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Gender Dynamics in the Igbo Apprenticeship System: Exploring Women's 

Participation in South East Nigeria. 

Ogochukwu Agatha Okpokwasili, PhD 

Philosophy Department, 

Nnamdi Azikiwe University, Awka, Nigeria  

ao.okpokwasili@unizik.edu.ng 

 

& 

Ignatuis Nnaemeka Onwuatuegwu, PhD  

Philosophy Department,   

Nnamdi Azikiwe University, Awka, Nigeria  

in.onwuatuegwu@unizik.edu.ng 

 

Abstract 

The Igbo apprenticeship system has been a longstanding cultural practice in the Eastern 

Nigeria which have played major roles in the region's economic growth and development. This 

abstract examines the different gender dynamics within this apprenticeship system and 

explores the extent of women have been involved in this traditionally male-dominated practice 

over the years.  The Igbo apprenticeship system was primarily initiated for young boys in the 

community whose parents cannot further their academic studies. They are taken in as 

apprentices to be mentored by established male artisans or traders in various fields such as 

blacksmithing, pottery, trading, and craftsmanship. This practice has provided valuable 

empowerment and entrepreneurial skills to young men, allowing them to establish their own 

businesses and contribute to the local economy. Recent socio-cultural changes and gender 

dynamics have resulted in an increase in the interest and involvement of women in the 

apprenticeship system in Igbo. This abstract examines the factors that influence women’s entry 

into occupations traditionally dominated by men, as well as the obstacles they face in their 

quest for apprenticeship opportunities. Drawing on qualitative analytical methods, such as 

interviews, focus groups, and observations, the study collected data from male and female 

apprentices and mentors, as well as community members. The aim of the study is to determine 

the motivations, experience, and results of women who have opted to participate in Igbo 

apprenticeship systems. The results suggest that women’s participation in the apprenticeship 

scheme is driven by a mix of economic necessity, self-employment aspirations, and changing 

social norms. Some women struggle with resistance and gender bias within the system, while 

others have overcome these obstacles and established themselves as experienced artisans and 

entrepreneurs. 

 

Gender Dynamics in the Igbo Apprenticeship System: Exploring Women's … - O.A. Okpokwasili, PhD & I.N. Onwuatuegwu, PhD 

mailto:in.onwuatuegwu@unizik.edu.ng


                                     

 

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Keywords: Igbo apprenticeship system, gender dynamics, women's participation, 

entrepreneurship, economic empowerment. 

 

Introduction 

Igbo apprenticeships, also known as "Igba boi" or "Imu olu," are a traditional economic and 

social structure in southeast Nigeria that is popular among the Igbo people. It is a system 

whereby young people, usually males, are put under the instruction of seasoned artisans or 

traders to learn a trade or craft. Although historically the apprenticeship system has been 

dominated by men, there have recently been initiatives to investigate and support women's 

participation. Let's examine the changing position of women as we further explore the gender 

dynamics of the Igbo apprenticeship system. 

The system of apprenticeship in Igbo originates from patriarchal traditions that kept women 

out of economic activities and restricted their role to housework. Therefore, women were 

largely excluded from apprenticeship system, which was seen as a man's domain. The primary 

purpose of apprenticeship system was to transfer skills, knowledge, and wealth from one 

generation to the next, which further contributed to the inequalities between men and women 

in terms of work and economic opportunity. However, due to social changes and increasing 

awareness of gender parity, the dynamics of apprenticeship system has changed. Today, women 

are questioning traditional norms and seeking economic opportunities outside of the home. 

They are motivated by reasons such as financial autonomy, family support and self-

determining. 

Although Igbo apprenticeships for women are still lower than apprenticeships for men, there 

are a number of promising women apprentices and entrepreneurs emerging. Women are starting 

to enter the trades that were traditionally male occupations, including tailors, hairstyling, 

catering, and fashion designing. These women apprentices face a lot of obstacles, including 

social stigma, limited resources, and insufficient support networks. However, their resilience 

and perseverance make them able to overcome these obstacles and find their niche within the 

apprenticeship system. 

This same Igbo apprenticeship system needs the mainstreaming of gender issues. Numerous 

individuals and organizations are contributing. NGOs, surrounding communities, and the 

government are all working to advance female empowerment and support their participation in 

apprenticeship programs. A few of the things being done for female apprentices involve 

networking, training, mentorships, and access to credit. The Igbo community, in addition to 

outside assistance, is crucial to increasing the participation of women. The community's 

perception of women's importance to economic growth is going to cause a gradual shift in how 

it views female apprentices. Some artisanal professionals are now more willing to accept 

female apprentices and sharing their expertise. 



 
 

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It is important to note, however, that gender dynamics within the apprenticeship system in Igbo 

are complex and multi-faceted. Women’s opportunities and challenges in their apprenticeship 

journey continue to be shaped by traditional beliefs, cultural norms and economic constraints. 

Achieving gender parity and full apprenticeship participation requires long-term commitment 

at both the personal and societal levels. This includes education, breaking down gender 

stereotypes, and ensuring equal access to opportunities and resources... 

Despite the fact that the apprenticeship system in Igbo has traditionally been dominated by 

men, there is a continuous movement towards women’s inclusion in the system. Women’s 

participation in the apprenticeship system is increasing over time, but there are still challenges 

to overcome. Gender mainstreaming and women’s economic empowerment efforts are helping 

to overcome these obstacles and open up opportunities for female apprentices. However, 

continued advocacy, support and changes in social attitudes are essential for women’s 

participation to reach its full potential in the Igbos apprenticeship system. 

 

Igbo Apprenticeship System 

Before delving into Igbo apprenticeship, we will first of all have an understanding of what 

apprenticeship is all about. Darwinbox (2023) said that: 

Apprenticeship is a training program for individuals who desire to become recognized in a 

specific trade or craft and do so in a way that adheres to the most current standards. The person 

completing the apprenticeship is known as an apprentice, and this individual learns the 

necessary skills of her or his chosen trade by carrying out common tasks for a predetermined 

length of time. Training is administered by a seasoned trade or craftsman. While an 

apprenticeship could be compared to classroom learning, apprentices receive pay while 

learning how to become experts in their trades. Examples of industries that offer 

apprenticeships include healthcare, food preparation / serving, manufacturing and public safety. 

The research Associate, Centre for Economic Performance, London School of Economics and 

Political Science (2023) defines it as: “the expression apprenticeship means any system by 

which an employer undertakes by contract to employ a young person and to train him [or her] 

or have him [or her] trained systematically for a trade for a period the duration of which has 

been fixed in advance and in the course of which the apprentice is bound to work in the 

employer's service.”  

Ryan et al (2010) defined it as “training programmes that combine vocational education with 

work-based learning for an intermediate occupational skill (i.e., more than routinised job 

training), and that are subject to externally imposed training standards, particularly for their 

workplace component.” Things noted in all the definition offered above about apprenticeship: 

a. It is a training program for a particular skill. 

b. The apprentice learns the trade or skill from a master and later works for the master in 

return. 

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There is a reason that Igbo apprenticeship is well-known throughout the world. The distinction 

between this apprenticeship and others is the cause. It is something special and metaphysical 

that highlights the Igbo man's humanity. Ujamah (brotherhood) is a characteristic of Igbos. 

When she stated that: "These are the reasons why African brotherhood, Igwebuike, Ujamah 

was established," Okpokwasili (2023) provided a detailed explanation of what she meant. This 

concept of Igwebuike encourages the development of the awareness that everyone must work 

together for the common good of all while eschewing all forms of rivalry. Igbo apprenticeship 

served as a prime example of this African brotherhood. Heidegger (1927) emphasized the idea 

of "being-in-the-world" and the notion that a fundamental feature of human existence is 

practical interaction with the outside world.   

Ezeajughu (2021) said that The Igbo Apprenticeship System is an “unpaid business 

apprenticeship/incubator model that allows people learn business from a master for a certain 

number of years depending and at the end of their apprenticeship tenure, get cash infusion and 

support to start their own business”. Aristotle in his “Nicomachean Ethics" and "Politics" 

emphasized the importance of practical knowledge and experiential learning. His concept of 

"phronesis" or practical wisdom emphasizes the role of experience in developing virtuous 

action. Apprenticeship, with its focus on hands-on learning and skill development, aligns with 

Aristotle's emphasis on the practical application of knowledge. Again  

The Igbo apprentice system, also known as "Igba boi," as culled from Njoku, Chinedu F (2012) 

and Uchendu, Victor C. (1985)   is “a traditional system of apprenticeship that has been 

practiced by the Igbo people of southeastern Nigeria for centuries. It is a cultural and economic 

institution that plays a crucial role in the socialization, skill development, and economic 

advancement of young individuals within the Igbo society”.  John Dewey, an American 

philosopher and educational reformer, highlighted the significance of learning through doing. 

1n his "Experience and Education (1938), he emphasized on “experiential and democratic 

education, where students engage actively in their learning process”. Dewey's ideas resonate 

with the notion of apprenticeship as a form of learning that involves active participation and 

practical experience. 

The origin of the apprenticeship system can be traced back to pre-colonial Igbo trade and 

commerce. Pre-colonized Igbo communities were involved in a variety of inter- and intra-

regional trade. Igbo culture of entrepreneurship dates back to the 15th century when slaves 

were traded in the slave trade. By the 1800s, thousands of slaves of Igbo origin were sold at 

Bonny and Calabar.  This pattern of trade continued till slave trade era ended.  Unlike most 

other African communities, slaves from Igbo origin were exposed to entrepreneurship through 

their owners trading commodities such as spice, sugar, tobacco and cotton for export into 

Europe, Asia and America. . The entrepreneurship of the slaves ignited the entrepreneurial spirit 

of the Igbos and this encouraged them to quickly engage in various forms of entrepreneurship 

in the pre-colonial period.  

This is the reason why it seems like Igbo’s are mainly traders and they are occupying vast 

positions in major markets in Nigeria. Alaba international market is mainly occupied by Igbos 



 
 

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which has ignited several outrages from Lagosians in recent times. There is this general notion 

that an Igbo man will come to a foreign land with nothing other than the cloths on his body but 

in the next few years you will see him buying lands from the owners of the land themselves. 

An Igbo man has somewhat of a “survival spirit” inherent in him that can make him withstand 

any harsh economic condition around him.  The Igbos are leading in the areas of manufacturing. 

In this group you will see our Nnewi traders like Innoson motors leading the group. We have 

so many other industrialists of Igbo origin doing so well in manufacturing, importation and 

exportation. They have even delved into clearing and forwarding of goods inside the country. 

This entrepreneurship culture of Igbos has been sustained until the present age by the 

apprenticeship framework. Young Igbo men and women are still sent out as apprentices in 

various trading centers within and outside their community. This apprenticeship system 

allowed experienced traders to impart skills, knowledge, and business acumen to younger 

generations. 

The Igbo apprentice system is a form of indentured apprenticeship where young individuals, 

known as "Igba boi" are placed under the care and tutelage of a master or mistress, referred to 

as the “Oga” or “Madam”." The Oga or Madam could be a successful trader, artisan, or 

professional in a particular field. The apprentice lives with the Oga/Madam and learns the trade 

or craft through hands-on experience. The system serves multiple purposes within Igbo society. 

It acts as a means of education and skill acquisition, providing practical training and knowledge 

in various trades such as blacksmithing, carpentry, weaving, trading, and farming. 

Apprenticeship is also seen as a rite of passage, fostering discipline, work ethic, and the 

development of a strong moral character. 

The duration of apprenticeship varies depending on the trade and the agreement between the 

apprentice and the Oga/Madam. It typically lasts for a period of three to seven years, during 

which the apprentice receives training, room, and board from the Oga//Madam. In return, the 

apprentice provides labor and assistance in the daily operations of the trade. At the end of the 

apprenticeship period, the apprentice undergoes a "freedom ceremony" called "Idu nwa boi" 

marking their transition from apprentice to a skilled individual who can establish their own 

business or practice their craft independently. The apprentice will receive some form of capital 

or resources from the Oga/Madam to start their own venture. 

The Igbo apprenticeship system is rooted in the cultural and philosophical values of the Igbo 

people of southeastern Nigeria. It embodies several key philosophical principles that underpin 

its existence and significance within the Igbo society. Here are some of the main philosophical 

ideas behind the Igbo apprenticeship system: 

a. Igbo culture is based on the principle of Communalism, which emphasizes the 

interdependence and inter-connectivity of people within the community. This is 

reflected in the apprenticeship system, which encourages the exchange of knowledge, 

skills and resources from masters to apprentices for the common good of the 

community. This reflects the notion that individual success is linked to the overall 

success and development of the community. 

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b. The Igbo people have a deep respect for their ancestors. They consider them to be 

important spiritual beings and a source of wisdom. The apprenticeship system is a way 

for the Igbo people to pass down their knowledge and traditions from one generation to 

the next. Through the apprenticeship system, skills, crafts and cultural practices are 

passed down from generation to generation. This way, the Igbo people preserve their 

ancestral wisdom and strengthen their spiritual and cultural identity. 

c. Igbo apprenticeship is based on the philosophy that “practical knowledge” and 

“experiential learning” are more important than “formal education” or “formal 

training”. Practical knowledge refers to being able to do things on the spot and directly 

involved in a particular trade or craft, whereas “formal” education is limited to 

theoretical knowledge. This philosophy recognizes that the best way to develop skills 

and expertise is through hands-on experience, mentoring, and observation. This way, 

apprentices can gain a deeper understanding of the trade or craft they are interested in. 

d. The work ethic and discipline of apprentices are instilled in the apprenticeship system. 

The apprenticeship system teaches hard work, dedication and perseverance. The 

apprentices are expected to take part in the day-to-day work of the trade, help their 

masters, and contribute to the development of the business. The work ethic and 

discipline instilled in apprentices are based on a responsibility-driven, self-disciplined, 

and high-achieving philosophy. 

e. Igbo apprenticeship system promotes entrepreneurship and self-sufficiency. The 

apprentices learn a trade or craft but also develop the skills and knowledge needed to 

set up their own business in the future. The apprenticeship system promotes self-

sufficiency and independence, enabling them to play an active role in the economic 

growth and development of their communities. 

The philosophical roots of the apprenticeship systems are rooted in the Igbo people’s cultural 

values and aspirations for community growth, cultural preservation and individual 

empowerment. The apprenticeship system continues to play an important role in the economic, 

social and cultural development of the Igbo society. Despite modernization and urbanization, 

the apprenticeship system is still present in many Igbo communities. It continues to provide 

practical skills and knowledge to those who may not be able to attend formal education. The 

system also promotes social unity and intergenerational solidarity by ensuring the transfer of 

traditional values, traditional practices and indigenous knowledge. 

 

 Gender Dynamics 

Gender dynamics according to Mauela& Lorena (2019) is the: “connections and 

communications between boys, girls, men and women; contingent upon how they are revealed, 

gender dynamics can strengthen or contest existing norms”. Brady 2022) noted that: “gender 

is dynamic because our lives are dynamic”; it is not simply a matter of inner self-perception, 

but also of affinity with others” (Ricks: 2019) and of “responsiveness to the context(s) we find 

ourselves in” (Cobert: 2008). An Igbo apprenticeship is a process in which young people (both 



 
 

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men and women) learn a trade or craft under the mentorship and guidance of an experienced 

artisan or tradesperson. The apprenticeship lasts for several years and the apprentice learns the 

craft, skills, and business practices related to the trade. The apprenticeship system is highly 

respected in Igbo society because it is a means of economic empowerment and knowledge 

transfer from one generation to the next. When it comes to gender dynamics in Igbo 

apprenticeships, here are a few things to keep in mind: 

a. In the Igbo society, there was a traditional division of labor. This meant that certain trades 

were mainly done by men, while others were mainly done by women. For example, 

blacksmiths, carvers, and other labor-intensive trades were mostly done by men. 

Women, on the other hand, were mainly involved in textile weavers, potters, and 

traders. This traditional division of labor had an impact on the apprenticeship types 

offered to people depending on their gender. 

b. Igbo apprenticeship has seen a change in gender roles in recent years. Women are 

becoming more involved in trades that have traditionally been dominated by men, 

including carpentry, electronics and auto repairs. This is due to changing societal 

attitudes and women's desire for economic independence. 

c. Gendered socialization influences the types of apprenticeships that people choose to 

pursue. Cultural norms and expectations can influence parents’ decisions to enroll 

children in certain apprenticeships on the basis of their gender. For instance, parents 

may choose to enroll their sons in apprenticeships that are traditionally considered more 

prestigious or more financially advantageous. 

d. Society’s perceptions and expectations can have a significant impact on the experiences 

of both male and female apprentices. For example, female apprentices may face gender-

specific biases or stereotypes in their chosen trades. However, there are also examples 

of female apprentices receiving strong support from mentors and communities, which 

can help to create a more inclusive and empowered environment. 

All in all, Igbo apprenticeship continues to reflect traditional gender roles, but it’s slowly 

changing to reflect more gender dynamics. As women’s roles change in apprenticeships, there’s 

a growing appreciation of their skills and a push towards gender parity within these economic 

structures. 

 

Women's Participation 

The traditional apprenticeship system was based on the idea of passing skills and knowledge 

down from generation to generation within certain trades, such as blacksmiths, potters, carvers, 

traders, basket weaving and many other occupations. The apprenticeship system worked on a 

hierarchical system, with apprentices learning from masters and gaining experience until they 

were able to start their own business. Women did not participate in the traditional 

apprenticeship system, and were often confined to domestic roles. They were expected to 

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acquire skills related to housework, child-raising, and agriculture. This gender-based division 

of labor limited women’s access to economic opportunity and entrepreneurship. 

Women apprenticeship in recent times has been converted to “Imu Olu aka”. It has become a 

trend that young female school graduates who have no money to further her education usually 

engage herself in learning a skill. Hardly you will see a young Igbo lady who is not in the 

university roaming the streets. Where you see them will be in their madam’s shop learning one 

skill or the other. At the expiration of the training, the apprentice will be set free by the madam 

and given a certificate that certifies that she participated in the training for the said duration. It 

is not only young and unmarried girls that engage in the said training but young married women 

also engage in such training.  Many factors could be attributed to this growing trend.  However, 

we will mention few of them below and they are: 

a. As a result of changing societal norms, gendered roles and expectations have changed 

over the years in Igbo society. There has been a gradual shift in attitudes towards the 

empowerment of women and their economic independence. People are beginning to 

recognize that women can do things that men can only do in the home. 

b. The role of education and awareness in broadening women’s perspectives the role of 

education in broadening women's perspectives increased access to education External 

influences in women’s lives Empowerment through education Challenge traditional 

norms Non-traditional careers Participation in apprenticeship system. 

c. In light of the economic situation and the need to earn money for the family, some women 

have started to look for economic opportunities outside of traditional occupations. In 

Igbo, the apprenticeship system is a great way for women to gain skills, become 

financially independent, and support their families. 

d. Women’s Groups, Cooperatives, and Associations have created a network of support for 

women who want to join the apprenticeship program. These networks provide 

mentorship, education, and tools to help women succeed in the apprenticeship program 

and in various trades. Although women's participation in the Igbo apprenticeship 

system has increased, challenges and gender disparities persist. Some of these 

challenges include: 

e. Some trades are still dominated by men, and women often face obstacles when trying to 

enter these areas. Traditional beliefs and prejudices still hold sway in some areas, which 

limit women’s access to apprenticeship programs in certain trades. 

f. Mentorship and networking opportunities for women apprentices may be limited. 

Women apprentices may find it difficult to find female mentors and network with 

women in their fields of expertise. Lack of role models and networks for women 

apprentices can make it harder for women to succeed in the apprenticeship process 



 
 

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g. Women often struggle to find a balance between family duties and apprenticeship 

education. Household duties, child care, and social pressures can make it difficult for 

women to fully immerse themselves in apprenticeship programs. 

Women’s Apprenticeships in Eastern Nigeria Women’s apprenticeships in Eastern Nigeria is 

available in a variety of sectors. These apprenticeships involve hands-on learning and the 

development of practical skills in a particular trade or occupation. Apprenticeships vary 

depending on the region and industry, but here are some of the areas where women can take up 

apprenticeships in East Nigeria: 

a. Apprenticeships in Fashion and Tailoring: The fashion industry provides 

apprenticeships for women who want to learn how to construct, pattern-make, and 

design garments. Women can work with skilled tailors and fashion designers to learn 

how to make traditional Nigerian clothing or modern fashion. 

b. Beauty and Cosmetology: Women who want to learn about beauty and cosmetology 

can do so by taking an apprenticeship in a beauty salon, a spa, or a cosmetic shop where 

they can learn about hairdressing techniques, makeup arts, and skincare and other skills 

related to beauty. 

 

c. Catering and Culinary Arts: Apprenticeships in the culinary industry are open to 

women who want to learn how to cook, bake, or work in a restaurant, hotel, or catering 

business. Women can gain hands-on experience in various culinary skills and food 

preparation. 

d. Arts and Crafts: If you're a woman looking to get into arts and crafts, Eastern Nigeria 

is a great place to start! You can get an apprenticeship in pottery, beads, weaving, or 

any other traditional craft. Plus, you'll get to work with experienced artisans and learn 

how to make unique pieces with traditional techniques. 

e. Agriculture and Farming: Agriculture is an integral part of the economy of Eastern 

Nigeria. Women can take up apprenticeships in the fields of agriculture, poultry, 

fishing, and horticulture, learning about crop growing, animal husbandry, and 

sustainable agriculture. 

f. Trade and Commerce: Apprenticeships are also available for women in a range of 

trades and commercial fields, including retail and merchandising apprenticeships and 

small business management apprenticeships. Women can gain hands-on experience in 

business management, customer service and marketing. 

Apprenticeship opportunities can be found through local trade associations, community 

organizations or directly by contacting professionals in your field. Networking, asking 

questions about available apprenticeships and showing enthusiasm and commitment will 

increase your chances of getting an apprenticeship position. Efforts are ongoing to overcome 

these obstacles and ensure greater gender balance within the Igbos apprenticeship system. Non-

Governmental Organisations (NGOs), government initiatives and advocacy groups are 

providing mentorship, training and support specifically for women apprentices. Awareness 

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campaigns and education programs are also being implemented to break gender stereotypes 

and promote a more inclusive apprenticeship approach. 

It is worthy to note that in recent times, Igbo women has cut across so many barriers and are 

doing so well not only in skills but as owners of businesses themselves. As culled from 

LinkedIn list of richest Igbo women and their sources of wealth. 

 Dr. Stella Okoli who hails from Nnewi, Anambra State, is the founder and manager of 

Emzor Pharmaceuticals, which produces and distributes over 30 drugs across Africa. 

She has an estimated net worth of 800 million U.S dollars. 

 Pearlena Igbokwe is the Chairman of Universal Studio Group, a division of NBC 

Universal. She was in charge of creative development, casting, and production which 

produced wonderful series like "The Good Place", " New Amsterdam, and Russian 

Doll". She also produced top-rated programs like "The Blacklist", "Blindspot", and 

"This Is Us". She has an estimated net worth of 50 million dollars. 

  Arunma Oteh.   A native of Abia State, she is a prominent woman in the business 

world, and one of the richest Igbo women in Nigeria. She was the Treasurer and Vice 

President of the World Bank, and she served as the Director-General of the Securities 

and Exchange Commission, (SEC) in Nigeria. She has also worked for the Havard 

Institute for International Development, and the Centre Point Investments Limited in 

Nigeria. She was recognized on the Powerlist 2020 for the most influential people in 

the U.K of African/African-Caribbean heritage.  Her exact net worth is yet to be known 

 Linda Ikeji can best be described as the "Queen of Blogging". She is the founder of 

“lindaikeji’s blog", the most recognized blog in Africa. She is also an entrepreneur and 

writer. She is a public figure from Nkwerre, Imo State. Forbes describes her as a 

powerful and influential woman. She is also considered the 17th most powerful woman 

in Journalism. She has an estimated net worth of 40 million U.S dollars. 

 Genevive Nnaji. She is a well-known Nigerian actress that has appeared in over 100 

movies. She comes from Mbaise, Imo State. She was the First Lady to win an award 

from Africa Movie Academy Awards and City People Awards for best Nigerian actress. 

She was reportedly paid 3.8 million dollars by Netflix for the movie, "Lionheart" 

  Diezani Alison.  Madueke is a Nigerian female politician and the first woman to head 

OPEC as its President. She was also the First Female Minister for Transportation and 

Petroleum Resources. According to Forbes, she has an estimated net worth of 500 

million U.S dollars. 

  Stella Oduah is a Nigerian Senator and a native of Anambra state. She served as one-

time Minister for Aviation and the Director of Finance and Administration during 

former president Goodluck Ebele Jonathan's Campaign. She has an estimated net 

worth of 600 million U.S dollars. 



 
 

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Women’s participation in apprenticeship varies across South East Nigeria depending on the 

region, culture, and social norms. Traditionally, women have participated in apprenticeships in 

some trades, but there are still considerable gender gaps in terms of access and opportunities 

Nnewi women are an important group of women from the Southeast region of Nigeria. They 

are well-known for their hard work, enterprise, and contribution to the economical and social 

growth of their society. Nnewi is the capital of Anambra state, which is located in the southeast 

part of the country. Women have played an important role in the development of the economy 

of the state, especially in trade, manufacturing and commerce. Women in Nnewi are well-

versed in business and have achieved success in various business activities, such as trading in 

fabrics and jewelry, food and consumer goods. 

Nnewi women have built successful businesses and are active in both domestic and foreign 

trade. They are known for their resilience, diligence, and ability to adjust to changing market 

circumstances. Some women have gone into manufacturing industries, including automobile 

spare parts, plastic, and electronics, which have contributed to the town’s industrial 

development. Women are also active in community development and philanthropic activities. 

They have established various women’s organizations and associations to deal with issues that 

affect their community, including education, health, and women’s empowerment. These groups 

provide mentorship and support to younger women, who are encouraged to pursue education 

and business. Nnewi women are also active in the sale of consumer goods. 

Nnewi women not only contribute to the economy but also play an active role in the social and 

cultural life of the community. Nnewi women take part in the traditional ceremonies, festivals 

and cultural events to preserve and promote the culture of the Igbo nation. All in all, the South 

East Nnewi women have proven to be a force to be reckoned with in terms of strength, 

resilience and determination. They have played an important role in the economic, social and 

cultural development of their communities and continue to be a source of inspiration for future 

generations of women across Nigeria.  

Apprenticeship is an integral part of South East Nigeria’s culture and economy. It is a way for 

people to gain professional skills and knowledge. Traditionally, apprenticeships have been 

mainly for men, and some trades have been seen as more appropriate for women. This is 

especially true of tailoring, hairstyling, cooking, ceramics, and traditional handicrafts. In recent 

years, however, women’s involvement in apprenticeship has become increasingly important. 

Governments, NGOs, and community-based initiatives have been working to improve gender 

equality and women’s empowerment through skill acquisition programmes. These programs 

are designed to break down gender barriers and provide women with the opportunity to learn 

and develop skills in various trades. These programs often include apprenticeship training 

programs, apprenticeship workshops, and apprenticeship mentorship programs. By promoting 

and supporting women’s participation in apprenticeship, they help to increase their economic 

independence and overall empowerment. 

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Women involvement in apprenticeship has gone far and has equally evolved as we can see. 

Women apprentices in the Igbo apprenticeship system can benefit in several ways from their 

madams (female mentors or trainers). These benefits include: 

a. Skill Development: Apprenticeship provides women with hands-on training and 

practical skills in a specific trade or profession. Their madams serve as experienced 

mentors who pass on their knowledge, expertise, and techniques. Through this 

mentorship, women apprentices gain valuable skills that can help them establish their 

own businesses or secure employment opportunities in the future. 

b. Access to Networks: The relationship between apprentices and their madams often 

extends beyond the training period. Madams can introduce apprentices to their 

networks of clients, suppliers, and other professionals in the industry. This access to 

networks can help women apprentices establish connections, build relationships, and 

expand their professional opportunities. 

c. Guidance and Support: Madams play a crucial role in providing guidance and support 

to their apprentices. They offer advice, share experiences, and help apprentices navigate 

the challenges and complexities of their chosen trade. This mentorship can boost 

apprentices' confidence, provide emotional support, and help them overcome obstacles 

they may face during their training and beyond. 

d. Business and Financial Knowledge: In addition to technical skills, madams often 

impart business and financial knowledge to their apprentices. They may teach 

apprentices about pricing, budgeting, customer relations, and marketing strategies. This 

knowledge equips women apprentices with a well-rounded understanding of their trade 

and enhances their entrepreneurial capabilities. 

e. Role Modeling: Madams who have succeeded in their respective trades serve as role 

models for women apprentices. Their achievements and accomplishments inspire 

apprentices and demonstrate that women can excel in traditionally male-dominated 

industries. Seeing successful women in leadership positions encourages apprentices to 

pursue their goals with determination and challenges societal norms and expectations. 

f. Empowerment and Independence: The apprenticeship system provides women with 

opportunities for economic empowerment and independence. By learning a trade, 

women gain the skills and knowledge necessary to generate income and support 

themselves financially. This economic independence can have a transformative effect 

on their lives, enabling them to make decisions, contribute to their families' well-being, 

and exert agency in their communities. 

Overall, the relationship between women apprentices and their madams offers numerous 

benefits, including skill development, access to networks, guidance, business knowledge, role 

modeling, and empowerment. By investing in women's training and mentorship, the Igbo 

apprenticeship system can contribute to breaking down gender barriers, promoting gender 

equality, and fostering the economic and social advancement of women in South East Nigeria. 

 



 
 

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Entrepreneurship 

Entrepreneurship is a multifaceted concept that has been studied and defined by scholars from 

various disciplines. Hisrich, R. D et al (2017) said that "Entrepreneurship is the process of 

creating value by bringing together a unique combination of resources to exploit an opportunity 

and generate innovative ideas that result in the establishment of a new venture." Shane, S 

(2000) also said that "Entrepreneurship refers to the process by which individuals, either 

independently or within organizations, identify, evaluate, and exploit opportunities to create 

value through innovation. It involves the combination of resources, including human, financial, 

and social capital, to launch and grow new ventures or foster entrepreneurial activities within 

existing organizations." Alvarez, S. A (2007) said that: "Entrepreneurship is the process by 

which individuals, teams, or organizations identify and pursue entrepreneurial opportunities 

without being immediately constrained by the resources they currently control."  

Entrepreneurship is generally referred to as the process of identifying, creating, and pursuing 

opportunities to start and manage a business or organization. It involves the willingness and 

ability to take risks, innovate, and mobilize resources in order to transform ideas into viable 

ventures. Entrepreneurs are individuals who exhibit entrepreneurial traits and behaviors, such 

as being proactive, opportunity-oriented, and resilient. Entrepreneurship encompasses a wide 

range of activities, including: 

a. Opportunity Identification: Entrepreneurs are those who are able to identify and 

evaluate opportunities in the marketplace or society that are often overlooked by others. 

They can identify unmet demand, market opportunities, or problem solving solutions. 

b. Innovation and Creativity: Entrepreneurs are people who are able to identify and 

evaluate opportunities in the marketplace or society. They find gaps in the market or 

innovative solutions to issues that others may not see. 

c. Risk-Taking: Entrepreneurs are risk-averse and willing to embrace the uncertainty and 

risk of failure that comes with starting and managing a business. Risk-averse because 

they recognize that risk is inherent in the pursuit of opportunity and are willing to 

confront and manage it. 

d. Resource Mobilization: In order to run a successful business, you need to have access 

to and use a wide range of assets. These assets include but are not limited to: Financial 

capital (equity) Human capital (people, skills, and talent) Social capital (network and 

relationships) Physical assets. 

e. Business Planning and Execution: Business plans are the strategic documents that an 

entrepreneur creates outlining their vision, objectives, plans, and operational elements. 

Business plans are executed by the management of operations, marketing strategy, sales 

strategy, finance strategy, and other essential elements of the business. 

f. Growth and Scaling: Growth and scalability are at the core of entrepreneurship. As an 

entrepreneur, your goal is to grow your business, gain market share, and discover new 

markets or growth opportunities. 

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Entrepreneurship is not just about creating new businesses. It is also about taking part in 

entrepreneurial activities in your organization. For example, intra-preneurship involves 

employees engaging in entrepreneurial behaviors to drive innovation and growth. In 

conclusion, entrepreneurship is a dynamic, multi-dimensional process that creates new 

opportunities, drives economic growth, drives innovation, and drives social progress through 

positive change. Apprenticeship program aims to foster the entrepreneurial mindset within your 

organization. 

 

Economic Empowerment 

Economic empowerment refers to the ability of individuals or communities to improve their 

economic status, gain control over economic resources, and have the freedom to make 

economic decisions that shape their lives. It involves enhancing access to economic 

opportunities, resources, and markets, as well as increasing income, asset ownership, and 

economic security" (Kabeer, 2005). "Economic empowerment denotes the process of 

enhancing individuals' or groups' capacity to access, controls, and benefit from economic 

resources, assets, and opportunities. It involves the removal of systemic barriers, the provision 

of relevant skills and knowledge, and the creation of an enabling environment that enables 

individuals to generate sustainable income, improve livelihoods, and achieve economic self-

sufficiency" (Narayan, 2010). 

Economic empowerment is the process of giving people or communities more power and 

influence over their financial opportunities, resources, and decision-making. It entails giving 

people the tools they need to raise their income, improve their overall economic status, and 

improve their financial well-being. Economic empowerment includes a variety of elements, 

such as: 

a.  Ensuring that underserved and marginalized populations have access to and use financial 

services like banking, savings, credit, and insurance. This makes it possible for people 

to manage their finances, accumulate savings, and make investments in sources of 

income.  

b. Creating opportunities for people to acquire the knowledge, education, and vocational 

training they need to improve their employability, their capacity for entrepreneurship, 

and their ability to earn money. Individuals can access better job prospects and income-

generating opportunities by expanding their knowledge and capabilities. 

c. Supporting programs and policies that encourage job creation, lower unemployment, and 

improve labor market participation. This can entail activities like fostering 

entrepreneurship, assisting small and medium-sized businesses (SMEs), and enhancing 

methods for matching job candidates with open positions 

d.  Gender equality involves addressing differences in economic opportunity and 

participation based on gender. Initiatives for economic empowerment frequently 



 
 

136 
 

concentrate on reducing the gender gap by promoting equal access for women and girls 

to financial services, education, employment, and entrepreneurship. 

e. Ensuring fair access to economic resources like markets, capital, land, and technology. 

By granting people access to these resources, they can improve their quality of life by 

participating in profitable economic activities. 

f.  Social safety nets are put in place to lessen economic vulnerabilities and shield people 

and communities from shocks and risks. Examples include conditional cash transfers, 

unemployment benefits, and health insurance.  

g. Providing training, mentoring, access to capital, and market opportunities to support the 

growth of small businesses, startups, and entrepreneurship. Entrepreneurship can foster 

innovation, spur economic growth, and create jobs. 

h. Although Igbo apprenticeships for women are still lower than apprenticeships for men, 

there are several promising female apprenticeships. Empowering individuals and 

communities through economic empowerment plays a vital role in poverty reduction 

and social inclusion, as well as in sustainable development. Through economic 

empowerment, inequalities are reduced, productivity increases, and a more prosperous 

and inclusive society is created. 

 

Evaluation and Conclusion 

The Igbo apprenticeship system is one of the socio-economic institutions in South East Nigeria 

that has had a significant influence on the gender dynamics of the region. In the past, the 

majority of apprenticeship positions in the system belonged to men and women had a limited 

presence in the system. Over the past few years, the apprenticeship system has changed 

significantly in terms of the participation of women. The apprenticeship system has always 

been based on masculine values. Cultural norms and traditional beliefs taught women that some 

skills and occupations are more suitable for men. This has meant that women were limited to 

doing domestic work and working in informal industries. On the other hand, men were able to 

monopolize lucrative and prestigious jobs. Exclusion of women from the apprenticeship 

scheme contributes to their economic disadvantages and worsens gender inequality.  

Women’s economic position in Nigeria, urbanization, increased access to education, and 

globalizations have all contributed to the development of the Igbo apprenticeship system. These 

factors have enabled women to break the traditional gender roles and occupy occupations that 

are traditionally dominated by men. Women entrepreneurs, women’s education, cultural 

changes, and support from women’s organizations have all played a role in women’s 

involvement in the system. However, as women have started to participate in the system of 

apprenticeship in Igbo, they have faced many challenges and obstacles. Gender stereotypes, 

cultural resistance, and the persistence of patriarchal values are some of the reasons why 

women are not able to enter and succeed in certain trades. Other factors that impede women’s 

progress include discrimination, limited access to resources, and the burden of household 

duties. 

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Despite these challenges, women's participation in apprenticeship in Igbo has been on the rise. 

Women's involvement in apprenticeship has resulted in many positive outcomes, such as 

economic independence, improved social status, and greater power in the family and 

community. Successful women who enter and excel at apprenticeship become role models for 

other women to follow, challenging traditional gender roles, and pursuing career paths that are 

not expected of them. To improve women's participation in our apprenticeship system, we need 

to overcome socio-cultural obstacles and implement inclusive practices. This can be done by 

raising awareness, sensitizing the public, and implementing policy interventions that support 

women's education, training, and access to finance. Collaboration between women's 

organizations, government agencies, and traditional institutions will also help to create an 

enabling environment that values and supports women's involvement in a wide range of trades.  

In short, South East Nigeria’s apprenticeship system has traditionally been dominated by men. 

However, more and more women have started to participate in the apprenticeship system. 

Although there are still challenges, women are beginning to overcome these barriers and 

diversify into different trades. This is helping them to become financially independent and 

challenging the traditional gender roles. We must continue to work towards making the 

apprenticeship system more inclusive and work for everyone in the region.  

 

 

  



 
 

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https://www.igi-global.com/book/role-language-symbols-promotional-strategies/192043

