







































 
 

56 
© 2024 by the author; licensee Eastern Centre of Science and Education, USA 

 

Asian Business Research Journal 
Vol. 9, 56-63, 2024 
ISSN: 2576-6759 
DOI: 10.55220/25766759.192 
© 2024 by the author; licensee Eastern Centre of Science and Education, USA 

 
 

 

 
Youth entrepreneurship and national development: Evaluating the effect and 
challenges of the Gambia's National Youth Service Scheme 

 
OGBETA, Kingsley Oghenekevwe 
 

 
 

Department of Management Sciences, School of Business and Public Administration, University of the Gambia, The Gambia. 
Email: kogbeta@utg.edu.gm    
   
 

 
Abstract 

The study critically examines the significant role of the National Youth Service Scheme (NYSS) in 
youth entrepreneurial development in The Gambia. Also, it evaluated the strategic structures 
adopted by the NYSS; assessed the effects of the NYSS programs; and analyse the challenges 
encountered in The Gambia. These were with a view to determining the critical nexus between 
NYSS and youth entrepreneurial development in The Gambia. Both primary and secondary data 
were used in the study. Primary data were sourced through questionnaire administration. The 
study population (2057) comprised NYSS staff and management, past board members, employees 
of TVET partner institutions, regional area council staff, and NYSS regional committee staff, and 
past and present corps members. The sampling approach used in this study was multistage 
including stratified and proportionate-to-size sampling technique. To ensure an appropriate 
sample size, 324 individuals were selected using the Krejcie and Morgan (1970) sample 
determination formula. Data obtained were analysed using frequency distribution, percentages, 
mean values and standard deviation for interpretation. The hypotheses were evaluated using the 
z-test. The findings highlight a unanimous affirmation of NYSS's structured initiatives, such as 
training, mentorship, and networking events. However, the effectiveness of these initiatives 
manifested varied responses, particularly in financial literacy and market understanding. The 
study also identifies universal challenges inherent in entrepreneurial schemes in developing 
contexts, emphasising funding constraints, resource insufficiencies, and infrastructural gaps. 
Statistical analyses further reveal that, although perceptual differences exist among stakeholder 
groups regarding the NYSS program's impacts and challenges, they are not statistically 
significant. The recommendations include increasing financial literacy training, strengthening 
market insights, and extending local business collaborations. 

 
Keywords: Development, Entrepreneurship, Training, and mentorship, Youth. 

 
1. Introduction 

The significance of youth in national progression is undeniable (Ogbuleke, 2021). Over the past two decades, 
many African countries have seen a boom in their youth population. However, leveraging the potential of this 
young demographic has been a challenge, with critics pointing to the need for more opportunities (Olaiya, 2014). A 
promising solution is engaging youth in entrepreneurial pursuits, which empowers them and fuels national 
economic growth. 

Many African nations, like Nigeria and Ghana, have initiated youth programs focusing on fresh graduates. 
Nigeria's "National Youth Service Corps (NYSC)" initiated in 1973, and Ghana's "National Youth Authority 
(NYA)" established in 1974, aim to integrate graduates into nation-building activities. Similar models can be found 
outside Africa, as seen in Israel's "National Youth Service (NYS)," which offers voluntary military training to the 
youth to help support the community. 

Following these steps, under section 195 of the 1997 Constitution, the Gambia introduced the "National Youth 
Service Scheme (NYSS)" in 1999, later revised in 2015. This scheme supports youth skills acquisition across the 
Gambia's seven administrative areas to mitigate youth unemployment. Every two years, the NYSS selects 200 
youth volunteers for a 24-month program, including six weeks of orientation and skills training. The scheme pays 
for the training, provides a monthly stipend, and offers a unique program for disadvantaged youth educationally. 

The Gambia's government recognises the potential of youth to contribute to national development through 
entrepreneurship. The NYSS thus aims to provide the youth with the necessary skills to enter the job market and 
foster an entrepreneurial spirit, explicitly targeting those between 18-35 years susceptible to societal issues 
(Ministry of Youth and Sport, 2019). 

However, despite these commendable initiatives, challenges remain. The primary objectives of the NYSS, such 
as fostering a nationalistic spirit and providing marketable skills, have not significantly improved the youth's 
situation. Worryingly, youth unemployment have been rising, with recent statistics indicating an alarming 41.5% 
unemployment rate in 2022 (Sonko, 2022). 

mailto:kogbeta@utg.edu.gm
https://www.doi.org/10.55220/25766759.192


Asian Business Research Journal, 2024, 9: 56-63 

57 
© 2024 by the author; licensee Eastern Centre of Science and Education, USA 

 

 

Previous research, including Ogbuleke (2021); Macrotrends (2023); Sonko (2022); Lahire, Johanson, and 
Wilcox (2011) and Ceesay and Kakengi (2020) has primarily highlighted the challenges faced by Gambians and 
African youth and the consequences of youth unemployment for societal stability and economic growth. However, 
there needs to be more research into systematic solutions and an understanding of the economic contributions of 
youth when engaged in entrepreneurial roles. This study aims to bridge this gap, examining the role of 
institutionalised programs like the NYSS in The Gambia and their effectiveness in harnessing the potential of the 
youth. The research is directed by the following questions: What strategic structures has the NYSS implemented 
for youth entrepreneurial development in The Gambia? To what extent has the NYSS program impacted youth 
entrepreneurial development in The Gambia? What challenges does the NYSS face in achieving effective youth 
entrepreneurial development? 

The main objective of this research is to critically examine the significant role of the NYSS in youth 
entrepreneurial development in The Gambia. The specific objectives are to: investigate the strategic structures 
adopted by the NYSS for youth entrepreneurial development in The Gambia; evaluate the effects of the NYSS 
program on youth entrepreneurial development in The Gambia; and analyse the challenges encountered by the 
NYSS in delivering adequate entrepreneurial development in the study area. 

The hypotheses formulated for this study are H0: The mean perceptions of NYSS-Affiliated staff and Past and 
Present Corps Members regarding the effect of the NYSS program on youth entrepreneurial growth in The 
Gambia are not significantly different. H0: The mean perceptions of NYSS-Affiliated staff and Past and Present 
Corps Members concerning the challenges of the NYSS program on youth entrepreneurial growth in The Gambia 
are not significantly different. 

The study covers three administrative regions in The Gambia: Kanifing Municipality, West Coast Region, and 
Lower River Region, where recruitments commence, and the partner Technical and Vocational Education and 
Training (TVET) institutions to which these members are sent for training. Additionally, the study includes 
former students (ex-corps members) from the fourth to thirteenth batches, from 2002 to 2019. 
 

1.1. Review of Literature on Youth 
Youth is traditionally viewed as the period between childhood and adulthood, often signified by milestones. 

However, its definition is increasingly influenced by cultural, educational, and technological factors. Today, it is 
seen as a dynamic phase of self-discovery and adaptation amidst a rapidly changing world. 

The concept of "youth" lacks a globally standardised definition and is influenced by a country's socio-economic 
and political landscapes. Cultural, gender, and socio-economic backgrounds further diversify how this phase is 
understood and categorised. Notably, age classifications for youth diverge. The United Nations and World Bank 
pinpoint ages 15 to 24, while the Commonwealth Youth Program ranges from 16 to 29 (Ministry of Youth and 
Sport, 2019). However, the 2019-2028 National Youth Policy of The Gambia use the 15 to 35-year range. A 
noteworthy observation is the evolving understanding of adulthood due to socio-economic dynamics, extending the 
duration of youth and the journey to adulthood (Abdul & Mohd 2021; Tsegaye, 2006; UNIDESA, 2004; Sigudhla, 
2004). 
 

1.2. Youth Unemployment, Youth entrepreneurship and National Economic Development of The Gambia 
The convergence of young unemployment, youth entrepreneurship, and national economic development in The 

Gambia is critical. High young unemployment can cause societal discontent and hardship. Promoting youth 
entrepreneurship solves this by transforming job seekers into job creators, resulting in increased creativity and 
economic growth. This method mitigates unemployment, stimulates economic growth, and promotes long-term 
development, all of which contribute to a more equal and successful nation. 

The Gambia is facing a severe youth unemployment crisis, with rates escalating from about 13% in 2018 to 
over 40% today (World Bank, 2021). Historically high unemployment rates have persisted since the 1970s, 
exacerbated by the COVID-19 pandemic (Banerjee et al., 2008; Pikoko & Phiri, 2018; Masenya, 2021). Youth 
entrepreneurship, particularly digital entrepreneurship, is viewed as a potential solution to the problem. Martinez, 
Martin, and Marlow (2018) and Satalkina and Steiner (2020) underline the importance of digitalisation in 
employment development and economic adaption. Hamilton and De Klerk (2016) advocate for the replacement of 
traditional employment with digital entrepreneurial endeavours, particularly in the context of the Fourth 
Industrial Revolution. Despite acknowledging the value of entrepreneurship for national prosperity, The Gambia's 
support environment is still developing. ITC-Gambia's document emphasizes the need to strengthen support 
institutions and define the relationship between innovation, entrepreneurship, SMEs, and start-ups. The Gambia 
Youth Empowerment Project (YEP) seeks to bridge the skill and entrepreneurial gaps among young people by 
aligning training with job market demands to reduce irregular migration and create jobs (YEP-ITC GAMBIA, 
2015). The National Development Plan underscores sustainable growth that improves individuals' innovative 
potential and enhances living conditions (NDP, 2018). This people-oriented approach is reinforced by Gyimah-
Brempong and Kimenyi (2013), who underline that development should enhance the quality of life and socio-
economic choices for all. Entrepreneurship is crucial for national development, impacted by institutional 
environments, economic freedom, technological development, and market conditions (Simón-Moya, Revuelto-
Taboada, & Fernández Guerrero, 2020). Successful entrepreneurship encompasses risk-taking and market 
evaluation skills (Carter & Jones-Evans, 2012). Youth entrepreneurs pursue economic activities motivated by 
necessity or opportunity (Chigunta, 2017; Edoho & Kuada, 2015). 

In conclusion, promoting youth entrepreneurship, especially digital entrepreneurship, is crucial for addressing 
youth unemployment and promoting national economic development in The Gambia, enabling sustainable growth 
and socio-economic transformation. 
 

1.3. Theoretical Framework 
Human capital theory, developed by Gary Becker in 1962, posits that an individual's educational and skill 

achievements directly influence their societal and professional positioning (Becker, 1962; Blair, 2011). This theory 



Asian Business Research Journal, 2024, 9: 56-63 

58 
© 2024 by the author; licensee Eastern Centre of Science and Education, USA 

 

 

further suggests that individuals can earn more by acquiring knowledge and skills and significantly boost the 
economy (Rosen, 1976). Anosike (2019) has noted the global trend of investing in entrepreneurship education (EE) 
to harness entrepreneurship for economic growth. According to Joseph and Adewunmi (2020), entrepreneurship 
education is a framework aimed at motivating and equipping individuals for entrepreneurial activities. However, 
adequate government support may only limit its potential (Gamede, 2017). Becker's human capital theory 
encapsulates attributes like knowledge, manners, and experiences as vital factors enhancing an individual's value 
(Becker, 1962). Reflecting on this, Ndururi (2020) and Seet et al. (2018) underscored the importance of education 
and training for individuals, linking them to higher earning potentials. Hence, a country's economic progress is 
intrinsically related to the educational opportunities offered to its youth. 
 

2. Methodology 
The research adopted a descriptive methodology with The Gambia as its focal area. The target group consisted 

of 73 individuals, including NYSS staff and management, past board members, employees of TVET partner 
institutions, regional area council staff, and NYSS regional committee staff. Additionally, the group included 1,984 
past and present corps members, culminating in 2,057 participants. Using the Krejcie and Morgan (1970) formula, 
a sample size of 324 participants was chosen. This study utilised a multi-stage sampling method. Initially, a 
stratified sampling method was used to categorize participants from different segments. This was followed by 
determining the number of respondents in each category using a proportionate size technique. Lastly, 
questionnaires were distributed through a straightforward random method. From the 324 distributed 
questionnaires, 287 (89%) were adequately completed and included in the analysis as shown in Table 1 below. The 
first research question was addressed using frequency and percentages, while the second and third questions used 
mean values and standard deviation for interpretation. Items with a mean value of 2.50 or higher were marked as 
agreed, whereas those below 2.50 were categorised as disagreed. The hypotheses were evaluated through the z-
test, where if the z-calculated value is less than or equal to the z-critical value, the null hypothesis stands; 
otherwise, it's refuted. 
 

Table 1. Showing total population, sampled respondents, questionnaires distributed, and questionnaires returned. 

 Total 
population 

Sampled 
respondents/Questionnaires 

distributed 

Returned 
questionnaires 

NYSS staff and management, past board 
members, employees of TVET partner 
institutions, regional area council staff, 
and NYSS regional committee staff 

73 12 12 

Past and present Corp members 1984 313 275 
Total 2057 325 287 

Source:  Field work, (2024). 

 

2.1. Youth Entrepreneurship and National Development: A Statistical Analysis  
Research Question 1: What strategic structure has NYSS put in place for youth entrepreneurial development in 

The Gambia?  
 

Table 2. Respondents’ views on the strategic structure of NYSS for youth entrepreneurial development in the Gambia. 

Strategic structure of NYSS 
 

NYSS staff and management, past board members, 
employees of TVET partner institutions, regional 

area council staff, and NYSS regional committee staff 

Past and present 
corps members 

Frequency % Frequency % 

Training programs 12 100 313 100 
Mentorship opportunities 12 100 313 100 
Networking events 12 100 313 100 
Regular workshops 12 100 313 100 
Market research support 12 100 313 100 
Facility access 12 100 313 100 

Source:  Field work, (2024). 

 
The data from Table 2 suggests a unanimous consensus among NYSS-affiliated staff and past and present 

Corps Members about the strategic structure of NYSS in promoting youth entrepreneurial development in The 
Gambia. Respondents from both categories agreed that NYSS has incorporated training programs, mentorship 
opportunities, networking events, regular workshops, market research support, and facility access as critical 
components of its strategic framework. This result shows a clear and shared understanding among the respondents 
about NYSS's efforts and initiatives in fostering youth entrepreneurship in the region. 

Research Question 2: To what extent has, the NYSS program impacted youth entrepreneurial development in 
The Gambia? 

The table presents mean scores and standard deviations regarding the effects of the NYSS Scheme on youth 
entrepreneurial development in The Gambia. Two categories of respondents group the data: NYSS-Affiliated staff 
and Past and Present Corps Members. The scores are based on the Likert scale, presumably ranging from 1 
(Strongly Disagree) to 5 (Strongly Agree). 

Here is a comprehensive interpretation of the table: 
Skill Acquisition: NYSS-Affiliated staff: With a mean score of 3.80 and a standard deviation of 1.88, they 

generally agreed that the NYSS Scheme has positively influenced skill acquisition. Past and Present Corps 
Members: Their mean score is slightly lower at 3.78 with a standard deviation of 1.68, but they too, generally 
agreed about the positive effect on skill acquisition. 



Asian Business Research Journal, 2024, 9: 56-63 

59 
© 2024 by the author; licensee Eastern Centre of Science and Education, USA 

 

 

Financial Literacy: NYSS-Affiliated staff: They agreed that the NYSS Scheme positively influences financial 
literacy, with a mean of 2.75 and a standard deviation of 0.71. Corps Members: However, with a mean of 2.15 and 
the same standard deviation, they disagreed with this sentiment, suggesting that they do not believe the NYSS 
Scheme significantly aids financial literacy. 

 
Table 3. Mean scores and standard deviation of effects of NYSS scheme on youth entrepreneurial development in the Gambia. 

Effects NYSS-affiliated staff  Past and present corps members 

 

SD Remark 

 

SD Remark 

Skill acquisition 3.80 1.88 Agreed 3.78 1.68 Agreed 
Financial literacy 2.75 0.71 Agreed 2.15 0.71 Disagreed 
Networking opportunities 3.10 0.67 Agreed 2.90 0.72 Agreed 
Market understanding 3.41 0.69 Agreed 2.49 0.69 Disagreed 
Job creation 2.93 0.70 Agreed 3.37 0.81 Agreed 
Access to capital 3.08 0.68 Agreed 2.08 0.68 Disagreed 
Innovative mindset 2.75 0.84 Agreed 3.15 0.76 Agreed 
Sustainable business practices 2.62 0.56 Agreed 3.42 0.61 Agreed 
Business longevity 3.41 0.88 Agreed 2.61 0.69 Agreed 
Grand mean/Standard deviation 3.09 0.85 Agreed 2.88 0.82 Agreed 

Source:  Field work, (2024). 

 
Networking Opportunities: Both groups agreed that the NYSS Scheme helps in expanding networking 

opportunities. NYSS-Affiliated staff had a mean score of 3.10, while Corps Members had a slightly lower mean 
score of 2.90. 

Market Understanding: NYSS-Affiliated staff: They generally felt that the NYSS Scheme improves market 
understanding, with a mean of 3.41. Corps Members: However, they disagreed with this sentiment as their mean 
score is 2.49. 

Job Creation: Interestingly, the Corps Members (mean score of 3.37) felt more strongly than the NYSS-
Affiliated staff (mean score of 2.93) about the NYSS Scheme's positive impact on job creation. 

Access to Capital: NYSS-Affiliated staff believed that the NYSS Scheme had improved access to capital with a 
mean score of 3.08. Corps Members disagreed, having a lower mean score of 2.08. 

Innovative Mindset: Both groups felt that the NYSS Scheme promotes an innovative mindset, with Corps 
Members (mean score of 3.15) feeling slightly more optimistic than NYSS-Affiliated staff (mean score of 2.75). 

Sustainable Business Practices: While both groups agreed that the NYSS Scheme encourages sustainable 
business practices, Corps Members (mean score of 3.42) felt more positively than the NYSS-Affiliated staff (mean 
score of 2.62). 

Business Longevity: NYSS-Affiliated staff had a mean score of 3.41, showing they believe the NYSS Scheme 
positively impacts business longevity. Corps Members, with a score of 2.61, also agreed, but their sentiment is 
slightly less robust. 

Grand Mean: The grand mean represents the average mean score across all the mentioned effects. Both groups 
generally agreed that the NYSS Scheme positively affects youth entrepreneurial development. NYSS-Affiliated 
staff had a grand mean of 3.09, while Corps Members had a slightly lower grand mean of 2.88. In conclusion, 
NYSS-Affiliated staff and Past and Present Corps Members generally believe in the positive effects of the NYSS 
Scheme on youth entrepreneurial development, though there are some areas, like financial literacy and market 
understanding, where the Corps Members' beliefs diverge from those of the NYSS-Affiliated staff. 

Research Question 3: What challenges does NYSS encounter in achieving adequate youth entrepreneurial 
development in The Gambia? 
 

Table 4. Mean scores and standard deviation of obstacles faced by NYSS in ensuring comprehensive youth entrepreneurial development 
in The Gambia. 

Challenges NYSS-affiliated staff  Past and present corps members 

 

SD REMARK 

 

SD REMARK 

Inadequate funding for programs 4.1 1.65 Agreed 3.96 0.84 Agreed 
Lack of qualified trainers or mentors 3.8 0.82 Agreed 4.5 0.69 Agreed 
Insufficient entrepreneurial 
curriculum or training materials 

3.1 0.63 
Agreed 

4.1 0.72 
Agreed 

Inefficient collaboration with local 
businesses 

2.9 0.18 
Agreed 

4.4 0.83 
Agreed 

Lack of governmental support or 
policy backing 

3.44 0.86 
Agreed 

4.02 0.81 
Agreed 

Lack of access to necessary tools or 
equipment 

3.18 0.71 
Agreed 

4.6 0.75 
Agreed 

Challenges in market research and 
access 

4.07 0,81 
Agreed 

4.36 0.76 
Agreed 

Inadequate infrastructure 
(e.g.technology) 

4.2 0.98 
Agreed 

4.28 0.61 
Agreed 

Challenges in monitoring and 
evaluating program success 

4.4 0.91 
Agreed 

4.42 0.81 
Agreed 

Grand mean / Standard deviation 3.69 0.75 Agreed 4.29 0.76 Agreed 
Source:  Field work, (2024). 

 



Asian Business Research Journal, 2024, 9: 56-63 

60 
© 2024 by the author; licensee Eastern Centre of Science and Education, USA 

 

 

Table 4 presents the mean scores and standard deviations of challenges faced by NYSS, as perceived by NYSS-
Affiliated staff and past and present corps members. 

Inadequate Funding for Programs: NYSS staff and corps members agreed this was challenging. The mean 
scores were 4.1 and 3.96, respectively, suggesting that both groups found this a significant challenge. The standard 
deviation for the staff was relatively high at 1.65, indicating a wider variety of responses, while it was lower for the 
corps members at 0.84. 

Lack of Qualified Trainers or Mentors: Both groups also identified this as a challenge, with the corps members 
feeling even more strongly about it (mean score of 4.5) than the staff (mean score of 3.8). 

Insufficient Entrepreneurial Curriculum or Training Materials: Both groups agreed that this was a challenge, 
with the corps members rating it as a more significant obstacle (mean of 4.1) than the staff did (mean of 3.1). 

Inefficient Collaboration with Local Businesses: This was seen as a challenge by both groups, with the corps 
members perceiving it as a more significant challenge (mean of 4.4) than the staff did (mean of 2.9). 

Lack of Governmental Support or Policy Backing: Both groups perceived this as a challenge, but the corps 
members (mean of 4.02) felt it was more of an obstacle than the staff (mean of 3.44). 

Lack of Access to Necessary Tools or Equipment: Both groups identified this as a significant challenge, 
especially the corps members, with a mean score of 4.6, as compared to the staff's mean score of 3.18. 

Challenges in Market Research and Access: Both groups found this a notable challenge, with a mean of 4.07 for 
the staff and 4.36 for the corps members. 

Inadequate Infrastructure (e.g., Technology): This challenge was similarly perceived by both groups, with a 
slightly higher mean for the staff (4.2) than the corps members (4.28). 

Challenges in Monitoring and Evaluating Program Success: Both groups saw this as a significant challenge, 
with nearly identical means of 4.4 for the staff and 4.42 for the corps members. 

Lastly, the Grand Mean/Standard Deviation represents the overall average of the challenges' mean scores and 
standard deviations. The NYSS staff had a grand mean of 3.69, while the corps members had a slightly higher 
mean of 4.29, indicating that the corps members, on average, perceived the challenges as slightly more significant 
than the staff. 

In conclusion, both the NYSS-Affiliated staff and the past and present corps members recognized various 
challenges faced by the NYSS. While both groups agreed on these challenges, the corps members generally 
perceived them as more significant obstacles than the staff. 
 

2.2. Test of Hypotheses 
Hypothesis 1: H0: The mean perceptions of NYSS-Affiliated staff and Past and Present Corps Members regarding the 

effect of the NYSS program on youth entrepreneurial growth in The Gambia are not significantly different. 
 

Table 5. z-Test analysis on the effect of NYSS program. 

Groups Mean Standard 
deviation 

N DF Zcalculated Zcritical Remark 

NYSS-affiliated staff 3.09 0.85 12     
    322 0.30 1.96 Accepted 
Past and present corps 
members 

4.29 0.76 313     

Source:  Field work, (2024). 

 
Decision Rule: if the z-calculated value is less than or equal to the z-critical value, the null hypothesis stands; 

otherwise, it's refuted. 
Table 5 compares perceptions between the NYSS-Affiliated Staff and the Past and Present Corps Members 

concerning the NYSS Program's effects. The study incorporated two groups: the affiliated staff, who averaged a 
score of 3.09, and the Corps Members, with an average score of 4.29. This higher average suggests that the Corps 
Members generally recognize a more significant effect of the program than the affiliated staff. When assessing the 
variation in responses, the affiliated staff had a standard deviation of 0.85, while the Corps Members' responses 
were more clustered around their mean with a standard deviation of 0.76. The study sampled 12 from the affiliated 
staff, contrasting with a larger sample of 313 Corps Members. With a set degree of freedom at 322, the z-value 
computed was 0.30, contrasting it with a critical z-value of 1.96 for a 5% significance benchmark. Since the 
computed z-value did not exceed this threshold, the study concluded that there is no significant difference in 
perceptions between the two groups, even though their average scores vary. Both groups broadly agree on the 
program's effects despite differences in their mean responses. 
Hypothesis 2 (Related to Research Question/Objective iii): 

Null Hypothesis (H0): The mean perceptions of NYSS-Affiliated staff and Past and Present Corps Members 
concerning the challenges of the NYSS program on youth entrepreneurial growth in The Gambia are not 
significantly different. 
 

Table 6. z-Test analysis on the challenges of NYSS program. 

Groups Mean Standard 
deviation 

N DF Zcalculated Zcritical Remark 

NYSS-affiliated staff 3.69 0.75 12     
    322 -0.54 1.96 Accepted 
Past and present corps 
members 

2.88 0.82 313     

Source:  Field work, (2024). 

 
Decision Rule: if the z-calculated value is less than or equal to the z-critical value, the null hypothesis stands; 

otherwise, it's refuted. 



Asian Business Research Journal, 2024, 9: 56-63 

61 
© 2024 by the author; licensee Eastern Centre of Science and Education, USA 

 

 

Table 6 showcases a z-test evaluation contrasting the challenges of the NYSS Program between NYSS-
Affiliated Staff and the Past and Present Corps Members. The NYSS-affiliated staff recorded an average score of 
3.69, while the Corps Members scored an average of 2.88, suggesting the Corps Members perceived fewer 
challenges than the NYSS-affiliated staff. When examining the standard deviation, the affiliated staff had a 
deviation of 0.75, and the Corps Members had a slightly higher one at 0.82, hinting at varied opinions within the 
group. The study involved 12 NYSS-Affiliated Staff and a larger group of 313 Corps Members. The degree of 
freedom, which measures individual data observations, was 322. The Zcalculated value was -0.54, indicating the 
affiliated staff's mean score was lower than the Corps Members. The Zcritical value was 1.96, representing a 5% 
significance threshold. Given that the Zcalculated of 0.54 is below the Zcritical of 1.96, the study concluded that 
there is no statistically significant difference between the two groups regarding challenges associated with the 
NYSS Program. 
 

3. Discussion of Findings 
The National Youth Service Scheme (NYSS) is pivotal in fostering youth entrepreneurial development in The 

Gambia. The analyses presented in Tables 2 through 6 offer profound insights into the structural setup, perceived 
effects, and the challenges faced by the NYSS in this endeavour. 

Strategic Structure of NYSS (Table 2): The unanimous acknowledgment by both groups—ranging from NYSS 
staff to Past and Present Corps Members—on all strategic structures, including training programs, mentorship 
opportunities, networking events, and market research support, underscores the comprehensiveness of the NYSS's 
approach towards entrepreneurial development. Previous research has highlighted the importance of multifaceted 
structures in effective entrepreneurial training programs (Smith & Smith, 2019). 

Effects of NYSS on Youth Entrepreneurial Development (Table 3): A majority of the participants from both 
groups agreed on the positive effects of the NYSS program, especially in areas like skill acquisition, networking 
opportunities, and job creation. The consistency in the views is indicative of the NYSS's effectiveness. However, 
some disparities exist, particularly concerning financial literacy and market understanding. According to Abad-
Segura and Mariana-Daniela (2019), financial literacy is paramount for new entrepreneurs, suggesting that NYSS 
should focus more on this aspect. 

Challenges Faced by NYSS (Table 4): Both groups recognise numerous challenges, with the Corps Members 
often perceiving them more acutely. Notably, there is a consensus on the lack of adequate funding, which resonates 
with findings by Capolupo (2023), who found funding to be a significant challenge in similar youth programs in 
other regions. The lack of qualified trainers or mentors was another shared concern, highlighting a critical area of 
potential improvement. 

Statistical Significance of Effects and Challenges (Tables 5 & 6): The z-test analyses from both tables show the 
differences in perceptions between NYSS-Affiliated Staff and Corps Members. The results suggest that although 
there might be perceptual differences, these differences are not statistically significant, consistent with the principle 
that ground-level participants (like the Corps Members) and managerial-level participants (like NYSS staff) often 
view programs differently but concur on fundamental aspects (Galati, 2020). The Zcalculated values being lower 
than the Zcritical values in both tables confirm this. 

The findings of this study strongly connect with the theoretical framework (Becker's human capital theory). 
The NYSS's strategic structures, such as training programs, mentorship, and networking opportunities, align with 
the theory's focus on education and skill acquisition as necessary for improving individual value and economic 
growth. The positive influences of the NYSS program on youth entrepreneurial development, especially in skill 
acquisition and job creation, reminisce the theory's assertion that educated and skilled individuals contribute more 
to the economy. The challenges identified, such as inadequate funding and lack of qualified trainers, underscore the 
barriers to realising the full potential of human capital, aligning with Gamede's (2017) observation on the 
impediments of entrepreneurship education without sufficient support.  

In conclusion, the study supports the theoretical framework by showing how structured educational and 
training initiatives like those of the NYSS are essential for economic development and youth empowerment in The 
Gambia. 
 

4. Conclusion 
A thorough review of the NYSS's initiatives on The Gambia's youth entrepreneurship yields enlightening 

insights. Both NYSS-Affiliated staff and corps members, past and present, commend the organisation's systematic 
efforts in fostering young entrepreneurs. They unanimously applaud training, mentorship, and networking 
opportunities provided by the NYSS. However, the effectiveness of these efforts garners mixed feedback, especially 
in areas like financial literacy and market comprehension. The challenges faced by NYSS mirror those typical in 
developing countries, with corps members experiencing these more acutely. Even with different stakeholder 
perceptions, statistical evaluations highlight a consensus on NYSS's effect and challenges. Ultimately, while NYSS 
plays a pivotal role in The Gambia's entrepreneurial scene, there is room for refinement to continue nurturing 
future Gambian business leaders. 
 

5. Recommendations  
Based on the findings of this study, the following are the critical recommendations for the NYSS program in 

The Gambia: 
Boost Financial Literacy Training: Enhance financial education modules with real-world exercises to address 

the existing gap in financial literacy. 
Deepen Market Insights: Conduct specialized workshops on market dynamics to improve participants' 

understanding of local and global markets. 
Diversify Funding: Explore public-private partnerships, grants, and collaborations with financial institutions to 

ensure sustainable funding. 



Asian Business Research Journal, 2024, 9: 56-63 

62 
© 2024 by the author; licensee Eastern Centre of Science and Education, USA 

 

 

Elevate Trainer Expertise: Invest in regular capacity-building for trainers and collaborate with international 
entrepreneurial institutions. 

Expand Local Business Partnerships: Strengthen ties with local enterprises to provide practical exposure and 
mentorship opportunities. 

Engage Government for Support: Advocate for more governmental support by showcasing the program's 
successes and societal benefits. 

Prioritize Technology Investments: Allocate resources towards updating technology and exploring digital 
training platforms. 

Implement Feedback Mechanisms: Establish a structured feedback system with stakeholders to identify areas 
of improvement. 

By addressing these areas, the NYSS can enhance its effectiveness in fostering youth entrepreneurship in The 
Gambia. 
 

References 
Abad-Segura, E. & Mariana-Daniela, G. Z. (2019). Effects of financial education and financial literacy on creative entrepreneurship: A       
worldwide research. Education Sciences 9, (3): 238. https://doi.org/10.3390/educsci9030238 
Abdul Kadir, N. B. & Mohd, R. H. (2021). The 5Cs of positive youth development, purpose in life, hope, and well-being among emerging 

adults in Malaysia. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.641876 
Anosike P 2019. Entrepreneurship education as human capital: Implications for youth self-employment, conflict mitigation in Sub-Saharan 

Africa. Industry and Higher Education, 33(1): 42-54. https://doi.org/10.1177/0950422218812631 
Banerjee, A. V., & Duflo, E. (2008). What is middle class about the middle classes around the world? Journal of Economic Perspectives, 22(2), 3-

28. https://doi.org/10.1257/jep.22.2.3 
Blair, M. M. (2011). An economic perspective on the notion of ‘human capital. In: A Burton-Jones, JC Spender (Eds.): The Oxford Handbook of 

Human Capital. Oxford, United Kingdom: Oxford University Press, pp. 1-46. 
Becker, G. S. (1962). Investment in human capital: A theoretical analysis. Journal of Political  
Economy, 70(5, Part 2): 9-49. https://doi.org/10.1086/258724 
Capolupo, N. (2023). Bibliography, entrepreneurial learning evolutions in startup hubs: A  
post-pandemic perspective for lean organizations (Entrepreneurial Behaviour Series), Emerald Publishing Limited, Bingley, pp. 87-

103. https://doi.org/10.1108/978-1-83753-070-020231006. 
Carter, S., & Jones-Evans, D. (2012). Enterprise and small business: Principles, practice and  
policy. Harlow, England: Pearson Education. 
Ceesay, M. L., & Kakengi, V. (2020). What prolongs youth unemployment in The Gambia?  
Retrieved 27/8/22 from https://mpra.ub.uni-muenchen.de/113516/1/MPRA_paper_113516.pdf 
Chigunta, F. (2017). Entrepreneurship as a possible solution to youth unemployment in  
Africa. In T. Abebe & J. Waters (Eds.), Laboring and learning, 10, 433-451. Singapore: Springer. https://doi.org/10.1007/978-981-287-032-

2_19 
Edoho, F. M. (2015). Entrepreneurship and socioeconomic development: Catalyzing African transformation in the 21st century. African    
Journal of Economic and Management Studies, 6, 127-147. https://doi.org/10.1108/ajems-03-2013-0030 
Galati, W. R. (2020). Secondary principal perspective: A study of organizational structures  
of teaming, common planning and advisory in long Island, New York Secondary Schools. Theses and Dissertations. 100. 

https://scholar.stjohns.edu/theses_dissertations/100 
Gamede, B. T., & Uleanya, C. (2017). The role of entrepreneurship education in secondary school at further education and training phase. 

Academy of Entrepreneurship Journal, 23(2), 1-12. 
Government of The Gambia (1997). The Gambia 1997 constitution. Banjul, The Gambia. 
Gyimah-Brempong, K. & Kimenyi, M. S. (2013). Youth Policy and the future of  
African development. Retrieved from: https://www.foresightfordevelopment.org/sobipro/54/1069-youth-policy-and-the-future-of-african-

development 
Hamilton, L. & De Klerk, N. (2016). Generation Y female students’ motivation towards  
entrepreneurship. International Journal of Business and Management Studies, 8(2), 50-65. 

http://lrc.quangbinhuni.edu.vn:8181/dspace/handle/DHQB_123456789/3724. 
Joseph, O. & Adewunmi, A. (2020). Impact of entrepreneurship education on the  
development of small and medium enterprise in Nigeria. 
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3555504> 
Lahire, N., Johanson, R., & Wilcox, R. T. (2011). Youth employment and skills development in the Gambia. World Bank Working Paper; 

No. 217. Africa Human Development Series. World Bank. https://openknowledge.worldbank.org/handle/10986/5923. 
Macrotrends (2023). Gambia youth unemployment rate 1991-2023. Retrieved 

https://www.macrotrends.net/countries/GMB/gambia/youth-unemployment-rate. 
Martinez Dy, A., Martin, L., & Marlow, S. (2018). Emancipation through digital entrepreneurship? A critical realist analysis. Organization, 

25(5), 585-608. https://doi.org/10.1177/1350508418777891 
Masenya, M. J. (2021). Toward a relevant de-colonized curriculum in South Africa: Suggestions for a Way Forward. Sage Open, 11(4). 

https://doi.org/10.1177/21582440211052559 
Ministry of Youth and Sport (2019). National youth policy of the Gambia. Banjul, The Gambia. Retrieved 28/8/22 from 

https://nyc.gm/wp-content/uploads/2020/04/National-Youth-Policy-of-The-Gambia-2019-2028-Final.pdf 
NDP (2018). The Gambia national development plan (2018-2021).  
Government of The Gambia, Banjul, The Gambia. Retrieved from: https://gambia.un.org/en/98394-national-development-plan-2018-2021 
Ndururi, G. J. (2020). Influence of entrepreneurial intangible resources on growth of women-owned micro and small enterprises in central  Kenya 

counties. Doctoral Dissertation. JKUAT-COHRED. Nairobi, Kenya: Jomo Kenyatta University of Agriculture and Technology. 

Ogbuleke, L. E. (2021). Youths and national development in The Gambia. Asian Journal of Basic Science & Research, 3(2), 81-94. 
https://doi.org/10.38177/ajbsr.2021.3209 

Olaiya, T. A. (2014). Youth and ethnic movements and their impacts on party politics in ecowas member states. SAGE Open, 4(1). 

https://doi.org/10.1177/2158244014522072 

Pikoko, V. & Phiri A. (2018). Is there hysteresis in South African unemployment? Evidence form the post-recessionary period. Working 
Papers 1803, Department of Economics, Nelson Mandela University, revised Jan 2018. 

Rosen, S. (1976). A theory of life earnings. Journal of Political Economy, 84(4, Part 2): 45-67. https://doi.org/10.1086/260532 
Satalkina, L. & Steiner, G. (2020).  Digital entrepreneurship and its role in innovation systems: a systematic literature review as a basis for 

future research avenues for sustainable transitions. Sustainability, 12(7), 1-27. https://doi.org/10.3390/su12072764 
Seet, P. S., Jones J., Oppelaar,  L., & Corral,  Z. G. (2018). Beyond ‘know-what’and ‘know-how’to ‘know-who’: Enhancing human capital with 

social capital in an Australian start-up accelerator. Asia Pacific Business Review, 24(2): 233-260. 
https://doi.org/10.1080/13602381.2018.1431250 

Sigudhla, M. A. (2004). Expanding the World of Possibility for Young People. On the  
Occasion of ADF IV Symposium on Youth and Governance Symposium, October 11-15, 2004, Economic Commission for Africa, Addis 

Ababa. 

https://doi.org/10.3390/educsci9030238
https://www.emerald.com/insight/search?q=Nicola%20Capolupo
https://doi.org/10.1108/978-1-83753-070-020231006
https://mpra.ub.uni-muenchen.de/113516/1/MPRA_paper_113516.pdf
https://scholar.stjohns.edu/theses_dissertations/100
http://lrc.quangbinhuni.edu.vn:8181/dspace/browse?type=author&value=Hamilton%2C+Luzaan
http://lrc.quangbinhuni.edu.vn:8181/dspace/browse?type=author&value=Klerk%2C+Natasha+de
http://lrc.quangbinhuni.edu.vn:8181/dspace/handle/DHQB_123456789/3724
https://www.macrotrends.net/countries/GMB/gambia/youth-unemployment-rate
https://ideas.repec.org/p/mnd/wpaper/1803.html
https://ideas.repec.org/s/mnd/wpaper.html
https://ideas.repec.org/s/mnd/wpaper.html
https://econpapers.repec.org/article/gamjsusta/


Asian Business Research Journal, 2024, 9: 56-63 

63 
© 2024 by the author; licensee Eastern Centre of Science and Education, USA 

 

 

Simón-Moya, V., Revuelto-Taboada, L., & Fernández Guerrero, R. (2020). Corrigendum to  
institutional and economic drivers of entrepreneurship: An international perspective. Journal of Business Research, 67(5), 715–721. 

https://doi.org/10.1016/j.jbusres.2017.08.004 
Smith, J. & Smith, R. (2019). Entrepreneurial education: Methods and best practices. Oxford  
University Press. 
Sonko, I. (2022). Gambia faces an alarming youth unemployment rate. The Point Newspaper, January 19, 2022. Retrieved 28/7/22 from 

https://thepoint.gm/africa/gambia/headlines/gambia-faces-alarming-youth-unemployment-rate. 
Tsegaye, S, (2006). Youth participation: Concepts, models and experience. UNPF Publication, NY. 
UNDESA (2004). World youth report 2003 [online]. United Nations Department of  
Economic and  Social  Affairs. Available from: www.un.org/esa/socdev/unyin/wyr03.htm 
World Bank report (2022). International development association and international  
Finance corporation and multilateral investment guarantee agency country partnership framework for republic of The Gambia. 

https://documents1.worldbank.org/curated/en/450591652556583165/pdf/Gambia-Country-Partnership-Framework-for-the-
Period-FY22-26.pdf 

YEP-ITC Gambia (2015). The Gambia: Youth empowermnent project(YEP). Government of  
The Gambia, Banjul, The Gambia. Retrieved from https://intracen.org/our-work/projects/the-gambia-youth-empowerment-project-yep 
 

 

 

https://thepoint.gm/africa/gambia/headlines/gambia-faces-alarming-youth-unemployment-rate
http://www.un.org/esa/socdev/unyin/wyr03.htm
https://documents1.worldbank.org/curated/en/450591652556583165/pdf/Gambia-Country-Partnership-Framework-for-the-Period-FY22-26.pdf
https://documents1.worldbank.org/curated/en/450591652556583165/pdf/Gambia-Country-Partnership-Framework-for-the-Period-FY22-26.pdf
https://intracen.org/our-work/projects/the-gambia-youth-empowerment-project-yep

