Business Education as a discipline occupies a high position of relevance in the socio-economic scheme of things in this country. It is observed that the course which lacked governmental and societal acceptance at its rudimentary stage now asserts itself as a sine-qua-non for personal, social and corporate survival of developing economies.

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In Nigeria today, acquisition of either middle-level or high-level business education skills has become a life-battling ambition of the literate class. The unemployment situation, mostly among youths, has become a pinching economic problem that up till now keeps crying for solution. Thousands of school leavers and even University graduates are in the labour market in need of what to do for a living. Many of them are reluctantly awakened to jobs not so looked upon in those days. Jobs like "car wash", driving taxi cabs and buses, gate-keeping etc. to mention a few. Certificates are therefore turned useless with non-availability of white-collar jobs in both the public and private sectors.
BUSINESS EDUCATION
Business education is a major component of vocational education. A design field of study for the development of skills, attitudes, appreciation, creativity as well as creation of awareness and competencies in the office work and business world. Business education is a programme of instruction, which consists of office education, which is a vocational education programme for office career workers through initial refresher and upgrading education. He further explained that general business education is a programme that provides learners with information and competencies which are needed by all in managing personal business affairs and in using the services of business. Business education is an aspect of educational programme offered at the higher institution of learning which prepares students for careers in business. It is education needed to teach people business in order to be a good citizen of a society. It is a profession of itself. It is education designed with the primary skilled aim of elevating one’s skills as well as providing citizens with the required skilled to secure gainful employment as to earn a living and to succeed in life through further education. Business education is seen by laymen as those business subjects taught at the secondary school level as well as private institutes
BUSINESS EDUCATION PROGRAMMES
In every business education programme, there are always competing interest groups. These include the administrators or policy makers who provide the resources, the programme developers – professionals or experts who design the curriculum, the operators or instructors and the programme consumers or students who are the ultimate beneficiaries of the programme. The perceptions of these various interest groups are often at odds, depending on these expectations and orientation. In their assessment of the programme, which may involve both quantitative and reflective approaches, they may reach different conclusions. Very often, programme objectives, philosophy and other attributes are viewed from different perspectives. But despite these perceptual differences, when they are brought together to assess the programme on a provided set of criteria, there will likely exist an area of congruence among all the interest groups, this area of congruence among the various interest groups constitutes the “Kernel of truth of the business education programme being evaluated. The Business Education programme in higher institutions of learning has always been looked down upon. People prefer their students and wards to become lawyers, doctors, accountants etc. In spite of this problem, the government is not helping the situation by not funding the programme adequately.
ENTREPRENEURSHIP DEVELOPMENT
Entrepreneur is a person who tries to do something new, visualises a business opportunity, organises the necessary resources for setting up the business and bears the risk involved. An entrepreneur may be termed as an innovator, an organiser and a risk bearer. As an innovator, the entrepreneur introduces new products in the market; finds out new markets for existing products; introduces new production technology; launches new marketing strategy and so on. He bears the risk and uncertainties associated with the business activities. He organises all the factors of production like land, labour and capital and sets up the business to take advantage of the opportunity. It has been said that entrepreneurship is essential for economic development. In capitalistic economies, the entrepreneurs played an important role in their development. In socialist economies, the state played the role of the entrepreneur. But in a developing country like India which followed the path of mixed economy, both the government and the private entrepreneurs played an equally important role. Of course, there has been a significant increase in entrepreneurship in India in the post liberalisation period. People have now begun to realise the crucial role the entrepreneurs have to play for achieving the goal of economic development.
ENTREPRENEURSHIP DEVELOPMENT PROGRAMMES (EDPs)
It has been rightly told that entrepreneurs are not born, they are made. Entrepreneurship does not emerge and develop of its own. Its emergence and development depends upon an environment in which entrepreneur can learn and discharge his assigned responsibility in an efficient manner. The government can also play a positive role in the emergence and development of entrepreneurship by providing training, incentives, concessions etc and by creating an environment conducive for the growth of entrepreneurship. All these help the entrepreneurs to undertake creative actions; thus, entrepreneurial development is essentially a process in which persons are injected with motivational drives of achievement and insight to tackle uncertain and risky situations, especially in business enterprises. But the real problem is how to develop entrepreneurship. Entrepreneurship development programmes (EDPs) are designed and developed to offer solutions to this problem. The entrepreneurs can be created and nurtured through appropriate interventions in the form of entrepreneurship development programmes. Entrepreneurship development has, therefore, become a matter of great concern in all developing and under developed countries all over the world. It refers to the process of enhancing entrepreneurial skills and knowledge through structured training and institutionbuilding programmes. Entrepreneurship development programmes have emerged as an important strategy for development of human resources for promoting small and medium enterprises in developing and underdeveloped countries which are characterized by lack of entrepreneurship, pockets of urban industrial concentration and large scale unemployment.
BUSINESS EDUCATION AND ENTREPRENSURSHIP DEVELOPMENT NEXUS
Business education is often categorized into three approaches. Teaching “about” entrepreneurship means a content-laden and theoretical approach aiming to give a general understanding of the phenomenon. It is the most common approach in higher education institutions. Teaching “for” entrepreneurship means an occupationally oriented approach aiming at giving budding entrepreneurs the requisite knowledge and skills. Teaching “through” means a process based and often experiential approach where students go through an actual entrepreneurial learning process. This approach often leans on the wider definition of entrepreneurship, and can be integrated into other subjects in general education, connecting entrepreneurial characteristics, processes and experiences to the core subject. While the “about” and “for” approaches are relevant primarily to a subset of students on secondary and higher levels of education, the embedded approach of teaching “through” entrepreneurship can be relevant to all students and on all levels of education. Some important challenges have however been identified when trying to embed entrepreneurship into education this way, such as resource and time constraints, resistance from teachers, assessment challenges and cost implications.
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