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Introduction

Mentorship is a key driver of entrepreneurial success, particularly in apprenticeship systems that turn potential into business competence. Globally, models such as Germany’s dual vocational training and Switzerland’s skilled trade pathways show how structured learning and close guidance foster enterprise (Deissinger & Gonon, 2021). Within this landscape, the Igbo Apprenticeship System (IAS) of southeastern Nigeria stands out as a culturally rooted, community-driven model operating outside formal education, primarily in informal trade sectors such as auto parts, electronics and retail. This blog post reflects on how IAS transforms apprentices into business owners and considers its relevance for modern entrepreneurship.

The mentorship model in the Igbo Apprenticeship System
Mentorship in IAS is an immersive, relationship-based process where the mentor (‘Oga’) imparts technical skills and core values such as discipline, resilience and financial acumen (Ugwu et al., 2023). Apprentices gain hands-on experience in sectors like spare parts and electronics, building essential operational skills under supervision (Irene et al., 2024). Instruction is tailored to individual strengths; those with people skills may focus on customer service, while others manage inventory or bookkeeping. Mentors model decision-making and shape business mindset through daily interaction (Mohammed & Ewuim, 2023).

One example is Emeka, who began sweeping his uncle’s shop. He learned stock control and pricing. After settlement, he launched his own business, now employing five apprentices and running international operations. His story reflects the generational cycle embedded in IAS.

‘Studies of the Igbo Apprenticeship System show that mentorship builds core entrepreneurial competencies.’

The impact of mentorship on entrepreneurial outcomes

Studies of the Igbo Apprenticeship System show that mentorship builds core entrepreneurial competencies (Ugwu et al., 2023; Mohammed & Ewuim, 2023; Irene et al., 2024):

• Skill development: Mentorship equips apprentices with technical and soft skills such as negotiation, leadership and customer relations (Ugwu et al., 2023).
• Confidence building: Ongoing support and feedback help apprentices tackle challenges and seize opportunities.
• Network access: Mentors connect apprentices to suppliers, wholesalers and loyal customers who support future ventures (Ugwu et al., 2023).
• Start-up support: In the IAS, settlement involves mentors providing capital or stock to help apprentices start their own businesses (Mohammed & Ewuim, 2023).
• Business survival: Many Igbo-run spare parts businesses across Nigeria have endured thanks to mentor–apprentice continuity and informal support networks (Mohammed & Ewuim, 2023).

Modern applications of mentorship in entrepreneurship
The principles embedded in the IAS can inform contemporary entrepreneurial ecosystems:

• Formal mentorship programmes: Governments and organisations, such as Nigeria’s Tony Elumelu Foundation, run structured mentorship schemes that connect established entrepreneurs with start-ups.
• Technological facilitation: Platforms like MicroMentor and LinkedIn allow entrepreneurs to access mentors globally, regardless of location or sector.
• Policy incentives: In countries like Rwanda, tax breaks are offered to firms that invest in youth training and mentorship, encouraging wider adoption.
• Holistic development: The African Leadership Academy in Johannesburg, South Africa integrates entrepreneurial leadership with emotional intelligence and resilience training for young leaders.

Challenges and solutions
Despite its many benefits, mentorship faces several practical and structural challenges:

• Time constraints: Mentors often struggle to dedicate sufficient time alongside their business demands. Group mentorship or flexible virtual models can help maintain support without overburdening mentors.
• Scalability issues: Informal systems like the IAS thrive on trust and community ties but are difficult to replicate at scale. Formalised mentorship programmes, supported by policy and infrastructure, can expand their reach.
• Gender bias: Traditional models often favour male apprentices, limiting access for women. Targeted, inclusivity-focused initiatives can help ensure fairer access and broader participation.

Conclusion

The Igbo Apprenticeship System is more than tradition; it is a proven, generational model of economic empowerment. For educational researchers, it raises important questions about how culturally embedded mentorship develops entrepreneurial skills outside formal education, and how features such as settlement capital, community accountability and sustained guidance might be adapted to other contexts. For educational practitioners, it offers principles that can be applied widely: integrating structured mentorship, community investment and holistic skill-building into formal programmes can enhance enterprise readiness and expand opportunities for diverse learners. IAS stands as both a legacy and a practical blueprint for reimagining entrepreneurship education in varied settings.

References

Deissinger, T., & Gonon, P. (2021). The development and cultural foundations of dual apprenticeships: A comparison of Germany and Switzerland. Journal of Vocational Education & Training, 73(2), 197–216.

Irene, B., Chukwuma-Nwuba, E. O., Lockyer, J., Onoshakpor, C., & Ndeh, S. (2024). Entrepreneurial learning in informal apprenticeship programs: Exploring the learning process of the Igbo Apprenticeship System (IAS) in Nigeria. Cogent Business & Management, 11(1).

Mohammed, Y., & Ewuim, N. C. (2023). Apprenticeship training and poverty reduction among the Igbos of south-east Nigeria. Advance Journal Of Arts, Humanities and Social Sciences, 6(2).

Ugwu, F. I., Njeze, V. A., & Oluka, U. K. (2023). An examination of the influence of the Igbo apprenticeship schemes on development of smes in Enugu state. Advance Journal Of Arts, Humanities and Social Sciences, 6(2).