneurship, formation of new ventures and entrepreneurial success (Dicson, Solomon, & weaver, 2008; Nwachuku & Nwamuo, 2010; Baba, 2013). However, it is equally assumed here that there is a positive relationship between education and individual’s choice to become an entrepreneur as well as the results and outcome of his or her entrepreneurial activity.

The move toward poverty reduction should not be considered and treated in solution, different approaches and strategies need to be employed. For every state or country to foster genuine economic growth and development, its education system must be considered in the bedrock of any meaningful development. (Aladekomo, 2004) and Nwangu (2006).

The report has affirmed that; about 84% of the vestibular and other Arabic students find it difficult to get employment every year and at the same time much has not been done in trying to bring collaboration between the entrepreneurs and vestibular schools. The Almajiri school system stands to benefit a lot for entrepreneurs located for them. Similarly, the entrepreneurs may harness the expertise of facilities in those areas. This kind of interaction and interrelationship has to go a long way in bridging the gap that exists between entrepreneurs and the vestibular schools. However, the theory should be provided as a framework for examining the importance of such skills in all vestibular schools in Zamfara state so as to serve as a key determinant of decision choice and provide benefit to specific ventures. The entrepreneurship program should be designed in such schools with a view to creating and enhancing entrepreneurial initiative activities. Lots of serious policies and new curriculum should be initiated in vestibular schools in line with demand of the present time.

Statement of the Problem

Despite all that have mentioned, entrepreneurial skills play vital role in economic development; and the benefits made by entrepreneurship payment for the various factors of production by the entrepreneur flow as increase into the national income. Increasing gross domestic products, national income etc; helps in improving the standard of living of the citizens in Zamfara state. The contribution of the SMEs the industrial sector to the Nigeria’s gross domestic product (GDP) is valued at about 37% thereby making it the second largest contributor to the nation’s GDP after the oil sector (SMEDAN, 2009). Entrepreneurship results in the creation of small businesses. The labor-intensive nature of small businesses enables them to create more jobs than the big business. The existence of small-scale businesses in the country provided job and employment to many citizens. Small-scale businesses play crucial roles in the economic development of countries.

Therefore, the problem of this study is to investigate the vestibular schools student’s perception of entrepreneurship programms and entrepreneurial skills.

Objectives of the Study

1.      To create employment opportunities for Vestibular school students and scholars

2.      To enhance social and rural economic development in Zamfara state through the vestibular school of students and scholars.

3.      To identify needs of the vestibular school and the society

4.      To identify opportunities that create profit or small scale businesses for Vestibular school students and scholars.

5.      To encourage creativity among the vestibular school students.

Research Questions

1.      What are the ways through which to create employment opportunities for Vestibular school students and scholars?

2.      What are the ways to bring social and rural economic development amongst Vestibular school students and scholars?

3.      What are the ways to identify needs for the Vestibular school students, scholars and society?

4.      What are the ways to identify opportunities that can create profit or small-scale businesses for Vestibular school students and scholars?

5.      What are the ways to encourage creativity for Vestibular school students?

Significance of the Study

The significance of this study cannot be overemphasized. The findings of the research will be of greater help to Vestibular school students and scholars, particularly in Zamfara state and Nigeria at large. The study also will base on Vestibular school. Indeed, all students of Arabic studies, Islamic studies, ngos; and other relevant stakeholders as well as universities and other higher institutions of learning in Zamfara state and the Nation at large. This study will also contribute significantly to the researchers who may wish to carry out similar work in future studies

Literature Review and Conceptual Clarifications

History of Vestibular School in Nigeria

Vestibular schools; are the name of the most prominent traditional school, which originated the students and spread far and wide into the whole of the pure knowledge of Islamic activities such as cultural behavior and provide students a sense of balance, awareness, and spiritual orientation.  (B.Muhammad, 2019). Vestibular schools; are also known as second range of traditional schools in Hausa people in most Muslim countries (Makarantar Zaure), the school is freely used as the Islamic centre of learning, where a Muslim can learn worship, supplication, Islamic studies and general learning such as creative writing. All Muslim groups are equal and can claim to be a member of such school.

The history of Vestibular school in Nigeria is traceable to the advent of Islam in the area now known as northern Nigeria as early as the period of the Kanem-Borno empire around 7^th century C.E. Islam has penetrated into Nigeria through the efforts of the early itinerant traders who used to come to the area for commercial and missionary activities, this effort was powered and initiated by Muslim scholars, learning of Arabic commenced with the elementary Qur’anic schools, known as (Makarantar allo), both Arabic as a language and Islam as a religion were taught simultaneously in the schools at an early age. The colonial period witnessed Vestibular schools as unique centers of teaching and learning of Arabic and Islamic studies to the Muslim children as a good background that enables and encourages Entrepreneurial activities. (Sulaiman, 2018).

Entrepreneurial Skills in Vestibular Schools

In the history of the Vestibular School system in Nigeria, students have different cultural values on entrepreneurial skills, most of the logical issue is that many Vestibular students considered local business as an occupation, moreover, different value orientations among scholars and students was identified, and it is cleared avenue that, value orientation might be an important component in entrepreneurship. (Dana. 1995a).it seems reasonable to assume that the Vestibular school system has an impact on the legitimization of entrepreneurial skills despite secularization in the system. Entrepreneurship has many reasons that include, but are not limited to accessibility of Western schools but it has primary sources in the Vestibular school system, as the system can outline an Islamic basis for the confabulation of Islamic security activity. It also can serve as a source that will form the basis for security tips in society. (Verbal discussion with Mal Faruku Muhammad)

In the Vestibular school system, there are two main sources to be learned as the basis for entrepreneurial skills thought to encourage entrepreneurial skills in society, the main sources are the glorious Qur’an and the sayings and traditions of the Prophet Muhammad.

The Qur’an is seen as more than just a book of guidance for Muslims for all activities of their life. The glorious Qur’an states that: “God has created the universe for the benefit of all human beings. God has made the resources of this earth available to man who has the responsibility to make use of them, mold them, and transform them according to his needs.

In the Qur’an, there are clear references to the work of entrepreneurial skills:“…On earth will be your dwelling place and your means of livelihood for a time”.  Also, he said: “We have made the night and the day… that we may seek bounty from your Lord.

From the above verses, we can understand that both spiritual and secular, a person is expected to work for economic and security success in this life. The vestibular school system teaches the dignity of engaging in labour to support oneself. 

Entrepreneurial model in Vestibular system:

The scholars of the system clearly state that it is better to pursue an opportunity to provide for oneself regardless of the resources. They have encouraged the following models.

a.      Entrepreneur as Steward.

b.      Exemplars: Prophet Muhammad.

c.       Source of wisdom for entrepreneurs: The Qur’an and Hadiths.

d.     Motivation for entrepreneurship  Submission to God’s will

e.      Primary quality of an entrepreneur Concern for Communities

The role of the Vestibular school system in the entrepreneurial skills process is to establish the values played in decision-making and career selection since personal values can be directly linked to security development in the society and influence the motivation of entrepreneurial skills. It is composed to know that, the early roots of the Vestibular system were tied to entrepreneurship, as the majority of the first Scholars of the Vestibular system were merchants, these supported their mission and allowed them to spread the message of Islam in formative actions and regards because they are self-sufficiency and confident in their entrepreneurial behaviour, they were predisposed Muslims to engage in venture creation for support of self and the greater community. (Verbal discussion with Muhammad maidamma far)

Types of Entrepreneurial Skills

It quietly examined the validity of the small skills used by Almajiris while undergoing the Vestibular system of learning, such can be considered as entrepreneurial behavior and ethic that equips the individual to excel in economic pursuits and such skills could be useful in addressing portions of the world that suffer from on poverty, insecurity, and underdevelopment that have a large population in the Nation, such skills include the following: Nail cutting (YankanKunba), Local laundry (Wanki da guga), Barbing (Aski), Makers of traditional Hausa caps (Dinkinhulluna), tailoring, Mini provisions, Local Pottery (Gyarantukane), Cobbler and Local rearing of Animals (Kiyonbisashe).

The small businesses mentioned keep Almajirai busy and tinted to their means of life, these also can equally contribute largely to the revival of our economy within the local society, as arguably represent a large chunk of private security in Zamfara state and Nigeria in general. 

Objectives of Entrepreneurial Skills

Entrepreneurial skills are oriented towards different ways of realizing opportunities. This makes entrepreneurship distinctive in its focus on the realization of opportunity, whereas self-management has to be focused on the best way to operate existing hierarchies.

Entrepreneurship education seeks to provide students with the knowledge, skills, and motivation to encourage Entrepreneurship success in a variety of settings. Entrepreneurship education according to Paul (2005); A.Bala (2013) is structured to achieve the following objectives.

1.      To offer functional education for the youth that will enable them to be self-employed and self-oriented.

2.      Provide the youth graduates with adequate training that will enable them to be creative and innovative in identifying novel business opportunities.

3.      To catalyze economic growth and development.

4.      To reduce the high rate of poverty in the existing society.

5.      Create employment generation

6.      Provide the young with enough training and support that will enable them to establish a career in small and medium-sized businesses.

7.      To inculcate the spirit of perseverance in the youths and adults which will enable them to persist in any business venture they embark on.

8.      Create a smooth transition from a traditional to a modern industrial economy.

Strategies for Effective Entrepreneurial Skills

To achieve viable Entrepreneurship that will enhance sustainable development in Nigeria, the following strategies according to Ayodele (2006) will help to solve the problem of Entrepreneurship education in the country.

1.        There should be a form of genuine school work-based learning incorporated in some studies as part of the national economic development strategies. This implies enriching the curriculum to incorporate more vocational and technical training. The development of an apprenticeship scheme would give new graduates some work skills and experience.

2.        There should be school-based enterprises where students identify potential business plans, and create and operate small businesses by using the school as mini incubators.

3.        The government should establish small business schools where interested students and community members can participate. This will make students self-reliant.

4.        The government should develop an Entrepreneur internship program by matching students with locally successful Entrepreneurs with clearly established education programs.

5.        The government should establish an enterprise college aimed at fostering the specific skills required for Entrepreneurship. This will serve as a skills acquisition center for the youths.

6.        Government should create an economic friendly environment. The centers on the reduction of taxes on small-scale businesses.

7.        There should be enough incentives for students of vocational and technical schools. This will motivate them to establish their businesses after school

Entrepreneurial Skills Subjects Listed BY: (NERDC)

Entrepreneurship education is a form of education that makes humans to be responsive to their personal, family, and national needs and aspirations. Entrepreneurship competencies carry with them the concept of skills and mental awareness which are needed to understand the functioning of an already existing business.

The National Educational Research and Development Council (NERDC), in the latest edition of the national policy on education, identified what it calls “trade/ Entrepreneurship subjects”, and listed thirty-four (34) of them under section 38.2.5 of the policy. They include:

1.      Auto body repair and spray painting.

2.      Auto electrical work.

3.      Auto mechanical work.

4.      Auto parts merchandising.

5.      Air condition and refrigeration.

6.      Electrical installation and maintenance work.

7.      Radio. TV and electronic servicing

8.      Welding and fabrication engineering craft practice.

9.      Block/brick laying and concrete work

10.  Painting and decorating

11.  Plumbing and pipe lifting

12.  Machine wood working

13.  Carpentry and joinery

14.  Furniture working

15.  Upholstery

16.  Catering craft practice

17.  Garment making

18.  Clothing and textile

19.  Dyeing and bleaching

20.  Printing craft practice

21.  Cosmetology

22.  Photography

23.  Mining

24.  Tourism

25.  Leather goods manufacturing and repair

26.  Stenography

27.  Data processing

28.  Store keeping

29.  Book keeping

30.  GSM maintenance and repairs

31.  Animal husbandry

32.  Fishery

33.  Marketing

Methodology

The research aim is to investigate possible ways of small handwork in different methods, and also find possible solutions for the students in vestibular schools and local community centers of learning as they yearn for sustainable life. The research is designed to find out the Entrepreneurial skills of Vestibular students. The research will examine the possible ways to maintain or create Entrepreneurial skills and also look at the possible measures to be taken to eradicate unemployment and encourage Vestibular school students to be self-reliant. Therefore, to achieve these purposes, a questionnaire has been designed to find out peoples’ views and opinions. In this case, a total number of hundred (100) copies of the questionnaire has been and will be distributed to both male and female students and teachers. Also, visitation design will be adopted for this research project, information need, and information seeking behavior of the vestibular schools in Zamfara state.  This study purposely focuses on Vestibular schools small-scale industrial places, and handwork owners for sample selection. Therefore this research project is going to adopt a visitation design.

Data Presentation and Analysis

The questionnaire has been divided into two parts: section A which consists of the bio-data of the respondents and it has been on 25% percent proportion respectively, while the second part consists of views of the respondents. On the other hand, descriptive statistics was used for the analysis of data. The results were presented ted in tables. High scores were awarded to the positive responses, and low scores to negative responses respectively. The distributions of the scores for each of the items on the questionnaire are as follows:

SA =Strongly Agreed          =5

A = Agreed               =4

D = Disagreed                      =3

SD = Strongly Disagreed =2

Table 1:

Distribution of respondents according to sex

Sex	Number of respondents	Percentage
Male	68	68%
Female	32	32%
Total	100	100%

 

Comment:

From the above table, it shown that sixty-seven (68) respondents representing sixty seven percent (68%) are males, whereas thirty respondents representing thirty three percent (32%) are female.

The table therefore shows that majority of the respondents in questionnaire are males, while the minority are female respondents.

Table 2:

Distribution of the respondents on the basis of their ages:

Age number	Respondents	Percentage
18-25	20	20%
26-34	32	32%
35 and above	48	48%
Total	100	100%

Comment

The above table as it can be seen, shows that twenty respondents (20) representing twenty percent (20%) among the ages of 18-25, while thirty two (32) respondents representing thirty two percent (32%) are between the ages of 26-34. Whereas forty eight respondents (48) representing forty eight percent (48%) are between the ages of 35 and above.

Therefore, the table showed clearly that majority of the respondents fall between the ages of 35 and above respectively.

Table 3:

Distribution of respondents on the basis of marital status:

Marital status	Respondents	Percentage
Single	53	53%
Married	47	47%
Total	100	100%

Comment

It can as well be seen from the above table that fifty three respondents (53) representing fifty three percent (53%) are single with regard to their marital status. Whereas forty seven respondents (47) representing forty seven percent are married. This shows clearly that majority of the respondents are single in marital status.

Table 4:

Distribution of the respondents on the basis of their occupational status

Occupation	Respondents	Percentage
Teachers	25	25%
Instructors	15	15%
Students	60	60%
Total	100	100%

 Comment

The above table shows that twenty five of the respondents (25) representing twenty five percent (25%) happened to be teachers, while fifteen (15) of the respondents representing fifteen percent (15%) happened to be instructors, whereas sixty of the respondents (60) representing sixty percent (60%) are students.

This shows clearly that the majority of the respondents are students based on their occupational status.

Response of Analysis

The response of analysis consist of a combination of the variables response, weight of the responses, total of frequency points (fx), total weighted mean, critical reformed mean and remarks. The analysis is going to be examine by showing the total number of variables which are positive, then the one which are negative respectively. While examining the data, two of the response have been given higher marks of (5 and 4), i.e. (SA=5), (A=4) which resulted to acceptance, and (D=3), (SD=2) which resulted to rejection respectively.

Similarly, the (f) which will be then (fx), weight of the response, and later the total points of (fx) will be divided by (f) which will give us the mean. On the other hand, the variables are going to be analyzed one after the other and later will be merging all together to bring out the total findings.

Table (1) variable number two:

Response	SA	A	SD	D	Total (f)	Total (fx)	Mean	Remarks
Weight of the response	(5)	(4)	(2)	(1)	(1)			accept
Points/frequency Frequency/weight of response	49(f) 245	36(f) 144	2(f) 4(fx)	5(f) 5(fx)	92	398	4.33
Variable Proper funding and equipping of Entrepreneurship program in Vestibular schools is a factor for developing entrepreneurial skills.

Comment

From the above table we can see how the respondents reacted on the variable number two. At first we have seen that forty nine (49) of the respondents strongly agreed on the variable, while thirty six of them (36) agreed on it. On the other hand, only two of the respondents strongly disagreed on the variable while five of them disagreed on it respectively. The total point of each response has been multiplied by the total weight of each response, i.e.: 49 x 5=245, then 36 x 4=144, also 2 x 2=4, while 5 x 1=5 respectively. By adding the whole number we come to get (398) total points multiplied by the weight of the response, which gave us (fx), this is what we shall divide by the total points. i.e: 398/92=4.33 respectively, which is equal to acceptance of the variable.

This shows that the majority of the respondents are of the view that, proper funding and equipping entrepreneurship program in Vestibular schools is a factor for developing entrepreneurial skills. Thus, they have accepted the variable as per their opinion.

 Table (3) variable number three

Response	SA	A	SD	D	Total (f)	Total (fx)	Mean	Remarks
Weight of the response	(5)	(4)	(2)	(1)	(1)			accept
Points/frequency Frequency/weight of response	53(f) 265	43(f) 172	0(f) 0(fx)	0(f) 0(fx)	96	437	4.55
Variable Creating centers, units and departments of Entrepreneurship education in Vestibular schools in developing entrepreneurial skills in Vestibular schools.

Comments

From the above table we can see how the respondents reacted on the variable number three. At first we have seen that fifty three (53) of the respondents strongly agreed on the variable, while forty three of them (43) agreed on it. on the other hand, no one of the respondents strongly disagreed or disagreed with the variable respectively. The total point of each response has multiplied by the total weight of each response, i.e.: 53 x 5=265, then 43 x 4=172, also 0 x 2=0, while 0 x 1=0 respectively. By adding the whole number we come to get (437) total points multiplied by the weight of the response, which gave us (fx), this is what we shall divide by the total points. i.e: 437/96=4.55 respectively, which is equal to acceptance of the variable.

This time we come to understand that almost all the respondents have the opinion that, creating centers, unit and departments of entrepreneurship program in Vestibular schools helps in developing entrepreneurial skills in Vestibular schools, which resulted to the acceptance of the variable respectively.

Table (4) variable number four:

Response	SA	A	SD	D	Total (f)	Total (fx)	Mean	Remarks
Weight of the response	(5)	(4)	(2)	(1)	(1)			accept
Points/frequency Frequency/weight of response	37(f) 185	29(f) 116	8(f) 16fx	13(f) 13fx	87	330	3.79
Variable The gain of Entrepreneurship should be publisized through various media-radio, television, satellite and even Jumuat Mosques etc.

 

Comments

From the above table we can see how the respondents reacted on the variable number four. At first we have seen that thirty-seven (37) of the respondents strongly agreed on the variable, while twenty-nine of them (29) agreed on it. on the other hand, only one of the respondents strongly disagreed on the variable while thirteen of them (13) disagreed on it respectively. The total point of each response has multiplied by the total weight of each response, i.e.: 37 x 5=185, then 94 x 4=116, also 8 x 2=16, while 13 x 1=13 respectively. By adding the whole number we come to get (330) total points multiplied by the weight of the response, which gave us (fx), this is what we shall divide by the total points. i.e: 330/87=3.79 respectively, which is equal to acceptance of the variable.

This time we come to understand that almost all the respondents have the opinion that, the gain of entrepreneurship should be well publicized through various media radio, television, satellite and even Jumuat Mosques. this has gave us the outcome that they have accepted the variable respectively.

Table (5) variable number five

Response	SA	A	SD	D	Total (f)	Total (fx)	Mean	Remarks
Weight of the response	(5)	(4)	(2)	(1)	(1)			accept
Points/frequency Frequency/weight of response	48(f) 240	37(f) 148	2(f) 4fx	9(f) 9fx	96	401	4.18
Variable Lack of integrating the  Entrepreneurship program, training, mentoring and work experience hinders the development of entrepreneurial skills in Vestibular schools and Arabic schools at large

Comments

From the above table we can see how the respondents reacted on the variable number five. At first we have seen that forty eight of the respondents strongly agreed on the variable, while seven of them agreed on it. on the other hand, only four of the respondents strongly disagreed on the variable while nine of them disagreed on it respectively. The total point of each response has multiplied by the total weight of each response, i.e.: 48 x 5=240, then 37 x 4=148, also 2 x 2=8, while 9 x 1=13 respectively. By adding the whole number we come to get (401) total points multiplied by the weight of the response, which gave us (fx), this is what we shall divide by the total points. i.e: 401/87=4.22 respectively, which is equal to acceptance of the variable.

By this conclusion we come to understand that, almost all the respondents have the opinion that, lack of integrating the entrepreneurship program, training, mentoring and work experience hinders the development of entrepreneurial skills in Vestibular schools and Arabic schools at large. This gave us the outcome that, they have accepted the variable respectively.

Table (6) variable number six

Response	SA	A	SD	D	Total (f)	Total (fx)	Mean	Remarks
Weight of the response	(5)	(4)	(2)	(1)	(1)			accept
Points/frequency Frequency/weight of response	51(f) 255	37(f) 148	4(f) 8fx	6(f) 6fx	98	417	4.26
Variable Lack of embracing Entrepreneurship program or training for the sake of being self-reliant.

Comments

From the above table we can see how the respondents reacted on the variable number six. At first we have seen that fifty one of the respondents strongly agreed on the variable, while thirty seven of them agreed on it. on the other hand, only four of the respondents strongly disagreed on the variable while six of them disagreed on it respectively. The total point of each response has multiplied by the total weight of each response, i.e.: 51 x 5=255, then 37 x 4=148, also 4 x 2=8, while 6 x 1=6 respectively. By adding the whole number we come to get (425) total points multiplied by the weight of the response, which gave us (fx), this is what we shall divide by the total points. i.e: 417/98=4.26 respectively, which is equal to acceptance of the variable.

This time around it has been concluded that almost all the respondents have the opinion that, lack of embracing entrepreneurship program or training for the sake of being self-reliant is a factor which affects the development of entrepreneurial skills. This gave us the outcome that, they have accepted the variable respectively.

4.2.11 Table (7) variable number seven

Response	SA	A	SD	D	Total (f)	Total (fx)	Mean	Remarks
Weight of the response	(5)	(4)	(2)	(1)	(1)			accept
Points/frequency Frequency/weight of response	33(f) 165	49(f) 196	5(f) 10fx	13(f) 13fx	100	384	3.84
Variable The government should make accessible loans available for the Scholars and Students of Vestibular schools to start their businesses.

Comments

From the above table we can see how the respondents reacted on the variable number seven. At first we have seen that thirty three of the respondents strongly agreed on the variable, while forty nine of them agreed on it. On the other hand, five of the respondents strongly disagreed on the variable while thirteen of them disagreed on it respectively. The total point of each response has multiplied by the total weight of each response, i.e.: 33 x 5=165, then 49 x 4=196, also 5 x 2=10, while 13 x 1=13 respectively. By adding the whole number we come to get (384) total points multiplied by the weight of the response, which gave us (fx), this is what we shall divide by the total points. i.e.: 384/100=3.84 respectively, which is equal to acceptance of the variable. We have understood that, almost all the respondents have the opinion that, the government should make accessible loans available for the Scholars and Students of Vestibular schools to start their businesses. This gave us the outcome that, they have accepted the variable respectively.

Table (8) variable number eight

Response	SA	A	SD	D	Total (f)	Total (fx)	Mean	Remarks
Weight of the response	(5)	(4)	(2)	(1)	(1)			accept
Points/frequency Frequency/weight of response	29(f) 45	56(f) 244	6(f) 12fx	8(f) 8fx	99	389	3.93
Variable Scholars and Students of Vestibular schools should be encouraged to develop more ties with local businesses and hold more businesses related activities in their schools and environment.

Comments

From the above table, we can see how the respondents reacted on the variable number eight. At first, we saw that twenty-nine of the respondents strongly agreed on the variable, while fifty-six of them agreed on it. on the other hand, six of the respondents strongly disagreed on the variable while eight of them disagreed on it. The total point of each response is multiplied by the total weight of each response, i.e.: 29 x 5=145, then 56 x 4=224, also 5 x 2=12, and 8x 1=8 respectively. By adding the whole total we come to get (389) total points multiplied by the weight of the response, which gives us (fx), this is what we shall divide by the total points. i.e.: 389/99=3.89 respectively, which is equal to acceptance of the variable.

It Has been concluded that almost all the respondents have the opinion that, Scholars and Students of Vestibular schools should be encouraged to develop more ties with businesses and hold more business-related activities in their schools and environment. This gave us the outcome that, they have accepted the variable respectively.

Table number nine

Response	SA	A	SD	D	Total (f)	Total (fx)	Mean	Remarks
Weight of the response	(5)	(4)	(2)	(1)	(1)			accept
Points/frequency Frequency/weight of response	38(f) 190	53(f) 212	3(f) 6fx	3(f) 3fx	97	411	4.24
Variable The government (policy makers) should show genuine concern and recognize the essence of entrepreneurship to economic development in vestibular schools and other Arabic schools.

Comments

From the above table, we can see how the respondents reacted on the variable number eight. At first, we saw that thirty-eight of the respondents strongly agreed on the variable, while fifty-three of them agreed on it. On the other hand, three respondents strongly disagreed on the variable while another three of them disagreed on it. The total point of each response has been multiplied by the total weight of each response, i.e.: 38 x 5=190, then 53 x 4=212, also 3 x 2=6, while 3x 1=3 respectively. By adding the whole total we come to get (411) total points multiplied by the weight of the response, which gave us (fx), this is what we shall divide by the total points. i.e: 411/97=4.24 respectively, which is equal to acceptance of the variable. It has been also concluded that almost all the respondents have the opinion that, the government (policy makers) should show genuine concern and recognize the essence of entrepreneurship to economic development in vestibular schools and other Arabic schools. This gave us the outcome that they have accepted the variable respectively.

Table (10) variable number ten

Response	SA	A	SD	D	Total (f)	Total (fx)	Mean	Remarks
Weight of the response	(5)	(4)	(2)	(1)	(1)			Reject
Points/frequency Frequency/weight of response	10(f) 50	13(f) 52	30(f) 60fx	43(f) 43fx	96	205	2.14
Variable The government (policy makers) should show genuine concern and recognize the essence of entrepreneurship to economic development in vestibular schools and other Arabic schools.

Comments

From the above table, we can see how the respondents reacted to the variable number eight. At first,st we saw that only ten of the respondents strongly agreed on the variable, while thirteen of them agreed on it. On the other hand, thirty of the respondents strongly disagreed on the variable while forty-three of them disagreed on it. The total point of each response has been multiplied by the total weight of each response, i.e.: 10 x 5=50, then 13 x 4=52, also 30 x 2=60, while 43 x 1=43 respectively. By adding the whole total we come to get (205) total points multiplied by the weight of the response, which gives us (fx), this is what we shall divide by the total points. i.e.: 205/96=2.14 respectively, which is equal to acceptance of the variable. By this date of examination, the researchers have concluded that most of the respondents are against the opinion that proper curriculum planning to encompass entrepreneurship education plays a very big role in developing entrepreneurial skills in vestibular schools and other Arabic schools. This gave us the outcome that, they have not accepted the variable respectively.

Table (11) variable number eleven

Response	SA	A	SD	D	Total (f)	Total (fx)	Mean	Remarks
Weight of the response	(5)	(4)	(2)	(1)	(1)			Rejected
Points/frequency Frequency/weight of response	9(f) 45	15(f) 60	30(f) 60fx	45(f) 45fx	99	210	2.12
Vestibular students must be encouraged to become more commercially focused and more entrepreneurial.

Comments

From the above table, we can see how the respondents reacted on the variable number eight. At first, we saw that only nine of the respondents strongly agreed on the variable, while fifteen of them agreed on it. On the other hand, thirty of the respondents strongly disagreed on the variable while forty-five of them disagreed on it. The total point of each response has been multiplied by the total weight of each response, i.e.: 9 x 5=45, then 15 x 4=60, also 30 x 2=60, while 45 x 1=45 respectively. By adding the whole total we come to get (210) total points multiplied by the weight of the response, which gives us (fx), this is what we shall divide by the total points. i.e.: 210/100=2.12 respectively, which is equal to acceptance of the variable. By this data of examination, the researchers have concluded that most of the respondents are against the opinion that, Vestibular students must be encouraged to become more commercially focused and more entrepreneurial. This gave us the outcome that they have not accepted the variable.

Table (12) variable number twelve

Response	SA	A	SD	D	Total (f)	Total (fx)	Mean	Remarks
Weight of the response	(5)	(4)	(2)	(1)	(1)			Rejected
Points/frequency Frequency/weight of response	11(f) 55	13(f) 52	39(f) 74fx	37(f) 37fx	100	218	2.18
Entrepreneurship program is a lifelong learning process, which should start at Almajiri school system.

Comments

From the above table we can see how the respondents reacted on the variable number eight. At first we have seen that only eleven of the respondents strongly agreed on the variable, while thirteen of them agreed on it. on the other hand, thirty-nine of the respondents strongly disagreed on the variable while thirty seven of them disagreed on it respectively. The total point of each response has been multiplied by the total weight of each response, i.e.: 11 x 5=55, then 13 x 4=52, also 39 x 2=74, while 37x 1=45 respectively. By adding the whole total we come to get (218) total points multiplied by the weight of the response, which gave us (fx), this is what we shall divide by the total points. i.e.: 218/100=2.18 respectively, which is equal to acceptance of the variable.

By this data of examination, the researchers have concluded that most of the respondents are against the opinion that. Entrepreneurship program is a long life learning process, which should start at Almajiri school system. This gave us the outcome that, they have not accepted the variable respectively.

Conclusion

This research studied and analyzed the impact of the ZamfaraVestibular school system in enhancing entrepreneurial skills in zamfara state. The research employed theoretical materials (data) and oral data through interviews for data collection from two main sources as already noted earlier. These were primary and secondary sources (i.e. published and unpublished). Therefore the source materials were subjected to evaluation so as to determine their validity as earlier noted. It is also important to note that to ascertain the authenticity and reliability of the data collected, both external and internal criticisms were applied. For the collection of oral information, a constructive and guided interview technique was used. This included recording responses on questionnaires and audiotapes where necessary. The research got the necessary data that helped in achieving the current form which is graciously acknowledged and appreciated.

The Research also identified the major challenges facing the citizens in the state, Some of the challenges are dealing with unlawful transactions and Ignorant followers and sitting as redundant without practicing neither small business nor traditional business, all these, are the major courses of poor-ship and insecurity in the state.

The Research also recognized that, despite the problems and challenges. The Vestibular School system has made a great impact on changing the bad behaviors of the citizens. In the same vein, they have enhanced learning activities among people with an emphasis on religious education. This includes the knowledge of the basic tenets of Islam and its practical devotional acts. Both the adults and the children have benefited from such educational services as well as local entrepreneurial skills services.

Recommendations

The study made the following recommendations for effective management and improvement of Vestibular schools in Zamfara state. These recommendations among others include:

1.      It is hoped that the efforts of the scholars in Vestibular schools highlighted in this work shall continue to change the lives of the people and other scholars shall emulate them with a high sense of commitment to further enhance the spread and development of entrepreneurial skills in Zamfara State.

2.      Vestibular schools should be improved and equipped with entrepreneurial skills services in Zamfara state to cater to the large number of youths in the state.

3.      Our local entrepreneurial skills should be improved in all Vestibular schools in the state to improve our economy which will assist in shining security improvement in the state and Nigeria at large.

4.      The government should ensure adequate funding for the entrepreneurial skills Programme in the state.

5.      The government should collaborate with Nongovernmental Organizations (NGOs) and other philanthropists to ensure adequate provision of facilities that would develop entrepreneurial skills in Vestibular schools.

6.      Funding for entrepreneurship education should be taken seriously by the federal government. This can be achieved through an increase in the budgetary allocation to the educational sector.

7.      The youth should shun joblessness and criminality through the cultivation of the entrepreneurial spirit and the acquisition of relevant skills that will launch them into enterprise greatness and economic independence.

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