Learning Business Education Skills for Sustainable ... - ZtJournals

Journal of Educational Policy and Entrepreneurial Research (JEPER) ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online) Vol. 2, N0.9. September 2015. Pp 123-132

Learning Business Education Skills for Sustainable Development: The Case of Business Education Programme, Federal College of Education (Tech) Bichi Kabir Musa Shu’aib Department of Accounting Education, Federal College of Education (Tech), Bichi, Kano [email protected]

Abstract Business Education Courses are designed to develop workplace and life skills and/or enrich and complement skills needed for success in achieving self-reliant in students. The importance of the business educators is increasing as the business world becomes more complex. Through this programme, individuals are educated to become skilled employees who can contribute meaningfully to the overall effectiveness of an office, teaching and learning in schools. It is against this backdrop the paper critically x-ray the business education programme of the Federal College of Education (Tech), Bichi in line with its philosophy of providing pre-service training teachers with sound education in key leaning areas in business education curriculum: planning and organizing office operations, management and leadership and human relations. 1, 048 students were used as population of the study and 285as sample of the study. Questionnaire was designed to collect the primary data which was analyzed and presented using descriptive statistics. 213 questionnaires were filled and returned and were processed using SPSS v. 20. The result indicates that, majority of the respondents agree though with varying level of agreement, that business education skills and programmes significantly empower students and also enhance post-graduation employment opportunities for students which will improve entrepreneurship skills for self-reliant and sustainable development. Key words: Learning skills, Business Education, Entrepreneurship, Sustainable development

Introduction Education, or the transmission, acquisition, creation and adaptation of information, knowledge, skills and values, is a key lever of sustainable development. This is based on a vision of inclusive societies in which all citizens have equitable opportunities to access effective and relevant learning throughout life delivered through multiple formal, non-formal and informal settings. As such, education is essential to individuals’ development as it is to the development of their families, of the local and national communities to which they belong, and to the world at large (UNESCO 2012). Unemployment dominated large portion of the labour force which constitute the central problem now in almost all the underdeveloped countries like Nigeria. Unemployment has therefore reached such an alarming situation today that is perhaps regarded as the most serious of the problem affecting Nigeria. This scenario is

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steadily worsening, as the gap between the rapid rising numbers of graduates pressing for work chasing few employment opportunities being created widen. According to Attah (1998), in Anao (1986), business education could very simply mean an educational process or context which has the primary aim of preparation of people for roles in enterprise; such roles could be as employee, entrepreneur and employer or simply as selfemployed. Also Akanbi and Sylvester (1996) says “the American National Conference on the future of Business Education (1985) sees business education as a curriculum that has at its controlling purposes, the preparation of persons for useful, gainful employment”. From the above, it appears that business education prepares an individual for employment, either as employee or employer through training and acquisition of skills. Sustainable development is described as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. At the 2002 Summit on Sustainable Development in Johannesburg, world leaders reaffirmed their commitment to sustainable development and agreed that the top challenge was implementation. The role of education was agreed by the UN General Assembly to be critical to success, and a Decade of Education for Sustainable Development will start in 2005 (Forum for the future, 2004). Nigeria is the most populous country in Africa and Kano state has the largest population in the country with 9,383,682 representing 6.70% (2006 Population and housing census). Out of this number, considerable percentage are youth, who are either in tertiary institutions or have graduated from tertiary institutions without job. Increasing number of graduates without jobs from tertiary institutions has become an issue that dominated academic discussions across the country. It was estimated that over 200,000 students are graduating from Nigerian universities every year. Learning business education skills from colleges of education will prepare large number of youth for direct selfemployment and this will lead to sustainable development in the long run. There are three colleges of education in Kano state, Kano state polytechnic and college of arts and remedial studies are offering Nigeria certificate in education (NCE). The focus of this study is Federal college of education (Tech) Bichi, which is among the centers that offer NCE certificate with high enrolment in business education. Statement of the Problem Ezeani (2012) examined the teacher and skills acquisition at business education: from the perspective of accounting skills. The study examines the concepts of Business education, entrepreneurship education, its skills and skills acquisition. It further discusses how students can acquire skills in accounting as aspect of business education which is a tool that will enable him/her fit comfortable in his environment as an individual. King (2009) wrote on Education, skills, sustainability and growth: Complex relations. The study discusses the global education agenda, embedded in the Education for All (EFA) Goals, and the Millennium Development Goals. It emphasized the importance of reaching EFA rather than sustaining this achievement. As a corollary, the emphasis for external aid has also been on increasing aid to secure EFA rather than on the dangers of aid dependency in securing and sustaining EFA. Similarly, Tsai (2013) evaluated the strategies for implementing education for sustainable development in business schools. The study x-ray the development and implementation of education for sustainable development (ESD) which is a global challenge, because ESD covers a wide range of subjects and requires new ways of learning and thinking. The paper proposes four strategies for the effective implementation of ESD in university. Oguejiofor and Ezeabasili (2014) wrote on imperatives of vocational education and 124




sustainable development in Nigeria. The focal point of this study, is the roles vocational education play in contributing to sustainable development. It further presented an over-view of the various special skill areas of vocational education for promoting sustainable development and employability in the light of the present political and social realities in Nigeria. A careful study of the above articles and available literatures on educational sector in Nigeria shows that very little or nothing is being done in the area of business education and entrepreneurial education that should make beneficiaries develop skills, abilities and ideas for national growth and development. This has led to inability of tertiary institutions’ graduates to be self-reliant, gainfully employed, become employers, entrepreneurs and leaders who could contribute to national growth and development. Lack of infrastructural and instructional facilities, frequent change in government policies on education, inadequate provision of funds, unfavourable social and political climate, lack of prioritization of the basic needs of the citizens and many other related problems are responsible for the above scenario. In light of the above, the study set to offer learning business education skills as a way of developing skills and abilities for NCE graduates thereby making them gainfully employed and self-reliant for sustainable development. Objectives of the study The study seeks to achieve the following objectives: i. To assess students interest on business education skills towards job creation after graduation for sustainable development. ii. To determine the effectiveness of business education programme towards empowerment and employment for sustainable development. iii. To evaluate the post-graduation of business education students for self-reliance and sustainable development. Research Question The following research questions were posited: i. Does students’ interest in business education skills lead to job creation after graduation for sustainable development? ii. Does the effectiveness of business education programme affects employment and empowerment for sustainable development? iii. Does post graduate business education students achieve self-reliance through business education skills for sustainable development? Literature Review Gidado and Kaeze (2014) examined the role of business education in promoting entrepreneurship in Nigeria. The study discusses Business education as having the potentials for promoting and encouraging entrepreneurship in Nigeria because; it could equip its recipients with skills for identifying viable business opportunities, proper business management, financial management, proper marketing and avoidance of business failure. Magnus (2014) evaluated the attitude of vocational business education students towards acquiring maximum vocational business skills and competencies for sustainable development in Nigeria. The study highlighted the importance of skills acquisition in Nigeria and examines major skills and competencies inherent in VBE. It also explores the components of sustainable development and how business skills and competencies could enhance it. 125




Ajibola and Jumoke (2012) conducted a study on achieving sustainable economic development in Nigeria through technical and vocational education and training: The missing link. The study discusses the current environment in which TVET in the country operates and the effort government has taken to revitalize it as well as the lessons that can be learnt from countries that have achieved sustainable economic development through TVET. It further argues that for TVET to be a key to sustainable economic development in the country, there is need for changes in public perception and image of TVET, rejuvenate the nation’s moribound technical training colleges, instructors in training schools to leverage on industry partners to gather industry based experience and strict monitoring of industrial trainees. Similarly, Odia and Odia (2013) wrote on developing entrepreneurial skills and transforming challenges into opportunities in Nigeria. The study revealed that, the twin challenges of unemployment and poverty are facing graduates of tertiary institutions and professionals owing to the global economic meltdown and economic recessions in most countries including Nigeria. While the government braces up to these challenges through the various programmes and entrepreneurial initiatives, a key solution is the equipping of graduates and professionals with entrepreneurial skills which can make them employable and become employers of labour. Ekwe and Abuka (2014) examined accounting skills for sustainable development of small and medium scale enterprises in Taraba state of Nigeria. The study adopted the descriptive research design approach and data were generated from professionals and operators/owners of SMEs in the state through a thirty point structured questionnaire. The data analysis was conducted by means of the means scores and standard deviation of the respondents. The hypotheses were tested using the students’ t-test statistics. The results showed that most of the owners and operators of SMEs in the state do not know the accounting skills required to enhance the economic status of their businesses. Concept of Business education Abdullahi (2002), sees business education as an aspect of total educational programme which provides the recipient with knowledge, skills, understanding and attitude needed to perform well in the business world as a producer or consumer of goods and services. Business education is an education for and about business. It combines both theoretical and practical knowledge to develop skill for self-reliance and achieve sustainable development. Business education is one of the major components of vocational education, a discipline that is offered at both the secondary and tertiary levels of education. In recognition of the deficiency in our educational system, planners in Nigeria saw the need to weave technical education offerings which includes business education into the New National Policy on Education. In an economy such as ours, there is an urgent need for citizens who possess the knowledge and skills in the production of goods and services for the masses. Nigerians are no doubt becoming aware of the fact that in a changing economy like ours, well-informed and trained workers would be more productive on the job. Also because when such workers possess the needed skills and abilities, they have greater independence and personal satisfaction (Uduma, 1990).

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Concept of sustainable national development According to Nwogu (2009), the wellbeing of any nation largely depends on its sustainable economic development. The concept of sustainable development has become a global medium for expressing the need to depart from hitherto dominant models of development that apparently fail to balance the needs of people and the planet in the pursuit of peace and prosperity (Wals, 2009) According to Mbata (2009), sustainable development means the all-round development of individuals. It concerns not only personality development, but also nation building which goes beyond the construction of bridges, roads, skyscrapers and provision of other social amenities. Sustainable development should continue without damage to environment (Coventry and Nixon, 1999). Usoro, Usoro, Akpan & Otu (2010), define development in terms of reduction in the levels of poverty, illiteracy, and unemployment and income inequality. However, Amedu (2013) in Dike (2007) emphasizes that, “national development encompasses social and political development as well as economic development defined as the attainment of a number of ideas of modernization such as a rise in productivity, social and economic equity, improved institutions and values”. Economic development is thus an important part of general development in any society. The main objective of economic development is to raise the standard of living and the general wellbeing of the people in an economy where almost everybody can be self-reliant. Methodology The researcher used questionnaire to collect primary data from business education students of Federal college of education (Tech), Bichi. 285 students were randomly selected from the total number of students offering business education courses in the college. This method is commonly used as explained in Uzoagulu (2011) as a plan or structure that is used to investigate an issue using sample of the population to collect data which is considered to be representative of the entire population. The survey was used because it involves the assessment of a group which represents the entire population. Sample size The total population for this study is 1,048. Sample size was determined using Krejcie and Morgan (1970). The researcher used the table to determine the sample size of 285 for the study. 301 questionnaires were distributed to randomly selected students’ offering business education programme in FCE (T) Bichi. 213 questionnaires were filled and returned representing 70.8% and is adequately enough to represent the total population.

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Table 2: Primary data from the questionnaire(s) returned Frequency (N=213) SA

A

U

D

SD

Variables

N

%

N

%

N

%

N

%

N

%

M

R

Business education programme in FCE(T)Bichi is well established

135

63.4

61

28.6

11

5.2

3

1.4

3

1.4

1.29

SA

From inception to date the programme is viewed as effective

42

19.7

104

48.8

43

20.0

21

9.9

3

1.4

1.49

SA

There are enough equipment/training for the programme as contained in the NCE minimum standard

75

35.2

46

21.6

48

22.5

28

13.1

16

7.5

2.36

A

The programme have adequate teaching staff for all courses

91

42.7

69

32.4

34

16.0

13

6.1

6

2.8

1.94

A

The business education teachers improve student enthusiasm through effective instructional method.

98

46.0

78

36.6

19

8.9

10

4.7

8

3.8

1.84

A

Beneficiaries of business education programme are well groomed for real world entrepreneurship.

81

38.0

65

30.5

28

13.1

23

10.8

16

7.5

2.19

A

Students are more creative and innovative through the course

58

27.2

42

19.7

42

19.7

30

14.1

41

19.2

2.78

U

The programme has reshaped the thought of students about after-grad jobs

84

39.4

60

28.2

35

16.4

21

9.9

13

6.1

2.15

A

The programme prepare students to learn practical skills and experience that will guide him/her particularly after graduation

125

58.7

54

25.4

20

9.4

8

3.8

6

2.8

1.67

A

The programme aids students in identifying challenges facing many firms thereby influencing their entrepreneurship decisions

67

31.5

72

33.8

36

16.9

29

13.6

9

4.2

2.25

A

The programme influence students mindset with regards to other courses offered.

75

35.2

59

27.7

29

13.6

20

9.4

30

14.1

2.39

A

Business education courses should prepare graduates of business for direct self-employment instead of waiting to take government jobs or other private sector employment

103

48.4

52

24.4

24

11.3

23

10.8

11

5.2

2.0

A

Many students prepare to fund their education personally after NCE due to knowledge acquired from the

92

43.2

67

31.5

28

13.1

22

10.3

4

1.9

1.96

A

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programme The programme has contributed to the establishment and management of many SMEs in Kano State today.

91

42.7

60

28.2

31

14.6

24

11.3

7

3.3

2.04

A

Lack of capital dissuade NCEgraduates from becoming entrepreneurs, they resolve in joining the labor market for jobs

81

38.0

65

30.5

36

16.9

24

11.3

7

3.3

2.11

A

The business environment is favorable enough for new entrants and that encourage many NCE graduates to become entrepreneurs

74

34.7

74

34.7

38

17.8

21

9.9

6

2.8

2.11

A

Poor credit delivery is affecting many young entrepreneurs to source fund for expansion and sustainability

96

45.1

57

26.8

29

13.6

17

8.0

14

6.6

2.04

A

(Strongly Agree = SA; Agree = A; Undecided= U; Disagree= D; Strongly Disagree= SD; M= Mean; R= Remarks) Source: Field work, 2015

Result of the findings Summary from the table indicates that, majority of the respondents agree though with varying level of agreement, that business education skills and programmes significantly empower students and also enhance post-graduation employment opportunities for students in Federal College of Education (Technical) Bichi thereby fostering the betterment of sustainable development in Kano state. Also, the computed mean values from the questionnaire items indicates that students’ interest in business education skills impacts job creation after graduation; business education programme effectively empower students to be self-reliant and also aid employment creation and sourcing. Conclusion Reference to the above discussion, it is clear that students negative perception towards business education have changed positively. Previously students and parents assumed that business education course is for candidates that are weak or poor academically. To them, those that are good are those studying medicine, engineering, law etc. But in recent time people have shifted to encouraging their children to study business education, so that where they cannot find jobs from government and other private sector, they can operate on their own and become employers of labour. This will also leads to wealth creation, increase standard of living, and increase economic activities for sustainable economic development. Recommendations 1. As business education courses are no longer for “never do well” students, policy makers should make adequate provision for better leaching and learning facilities to meet with global best practice for empowerment and sustainable development. 2. Funds should be made available to support business education programme. This includes collaboration with donour agencies and development partners. 129




3. Training and re-training of business education teachers should be encouraged in our tertiary institutions. This will prepare the teachers with current methods and techniques of teaching business courses. 4. Annual business education week and fun-fair should be organized in our tertiary institutions and encourage free interaction between students and teachers from different institutions of higher learning.

References Abdullahi, A. (2002). Business education, technology and national development. Book of reading in Business education, 1 (2), 1-5. Ajibola, Y. M. and Jumoke, S. (2012) Achieving Sustainable Economic Development in Nigeria through Technical and Vocational Education and Training: The Missing Link. International Journal of Academic Research in Business and Social Sciences. Vol. 2, No. 2 Conventry, L & Nixon, M. (1999). The Oxford English Mini Dictionary. Fifth Edition, Oxford University Press. Ekwe, M. C. and Abuka, C. K. (2014) Accounting skills for sustainable development of small and medium scale enterprises in Taraba state of Nigeria. International Journal of Education Learning and Development Vol.2, No.2, pp.39-49 Ezeani, N. S. (2012) The teacher and skills acquisition at business education: From the perspective of accounting skills. Arabian Journal of Business and Management Review (OMAN Chapter) Vol. 2, No.4 Forum for the future (2004) Learning and skills for sustainable development: Developing a sustainability literate society, London. Gidado, S. D. and Kaeze, P. (2014) Role of business education in promoting entrepreneurship in Nigeria. International Journal of Academic Research in Progressive Education and Development. Vol. 3, No. 2 King, K. (2009) Education, skills, sustainability and growth: Complex relations. International Journal of Educational Development. No. 29 Pp 175 – 181 www.elsevier.com/locate/ijedudev Accessed on 7/8/2015 Krejcie V. R. and Morgan D. (1970) Determining Sample Size for Research Activities. Educational and Psychological Measurement. home.kku.ac.th/sompong/guest_speaker/krejcieandmorgan_article.pdf Accessed: 17/02/2015 Magnus, P. U. (2014) Attitude of vocational business education students towards acquiring maximum vocational business skills and competencies for sustainable development in Nigeria. Asian Journal of Social Sciences & Humanities Vol. 3(4).

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Mbata, C.O. (2009). Traditional Music in Nation Building. Alvan Journal of Music and Humanities (1), Owerri: Music Department Nwogu, P.O. (2009). The Globa Economic Crisis: A challenge to Enterpreneurship Development in Technical and Vocational Education and Training (TVET) being a paper presented at NATT 22nd Annual National conference Bauchi. October 17-21 Odia, J. O. and Odia, A. A. (2013) Developing entrepreneurial skills and transforming challenges into opportunities in Nigeria. Journal of Educational and Social Research MCSER Publishing, Rome-Italy. Vol. 3, No. 3 Tsai (2013) Strategies for implementing education for sustainable development in business schools. The Journal of Human Resource and Adult Learning, Vol.9, Num. 2, Uduma, I. (1990): The Need for Basic Business Education Programme for all Nigerians. Business Education Journal, NABE, Vol. 11, No. 2 Usoro, H. S.; Usoro, E. B.; Akpan, G. A. & Otu, E. S. (2010). Vocational education as an instrument for achieving the seven - point agenda. Multidisciplinary Journal of Academic Excellence, 3(2) Wals, A. (2009) Learning for a Sustainable World: Review of Contexts and Structures for Education for Sustainable Development 2009. Paris: UNESCO

APPENDIX Table 1: Particulars of respondents (Students of Business Education Course(s)) Variable(s) Gender Male Female

131

Frequency (N=213)

Percentage (%)

117 96

54.90 45.10

Age (Years) 15-19 20-24 25-28

37 142 34

17.40 66.70 15.90

Level Level 1 Level 2 Level 3

55 89 69

25.80 41.80 32.40

Department Accounting Business Secretarial

170 24 19

79.80 11.30 8.90




Proposed Year of Graduation 2015 2016 2017 2018 Source: Field work, 2015

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52 97 55 9

24.4 45.5 25.8 4.2
