A STUDY OF PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF BUSINESS EDUCATION IN SENIOR SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE

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A STUDY OF PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF BUSINESS EDUCATION IN SENIOR SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE

CHAPTER ONE

INTRODUCTION

Background to the Study

Business Education could be referred to as that area of vocational education that offers to courses in economic, commerce, book keeping, accounts, business mathematic typing and shorthand. The international dictionary of education (2001) refers to it as both commercial studies and business studies. The dictionary sees the commercial studies of education as the area that comprises such school subjects as typewriting, shorthand, book keeping and elementary accounting and defines business education a studies of commerce and management subjects. This definition however does not indicate the level of education at which the title should be used. The difference in title is a matter of sentiment which does not in any way determine the content of the courses at the various levels of education. In the secondary school in Nigeria the subject is regarded as business studies but in the higher levels, in colleges and universities it is known as Business education or management science which covers subjects as well as related courses like business law, business management, accountancy, marketing data processing and computer. Under the new system in education, these subjects are not studies in isolation in the junior secondary school. As a result of this problem, there has been less interest and motivation on the part of the students who offer business subjects in schools.

The present situation in Nigeria can be compared to that of America when the National Business Education Association Chaired by A. C. Farkner (1993) observed that office and distributive occupation constitute one of the fastest growing employment groups in the labour market. The Nigeria economy is expanding in line with the demand for youths prepared for occupations in these areas. Preparing youths for various occupations and providing occupational information for the same group of youth is the duty of business education. There is, therefore, an urgent need for the expansion of the programme of business education in our secondary schools. The expansion does not however, mean much, unless the programme maintains a corresponding high status, which of course is measured by the attitude of the general public i.e the Government, schools, parents, students and teachers towards it as well as the effectiveness of teaching the subject.

Among the objectives of teaching business education in secondary schools as outlined in the business education curriculum for junior secondary school (2001) include:

1. That the student may, after completing the junior secondary school will have opportunity for a job in a business organization or/and apprenticeship in industry.

2. That the student may go through senior secondary school, technical colleges and on to polytechnics or universities.

3. To offer prospective graduates an opportunity to develop those skills, abilities and understanding that will enable them to handle competently their personal business affairs.

4. To provide them with occupational intelligence to enable them get job satisfaction in the labour force of the economy.

5. To provide business oriented graduates who can be self-reliant in future.

6. To produce skillful graduates in business education.

The teaching of business education in secondary schools today is not encouraging as there are insufficient qualified teachers, lack of teaching facilities, textbooks and workshops. Besides, period allocations for the teaching of the subjects as a teaching unit are hardly enough to cover the scheme within the specified period. Yet schools continue to produce students who pass through the teaching of business education as a subject without the requisite acquisition of skills.

Statement of the Problem

In the senior secondary school, business education subjects are treated as interpreted subject, as business studies, which comprises commerce, office practice, bookkeeping and accounting, shorthand, and typewriting. In the senior secondary school, it is treated as single subjects where the students are allowed to choose the subjects they feel they can do. These subjects are economies, commerce, bookkeeping and accounting, shorthand and typewriting. For the effective teaching and learning of business education subject, there should be enough qualified teachers, enough instructional Materials, enough period of teaching allocated to the subject and adoption of practical oriented teaching method, these will lead to the realization in teaching of the subject in school.

Moreover, the availability and utilization of the instructional facilities in most of the schools cannot be guaranteed and the training in the subject areas where they will specialize in future. This is because most universities and colleges of education allow their undergraduates to specialize in a particular option of their choice, thereby producing graduates who are not all round specialists.

Purpose of the Study

The purpose of the study is to determine whether business education is meeting up with the challenges of business education in the 6-3-3-4 educational system in Oredo Local Government Area of Edo State. Specifically, the study was aimed at:

1. Finding out the content coverage of business education by the teacher during the teaching of the subject with respect to business education programme, as stipulated in the national policy on education.

2. Identifying the equipment and other facilities available for teaching business subject in secondary schools.

3. Ascertaining the number of professionally trained teachers who teach these business subjects in secondary schools.

4. Determining the extent of support from government for business education programme in secondary schools in Oredo Local Government Area of Edo State.

Research Questions

For the purpose of a greater sense of direction in the study, a number of questions to guide the research were formulated thus:

1. To what extent do teachers follow the business education curriculum content during the teaching of business education in schools?

2. What facilities and equipment are available for the teaching of business subjects in secondary schools?

3. What are the qualifications of the teachers in business subjects in the secondary school?

REVIEW OF RELATED LITERATURE

Concept of Business Education

In order to be able to understand the concept of business education, it would be necessary to look at the definitions of business education in the past and present time. This is because technology has helped to change definitions of certain things. It therefore, implies that business education, as a course of study has to move with time. Popham (1975) said when a group of people were asked what business education is? The reply was as follows: A business executive replied, “Business Education is education to produce goods and services”. A radical retorted: It is the avenue to make enormous profit. One teacher responded: Economic concepts necessary for living in a business economy. Another teacher answered: Learning skills to enter a business or distributive job. A person on the street said “Shorthand and typing, that’s it”. After looking at the different views of business educators, Popham came to a conclusion that: Business education is a course that prepares students for entry into and advancement in jobs within business and it is equally important because it prepares students to handle their own business affairs and to function intelligently as consumers and citizens in a business economy. Nolan, Hayden & Malsbary (1967) defined business education as those business programmes and courses taught ordinarily at the secondary school level. Osuala E. C. (1989) defined Business education as an essential part of the preparation of youths for live and living. In 2004, Osuala, gave another definition as a programme of instruction which consists of two parts (1) Office education – a vocational programme of office careers through initial, refresher and upgrading education and (2) General business education – a programme to provide students with information and competences which are needed by all in managing personal business affairs and in using the services of the business.

Still on the definition of business education, Njoku (1997) defines business education as that facet of educational training that helps the individual to acquire relevant skills needed for living.

Business Education and National Development

Business education has been defined in several ways, most of which highlight its vocational nature. It is a form of vocational education that is directed towards developing the learner to become productive in teaching, paid employment and self-employment (Idialu in Amoor, 2010). Business education prepares beneficiaries for gainful employment and sustainable livelihood. It is generally seen as education for and about business. Business education for business is that aspect of vocational education which provides instruction and preparation for office occupations such as secretary, shorthand-typist or stenographer, bookkeeper, data processor, word processor, computer analyst and accountant. On the other hand, education about business provides knowledge and understanding of the economic, financial, marketing, accounting, management system and other branches of business endeavour. In other words, education about business prepares students to function intelligently as consumers and citizens in a business economy.

Vocational and technical skills and competence has been identified (Rufia, 2013) as critical success factors in the actualization of Nigerian Vision 20:2020 which is about Nigeria becoming one of the first 20 economies in the world by the year 2020. Business education holds the prospect of contributing, through its job creation and self-employment packages, for the attainment of vision 20:2020. A gainfully employed individual contributes to GDP per capita, reduces poverty and unemployment which are some of the indices of development.

IMPEDIMENTS TO QUALITY BUSINESS EDUCATION

Business education provides the knowledge, kills, attitudes and understanding needed to perform in the business world as a producer and or consumer of goods and services that business offers. It includes virtually all the knowledge which holds prospect for gainful employment. The realization of lofty aims of business education depends on how much the following challenges are tackled.

Unqualified Teachers:

Teachers are critical stakeholders in curriculum implementation. The employment of unqualified teachers to teach business courses is a great disservice to quality of business education graduates. It is a well known fact that most of the higher institutions that offer business education programme suffer from shortage of qualified teachers (Amoor in Ugwuogo, 2012). Business education has become a dumping ground sort of for graduates from different disciplines employed in the name of business educator.

Obsolete Technologies:

Manual typewriters are still largely in use. Some available modern ICTs are grossly inadequate.

Under Utilization of Computers:

The department is not taking full advantage of shared printer, shared logic/resources and networking.

Large Class Size:

The high teacher-student ratio affects quality of delivery of practical courses like word processing, data processing, shorthand and others.

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