A CRITICAL EVALUATION OF THE PERCEPTION OF TEACHERS ON ENTREPRENEURSHIP EDUCATION
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The high proportion of jobless graduates in Nigeria is disconcerting and alarming. Over 90 institutions in the country generate thousands of graduates annually, of which only a number of them can be accommodated into the labor market (Ade, 2012). Therefore, entrepreneurial education was introduced in secondary and tertiary institutions to serve as a device to combat this issue of "unemployment". This is because entrepreneurship education is a lifetime process, beginning as early as elementary school and going through all stages of education, including adult education. Hence, students are introduced to trade studies in the basic level, which helps them broaden their knowledge of entrepreneurship until they reach higher institutions. After graduation, it is assumed that at least a significant percentage of graduates should be able to acquire certain abilities that would allow them to exist as self-employed persons.
n light of the aforementioned, entrepreneurship education is now a core subject in Nigerian secondary schools, with the principal purpose of ensuring that each student has an opportunity to become an entrepreneur and each student is an architect of his or her fortunes or destiny. According to Nwosu and Ohia (2009), entrepreneurship education is that component of education which prepares an individual and establishes in the person the attitude to incur the risk of going into something new by employing the information and skills obtained in school. This implies that entrepreneurship education helps give students with information, skills, and desire to foster entrepreneurship in a range of situations. It creates the attitude and aptitude in a person to seek out investment possibilities in society and be able to start and operate an enterprise successfully based on recognizable opportunities (Fashusa, 2006).
Additionally, entrepreneurial education is in reality the core purpose of education. It is the development of expertise, skills, and attitude that allows the learners to perceive life difficulties in whatever shape they may take and to recognize new trends and chances for confronting those challenges in all facets of human existence. It is undoubtedly a significant resource for whole-life education. Entrepreneurship education, according to Akinseinde (2001), "is the act of providing people with the capacity to identify business opportunities and the insight, self-esteem, knowledge, and skills to act on them. It entails the turning of an idea into reality. This means that the initiative drive and aptitude to become an entrepreneur are latent in all persons but need reactivation.
What separates entrepreneurial education from other kinds of education is its focus on the achievement of opportunities. These opportunities may be exploited by establishing an enterprise, presenting new goods or ideas, or through doing things in a different manner with the intention of accomplishing goals. It’s in this sense that the European Commission (2007) portrays entrepreneurship as an individual’s capacity to convert ideas into action.
In entrepreneurial education, the teaching approaches are aimed towards entrepreneurship, student engagement, focus on social interaction, and student orientation. New pedagogical techniques, problem-oriented learning, experiences, and varied co-operations with business life are vital in entrepreneurial education. Connecting entrepreneurship education with the real operations of a company boosts the subject’s motivation. The key objective of entrepreneurship education is to advise students so that they may attain this opportunity technique. Success in this frequently leads to the formation of new firms or many new potential employers. With the support of an entrepreneurial-spirited instructor and the educational institution, the responsibility for learning transfers to the students and participation will take on a more essential role instead of passive receiving. Several studies demonstrate that the quality of teacher training could be enhanced at the various school levels. Since teachers have great influence on students' attitudes towards the subjects they offer, the researcher is interested in the teacher’s perception of entrepreneurship education and the strategy of implementation.
1.2 STATEMENT OF THE PROBLEM
Entrepreneurship education is mainly focused on the creation of an entrepreneurial culture. It supports budding entrepreneurs in finding and exploring business prospects. It isn't merely about fostering new enterprises, innovative products, and jobs. Entrepreneurship is a skill-set that can be acquired by anyone, and it helps young people become more creative and self-assured in their endeavors. According to Obasan (2005), adequate information is preserved, institutionalized, and inculcated in all business-minded individuals.
Teachers' perspective on entrepreneurship education is one that claims that when a student is taught how to go about a venture, it is a technique that minimizes unemployment and, in so doing, helps lessen poverty. This involves students of higher learning and teaching them how to start a business, manage its growth profitably by making entrepreneurial philosophies an action guide, and how to manage small-to medium-scale enterprises in an entrepreneurial manner to ensure continuous success through entrepreneurship education. The purpose of entrepreneurship education in the classroom is to attain this goal.
1.3 OBJECTIVE OF THE STUDY
The general aim of this study is to ascertain the perception of teachers towards entrepreneurship education. The specific aims of this study are outlined below:
1. Ascertain teachers' perceptions towards the teaching of entrepreneurship education in secondary schools.
2. Determine whether entrepreneurship education is taught effectively in secondary schools.
3. Ascertain students' attitude towards teaching and learning entrepreneurship education.
4. Identify factors affecting the effective teaching of entrepreneurship education in secondary schools.
1.4 RESEARCH QUESTIONS
The main focus of this research is to provide a valuable response to the questions below.
1) What is the teachers' perception towards the teaching of entrepreneurship education in secondary schools?
2) Is entrepreneurship education taught effectively in secondary schools?
3) Do the students have a positive attitude towards the teaching and learning of entrepreneurship education?
4) What are the factors affecting the effective teaching of entrepreneurship education in secondary schools?
1.5 SIGNIFICANCE OF THE STUDY
The study aims at having a consensual perception of secondary school teachers with regard to the different strategies and their implementation, focusing on entrepreneur education and proffering a possible and suitable solution or way out.
It is observed that due to the recent introduction of the Nigerian Educational Curriculum for secondary schools, some or most teachers are having various challenges ranging from the strategic point of view to the methods for proper dissemination to the students.
It is, however, hoped that after thorough and deep research, this study would help in the 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 these concepts for proper understanding of this subject.
Since teachers are seen as the vital root implementers of the curriculum, It is essential to know their perception, or how they perceive the new subjects included in the curriculum. Positive views from the teachers will be of great help because they (the teachers) really have a great influence on students. If the subject is well taught and made to look interesting to the students, it will help in the development of our country as a whole. And if the teacher’s views are otherwise, then necessary action and correction will have to be taken.
1.6 SCOPE OF THE STUDY
The study is generally narrowed to the perception of teachers on entrepreneurship education. However, the scope of the study extends to but is limited to teachers' perceptions towards the teaching of entrepreneurship education in secondary schools, the students' attitude towards teaching and learning entrepreneurship education, and the factors affecting the effective teaching of entrepreneurship education in secondary schools. The study is further limited to four (4) research questions. Hence, the study will be carried out in 16 secondary schools in Enugu State.
1.7 LIMITATION OF THE STUDY
Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.
1.8 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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