Demand and supply of trade/entrepreneurial subject teachers in education district 111 of Lagos state

ABSTRACT

This study is on Demand and supply of trade/entrepreneurial subject teachers in education district 111 of Lagos state. The following objectives were formulated: To find out whether trade/entrepreneurship is taught in public senior secondary schools in Lagos state, to find out the qualified teachers for trade/entrepreneurship in Lagos state, to find out the challenges of teaching trade/ entrepreneurship in Lagos state and to ascertain the effect of teaching trade/entrepreneurship in Lagos state. The total population for the study is 200 staff of selected secondary schools in education district 111, Lagos state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, teachers and none teaching staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

 

CHAPTER ONE

INTRODUCTION

 

Education is one of the basic institutions established by society to meet its essential needs. The survival of any society depends on its ability to have a ready stock of human resources at all levels with the skills and capabilities to maintain all aspects of the societal education concerned with the preparation of the young ones so that they can serve societal needs as adults. For over a decade now, the issue of quality and functional education in Nigeria has dominated discussions at homes, offices and public places. Nigeria as a nation is making strides towards industrialization, scientific, technological and entrepreneurship development. FRN (2013) recognizes education as an instrument “par excellence” for effective national development.

In 2005, the Nigerian Government highlighted the need for a new invigorated functional curriculum for all school levels; thus, the National Council of Education (NCE), the highest policy making body in Nigeria education sector, mandated the Nigerian Educational Research and Development Council (NERDC) tore structure and enrich the instant primary, junior and senior secondary school curricula. NERDC (2008) captures the philosophy of the new senior secondary education curriculum (SSEC): Every senior secondary education graduate should have been well prepared for higher education as well as acquired relevant functional trade/entrepreneurship skills needed for poverty eradication, job creation and wealth generation; and in the process strengthened further the foundations for ethical, moral and civic values acquired at the basic education level. In explaining the philosophy, Orji (2011) noted that the new SSEC builds on gains of the Basic Education Curriculum and targets all-round development of every individual student. That is, it involves preparation for higher education; functional trade/entrepreneurship skills; and strengthening of ethical, moral and civic values. According to him, trade/entrepreneurship is major component of the new senior secondary education curriculum and is designed to address the dearth of technical skills amidst growing demand for the services of the skills in Nigeria

Researchers and educators have been concerned with conceptualizing and defining trade and entrepreneurship education (Omolayo, 2006; Orji, 2011; Watson, 2010). Omolayo (2006) defined entrepreneurship as the act of starting a company, arranging business deals and taking risks in order to make a profit through the education skills acquired while Watson (2010) defined it as ‘a process through which individuals identify opportunities, allocate resources, and create value’. Using the context of Nigeria education, Orji (2011) referred to 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 referred to entrepreneurship as specific mindset (e.g. self-reliance) resulting in entrepreneurial initiatives. According to NERDC (2008), trade/entrepreneurship is now a compulsory core cross cutting subject at the senior school level (alongside English, Mathematics, Computer/ICT and Civic Education). This implies that each and every student in Nigeria senior secondary school, irrespective of their fields of study, must compulsorily offer at least one trade/entrepreneurship subject selected 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 background the researcher wants to investigate the demand and supply Demand and supply of trade/entrepreneurial subject teachers in education district 111 of Lagos state

Trade/entrepreneurship is major component of the new senior secondary education curriculum and is designed to address the dearth of technical skills amidst growing demand for the services of the skills in Nigeria. The demand for the qualified teacher, it is expected that school choose at least one trade subject to stage in their school. To this end, Orji (2011) suggested some considerations in choosing trade subjects: teaching staff, school infrastructures, community interest and support, availability of local resources, socio-cultural inclinations, and student attributes (ability, career interest, age, peers/family influences). This will ensure its effective implementation.

The objectives of the study are:

1. To find out whether trade/entrepreneurship is taught in public senior secondary schools in Lagos state.
2. To find out the qualified teachers for trade/entrepreneurship in Lagos state
3. To find out the challenges of teaching trade/ entrepreneurship in Lagos state
4. To ascertain the effect of teaching trade/entrepreneurship in Lagos state
5. Is trade/entrepreneurship taught in public senior secondary schools in Lagos state?
6. Are there qualified teachers for trade/entrepreneurship in Lagos state?
7. Are there challenges of teaching trade/ entrepreneurship in Lagos state?
8. Is there any effect of teaching trade/entrepreneurship in Lagos state?
   • SIGNIFICANCE OF THE STUDY

The study will give insight on the demand and supply of trade/entrepreneurship subject teacher education. The study will be very significant to students, ministry of education and teachers. At the end of this study, it will help us to know the important of trade/entrepreneurship subject to the youth in terms of effect of unemployment. The study will also serve as a reference to other researcher that will embark on the related topic

• SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers Demand and supply of trade/entrepreneurial subject teachers in education district 111 of Lagos state. The researcher encounters some constraints which limit the scope of the study namely:

AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study

TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

ENTREPRENEURSHIP: Entrepreneurship is the process of designing, launching and running a new business, which is often initially a small business. The people who create these businesses are called entrepreneurs

TRADE: Trade involves the transfer of goods or services from one person or entity to another, often in exchange for money. A system or network that allows trade is called a market. An early form of trade, barter, saw the direct exchange of goods and services for other goods and services

EDUCATION: Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research

TEACHER: A teacher is a person who helps people to learn. A teacher often works in a classroom. There are many different kinds of teachers. Some teachers teach young children in kindergarten or primary schools. Others teach older children in middle, junior high and high schools.

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