REPOSITIONING EXPERIENTIAL LEARNING IN BUSINESS EDUCATION FOR YOUTH ENTREPRENEURSHIP AND ECONOMIC TRANSFORMATION IN THE NIGER DELTA

Abstract

The continuing need to prepare young people for productive employment, self-reliance and enterprise creation has increased attention to the practical orientation of Business Education in the Niger Delta. Although Business Education is expected to develop occupational and entrepreneurial competencies, achieving this mandate requires learning experiences that connect classroom knowledge with authentic business situations. This opinion paper examines the need to reposition experiential learning in Business Education for youth entrepreneurship and economic transformation in the Niger Delta. It discusses experiential learning as an approach through which students acquire entrepreneurial competencies by participating in practical activities, reflecting on experience and applying knowledge to real business problems. Project-based learning, problem-based learning, business simulations, internships, mentorship, student enterprise projects and industry-linked activities are examined as approaches capable of strengthening opportunity recognition, creativity, problem-solving, financial management and enterprise-management competencies. The paper argues that moving from predominantly classroom-centred instruction towards purposeful classroom-to-enterprise experiences can improve young people's preparedness for self-employment and productive participation in the economy. Inadequate facilities, weak institution-industry linkages, limited funding, educator capacity and insufficient exposure to authentic enterprise environments may, however, constrain implementation. The paper concludes that experiential learning can strengthen the contribution of Business Education to youth entrepreneurship and economic transformation when systematically integrated into curriculum implementation. It recommends stronger experiential curriculum implementation, sustained educator development, institution-enterprise partnerships, improved learning resources and competency-based assessment.