A SURVEY OF RELEVANCE OF BUSINESS EDUCATION PROGRAM TO ECONOMIC DEVELOPMENT OF NIGERIA
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education is unquestionably the most important tool for every society’s economic progress and technical improvement. In awareness of this fact, governments dedicate enormous resources to assuring the availability of education for their citizens, as well as tailoring their policies to ensure that it is accessible to the majority of their citizenry (Oyebade et al., 2008).
Business education, on the other hand, is a crucial component of this general education. Its mission is to provide business orientation and knowledge for personal and national development.
Business education entails teaching students the essentials of business, such as concepts, theories, and processes.
According to Okoli (2010), business education is an important aspect of general education that focuses on the acquisition of skills and competencies for use in offices and business-related vocations.
Similarly, Nwanewezi (2010) defines business education as including office occupation education, business teaching, business administration, and economic understanding.
Overall, Abdulkadir (2011) said that one notable key feature of business education programs is that their products may work independently as self-employed and labor employers. To that purpose, the business education concept encompasses basic education for teaching career, entrepreneurship, business understanding, office environment, and vocational activities.
Education in this field takes place at numerous levels, including primary, secondary, and university education, with the latter seeing the most activity.
Igboke (2005), on the other hand, listed the following as the goals of business education at all levels of education:
to learn fundamental skills for future personal use
Obtaining the fundamental information and abilities of business education
Linking acquired knowledge and skills to national development
to learn the fundamentals of office work
To offer the necessary foundation for teaching business subjects
To prepare students for additional business studies courses.
To provide orientation and fundamental skills to those who may not receive further training in order to begin a career.
To truly serve as a vehicle for socioeconomic growth and development, as well as the realization of these steadfast goals of business education, educational institutions and their systems must perform effectively in regard to their established criteria.
Historically, business education in Nigeria was created by the entrepreneurial effort of a few Nigerian entrepreneurs, rather than by the government. Such people were quick to see the value of business education not just for their own personal development, but also for national economic growth and development.
In fact, previous to Nigeria’s independence and for the first ten years after, business teacher education, like other vocational and technical education disciplines, received little consideration in Nigerian teacher education curricula. This is not to suggest that Colonial educational authorities did not value this type of teacher instruction.
According to Ekpenyong (1992), some type of business and technical teacher education program was integrated into the curricula of Higher College, Yaba (1932-47) and Nigerian College of Arts, Science, and Technology (1952-57). (1954-61).
Business education exposes students to various ways to be inventive. It also facilitates Job Competence and the development of understanding for occupational prospects available in the field of business. Entrepreneurship frequently fails because of a lack of proper education, expertise, and abilities. According to figures released by the Education Ministry.
In recent years, at least 60% of graduates have been unable to find work quickly, which has hampered economic progress (Lawal 2005). As a result, people embark on one or more entrepreneurial ventures, but they are ill-prepared to meet the associated business obstacles. In order to prepare our graduates for self-employment, it is now vital to incorporate business education into the curriculum.
1.2 THE PROBLEM’S STATEMENT
Business Education is a type of training that, while contributing to the achievement of the general goals of education at any given level, has its primary goal as the preparation of people to enter a career, render efficient service, and advance from their current level of employment to higher levels, all of which have an impact on economic development (Osuala 2003).
Every individual has the opportunity to develop the skills, abilities, and understanding that will allow him to manage his personal business affairs competently; to develop an understanding of the vocational opportunities available in the broad field of business; and to assume his citizenship responsibilities through informed participation in, as well as an understanding and appreciation of the business system (Osuala 2003).
Furthermore, Basic Business Education encompasses a vast range of knowledge concerning the economy. It recognizes and explains the role of business as an economic institution and provides content and experiences that equip individuals to participate effectively as citizens and consumers. The researcher is investigating the impact of business education on Nigeria’s economic progress.
1.3 THE STUDY’S OBJECTIVES
The following are the study’s objectives:
To investigate the impact of a business education curriculum on Nigeria’s economic progress.
To investigate how Nigeria’s business education program is run.
To ascertain the relationship between the Business Education Program and Nigeria’s economic development.
1.6 THE STUDY’S SIGNIFICANCE
The following are the study’s implications:
The findings of this study will inform the Nigerian government and business stakeholders about the importance of business education in the country’s economic development.
This research will also serve as a resource base for other academics and researchers interested in conducting additional research in this sector in the future, and if implemented, will go so far as to provide new explanations for the topic.
1.7 STUDY SCOPE AND LIMITATIONS
This assessment on the relevance of business education programs to Nigeria’s economic growth will cover the curriculum of business education from primary to tertiary education level in Nigeria with the goal of identifying the influence on Nigeria’s economic development.
1.8 STUDY LIMITATIONS
Financial constraint- Inadequate funding tends to hamper the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data gathering procedure (internet, questionnaire and interview).
Time constraint- The researcher will conduct this investigation alongside other academic activities. As a result, the amount of time spent on research will be reduced.
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REFERENCES
Abdulkadir, A.A., 2011. The role of entrepreneurship education in empowering Nigerian youths. Bus Edu. J., 8(1): 14-22.
Igboke, S.A., 2005. Business Education: Principles and Methods. Jones Communication Publishers, Enugu.
Lawal, S.S., 2005. The need to improve teacher quality in business education programme in Nigerian universities. Int. J. Edu. Res., 11(1): 42-
51.
Nwanewezi, M.C., 2010. Problems in business education research in ICT era as perceived by business educators. Bus. Edu. J., 7(2): 46-54.
Okoli, B.E., 2010. A case for entrenchment of ICT literacy in the business education programme. J. Voc. Adult Edu., 7(1): 82-87.
Oyebade, S.A., S.A. Oladipo and J.A. Adetoro, 2008. Determinants and Strategies for Quality Assurance in Nigerian University Education.
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A SURVEY OF RELEVANCE OF BUSINESS EDUCATION PROGRAM TO ECONOMIC DEVELOPMENT OF NIGERIA
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