ABSTRACT
The absence of Business Incubators in universities in Anambra State necessitated this study to ascertain the influence of business incubation on the entrepreneurial performance of students in the selected universities in Anambra state. The work was anchored on Real-Driven-Options Theory of Business Incubation and New Venture Creation Theory. Survey research design was adopted by the study. The population of the study consisted of 300 level students of the selected universities who have taken entrepreneurship course or those that are yet to take it. A sample size of 380 was determined using Krejcie and Morgan (1970) formula. For the purpose of this study, the primary source of data (questionnaire), which was subjected to both validity and reliability was utilized. Both descriptive and inferential statistics were adopted in data analysis and the hypotheses were tested at a 5% level of significance. It was revealed from the analysis that knowledge transfer has a statistically significant positive relationship with promotion of entrepreneurial skills (r = .939; P-value < 0.05) and between inculcating innovative ideas and promoting the entrepreneurial mindset (r = .940; P-value < 0.05). It was concluded that business incubation has a significant relationship with student’s entrepreneurship performance. Sequel to this, it was recommended among others that teachers, facilitators and managers of entrepreneurial classes in universities should take the business of entrepreneurial knowledge transfer very serious, and more emphasis should be placed on practical aspect of knowledge transfer rather than theoretical aspects as this will help in improving the entrepreneurial skills of students that pass through entrepreneurial classes in the selected universities.

ABSTRACT
The Igbo Apprenticeship Model (IAM) is intended to make a significant contribution to the creation of jobs throughout the nation, and in Anambra State specifically. However, considering the staggering unemployment rates in Nigeria, it is unclear how much of an impact this programme has had, hence necessitating this study to examine the role of apprenticeship training in job creation in Anambra State, Nigeria. The work used survey research design and the population figure was 3673 business owners. The sample size of the study was 347 arrived at by applying Krejcie and Morgan's 1970 sample size determination formula. The source of data is wholly primary, using a structured questionnaire which was subjected to both validity and reliability tests. The data collected were analysed using a combination of descriptive and inferential statistics and the hypothesis was tested at a 5% level of significance. The result showed that trade credit has a statistically significant positive relationship with wealth redistribution in Anambra State (r = .972, p-value < 0.05). it was concluded on the strength of this that the apprenticeship scheme in Anambra state has contributed to wealth redistribution and by extension, job creation in the state. Therefore, it was recommended that some form of formality needs to be inculcated into the apprenticeship system in Anambra state.

ABSTRACT
The study was to assess development interventions gaps on pastoralist economic development in West Hararge Zone, Ethiopia. The qualitative and quantitative data surveys were employed, and data were collected from 160 respondents. In doing, the maximum likelihood estimation of logit model was applied to identify development stakeholders, and used descriptive statistics to know how much beneficiaries were benefited from intervention. In addition, SWOT analyses were applied to the extent of stakeholder’s intervention. Finally, to develop way of recommendation to each stakeholder; the researchers were used Spearman’s rank analysis as (Charles Edward Spearman, 1863-1945) to assess the rank of stakeholders contribution. Therefore, the result of the study shows; among stakeholders of pastoralist development, the sectors rank awarded based on their participations’ contribution to pastoral development were positively follows; education sectors of government [1], productive safety net program [2], cooperative Oromia promotion; Busa Gonofa sector institution3, pastoral development government sector [4], water sector of government [5], and care Ethiopia non-government organization [6].