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. 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.

Format: MS Word

Chapters: 1 - 5, Preliminary Pages, Abstract, References
Delivery: Email

Page Numbers: 50

Price: 3000 NGN

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