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EXAMINATION OF SECONDARY SCHOOL TEACHERS PERCEPTION ON ENTREPRENEURSHIP EDUCATION

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Since independence, Nigeria government became more and more aware of the short comings and limitations of the colonial education heritage. Concerted efforts are being made to make education functional and a tool for national development. The history of entrepreneurship education in Nigeria started in the 1960s.This is seen from the various government programmes such as the Entrepreneurship Development Centre (EDC), Nigeria Industrial Development Bank (NIDB), National Directorate of Employment (NDE), National Open Apprenticeship Scheme (NOAS), etc. As promising as they sound, these programmes were short lived.

The reason for the short life span of these programmes is not farfetched. It is simply because they were not inculcated into the educational system. Education is a powerful force that can ensure the sustainability of any worthwhile ventures. In Nigeria today, school curriculum at all levels are now developed with entrepreneurial mindset. This is with the aim that it will create self-reliance, employment, and economic growth and development. It is in response to the need for a more productive education that the 1969 curriculum conference was convened by the then National Education Research Council (NERC). Decisions at this conference led to the development of philosophy of education and consequently, the National Policy on Education of 1977 which was subsequently revised in 1981, 1998 and 2004.

Among the innovation is the „vocationalisation‟ of the secondary school curriculum. Prevocational subjects were introduced into the Junior Secondary School (JSS) curriculum while vocational subjects were introduced into the Senior Secondary School (SSS) curriculum. Integrated subjects such as Introductory Technology in the past were to prepare learners to acquire basic vocation such as woodwork, metal work, basic electronics, technical drawing, automobile mechanics, etc. This is to empower learners to be productive at the end of the Junior Secondary School. In today‟s curriculum, the above integrated subject is now called Basic Technology.

At the senior secondary school, the integrated vocational subjects are now learnt separately. They include subjects such as Agricultural science, food and nutrition, auto mechanics, commerce, typewriting, etc. Due to the frequent review of Nigerian curriculum, various changes are made to accommodate modern trend in education. The changes are merely change of nomenclature, the structure and objectives remain the same. The subjects mentioned above are aimed at developing entrepreneurial skills. Entrepreneurial subjects such as photography, catering, craft, and data processing have been recently added in the new secondary curriculum. The new secondary school curriculum structure which came into effect in September, 2011 has made it mandatory for every senior secondary school student to take at least a subject from the trade/entrepreneurship subjects. There was the need to introduce a form of education which will not only encourage self-reliance, but will impact positively on the creative and innovative abilities of the individuals (Oladunjoye & Omemu, 2013).

The imperative of Entrepreneurial Education in Nigeria for self-reliance and national development can never be over-emphasized. With the recent introduction of Entrepreneurship Education in secondary schools and tertiary institutions, the expectation is that students would be motivated to become creative and innovative; that Entrepreneurial Education would encourage and improve students ability to work with others in a team; acquire joint-venture initiatives;; introduce students to small business concepts and opportunities, and encourage them to start business ventures and play an important role in job creation among others. It is more than five (5) years since the introduction of Entrepreneurship Education in schools, although it may be to early to judge; but it is very disturbing that today, social vices are still on the high side. There are still numerous job seekers, armed robbers, prostitutes, kidnappers, fraudsters and touts and other social vices promoters everywhere.

According to Mbakwem and Okoro (2010) this implies that they lack entrepreneurial skills in real career world. These have become subjects of serious concern. The reason for this apparent decay in the society is not clear. One is not sure whether the school principals and teachers, who are supposed to implement the Entrepreneurial Education in schools are not doing it properly or that the schools lack the wherewithal for the implementation of Entrepreneurial Education learning experiences or that the students are not learning the skills because they lack the right mind-set or that the teachers are not committed. The researcher therefore sought to ascertain how principals perceive the EE as relevant in secondary schools and whether there are constraining factors to the attainment of the objectives of Entrepreneurial Education with a view to address them.

1.2 STATEMENT OF THE PROBLEM

The recent changes in global economy have made virtually all nations of the world to redress their various economic policies that could match the global economic competitiveness. Nigeria as a developing country is not left out of these changes in her economic policies. From observation, the major problems affecting the implementation of entrepreneurship education can be viewed from lack of qualified teachers, poor facilities, poor teaching and attitude of teachers. 

One of the ways of ensuring that education assists in addressing national and global unemployment is by incorporating entrepreneurship education in to the curriculum. In essence, educational entrepreneurship provides a platform for youths to transform opportunities to business ventures and to manage those ventures to become a medium for job creation for themselves and others. However, one of the ultimate goals of educational entrepreneurship is all about increasing the student‟s ability to anticipate and respond to societal changes. In other words, through educational entrepreneurship, students are equipped to deploy their creativity ability for their good and benefits of the larger society. They are also empowered to take initiatives, responsibilities and risks. This study is therefore aimed at examining the relevance of entrepreneurship education to Implementation of Entrepreneurship Education for Self-Reliant in Public Secondary Schools in Rivers State.

1.3 OBJECTIVES OF THE STUDY

The purpose of the study is to investigate the implementation of entrepreneurship education for self-reliance in public secondary schools in Rivers State. In specific terms, the study seeks to: 

1. Determine the extent to which entrepreneurship education is been taught in public secondary schools for self-reliance in Rivers State.

2. Determine if qualified teachers are available for the implementation of Entrepreneurship Education for self-reliance in public secondary schools for self-reliance in Rivers State.

1.4 RESEARCH QUESTIONS

1. To what extent is entrepreneurship education taught in public secondary schools for self- reliance in Rivers State? 

2. To what extent are qualified teachers available for the implementation of Entrepreneurship Education in public secondary schools for self-reliance in Rivers State?

1.5 RESEARCH HYPOTHESES

1. HO1: There is no significant difference between rural and urban secondary school principals on the extent to which entrepreneurship education is taught in public secondary schools for self-reliance in Rivers State. 

2. HO2: There is no significant difference between the rural and urban secondary school principals on the extent to which qualified teachers are available for the implementation of Entrepreneurship Education in public secondary schools for self-reliance in Rivers State.

1.6 SIGNIFICANCE OF THE STUDY

The significance of the study on secondary school teachers' perception of entrepreneurship education lies in its potential to inform educational policy and curriculum development. Understanding teachers' perspectives can help identify barriers to implementing entrepreneurship education effectively and inform strategies to overcome them. Additionally, insights from this study can enhance teacher training programs, ultimately fostering a more conducive environment for fostering entrepreneurial skills among students, which is vital for preparing them for the demands of the modern workforce and promoting economic development. 

1.7 SCOPE OF THE STUDY

This study focuses on examining the perceptions of secondary school teachers towards entrepreneurship education in public schools in Rivers State. It aims to investigate teachers' attitudes, beliefs, and experiences related to the integration of entrepreneurship education into the curriculum. The research will explore factors influencing teacher perceptions, such as training, resources, and support systems. By narrowing the scope to public schools in Rivers State, the study seeks to provide insights specifically relevant to this educational context, facilitating targeted interventions and policy recommendations to enhance entrepreneurship education delivery in the region.

1.8 LIMITATIONS OF THE STUDY

While this research offers valuable insights into the perceptions of secondary school teachers on entrepreneurship education in public schools in Rivers State, certain limitations should be acknowledged. Firstly, the study's findings may not be generalizable beyond the specific context of Rivers State, limiting their applicability to other regions or educational systems. Additionally, the research may encounter challenges related to sample size, respondent bias, and access to comprehensive data. Furthermore, external factors such as socio-economic conditions and governmental policies may influence the study's outcomes. Despite these limitations, the study aims to provide meaningful contributions to the understanding and improvement of entrepreneurship education in Rivers State's public schools.

1.9 DEFINITION OF TERMS

1. Entrepreneurship Education: The process of imparting knowledge, skills, and attitudes necessary for individuals to identify opportunities, take risks, and create value through innovative ventures.

2. Perception: The way individuals interpret and make sense of their experiences, including attitudes, beliefs, and opinions regarding entrepreneurship education.

3. Secondary School Teachers: Educators working in institutions providing education to students typically between the ages of 12 and 18 years old.

4. Curriculum: The set of courses and learning experiences designed to achieve specific educational objectives, including those related to entrepreneurship education.

5. Attitudes: A psychological tendency that reflects an individual's evaluation or appraisal of a particular concept, such as entrepreneurship education, which influences their behavior and decision-making.

6. Policy: Formal guidelines, principles, and regulations established by educational authorities or governing bodies regarding the implementation and delivery of entrepreneurship education in secondary schools.

7. Economic Development: The process by which a nation's wealth, productivity, and standard of living improve over time, often influenced by factors such as entrepreneurship, innovation, and education.

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