JER

JOURNAL OF EDUCATIONAL REVIEW Vol. 7 • No. 1 • January-March 2014

© Serials Publications

ENTREPRENEURSHIP EDUCATION IN NIGERIA’S SCHOOLS: THE COUNSELLOR’S RESPONSIBILITIES Owolabi-Gabriel, Modupe A. Department of Educational Psychology, Tai Solarin College of Education Omu-Ijebu, Ogun State, Nigeria

This paper focuses on entrepreneurship education in tertiary institution and the role of counsellors in sustaining it. As a result of astronomical increase in the rate of unemployment in Nigeria, entrepreneurship education is included in the curriculum of schools and it is supported by NonGovernmental Organisations Religious Societies, Co-operative Societies, etc. Efforts are made to eradicate unemployment and develop the economy of the nation. This paper discusses Entrepreneurship education in the New Nigeria’s secondary school curriculum, its rationale in education and the role of counsellors in making the programme a huge success in Nigeria. The paper also gives recommendation on its sustainability. Keywords: Entrepreneurship, Education, Counsellor

INTRODUCTION Like many African nations, Nigeria is bedeviled with high rate of unemployment. In the 1960’s in Nigeria, school leavers had jobs waiting for them. Today, the reserve is the case as several thousands of Nigerian graduates roam the street. Olusakin (2010) found out that local media reports indicate that half of the Nigerian population are youth, 95% of whom are unemployed. He also observed that economy stagnation and poverty had driven a large percentage of this figure to crime. Akinola (2001) equally stated that these unemployed youths engage in vandalisation and unwanton destruction of lives and properties. Nwachukwu and Nwamuo (2010) are of the opinion that eradication of unemployment in the society demands a joint effort of the government, school, the youth themselves and the society as a whole. Although, the issue of poverty eradication has been a top priority of many governments and institutions, the truth is that the Nigerian government is yet to put in her best. In 2000, world leaders met in New York to adopt the United Nations Millennium Declaration committing their Nations to global partnership to reduce poverty and hunger, promote gender equality and empower women, ensure environmental stability, reduce child mortality,

combat HIV/AIDS, malaria and other diseases. Nigeria, as a signatory to the United Nations prepares to achieve the Millennium Development Goals (MDGs) by 2015 through functional basic education and in 2004 devised a blue print known as National Economic Empowerment and Development Strategy (NEEDS) to generate wealth, create employment, reduce poverty and engage in meaningful planning in education. All these provided the enabling environment for the rev iew of school curr icula to fit into the implementation and actualization of the ideal of NEEDS and MDGs. Government made a proposal for the review of the primary and junior secondary education curriculum into the nine year basic education curriculum. The approval of this proposal by National Council on Education in 2005 has led to the reviewing of senior secondary education curriculum. The new curriculum is expected to take into cognizance entrepreneurial development. In 2006, the presidency directed all Nigerian Higher Education Institution to include Entrepreneurship Education in the curriculum and should be made compulsory from 2007/2008 session. Little wonder, many tertiary institutions in Nigeria today offers courses in Entrepreneurship Education. Societies, Non-Governmental Organisations, Co-operative

152

JOURNAL OF EDUCATIONAL REVIEW, 7(1) 2014 © Serials Publications

societies all join hands with the government to organize training and development programmes and even to provide credit facilities. Entrepreneurship is the transformation of an innovation into a sustainable enterprise that generates value (William, Robert, and Carl 2007). It is the process of e ngaging in a business enterprises, often with some personal financial risk. According to Omolayo (2006), Awogbanle and Iwuamadi (2010), it is an act of starting a company, arranging business deals and taking risk in order to make profit through the education skills acquired. Entrepreneurs innovate new ways of manipulating nature and new ways of assembling and co-ordinating people. The innovator show that a product, a process or a mode of organization can be efficient and profitable and that elevates the entire economy (Delong, 2007). He is a person that searches for change, responds to change, exploits change by converting change into business opportunities (Arogundade, 2011). An entrepreneur is seen as an individual or group of individuals who have business ideas and the wherewithal to put the ideas into operation in such ways that wealth is generated and job opportunities are created for able bodied people of the population (Amosun; Sotonade, and Owoyele 2012). From the above definitions, an entrepreneur is one who brings together the factors of production such as land, labour and capital to provide a product or service for the people. In other words, the success and failure of the business is borne by the entrepreneur who is the owner and leader. So the entrepreneur needs to be equipped with special skills to identify business opportunities, to organize needed resources and to take advantage of such opportunities, while taking into cognizance the risks involved. ENTREPRENEURSHIP AND THE NIGERIA’S NEW SECONDARY SCHOOL CURRICULUM The announcement by the Federal Government that it would launch a new secondary school curriculum effective from September 2011, raised a lot of argument about what the curriculum is expected to achieve. There are questions about the value of the new curriculum at a time when the existing curriculum has not been implemented to a satisfactory level. There are also people who argue that a new secondary school curriculum does not hold the key to Nigeria’s school and economic transformation.

The National Policy on Education emphasizes among others, the acquisition of appropriate skills and the development of mental, physical and social abilities and competences as equipment for the individual to live in and contribute to the development of the society (FRN, 2004). In other words, quality of instruction at all levels has to be directed towards acquiring moral values and competences necessary for self-reliance. One of the shortcoming s of the for mer curriculum is that it could not achieve acquisition of entrepreneurial skills, strategies and communication skills. Consequently, it had no support for reducing poverty, creating jobs and wealth for graduands. In the new curriculum, the students are expected to choose one out of thirtyfive (35) trade entrepreneurship subjects which include photography, arts and craft, hairdressing, fishery, animal husbandry, auto-electrical work, auto mechanical work, airconditioning/refrigerator, painting and decoration, electrical installation and maintenance work, radio, TV and electrical work e.t.c. This is in addition to their core subjects and electives. The philosophy of the new secondary school curriculum is to generate secondary school graduates who are sufficiently equipped with practical knowledge and professional skills that should be usefully applied to the socio-economic development of the nation. For example, the skills that could lead to the graduates engaging in jobs that help to reduce poverty, create employment opportunities and consequently generate national wealth. Although, to achieve the objectives of the national policy on education, the importance of entrepreneurship education cannot be overemphasized, yet Ojekunle (2011) posed some challenges for the successful implementation of the curriculum in terms of providing facilities, accommodation of the entrepreneurial subjects on the time table and employment of personnel to teach the thirty-five (35) trade/entrepreneurial subjects. ENTREPRENEURSHIP EDUCATION AND COUNSELLING The ability of Nigerians to thrive in an increasingly knowledge based global society and economy depends on having a progressively well-educated population. Among the Nigeria’s National Educational goals are the inclusion of the types of values and attitudes for the survival of the individual and the Nigeria Society the acquisition

ENTREPRENEURSHIP EDUCATION IN NIGERIA’S SCHOLLS: THE COUNSELLOR’S...

of appropriate skills and the development of mental, physical and social abilities and competences as equipment for the individual to live in and contribute to the development of the society and the training of the mind in the understanding of the world around (National Policy on Education FRN 2004). Unfortunately, we cannot improve a world we do not understood neither can we advance if we do not comprehend ourselves, our strengths and our weaknesses. Education establishes a foundation for human growth, creativity and fulfillment thereby making the world and ourselves comprehensible and manageable. Entrepreneurship is a dominant force in the contemporary world. Although it emerges from commerce but cannot be restricted there because business is part of the Society. For entrepreneurship practice to be a mainstream and routine business practice, it must reflect its society’s view of how the world should work and how human beings should behave (Kauffman Report on Entrepreneurship Curriculum in America’s Higher Education 2008). In a report prepared by EIM Business and Policy Research for European Commission, DG Enterprises and Industry (2012) on Effects and Impact of Entrepreneurship Programmes in Higher Education, it was revealed that entrepreneurial education makes a difference. The research focuses on the impact of entrepreneurship key competence, impact on the interv entions towards entrepreneurship, impact on the individual’s employability and impact on society and the economy. The result of the study which was based on a survey among alumni of higher education institution in Europe who have attended entrepreneurship education and a control group of alumni that have not participated show that those who went through entrepreneurial programmes and activities displayed more entrepreneurial attitudes and intensions, get a job earlier after finishing their studies, can innovate more even as employees in a firm and start more companies. An entrepreneurial education is an enabling education. The union of the two is our best hope to bring humanity the greatest benefit from the finest outcomes of independent and creative learning (Kauffman Pane, 2008). Entreprenuership involves creativity, innovation risk taking, ability to plan and manage projects in order to achieve objectives. This helps everyone in day-to-day life at home and in the society. The demand for entrepreneurial learning has been and is still steadily increasing.

153

Many of Nigeria’s graduate engage in learning bead making, sewing, catering services, plumbing, music outside the university campuses, in order to be selfreliant. Even now that entrepreneurial education has been introduced into higher education, there are a number of obstacles hindering its success in Nigeria. These include shortage of human resources to teach these skills and funding of this type of education. Stimulating, innovating and growth-oriented entrepreneurship is a key to economic and societal challenge to which universities and colleges have more to contribute. It is clear that entrepreneurship education is a rapidly expanding and evolving aspect of higher education that requires proper support and development. Higher institutions are breeding grounds for creativity and exchange of ideas. Colleges and universities have embraced entrepreneurship making it a compulsory field of study in some cases resulting in emergence of entirely new vocations/careers. Anyamene, Anyachebelu, Nwokolo & Izuchi (2009) define counselling as a help or assistance given by a professionally trained person called counsellor to an individual or group of people who hav e challenges to help them understand themselves and their environment with a view to solving their problems, make necessary adjustment, make right decisions and live a satisfactory and productive life. Ubah (2010) found out that counselling will intensively equip students to sound public relation, self understanding and better management skills which will facilitate entrepreneurship development. As entrepreneurship education is being introduced into Senior Secondary Education Curriculum, the counsellor has a vantage position to make sure that the concept of entrepreneurship is explained in schools and promoted as a career opportunity for youths (Ewumi, Oyenuga & Owoyele, 2012). Onyilofor (2013) revealed that education, sense of industry, problem solving, enabling environment and planning are various ways professional counsellors help in repositioning curriculum innovation in Nigeria. Onyilofor (2012) also argued that an education system that promotes selfreliance, sense of industry and builds capabilities will go a long way in limiting economic frustration. Grisham (2005) listed the skills that will help entrepreneurs in their business ventures – selfesteem, self-confidence, assertiveness, sense of control, coping skills, problem solving, among others. All these are skills that the counsellor

154

JOURNAL OF EDUCATIONAL REVIEW, 7(1) 2014 © Serials Publications

should focus on when having counselling sessions with students. Watts and Kidd (2000) posit that guidance comprises a range of processes designed to enable individuals make informed choices and transition related to their educational, vocational and personal development. Njoku (2007) asserts that the school counsellor should be able to create awareness, motivate and create orientation services. Anagbogu, Nwakolo, Anyamene, Anyachebelu and Umezulike, (2013) found out that counsellors are not allowed to practice fully, not exposed to further training. Counselling equipments like the counselling clinic and materials such as radio, television, one way mirror, furniture are not in most secondary schools and tertiary institutions, unavailability of internet facilities, and low counsellor-client ratio. Tambawal (2007) suggested that relevant equipment and facilities needed for running counselling programmes should be provided. Akinade (2009) suggested that counsellors should be trained and re-trained. Aliu and Ibe (2008) highlighted entrepreneurship education goals which include: 1. ability to identify problems using critical and creative thinking. 2. work effectively with others and cultivate the ability to resolve conflict. 3. organize and manage one’s activities. 4. collect, organize, analyse and evaluate decisions that must be carried through. 5. communicate and negotiate effectively. 6. ref lect an experienc es and various strategies for effective learning. 7. consider self-employment as a viable option upon graduation. Counselling and entrepreneurship education are inseparable because the major goal of the two concepts is to identify potentials present in individuals which can be explored and maximized for self and corporate development. Success in entrepreneurship requires leadership skills. PROFESSIONAL COUNSELLOR’S RESPONSIBILITIES School counsellors are employed for the purpose of providing specialized support for students with exceptional needs. These personnel consult and collaborate with teachers, administrators, parents and other personnel or agencies to support students’

success at school. The school counselor acts as a liaison between the school, the home, the community and other agencies to help the students function effectively and achieve their fullest potentials. Professional school counsellors identify a philosophy based on school counselling theory and research/evidence-based practice that recognizes the need for all students to benefit from the school counselling. They act on these philosophies to guide the development, implementation and evaluation of a culturally relevant and comprehensive school counselling programmes. Professional school counsellors create a mission statement supporting the school’s mission and collaborate with other individuals and organisation to promote all students’ academic career and socio-personal development. The school counsellors provide competent services to students, parent/guardian, school staff and the community. They provide intervention activities to meet students immediate and future needs. Professional school counsellors serve a vital role in maximizing student success (Stone and Dahir, 2006). Through leadership, adv ocacy and collaboration, school counsellors promote equity and access to rigorous educational experiences for all students. Professional school counsellors support a safe learning environment and work to safe-guard the human rights of all students of the school community (Sandhu, 2000). They also address the needs of the students through culturally relevant prevention and programmes that are parts of a comprehensive school counselling programmes (Lee, 2001). As a result of these major roles, the American School Counsellor Association recommends a school-counsellor-to-student ratio of 1:250 (America School Counsellor Association, 2009). The school counsellor is expected to carry out the following duties and responsibilities: 1. Provide direct counselling services to students. 2. Participate in the identific ation and planning process with regards to the unmet needs of children and youth in the school. 3. Collaborate with teaches and other school personnel in providing services to students and families. 4. Have the highest regard for, understand and communicate to others in the limitations, privacy and confidentiality.

ENTREPRENEURSHIP EDUCATION IN NIGERIA’S SCHOLLS: THE COUNSELLOR’S...

5.

6.

7.

8.

9. 10.

11.

12.

13. 14. 15.

16.

17.

18.

19.

20.

Help parents understand their child more objectively and set appropriate goals for their child’s learning. Conduct home visitation when deemed necessary and appropriate with the safety of the counsellor being a priority. In consultation with other school staff, inform parents of their child’s adjustment and progress from the school’s view. In conclusion with other school staff, initiate, co-ordinate and facilitate meetings to address specific school or student needs. Mediate the process of direct parent-child or parent school encounters. Provide referral and assist students and par ents to access other c ommunity resources and agencies when necessary. Communicate and inform the general progress of students to the principal and school staff on an ongoing basis. Work collaboratively with other disciplines on the students’ services team to provide comprehensive services to students. This may involve meeting with other providers to share information when appropriate and permissible to do so. Provide documentation and report to students as requested. Maintained confidential counselling record. Organise orientation programmes for new secondary and tertiary institution students to raise their awareness of self employment and entrepreneurship as possible career options. Organise group and individual counselling to help students develop positive selfconcept and to educate them on the uniqueness of individuals. Apply personal inventory/scale to students in order to identify their areas of interest and to channel their potentials towards it. Provide specifi c business skills and knowledge of how to start and successfully run a business. Encourage good value system by giving talks on virtues that will promote good interpersonal relations and stamping out vices such as greed, hostility, etc. Entrepreneurship cannot be separated from leadership. Would-be entrepreneurs should

155

undergo thorough leadership training. Counsellors should focus on leadership skills during group counselling. CHALLENGES OF PROFESSIONAL COUNSELLORS Anagbogu, Nwakolo, Anyamene, Anyachebelu and Umezulike, (2013) found out that counsellors are not allowed to practice fully, not exposed to further training. Counselling equipments like the counselling clinic and materials such as radio, television, one way mirror, furniture are not in most secondary schools and tertiary institutions, unavailability of internet facilities, and low counsellor-client ratio. Tambawal (2007) suggested that relevant equipment and facilities needed for running counselling programmes should be provided. Akinade (2009) suggested that counsellors should be trained and re-trained. The challenges facing professional counsellors include: • Functional counselling centres • Inability to practice freely due to lack of support from employers • Too much workload • Ignorance on the part of schools’ administrators • Non-provision of refreshers’ course • Counselling Association Society of Nigeria not doing enough to promote the objectives of the association. RECOMMENDATIONS The purpose and goals of entrepreneurship education should be based on a broadly defined set of outcomes, not just on a narrow measurement of the number of start-ups created from universities. Entrepreneurship education is not only about developing attitudes, behaviours and capacities at the individual level, it is also about the application of these skills and attitudes that can take many forms during an individual’s career, creating a range of long-term benefits to society and the economy. Entrepreneurship and innovation must be deeply embedded into the curriculum to develop a new spirit and mindset among students. Until there is enough focus and critical mass entrepreneurship knowledge and materials within an institution, it will be difficult to leverage that content into other courses.

156

JOURNAL OF EDUCATIONAL REVIEW, 7(1) 2014 © Serials Publications

Enough fund should be made available to technical colleges which are saddled with the responsibilities of training youth on skills such as automechanics, electrical electronics, welding, car pentry , painting, tailoring, typing and shorthand, etc. The current pool of entrepreneurial teachers should be expanded. Entrepreneurs and others with entrepreneurial experience should be allowed, encouraged and trained to teachers. Growing the base of experienced educators not only means providing necessary training and education, it also requires expanding the definition of ‘educators’ beyond teachers to include entrepreneurs and other practitioners. The Nigerian government should support the Counselling Association of Nigeria (CASSON) by ensuring that all primary, secondary and tertiary institutions have functional counselling centres. Strong link should exist between the schools and the local community. Individuals in the community should also serve as role models, particularly if they are alumni of the school, as well as coaches and mentors. Encouraging links between universities and the private sector will enlarge the flow of technology transfer. Other recommendations include: – nec essary ince ntives to e ncour age entrepreneurship should be provided. – measures should focus on local market’s needs and context. – Nigerian government should support workshops and training programmes for teachers of entrepreneurs. – colleges and universities should encourage and promote the application of learning by doing thorough project-based learning, internships and consulting. – Entrepreneurship should be introduced even at the primary schools counselling service should be functional. – Teachers and parent should inculcate the right values into children. – Government should provide the facilities necessary for learning these kills. – Professional counselor should make sure that individual differences are catered for when choosing entrepreneurial skills. – Professional counsellors should be made to go for re-training periodically to acquaint them with new techniques of counselling.

–

–

School authori ties should give the counsellors free hand to create awareness of counselling programmes. Government should include counsellors when taking decisions that concerns the school system. CONCLUSION

The role of education at every in society is changing. No longer are universities and colleges expected to stay within the ivory towers. Today academia is expected to be equal partners to the public and private sector alike. The moment is right for a significant evolution of entrepreneurship education in Nigeria between the growth of new universities, the reform of existing ones and the high level of interest in entrepreneurship by students, university administrators and policy makers. Nigeria has the opportunity to learn from models around the world especially from Americ a whic h star ted entrepreneurship education over fifty years ago. Sustainability is the key issue. In order words, the objectives of these programmes should be clear from the start and outcomes should be measured to ensure that they yield the intended result. The idea that graduates would be equipped with relevant skills to become well prepared for their world of work deserves national support. However, the success and implementation of the curriculum rest on the government, teachers, students and more importantly the college counsellors. For sustainability of entrepreneurship education, there is need for counselling right from primary schools. Making a choice from thirty-five alternatives is indeed a challenge because the individual is to take into consideration, his interest, abilities, disabilities, skills, aptitude, emotion, value and other personality traits. As a result, for youths to make right choice of subjects and occupations, they have to be guided. Counselling, an integral part of the school system should be made functional. Counsellors should be provided with facilities and enabling environment to help the students in choosing options that will be most beneficial to them. References Akinade, E. A. (2009), Psychological Testing in Counselling. CASSON J. (Special Edition) 25 (1): 86-95. Akinola, C. I. (2001). Teaching Entrepreneurial Skills through Business Eduycation. The challenge and

ENTREPRENEURSHIP EDUCATION IN NIGERIA’S SCHOLLS: THE COUNSELLOR’S... Strategies for Business Educators. Business Educators Journal, Vol. III (4). Aliu, S. & Ibe Gregory (2008), Recent Trend in Entrepreneurship Education in Nigeria Prospects and Challenges. http://www.isbe.org.uk/dr.sola American School Counsellor (2009), The Role of the Pro fessional School Counsellor. www.americanschoolcounsellor.org. Anagbogu, M. A.; Nwokolo c. M.; Anyamere, A. N.; Anyachebelu F. E. & Umezuhke r. O. (2013), Professional Challenges to Counselling practice in Primary Schools in Anambra State, Nigeria. The Way Forward. Academic Journals, Vol. 5 (5), 97103. Anyamene, A. N., Anyachebelu, F. E; Nwokolo, C. N. & Izuchi, M. (2009), Strategies for Promoting Entrepr eneur ship Edu catio n among undergraduates: The Perception of Counsellors Unizik Orient Journal 3(1), 87-96. Aro gundade, B. B. (2011), Entr epren eurship Education: An Imperative for Sustainable Development in Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 2 (1) 26-29). Arogundade, A. C. & Iwuamadi, K. C. (2010), Youth Unemployment: Entrepreneurship Development Programme as an Intervention Mechanism. African Journal of Business Management 4 (6), 831-835. http://www.academicjournal.org/AJBM. Retrieved on 10th October, 2013. Delong, J. B. (2007), Creative D estr uction’s Reconstruction: Joseph Schumpeter Revisited the Chronicle of Higher Education, Vol. 54 (15), Page 88. EIM Business and Policy Research for European Commission, DG Enterprises in Industry (2012), Effects and Impac t of Entr epren eurship Pro grammes in High er Education. Entrepreneurship Unit, A Report of Directorate General for Enterprise and Industry European Commission B-1049 Brussels. Ewumi, A. M.; Oyenuga, A. O.; Owoyele J.W. (2012), Entrepreneurship Education as Panacea for Youth Une mploy ment: Implication of Vocational Cou nselling for Su stain able Natio nal Development. Journal of Education and Practice, Vol. 3 (14), 73-77. Federal Republic of Nigeria (2004), National Policy on Education. 4th Edition. Grisham, M. (2005), An ticipated Benefits of Counselling http//www.secas.com.au/index/ php/ survivor/9/133/ 3 June 21,2010

157

Kauffman Panel on Entrepreneurship Curriculum in Higher Education (2008), Entrepreneurship in American Higher Education. A report from the Kauffan Panel on Entrepreneurship Curriculum in Higher Education. Kansas City. MO Kauffman Foundation. Lee, C. (2001), Cultur ally Responsive School Counsellors and Programmes: Addressing Needs of all Students. Professional School Counselling. 4, 163-171. Njoku, O. C. (2007), Optimization of Service Delivery in the Traditional Sector: Issues and Challenges. Nwachukw u, L. C. & Nwamuo P. (2010), Entrepreneurship Development for Sustainable Livelihood among Youths in Imo State: Implication for Counselling. Conference Proceedings, CASSON 2010, 1, 18-26. Ojekunle, S. O. (2011), The New SSEC: Objectives, Scope and Effective Implementation: The Role of Guidance Counsellors: A Paper presented at a oneday seminar organized by CASSON Ijebu Bloc, Ogun State Chapter, Tuesday, 13th September, 2011. Olusakin, A. M. (2010), Counselling for Sustainable Livelihood with Target Clients: The Nigeria Adolescent and Youths. A Lead Paper Presented at the 2010 Conference of the Counselling Association of Nigeria CASSON held at Enugu. Omolayo, B. (2006), Entrepreneur in Theory and Practice. In F. Omotosho, T.K.O. Aluko, O. L., Wale Awe and G. Adaramola (eds). Introduction to Entrepreneurship Development in Nigeria, AdoEkiti, UNAD Press. Onyilofor, F.N.C. (2012), Sustainable Teacher Education and Professional Counsellor in the 21st Cen tury . A paper presented at the KET International Conference, Ghana, July 2012. Onyilofor, F.N.C. (2013), Repositioning Guidance and Counselling and Curriculum Innovation in Higher Education in Nigeria. Journal of International Education Research, Second Quarter, 2013, Vol. 9 (2) 153-163. Sanhu, D. S. (2000), Allienated Students: Counselling Strategies to curb School Violence. Professional School Counselling 481-85. Stone, C. B. & Dahir, C. A. (2006), The Transformed School Counsellor. Boston, M. A., Houghton Mifflin Company. Tambawal M. U. (2007), Counselling for Effective Management of Human Resource s. Paper presented at the 2007 CASSON Conference at Ota, Ogun State, August 14-17.

158

JOURNAL OF EDUCATIONAL REVIEW, 7(1) 2014 © Serials Publications

Ubah, A. C. (2010), Perceived Impact of Guidance and Counselling Services on the Development of Entrepreneurial Skills for Sustainable Livelihood amo ng students. CASSO N Con ference Proceedings. 1, 219-227. Watts, A. G. & Kidd J. M. (2000), Guidance in the United Kingdom: Past, Present and Future.

British Journal of Guidance and Counselling, 28 (4), 485-502. William J. B., Robert E. L. & Carl J. S. (2007), Good Capitalism, Bad Capitalism and the Economic of Growth and Prosperity. Yale University Press.

��������������������������������������������������������������������������� ��������������������������������������������������������������������������������� �����������������������������������������������������