Information for Students

2015/2016 NNPC/CHEVRON JV Undergraduate Scholarship

Kindly be informed that applications for the 2015/2016 NNPC/CHEVRON JV Undergraduate Scholarship is currently open.

Chevron Nigeria Limited, in collaboration with its Joint Venture partner, the Nigerian National Petroleum Corporation (NNPC), is offering a number of University Scholarship Awards to suitably qualified Nigerian students.

E-applications are invited from full-time SECOND YEAR (200 LEVEL) degree students of the under-listed courses, in Nigerian Universities:

Accountancy
Agricultural Engineering/Agricultural Science
Architecture
BusinessAdministration/Economics
Chemical Engineering
Civil Engineering
Computer Science
Electrical/Electronics Engineering
Environmental Studies/Surveying
Geology/Geophysics
Law
Mass Communication/Journalism
Mechanical/Metallurgical & Materials Engineering
Human Medicine/Dentistry/Pharmacy
Petroleum Engineering
Interested students should go to http://scholastica.ng/schemes/cnlawards

Closing date for receipt of e-applications is strictly June 16, 2015.
Please note that e-applications will be accepted only.

FEDRAL UNIVERSITY OYE EKITI (FUOYE) CERTIFIED (SYSTEM SECURITY AND ICT) TRAINING AND EMPOWERMENT PROGRAM

 
 
 
 
CENTRE FOR ENTREPRENEURSHIP DEVELOPMENT AND SUPPORT SERVICES,
FEDERAL UNIVERSITY OYE EKITI IN CONJUNCTION WITH
WRIGHT & EVIDENCE NIG LTD.
TRAINING AND EMPOWERMENT PROGRAM

THIS IS A GREAT OPPORTUNITY TO BECOME
• FEDERAL UNIVERSITY OYE EKITI CERTIFIED PUBLIC TRAINERS
• FEDERAL UNIVERSITY OYE EKITI CERTIFIED PUBLIC CONSULTANTS

This is to Inform members of the general public who are interested in Certified Training and Empowerment Program of the Centre for Entrepreneurship Development and Support Services (CEDSS), Federal University, Oye Ekiti should apply immediately to the Centre for Entrepreneurship Development and Support Services (CEDSS), Federal University Oye Ekiti with the sum of N1,000 for Registration and N10,000 (Ten Thousand Naira only) for the cost of Training, Empowerment (KIT) and FUOYE Certificate.


QUALIFICATION FOR ADMISSION:
O' Level, NABTEB, NCE. OND, HND, BSC, NYSC and above

SKILLS AVAILABLE:
• CLOSE CIRCUIT TELIVISION (CCTV) Installation, maintenance and services
• PRIVATE AUTOMATED BRANCHED EXCHANGE (Intercom) installation, Maintenance and services
• ON-BOARD DIAGNOSING (OBD2) Automobile scanning services
• SOLAR TECHNOLOGY, installation maintenance and services
• CONFERENCE CALL, installation, maintenance and services
• BUSINESS PROPOSAL WRITING

APPLICATION PROCESSING
• Pay the sum of N1,000 for Registration and N10,000 (Ten Thousand Naira only) for the cost of Training, Empowerment (KIT) and FUOYE Certificate at CEDSS, Fed. University Oye-Ekiti
• A PIN will be given to you to access the Centre's Portal
• Use the PIN to access the online form for complete registration at "cedssfuoye.org"

NOTE: ADMISSION STARTS IMMEDAITELY
For enquiries, call, 08033137574, 08088850857, 08038550238
cedssfuoye.org, cedss.fuoye.edu.ng

CEDSS FUOYE MANAGEMENT

 
 

 

 

TIME MANAGEMENT

TIME MANAGEMENT IN THE WORK PLACE

Ogunjobi Patrick Olanrewaju B.Sc. (Econs), M.Tech. (Agric-Econs), MIoE, MNIA, FPA.

Time is a commodity of which the entrepreneur is always running short. Most times, you find that there are not enough hours in the day to do all that needs to be done. The imperative, therefore, is to start keeping diary of your activities, to determine your time use; whether you are devoting your time to high priority projects, and keep records of the frequency and type of interruptions you have for at least, ten working days.

COMMON TIME WASTERS

  • Lack of set objectives, priorities and deadlines.

  • Unnecessary meetings.

  • Waiting for others to take actions or initiatives.

  • Procrastinations.

  • Crisis management-taking care of the urgent instead of the important.

  • Telephone interruptions on idle issues.

  • Doing the work of subordinates or employees.

  • People’s interruptions.

     

     

    HOW TO ELIMINATE TIME WASTERS

  • Set priorities and rank items on the basis of importance.

  • Set deadlines. You can have others check your progress and remember to reward yourself upon completion of tasks.

  • Define policies and procedures. This eliminates or reduces the need for you to make routine decisions over and over again.

  • Learn to delegate.

  • Identify ad focus on the few items, about 30%, that provides 70% of the importance of your job.

  • Do the seemingly, most difficult tasks first, in the morning

  • Be on time.

  • Maintain perspective: how does today’s task relate to tomorrow’s objectives or the Firm’s long- term objective?

  • Keep projects visible; they are more likely to get done better that way.

  • Retire for an hour or two each day to do some work, where you won’t be disturbed.

     

FUOYE System Security & ICT Certificate collection

FUOYE SYSTEM SECURITY & ICT CERTIFICATE COLLECTION FOR CORPS MEMBERS All NYSC Corps members trained by Olusegun Dada of Wright and Evidence Nigeria Ltd in the under listed skills should pay N3000 only to FUOYE Bank account, Zenith Bank (1012782577) for collection of the Certificate at Centre for Entrepreneurship Development and Support Services (CEDSS), Federal University Oye Ekiti. For enquiries, call: 08033137574, 08038550238, and 08088850857. • CCTV • PBX • GPS • Conference call • OBD • Solar Technology • Inverter • Walkthrough Metal Detector • Radio Phone • Proposal Writing etc Thank You.

 

CEDSS CONCEPT PAPER

 

 

THE CENTRE FOR ENTREPRENEURSHIP DEVELOPMENTAND SUPPORT SERVICES”, FEDERAL UNIVERSITY OYE-EKITI, NIGERIA

OGUNJOBI, O.P. B.Sc. (Econs), M.Tech. (Agric-Econs), MIoE, MNIA, FPA.

INTRODUCTION

 

Unemployment is a global socioeconomic problem that is more pronounced in the developing economies, especially in the sub-Saharan Africa countries.

 

There is a growing concern on the spate of unemployment particularly among the youths. One of the notable causes of unemployment is the shrinking demand for certain categories of jobs and the growing un-employability of Higher Education Institutions’ (HIE) graduates. It is also evident that previously available jobs are disappearing or shrinking, leading to a situation that more people are jostling for fewer jobs.

Rapid technological change such as application of Information and Communication Technology (ICT) in the workplace has also led to job loss. There is, therefore, the need for Higher Education Institutions to restructure their academic curricular modules and make it relevant to the reality of making HIE graduates relevant to the demands of the labour market, and prepare them to take up employment opportunities and consequently generate employment for others. The fixed mindset of the youths on securing declining white collar jobs has to be changed and make the average job seeker to see the potentials in blue collar jobs and self-employment.

 

The problem of unemployment is more pronounced in the Sub-Saharan Africa where youth population is highest. According to the United Nations Population Funds (UNFPA) in its study of countries with the highest number of young people in the population projection for the year 2005, of the 102 countries with 40% or more young people aged between 15 – 29 years, 50 of them are from Africa. Of the 33 countries with 50% share of their population within the age bracket 15 – 29, thirty of them are from Africa. Nigeria leads with the largest number of young people with 2006 National Population Census, indicating youth population of about 80%.    

Statistics in support of Small & Medium Scale Enterprises’ job creation capacity indicate that over 90% of all European businesses fall into SME cadre which account for 2 out of every 3 private jobs. In the United States, nearly all net job creation between 1977 and 2005 occurred in SME firms. SMEs also represent approximately 99% of all enterprises and two third of employment across the Organization for Economic Cooperation and Development (OECD) countries.      

Entrepreneurial education has been identified as the most potent tool to equip school leavers for wider employment opportunities and turn them to catalysts for job creation. It is therefore incumbent on the Higher Education Institutions to design training syllabi that will be adequately and continually relevant to the demands of the labour market / industries and the ever changing needs of the society. In response to this, the Federal Ministry of Education and Nigerian Universities Commission (NUC) have continued to encourage tertiary institutions to set up dedicated Centre for Entrepreneurship Development to provide the missing practical workplace skills and training that will equip graduates to be self-reliant, self-employed and become employers of labour. The challenge therefore is to be able to create the platform that will expose undergraduates to workplace environment, innovativeness, risk bearing, product development, business start-up and management.

Being a newly established University, the University has a golden opportunity to develop entrepreneurial training schemes that will promote town-gown engagement and align with its core academic curriculum. The Centre will coordinate and provide training platform to teach, coach and inspire students to identify and creatively pursue business opportunities and innovation along with their core academic programmes.

 

It is often argued that Entrepreneurship is a natural trait that cannot be learned. Rather than agreeing with this, it is clear from the development of the concept of Entrepreneurship that while Entrepreneurship evolves naturally in some cases, it can be taught and learnt. Entrepreneurial education or training has been promoted and adopted in many instances as the needed impetus for Entrepreneurship development and by extension job creation. An individual can easily be inspired by learning about the success of another individual. If driving, singing, dancing, football and other sports can be learnt through training and practice, then, Entrepreneurship can surely be taught and learnt. However, ‘teaching’ or otherwise, coaching Entrepreneurship requires special delivery approach different from the regular academic discipline. Students will learn more when inspired in activity and competency based modules, rather than engaging classroom environment trainers.

The Centre will achieve its set goals better by engaging experienced practitioners and specialists who can pass across hand-on experience to the students.

 

JUSTIFICATIONS:

 

From experience garnered so far, there seems to be a general agreement among analysts that the present HEI academic curriculum is not sufficient to make HEI graduates self-employed and job creators rather than job seekers. The implication of such trend is that more and more graduates are turned out each year into the labour market, thereby increasing the scourge of unemployment in the society. The common panacea to this excruciating socioeconomic crisis is Entrepreneurship Development; hence the need for tertiary institutions to create special unit that will promote the doing of Entrepreneurship and Vocational Skills Development.

Quite often, the unemployed has certain natural trait, which if identified and honed, can be sufficient to earn him/her a good living. Such natural traits, otherwise known as talents can easily be identified; evaluated, polished and commercialized to a career status. There is also abundance of existing and emerging business opportunities in the society that have the capacity to engage a number of unemployed. The crux here is the failure to identify these opportunities and nurture them for the economic benefits of the society. It is a known fact that an average Nigerian tertiary institutions’ graduate prefers a white collar job to self-employment and only sees self-employment as option of the last resort.

This mindset has continued to increase local entrepreneurship capacity gaps. The University, as the arrowhead of Human Capital Development, is therefore, expected to rise to the challenge and reenergise its educational modules with Entrepreneurial education.

The establishment of a dedicated Centre for Entrepreneurship Development is a necessary adjunct for the development and promotion of Entrepreneurship and Entrepreneurial Education where undergraduates can learn basic business skills, and networking with burgeoning entrepreneurs. If appropriately structured, the Centre for Entrepreneurship Development will provide the missing link in the Nigerian HEI educational curriculum, become the nuclei for jobs creation and ultimately assist in reducing unemployment.

Sagagi (2007) stated that “fostering an environment that encourages entrepreneurs to invest in technology and new activities is critical to the required economic growth in Nigeria. The task ahead is not the sole domain of the Federal Government, Entrepreneurship educators/trainers could significantly contribute in the change process”.

 

Entrepreneurship remains the key driver of economic growth. There is a general consensus across the world that entrepreneurship promotion has a positive correlation with economic growth. The development of Small and Medium Scale Enterprises (SMEs), which have served as catalyst for economic growth and prosperity in many climes rests squarely on promotion of Entrepreneurial Education, spiced with activity based learning and interactive programmes.

Given that the Nigerian population is predominantly (2006 Census figure: 80%) made of youths between age 0 – 44years and the fact that the youths have a fixed attitude in favour of white collar jobs, there is the need for institutional approach to re-orientate the youths towards changing and imbibing entrepreneurial values.

 

 

EXPERIENCES SO FAR

Experiences within the last three academic sessions have shown that Entrepreneurial Education has become an integral part of the academic curriculum of Federal University, Oye-Ekiti. The academic aspect of the programme, which at the moment, is embedded in the General Studies Unit of the Faculty of Arts and Humanities, has been able to conceptualize and drive the synopsis and course contents for pedagogy, as well as introduce and sensitize students on the benefits inherent in self worth and actualization. The programme has succeeded in inculcating in the students the spirit of entrepreneurship and attitudinal change aimed at engendering the right values in them.

Not only have the students been taken through the rudiments of Entrepreneurship values and philosophy, they have also learnt some trades, which, given the necessary impetus, would make them masters of the trades, and in compliance with the National Universities Commission desire, the Students are presently being mobilized for the launching of the “Students Entrepreneur Club” known as “NETWORK FOR AFRICAN STUDENTS ENTREPRENEURS” (NASE). Executive Committees have been put in place and the draft Constitution of the Club is ready for review and ratification.

The underlying philosophy of the Entrepreneurship programme of the University is “to produce self reliant and creative graduates; to give them the leverage to become job creators through Entrepreneurial Education, with a cutting edge technology as part of their discipline.”

To achieve this lofty goal, there is, therefore, the need to take further steps.

 

 

 

 

MODUS OPERANDI

It will be important to form a Curriculum Development Team with the sole responsibility to connect interdisciplinary curve round the existing Faculties and Departments in the University. The University, has, therefore, come up with a more improved and appropriate curriculum, particularly for the Vocational Skills Development arm of the Centre. This shall be done in collaboration with all the Departments and Faculties.

The Centre had first and foremost, taken special notes of the natural endowment of the areas to serve; in this case, Oye and Ikole communities respectively. This has become a major plank on which entrepreneurial education is developed. For instance, there are untapped business opportunities in agriculture, solid minerals and even in the geographical locations. It is therefore appropriate for the Centre to have first taken inventory of the environment and its natural endowments, with a view to developing entrepreneurship curriculum that will make optimum use of such potentials. Here, we are poised to evolve Work-Study Programmes.

It is also important to observe global trend which supports enterprise facilitation as best introduced at the school levels..Critical components of academic curriculum are the new technological and socioeconomic orders such as outsourcing, off shoring, e-commerce etc. The contributions of Small and Medium Scale Enterprises to employment generation in Europe and North America are also models we are studying and to learn from.

 

Unlike the regular academic program, Entrepreneurial training is activity /competency based module, designed specifically to help the students think and expand their thinking frontiers constantly along the line of value creation with activities to connect classroom program contents to real life situation. It will also introduce students to career exploration modules as well as stimulate students’ growth in service, teamwork, goal setting, ethics and business management best practices.

 

BUSINESS INCUBATION.

One major component of Entrepreneurship facilitation will be the establishment of Business Incubators within the Centre, with the aim of linking theoretical training to practical exposure. This will position the Centre to offer relevant Support Services to business development especially at the start-up phase. This will involve providing advisory services, management / technical guidance, business and market information / database, e.t.c. Basically, the incubator will make it possible for the Centre to assist students with entrepreneurial potentials to transform ideas into business.

 

CURRICULUM DEVELOPMENT

Entrepreneurship is a special academic discipline and a way of life. There is therefore, the need to recognize the interdisciplinary value of entrepreneurship and weave it throughout the curricular. The skills learned in the entrepreneurship classes and workshops are vital for the success of any business.

 The starting point in entrepreneurship is the possession of the capacity to identify business opportunities. This will integrate many of the concepts, tools and practices of entrepreneurship that will equip the students with the skills to identify and evaluate business opportunities and to write, articulate and present new venture execution plans, business plans as well as understand the alternatives and trade-offs in financing, starting and operating business ventures and gain a better understanding of entrepreneurial capabilities. The course will afford students to handle feasibility assessments, venture viability analysis and resource acquisition.

 

 

 

KEY OBJECTIVES:

The aim of the Entrepreneurial Education as espoused in the curriculum is to provide FUOYE students with opportunities to:

• acquire knowledge and develop skills necessary to plan and begin a venture.

• embrace entrepreneurship as a way of life and be the change agents to engender employment generation.

 

GOALS:

Awareness: To develop an appreciation for the impact Entrepreneurs have on the economy and the complexity involved in planning, initiating, and operating a successful venture.

 

Technological Skills: To develop skills in using technology to enhance work and to recognize both the impact of technology on our society and the opportunities it creates for small business.

 

Communication: To develop communication skills, using appropriate vocabulary in context both in undertaking course work and in relating to customers, employers, and other parties.

 

Independent Learning: To promote a desire for lifelong learning and independent work practices.

 

Accountability: To instil a sense of responsibility for, and pride in one’s work.

Career Development: To develop an awareness of post – secondary training opportunities; to explore various entrepreneurial career opportunities, and to support students in making career decisions.

 

Personal Management Skills: To develop a strong and positive personal identity and to enhance self - esteem through success with planning, beginning, and operating a venture. An average person possesses natural survival instinct which is the core feature on which entrepreneurship is built. However, this trait needs to be nurtured to grow and blossom to a level of passion required for the individual to ensure business survival.

 

COMMUNITY PARTICIPATION

There is a huge role for the Centre to perform outside the University community, by providing the platform to train members of the general public on business skills.

Entrepreneurship education as lifelong learning process suggests that starting early and through all levels of education including adult education ensures the potency of such knowledge.  

 

Entrepreneurship education is fast spreading in higher education settings with specific focus on the concept of entrepreneurship and provision of hands-on experience and business management models for students to develop skills as entrepreneurs- in- the- making. This is a necessary response not only to the present level of unemployment but the ever changing technology frontiers.

 

Timmons and Spinelli (2007) recognize that it is possible to expose students in all fields to many of the vital issues of business and immerse them in key learning experience through case studies and real life sharing experience of successful entrepreneurs. The Centre for Entrepreneurship Development will offer the University the opportunity to fill the missing gap – business skills, risk bearing, creativity, talent management and innovation – in the core academic curriculum.

 

Curriculum Delivery Methodology– Entrepreneurship education is an activity based curriculum and the courses are to be delivered in a variety of ways combining classroom and computer-assisted instructions, community and practical workplace delivery approach.  

Course Work – Using innovative teaching methods to improve students’ creativity and analytic way of solving real life problems – practical coaching approach. It is important to introduce students to theoretical knowledge of the business skills. Theoretical entrepreneurship courses will be done through simulation of business environment to allow students acquire skills in the following areas:  

 

  • Nurturing Business Ideas

     

  • Innovation, Creativity and Invention

     

  • Financing the Entrepreneurial Ventures

     

  • Cash Flow Management

     

  • Business Start up Skill

     

  • E-Commerce and Entrepreneurship

     

  • Talent Management

     

  • Sales and Marketing Planning

     

  • Information and Communication Technology

     

    Experiential learning – Students will be allowed to learn through experiencing activities by performing and doing the task, then sharing the results, reactions, observations by discussing and analyzing the experience and then connecting the experience with real world situation and examples; and finally applying what was learnt to similar or different situation.

     

    Mentoring– The Centre shall adopt training delivery method, by identifying successful business leaders for the purpose of students through interactions through live seminal/workshops and on online platform.

     

    Twinning – Students will be organized to have real world industry experience through twinning business ventures / projects established by the Centre.

     

    Work Study Program – The curriculum is laced with work study programs and business partnerships. Efforts are presently being made to establish connections with Community Organizations that support entrepreneurship i.e. AGOA Centre, British Council, Leventis Foundation, FATE Foundation, National Board for Technology Incubation, National Directorate of Employment etc. This module permits students to apply school - based learning to workplace settings in the community. Through this, Students would be provided with an opportunity to experience the optional work- study component through appropriate placements. Work- Study Preparation and Follow-up Activities shall be covered prior to and following the Work Study modules.

    As a takeoff, presently, the Centre for Entrepreneurship Development and Support Services of the Federal University Oye-Ekiti is starting with the following skills acquisition programmes

  • Fashion Designing

  • Barbing

  • Hairdressing(with Manicure and Pedicure)

  • Furniture and Woodwork

  • Catering and Confectionery Services (incorporating Pop Corn production)

  • General Electrical ( for Computer Repairs, GSM and general Electrical installation)

  • Plumbing

  • Leather Works and shoe making

  • Wire Works and Beads Making

  • Screen Printing and graphic Arts

  • Photography and Web Design

  • Knitting

  • Hat Making

  • Fabric/Adire/ Kampala production

     

     

    The Centre shall also bid for jobs within the University and allow students to be involved in the execution of such jobs and profit sharing.

    MANAGEMENT CONSULTANCY SERVICES

    The Centre is determined to engage in Support Services to enhance the fulfilment of the Vision and Mission of FUOYE through an- open- window knowledge transfer and assistance to governments (Federal, State and Local Governments) ,as well as the Organised Private Sector in enhancing the productivity and efficiency of their personnel.

     

    FUOYE shall prepare students to be proactive, flexible and be able to adapt to the changing demands of modern economy. Learning shall be directed towards developing in our students those skills, competencies, understandings, and attributes which will equip them to be innovative, and to identify, create, and successfully manage personal, community, business, and work opportunities. It will encourage the development of skills and attributes that employers are looking for, such as teamwork, commitment and flexibility. It will also help to develop in students a realistic knowledge and understanding of business and working life.

    COMMUNITY PARTNERSHIP

    The most successful Enterprise Education projects are based on strong bonds between institutions and their local communities, especially the business and industrial communities. These engagements help to:-

  • Connect the work of the institution and the skills acquired to the wider world of the community and the work place, and even to the demands of the competitive global environment;

  • Extend the range of opportunities available to students beyond what the institution alone can provide;

  • Develop relationships between students and community members that results in an ongoing mentoring arrangements and further involvement of students in work or community activities;

  • Strengthen community supports for FUOYE and the curriculum it provides;

  • Effective engagement of the community in Enterprise education programmes and activities indicates that institution needs to consult and evolve relevant community organisations, businesses and individuals from the onset, rather than seeks support after things are in place.

  • Create sense of ownership which serves as a prerequisite for commitment, because people and organisations are more likely to embrace those things they helped to shape.

     

    BENEFITS TO FUOYE COMMUNITIES

  • Prospective partners have the opportunity to participate in the education and skills development of workers and future leaders.

  • Mentoring relationships have value for all the parties involved. Mentors generally gain and learn as much from the experiences as the students who receive their advice

  • Institution-community relationship involving business and industry provides students with a better understanding of the workplace and the competitive demands of the economy, and enable employers to discover the skills and capacities of students.

     

    EXTRACURRICULAR ACTIVITIES

    Entrepreneurial skills and attributes shall be developed through activities that are not strictly part of the timetabled curriculum, but instead, are institution-supported activities in which students must be involved. Some students have shown interest in dancing, drama and songs writing. Such students shall be assisted through the Theatre Arts Department where their talents and innate abilities and gifts shall be sharpened.

    There are also students who are aspiring to be professional footballers. Such talents and proficiency would come to the fore through the University football squad. Efforts would be geared towards this as soon as the University's football pitch is ready. Other sporting activities such as Basket ball and Lawn Tennis would be encouraged; many employments opportunities abound in this sub-sector.

    Agro business such as Grass Cutter Rearing, Flory Culture, Maize Farming, Cassava cultivation and Garri Processing as well as Mushroom seeds culturing and cultivation shall be encouraged in Ikole Campus. Other business areas such as Painting and Decoration, Fruit juice as well as Block making shall also be delved into. Interested students would key-in on these and understudy the processes and the management.

     

     

     

    SPECIAL" QUICKWIN" PROJECTS

    The Centre, before long, as one of the first steps, with the cooperation of Management and the relevant Departments, would establish either Table Water Processing Plant or a standard FUOYE Bakery. The market is already assured while the capital outlay shall be determined after the conclusion of the feasibility plans on the projects.

    Unarguably, the University is presently a "work-in-progress" and as such, there are many areas begging for attention and business opportunities particularly areas such as Land Scalping and Lawn Care as well as refuse collection. The Centre shall maximize these "waste to wealth" potentials for the benefits of the students.

    The Centre shall be relevant to the needs and aspiration of our immediate communities. Projects and products would be marketable in and around our local communities and most importantly, meet the Goals and Objectives, Vision and Mission of FUOYE.

    The Centre shall not be run as “business as usual” as decisions and steps shall be geared towards yielding positive results and profits. “Start small and aim big” shall be the watch word of the Centre. The staff of the Centre shall be committed and serious minded individuals, with proving records of determination to succeed and move the university forward. There shall be no “corner cuts”. Transparency would be the watchword of students and staff of the Centre. The best way to build our future leaders is to turn FUOYE graduates into active producers, creators, inventors, and employers of labour.

    Our communities can only be developed by involving all members as productive and valuable contributors to the economy, not just consumers. It is by so doing that the education of our youths can be soundly result oriented and rewarding.

     

    In summary, the Centre for Entrepreneurship Development and Support Services, Federal University Oye-Ekiti is aimed at achieving the following goals and objectives:

  • Enhance productivity through agric, technical and I.C.T skills acquisition.

  • Make students master, at least, one vocational trade that can guarantee self reliance

  • Equip students with the needed knowledge to make them successful entrepreneurs;

  • Empower the youths in and around the community through trickle down and multiplier effects

  • Provide an alternative means of finance for interested students within the University;

  • Serve as Management Consultancy arm of the University, with the aim of advancing knowledge and excellence through training, workshops, symposia and seminars to personnel of government as well as the private sector.

     

    PROSPECTIVE PARTNERS FOR RESEARCH AND EXCHANGE PROGRAMMES

  • Technology Incubation Centre, Ado-Ekiti.

  • National Directorate of Employment, Ekiti State.

  • Federal Polytechnic, Ado-Ekiti.

  • Landmark University, Omu-Aran, Kwara –State.

  • Federal University of Technology, Akure.

  • Afe Babalola University, Ado-Ekiti.

  • Joseph Ayo-Babalola University, Ikeji-Arakeji, Osun State.

  • University of Nigeria, Nsukka

  • AdekunleAjasin University, Akungba-Akoko, Ondo-State.

  • ObafemiAwolowo University, Ile- Ife, Osun State

  • University of Ibadan (UI)

  • University of Ilorin

  • Kaduna State University and

  • Kwara State University, Molete, Kwara State.

     

                                                                                    

 

 

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