Abstract
In the 21st century developing nations, it is crystal sharp that sustainability of any growth and poverty reduction depends on the quality of mental and spiritual capacity of the people that make up any society.
Therefore, the need to encourage paradigm shift, redefine work, encourage value driven service and encourage change initiative driven by people that make up any system can not be over emphasized.
Peter F Drucker in his book management challenge in 21century said one can not build performance on weakness.
Among the developing nations where talent and providence is beginning to be embraced just as it were in the developed nations the strength of individual integrated interdependently becomes the fastest way to strengthen any economy.
Alvin Toffler in his book, third wave, said illiterate of 21st century are not people who can not write and read but people who can not learn, unlearn and relearn.
Research has shown, as also authored by peter F Drucker in his book management challenge in 21st century, that people who recognize their strength learn faster and does it without coercion and perform best.
The Nigeria issue
• According to a research the vast majority of unemployed graduates cite the lack of jobs as their primary reason for unemployment;
• 60% of Nigeria University and higher institution products are unemployed.
• The vast majority of unemployed graduates refer to the lack of jobs and government insensitivity as their primary reason for unemployment.
• Majority of undergraduate say education service offers in 21st century does not have direct relevant to work in the 21st century organization
• Majority of university graduate that are employed resolved to do what is called self discovery or trade with endowed gift or talent. In Nigeria, a surplus of this people are in entertainment industry
• Of the 25 million Nigerian child that enroll into primary school and secondary school in Nigeria ,only 1.6 million gets into Higher education institution and 60% percent of these graduate don’t get a full time job
• Among the graduate that later enjoy financial freedom was because of discovered gift or talent enhanced to give value
• The Nigeria higher educational system is ridden with what is technically known as the funnel syndrome. It is assimilating and educating only a fraction of the critical mass of society the youth – while neglecting a larger uneducated and talented mass.
Neo Academic purpose
In the formal higher academic setting of many poor countries built in the industrial age that was in active and effective existence from 1800 to 1960 (By academic setting I mean university, polytechnic and college of education), syllabus were put in place and they have been without improvisation for decades and as at today may not meet the demand of a moving society of organizations of 21st century.
Rolf P Lynton and Udai pareek, 2000 said “To learn, people need to feel the need for learning…more often people need enhanced skills to qualify them for a task they have or wish for, to feel more effective in life and love, to understand particular relationships and life events better, to make sure they continue growing. Some people feel this last need often and take pride in their ability to learn new habits.”
Steve Covey in “7 habits of highly effective people” explains that it takes one with private victory to experience public victory.
The purpose of syllabus and test is to understand the students’ ability to recall. When students are able to cram and pass it is misunderstood for test of knowledge.
What I found common among all the Europe nations is skill as ability to effectively apply knowledge and practices in work places and institutions.
Although, academic is a basic step but knowledge acquisition is a continual process for any worker that want to keep working and be relevant in a work place.
Professor Michael Nimier, of the American University of London, said, “If a candidate already has all they need, then they shouldn’t do an MBA! If they don’t, they should look at what credentials and more importantly what set of skills that can move organization forward and it is acquire when relevant knowledge is acquired.”
Private sector role in establishment of Entrepreneurship-University: Vision of Knowledge and information technology skills for universal performance in 21st century.
Generic Name: KITSUP-21C
In my view every vibrant private sector should make a deliberate policy to partner with national ministry of education and other stake holders in education services for these objectives:
-have a common ideology on purpose of work in the 21st century knowledge economy;
-envision the expected challenge and how to manage the challenge in the knowledge economy;
-find answer to what is the next kind of economy after knowledge economy;
-redefine the role and relevance of industrial age (1800-1960 concept) built tertiary institutions and 21st century entrepreneurs in the interconnectivity world;
– understand culture and teaching in every society;
– understand whose ideology is shaping economy and its implication to development;
– participate in redesigning curriculum that fit 21st century work definition;
-proliferate the best practice ideology among citizenry;
– provide linkages between education, technology, innovation and the labor market and knowledge worker;
-place more importance on practical training with momentous opportunities for innovative workplace experience;
– play an essential role in job and wealth creation through established talent productivity;
– encourage creation of over 1 million (in poor societies) new services and goods of qualitative values in next three years by encouraging people talent exploration policy.
Entrepreneurship University as best alternative
My fresh idea is establishment of Entrepreneurship University as public private funded project in developing nations. The vision of the university is to turn out graduates that will come out not to seek Job, as a term of agreement for enrolment, but to produce innovative services that support continual mutual development of existing private and public organizations.
Concentration should be on areas of high competence and high skill. It takes far more energy and far work to improve from incompetence to low mediocrity than it takes to improve from first-rate performance to excellence. And yet most people- and equally most teachers and most organization-try to concentrate on making an incompetent person into low mediocrity. The energy and resources and time-should instead go into making a competent person into a star performer. Peter F Drucker 1999
The talent of people makes competency less expensive to arrive at.
The word talent: Areas of high competent, is not new but effective organized crop of talented people for socio-economic development is rare. And management of such within small and medium scale industry such as music industry and artistry, just to mention two is not effectively organized and manage, in developing nations, for direct national economy development and such can not easily translate to poverty reduction.
Among the qualification for enrolment into this university is talent and stated vision for unemployment reduction in the society.
The role of capital venture and investment banks would be vital in the establishment processes of the university.
Talent management in Entrepreneurship University
Foremost, Identifying a critical needed skill of enrolling Entrepreneurship University undergraduate—especially to achieving high performance.
The second, identifying what performance “excellence” means for each Entrepreneurship University undergraduate. By analyzing what the top-performing individuals do right—their behaviors, as well as their value system or value in priority order, skills, exposure and experiences, basic primary and secondary education or its equivalent (self pace study) education— Entrepreneurship University management can help a greater percentage of the talented learning student move toward the higher end of what excellence or success means to them.
Entrepreneurship University will trail a series of metrics as among success index identified by private and government:
• Number of students admitted on seasonal basis
• Types of talent assessed and skills to improve performance
• Number of students who got admitted mutually agreed toward service support for existing public and private organization
• Students feedback on impact of knowledge impartation
• The reduction in unemployment index
• Numbers of new services and goods taken to market after Entrepreneurship University student graduated into society.
