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EXAMINATION
OF SECONDARY SCHOOL TEACHERS PERCEPTION ON ENTREPRENEURSHIP EDUCATION
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The high
rate of unemployed graduates in Nigeria is alarming and disturbing. Over 90
University in the country produces thousands of graduates yearly of which just
little of them can be absorbed in the labour market. The introduction of
entrepreneurship education in primary secondary and tertiary institutions
should serve as an instrument to curb this problem “unemployment”. This is
because entrepreneurship education is a long life process, starting as early as
elementary school and progressing through all levels of education including
adult education. Looking at this scenario, students are exposed to trade
subject at the elementary stage which helps them widen their knowledge on
entrepreneurship till tertiary institution. After graduation, it is believed
that at least a reasonable number of graduates should be able to develop some skills
which will enable them survive as being self-employed.
The Nigerian
education system had recently been restructured to meet pertinent national
aspirations and global goals, such as the National Economic Empowerment and
Development Strategies (NEEDS) and Millennium Development Goals. The ideals of
NEEDS and MDGs form the bedrocks upon which the new school curriculum was
built. Indeed, the curriculum is regarded as the instrument for delivery of
educational goals and aspirations; and national educational goals and
aspirations determine the structure and content of the curriculum (Gbamanja,
1997; Orji, 2006). In 2005,the
Nigerian government highlighted the need for a new curriculum for a new
invigorated functional curriculum for all school levels; thus, the National
Council of Education (NCE), the highest policy body in Nigerian education
sector, mandated the Nigerian Educational Research and Development Council
(NERDC) to restructure and enrich the instant primary, junior and senior
secondary school curricula. Therefore, the Nigerian Educational Research and
Development Council (NERDC) with curriculum development as one of its core
mandates developed the 9year Basic Education curriculum, the senior secondary
education curriculum and 35trade/entrepreneur curriculum for the use at both
the Basic and Senior Secondary Education levels in the country.
Entrepreneurship Education/Trade is now a core subject in secondary schools in
Nigeria. Entrepreneurship education in a school curriculum ensures that each learner
has a change to become an entrepreneur and each student is an architect of
his/her fortunes or destiny. According to Nwosu and Ohia (2009),
entrepreneurship education is that aspect of education which equips an
individual and creates in the person the mind-set to undertake the risk of
venturing into something new by applying the knowledge and skills acquired in
school. This means that entrepreneurship education helps tom provide students
with knowledge, skills and motivation to encourage entrepreneurship in variety
of settings. Entrepreneurship education creates the willingness and ability in
a person to seek out investment opportunities in the society and be able to
establish and run an enterprise successfully based on identifiable
opportunities (Fashusa, 2006).
An
entrepreneur is someone who exercise initiatives by organising a venture to
take benefit of an opportunity and as the decision maker decides what, how and
how much of a good or service will be produced. According to an Economist
Joseph A. Louis Schumpeter (1883-1950) entrepreneur are not necessarily
motivated by profit but regard it as a standard for measuring achievement or
success. Researchers and educators have been concerned with conceptualising 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 profit
through the education skills acquired, while Watson (2010) defined it as “a process through which
individuals identify opportunities, allocate resources and create value “ Orji
(2011) referred to entrepreneurship as “the training in any of the 35
trade/entrepreneurship curricula; and this includes the ability and skill to
put together all the factors of production to start and sustain a business”(pg
213). He also referred to entrepreneurship as a specific mind set (e.g.
self-reliance) resulting in entrepreneurial initiatives. Entrepreneurship
education is in fact the fundamental aim of education. It is the acquisition of
knowledge, skills and attitude to enable the learner apprehend life challenges
in whatever form and steps to realize new trends and opportunities for meeting
those challenges in all aspects of human life. Entrepreneurship education is
indeed a critical resource for whole life education. Entrepreneurship education
according to Akinseinde (2001) “is the process of providing individuals with
the ability to recognize business opportunities and the insight, self-esteem
knowledge and skills to act on them”. It involves the transformation of an idea
into reality. This implies that initiatives drive and ability to become an
entrepreneur is dormant in all human but awaits reactivation.
Hisrich(2002) defined
entrepreneurship as a process of creating something new with value by devoting
the necessary time and effort assuming the accompanying financial psychic
social risks, receiving the resulting rewards of monetary and personal
satisfaction and independence. What distinguishes entrepreneurship education
from other forms of education is its emphasis on realisation of opportunities.
These opportunities can be realised through starting a business introducing new
products or ideas or through doing something in a different way with the aim of
achieving goals. It’s in this regard that the European Commission 2007 presents
entrepreneurship as an individual’s ability to turn ideas into action.
In
entrepreneurship education the teaching methods should be directed towards
entrepreneurship, student activation, emphasis on social interaction and
student oriented. New pedagogical methods, problem oriented learning,
experiences and different co-operation with business life are important in
entrepreneurship education. Connecting the entrepreneurship education with
practical company functions increases the subject’s interest. Success in life
is based on own work attitude and the active creation of your own opportunity
strategy. The important task of entrepreneurship education is to guide students
so that they can achieve this opportunity strategy. Success in this leads often
to the creation of new enterprises or many new good employers. With the help of
an entrepreneurship spirited educator and the educational institution, the
responsibility for learning transfers to the students and activity will take a
more important role instead of passive receiving. Several studies show that the
quality of teacher training, education should be improved at the different
school stages. The quality and viewpoint of entrepreneurship education depends
a lot on the teacher’s own starting point and way of looking life. When
considering what kind of entrepreneurs or good employers are needed in society
it should also be considered how entrepreneurship educators should be trained.
Since teachers have great influence on students attitudes towards the subjects
they(i.e. the students) offer, the researcher is interested on the teacher’s
perception of Entrepreneurship education and the strategy of implementation. It
is believed that the result of this study will help to improve the
implementation strategy of Entrepreneurship education in secondary school and
also bring possible suggestions.
1.2 STATEMENT OF THE PROBLEM
Against this
background, this research project set to examine secondary school teachers
perception on entrepreneurship education and the various strategies used in
implementing the subjects at various schools in Ijebu-ode local government
area, Ogun state.
1.3 RESEARCH QUESTIONS
The main
focus of this research is to provide valuable response to the questions below
1. What are the perceptions of secondary
school teachers on Entrepreneurship education?
2. Will educational qualification affect the
strategies used in implementing entrepreneurship education?
3. Is there any significant difference
between the male and female teacher understanding and perception of
implementing entrepreneurship?
4. Will working experience significantly
determine the challenges faced by teachers with reference to implementation
strategies?
1.4 SIGNIFICANCE OF THE STUDY
The study is
aimed at having a consensual perception of secondary school teachers with
regard to the different strategies and their implementation focusing on entrepreneur
education and proffering possible and suitable solution or way out.
It is
observed that due to the recent introduction into the Nigerian Educational
Curriculum for secondary schools some or most teachers are having various
challenges ranging from the strategic point of views to the methods for proper
dissemination to the students.
It is
however hoped that after thorough and deep research this study would help in
easier implementation of different strategies also giving them a positive
perception of entrepreneurial education as well as enabling neutral readers,
students and parents to understand this concepts for proper understanding of
this subject.
Since
teachers are seen as the vital grass root implementers of the curriculum. It is
essential to know their perception or how they perceive the new subjects
included in the curriculum. Positive view from the teachers will be of great
help because they (the teachers) really have great influence on students. If
the subject is well taught and made look interesting to the students it will
help in the development of our country at a whole. And if the teacher’s views
are otherwise, then necessary action and correction will have to be taken.
1.5 SCOPE OF THE STUDY
The scope of
this study is limited to Ijebu-ode local Government area. The perception of
teachers on entrepreneurship education and strategies of implementation will be
looked upon in ten different secondary schools with a population of 100
teachers in Ijebu-ode.
1.6 DEFINITION OF TERMS
Teacher: A
teacher is that individual who imparts knowledge people. He is that individual
who imparts knowledge into less knowledgeable people.
Education:
this refers to a process of making it possible for a man to live as full and as
happy a life as possible.
Entrepreneurship:
this refers to a process of starting a business
Strategy: a
method or plan chosen bring about a desired future achievement of implementing
entrepreneurship in secondary schools
Implementation:
this refers to the action to be followed in order to successfully give the
students a better understanding of the subject.
Perception:
a particular attitude towards a way of regarding something or a point of view
i.e. the point of view of teachers towards entrepreneurship education.
Entrepreneurship
education: it is about how students are thought how to create business, bring
new innovations ideas etc.
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