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
INTRODUCTION
Background of the study.
Education is one of the fundamental institutions created by society to address its basic needs. The sustainability of every society is dependent on its ability to have a ready supply of human resources at all levels with the skills and capabilities to maintain 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 functional education in Nigeria has dominated conversations in homes, offices, and public spaces.
Nigeria is making progress towards industrialised, scientific, technological, and entrepreneurial development. FRN (2013) identifies education as a “par excellence” tool for effective national development.
In 2005, the Nigerian government recognised the need for a new, more functional curriculum for all school levels; as a result, the National Council of Education (NCE), the highest policy-making body in Nigeria’s education sector, directed the Nigerian Educational Research and Development Council (NERDC) to restructure and enrich the instant primary, junior, and senior secondary school curricula.
NERDC (2008) summarises the philosophy of the new senior secondary school curriculum (SSEC): Every 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, while also strengthening the foundations for ethical, moral, and civic values learned in basic education. Orji (2011) explained the perspective, stating that the new SSEC builds on the successes of the Basic Education Curriculum and aims for the overall development of each individual student.
That is, it includes preparation for higher education, functional trade/entrepreneurship skills, and the development of ethical, moral, and civic values. According to him, trade/entrepreneurship is an important component of the new senior secondary education curriculum and is designed to address the shortage of technical skills amidst increased demand for the skills in Nigeria.
Researchers and educators have worked to conceptualise and define trade and entrepreneurship education (Omolayo, 2006; Orji, 2011; Watson, 2010). Omolayo (2006) defined entrepreneurship as the act of starting a business, arranging business deals
and taking risks in order to profit from the education skills gained, whereas Watson (2010) defined it as ‘a process through which individuals identify opportunities, allocate resources, and create value’.
In the context of Nigerian education, 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”.
He also defined entrepreneurship as a specific mindset (for example, self-reliance) that leads to entrepreneurial endeavours. According to NERDC (2008), trade/entrepreneurship is now a required core cross-curricular subject at the senior school level (together with English, Mathematics, Computer/ICT, and Civic Education).
This means that every senior secondary school student in Nigeria, regardless of their field of study, is required to offer at least one trade/entrepreneurship subject chosen from the list of trade/entrepreneurship subjects, as well as register for (be assessed in) at least one T/E subject in the public examinations (NECO, WAEC, or NABTEB).
Based on this backdrop, the researcher would like to analyse demand and supply. Demand and supply of trade/entrepreneurial subject teachers in Education District 111 in Lagos State.
Statement of the Problem
Trade/entrepreneurship is an important component of the new senior secondary education curriculum, and it is intended to address the lack of technical skills in Nigeria, as there is a growing need for their services. Given the demand for trained teachers, it is expected that schools select at least one trade topic to stage in their school.
To that purpose, Orji (2011) offered some factors to consider when selecting trade subjects: teaching staff, school infrastructures, community interest and support, availability of local resources, socio-cultural preferences, and student characteristics (ability, career interest, age, peer/family influences). This will ensure its successful deployment.
OBJECTIVE OF THE STUDY
The study’s aims are:
To determine whether trade and entrepreneurship are taught in public senior secondary schools in Lagos state.
To identify qualified teachers for trade/entrepreneurship in Lagos state.
To discover the obstacles of teaching trade/entrepreneurship in Lagos state.
To assess the impact of teaching trade/entrepreneurship in Lagos state.
RESEARCH QUESTION:
Is commerce and business taught in public senior secondary schools in Lagos state?
Are there any certified trade/entrepreneurship teachers in Lagos State?
Is it difficult to teach trade or entrepreneurship in Lagos state?
Is there any impact of teaching trade/entrepreneurship in Lagos State?
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