培养女大学生的实用创业技能,以应对河流州的社会经济挑战

Philip Festus Ukata, Edith Luke Nmehielle
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引用次数: 0

摘要

对尼日利亚妇女赋权的无理持续忽视要求:"通过培养女大学生的实用创业技能来赋权,以应对河流州的社会经济挑战"。本研究以两个研究问题为导向,并提出了两个零假设。采用的研究设计是描述性调查。调查对象中有 79 名讲师,采用了普查抽样技术。三位专家对用于收集数据的四点回答选项问卷进行了验证。Cronbach's alpha 用于确定问卷的可信度,结果为 0.89 和 0.88。针对研究问题采用了均值法,并使用单因子方差分析(ANOVA)在 0.05 的显著性水平上对零假设进行了检验。结果表明,女大学生应对社会和经济挑战所需的实际创业能力有了很大程度的提高。此外,让女大学生掌握实际商业技能对减少社会和经济挑战也大有裨益。因此,如果我们的中学后教育机构能够让女大学生充分掌握有用的创业能力,那么尼日利亚的社会和经济问题将会大大减少。除其他重要建议外,还应为尼日利亚的女大学生和广大妇女提供充足的资金,培养她们的实际创业能力,使她们掌握快速发展的职场所需的高要求终身技能。除政府补贴外,资金还应是持续、稳定的,并可来自其他来源。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Empowering The Female Undergraduates With Practical Entrepreneurial Skills Development For Curbing Social Economic Challenges In Rivers State
The unjustifiable constants neglect to empower the women in Nigeria called for; “Empowering the female undergraduates with practical entrepreneurial skills development for curbing social economic challenges in Rivers State.” The study was directed by two research questions, and two null hypotheses were developed. The study design used was a descriptive survey. There were 79 lecturers in the population, and a census sampling technique was used. Three experts verified a four-point response options questionnaire that was used to gather data. Cronbach’s alpha was used to determine the instrument’s dependability; the result was a coefficient of 0.89 and 0.88. The mean was employed to address the research questions, and the null hypotheses were tested at the 0.05 level of significance using a one-way analysis of variance (ANOVA). The results showed that there was a high level of improvement in the practical entrepreneurial abilities required to enable female undergraduates to address social and economic challenges. Also, there was a significant benefit on reducing social and economic challenges from equipping female undergraduates with real-world business skills. Consequently, it was determined that Nigeria’s social and economic problems would be significantly reduced if our postsecondary institutions sufficiently equipped female undergraduates with useful entrepreneurial abilities. In addition to other crucial recommendations, Nigeria’s female students and women in general should be equipped with high-demanding, lifelong skills for the rapidly evolving workplace by means of sufficient funding for the development of practical entrepreneurial abilities. In addition to government subsidies, the money should be consistent, steady, and could come from other sources as well.
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