DEMAND AND SUPPLY OF TRADE/ENTREPRENEURIAL SUBJECT TEACHERS IN EDUCATION DISTRICT 111 OF LAGOS STATE
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DEMAND AND SUPPLY OF TRADE/ENTREPRENEURIAL SUBJECT TEACHERS IN EDUCATION DISTRICT 111 OF LAGOS STATE
ABSTRACT
This study looks at the need and supply of trade/entrepreneurial subject instructors in Lagos State’s Education District 111. The following goals were established: To determine whether trade/entrepreneurship is taught in public senior secondary schools in Lagos state,
the qualified teachers for trade/entrepreneurship in Lagos state, the challenges of teaching trade/entrepreneurship in Lagos state, and the impact of teaching trade/entrepreneurship in Lagos state.
The study’s entire population is 200 secondary school teachers from Education District 111 in Lagos state. The researcher collected data using questionnaires as the instrument. This study used a descriptive survey research approach.
The survey included 133 respondents who were made principals, vice principals adm, teachers, and non-teaching staff. The acquired data was organised into tables and analysed using simple percentages and frequencies.
CHAPITRE ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Education is one of the fundamental institutions that society develops to address its basic needs. Any society’s survival is dependent on its ability to retain a ready pool of human resources at all levels with the skills and capabilities to sustain all parts of societal education concerned with preparing children to serve societal demands as adults.
For more than a decade, the question of quality and useful education has dominated conversations in Nigerian homes, offices, and public spaces. Nigeria is progressing towards industrialised,
scientific, technological, and entrepreneurial development. According to FRN (2013), education is a “par excellence” instrument for effective national development.
In 2005, the Nigerian government emphasised the need for a new, revitalised functional curriculum for all school levels; thus, the National Council of Education (NCE), Nigeria’s highest policy-making body in the education sector,
charged the Nigerian Educational Research and Development Council (NERDC) with restructuring and enriching the existing primary, junior, and senior secondary school curricula. The philosophy of the new senior secondary education curriculum (SSEC) is captured by NERDC (2008):
senior secondary education graduate should have been well prepared for higher education, as well as have acquired relevant functional trade/entrepreneurship skills required for poverty eradication, job creation, and wealth generation; and in the process, the foundations for ethical, moral, and civic values acquired at the primary education level should have been strengthened further.
Orji (2011) explained the perspective by stating that the new SSEC builds on the gains of the Basic Education Curriculum and focuses on the whole development of each individual student.
That is, it entails higher academic preparation, functional trade/entrepreneurship skills, and the strengthening of ethical, moral, and civic ideals.
According to him, trade/entrepreneurship is an important component of the new senior secondary education curriculum, which is intended to address the lack of technical skills in Nigeria while there is a growing demand for the skills’ services.
Trade and entrepreneurial education has been conceptualised and defined by researchers and educators (Omolayo, 2006; Orji, 2011; Watson, 2010). Omolayo (2006) defined entrepreneurship as “the act of establishing a business,
arranging business transactions, and taking risks in order to profit from one’s education skills,” whereas Watson (2010) defined it as “a process by which individuals identify opportunities, allocate resources, and create value.”
Orji (2011) defined entrepreneurship as “the training in any of the trade/entrepreneurship Curricula; and this includes the ability/skill to put together all the factors of production to start and sustain a business” in the context of Nigerian education. He also defined entrepreneurship as a specific mindset (for example, self-reliance) that results in entrepreneurial endeavours.
According to NERDC (2008), trade/entrepreneurship is now a required core cross-cutting topic in senior high school (along with English, Mathematics, Computer/ICT, and Civic Education). This means that every senior secondary school student in Nigeria,
regardless of their field of study, must offer at least one trade/entrepreneurship subject chosen from the list of trade/entrepreneurship subjects, and the student must register for (be assessed in)
at least one T/E subject in the public examinations (NECO, WAEC, or NABTEB). Based on this context, the researcher want to analyse demand and supply. Demand and supply of trade/entrepreneurial subject teachers in Lagos State Education District 111
STATEMENT OF THE PROBLEM
Trade/entrepreneurship is an important component of the new senior secondary school curriculum, and it is intended to address the lack of technical skills in Nigeria, despite the growing demand for the skills’ services. Because of the high need for trained teachers, it is expected that schools select at least one trade topic to stage in their school.
To that aim, Orji (2011) proposed the following factors to consider when selecting trade subjects: teaching staff, school infrastructures, community interest and support, availability of local resources,
socio-cultural tendencies, and student characteristics (ability, career interest, age, peers/family influences). This will ensure that it is implemented correctly.
PURPOSE OF THE STUDY
The study’s aims are as follows:
To discover whether trade/entrepreneurship is taught in Lagos state’s public senior secondary schools.
To locate qualified trade/entrepreneurship teachers in the state of Lagos.
to learn about the difficulties of teaching trade/entrepreneurship in Lagos state
To determine the impact of teaching trade/entrepreneurship in the state of Lagos.
RESEARCH QUESTION
Is trade/entrepreneurship taught in Lagos state’s public senior secondary schools?
Is there a qualified trade/entrepreneurship teacher in Lagos state?
Are there any difficulties in teaching trade/entrepreneurship in Lagos state?
Is there any impact of teaching trade/entrepreneurship in the state of Lagos?
SIGNIFICANCE OF THE STUDY
The research will shed light on the supply and demand for trade/entrepreneurship subject teacher education. The study will be extremely beneficial to students, the Ministry of Education, and teachers.
At the completion of this study, we will have a better understanding of the importance of trade/entrepreneurship to the youth in terms of the effect of unemployment. The study will also be used as a resource for other researchers who will be working on a similar topic.
SCOPE AND LIMITATIONS OF THE STUDY
The study’s scope includes the demand and supply of trade/entrepreneurial subject instructors in Lagos state’s school district 111. The researcher confronts various limits that limit the scope of the study, which are as follows:
RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, restricting the investigation.
TIME: The study’s time range does not allow for broader coverage because the researcher must balance other academic activities and examinations with the investigation.
DEFINITION OF TERMS
ENTREPRENEURSHIP Entrepreneurship is the process of creating, launching, and running a new firm, which is usually tiny at first. Entrepreneurs are the folks who start these businesses.
TRADE: The transfer of goods or services from one person or entity to another, frequently in exchange for money, is referred to as trade. A market is a system or network that facilitates trade. Barter was an early type of trade that involved the direct exchange of goods and services for other goods and services.
EDUCATION: The process of assisting learning, or the development of knowledge, skills, attitudes, beliefs, and habits, is known as education. Teaching, training, storytelling, conversation, and focused study are all examples of educational practises.
TEACHER: A teacher is someone who assists others in learning. A teacher is frequently found in a classroom. There are numerous types of teachers. Some teachers work with students as young as kindergarten or primary school. Others work with older students at middle, junior high, and high schools.
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