,LECTURE NOTES FOR BED113- FUNDAMENTALS OF BUSINESS

EDUCATION

HISTORICAL DEVELOPMENT OF BUSINESS EDUCATION IN NIGERIA

Business education has been with us, perhaps, since the birth of man, at least in the

formal setting. In the pre-literate society up to the modern time, people have used

their business skills and knowledge informally for business transactions. They have

always engaged themselves in production, exchanges, storing, transporting and so

forth. The history of business education in Nigeria was traced backed to 1930s in

which private indigenous proprietors introduced business education. Joseph Etukokwu

established the first private business school in Eastern Nigeria at Onitsha in 1836. The

aim of establishing this school was to provide sound business education and arouse

the enthusiasm of youths in commerce.

Furthermore, Mr. T.O. Nwankwo’s application to open another business school at

Aba in 1937 was turned down by the Chief Inspector of Education for Southern

Provinces. Business education in Nigeria also has its roots in the development of

entrepreneurship. In its evolution, business education was not initiated by the

Nigerian Government but it rather came into being through the significant

contributions of several Nigerian Entrepreneurs. Notably, the key advocacy roles

played by these entrepreneurs stimulated the Nigerian Government to include

business education in the academic curricula of Nigerian Schools.

In its general conception, business education began in the form of apprenticeship.

Going by the ethics of apprenticeship, an individual is required to learn a craft, trade

or other occupation under someone who has acquired the basics of that craft During

its infancy, business education required undertaking apprenticeship in crafts or other

economic activities such as trade, farming and bookkeeping. Meanwhile, there were

variations in the length of training depending on the trade in question. In some other

cases, the length of training was determined by the apprentice’s tendency to acquire

the skill early enough. This meant the apprentice might not graduate from

apprenticeship until he had mastered the rudiments of the skill, trade or craft. After

mastering the skill, the apprentice would earn the freedom to establish his own

business based on what he had achieved during years of training or to remain with his

master and be paid a token sum, which may be complimented with material items.

Commercial Institutes

The teaching and learning took place in commercial institutes or schools consisting of

one or more rooms. The proprietor provided the equipment, the accommodation and

recruited the teachers. The rooms in a living house or the backyard were used for the

study in commercial institutes hence Osuala (1989) described them as “backyard

schools”. These schools operated very narrow curriculum and generally conducted

classes in the evenings. The proprietors operated the institute partly as commercial

enterprises and partly as educational ventures. Some institute operated the morning,

afternoon or evening session and this arrangement was to accommodate both working

and non-working students. Students were allowed to choose single subjects like

typing, shorthand, bookkeeping, commerce or a combination of subjects. Depending

on their ability to pay the prescribed fees.

The aim of attending a commercial school was to get paid employment in the

government departments or under private companies. Sometimes people who worked

in offices attended commercial institutes in order to change their occupations or

upgrade their status. The environment of the early commercial institutes was not
conducive for learning. They were not purposely chosen and planned for business

education. They were noisy, unhealthy and inadequate by all standards. Thee were no

approved curriculum for business education and no common standard among the

operators, and there was no target time for graduation. The aim was to make the

learners acquire speed, confidence and proficiency in such skills like typewriting,

shorthand, bookkeeping, spoken/written English and commercial arithmetic. One of

the measurement criteria for completion of the course was covering the prescribed

textbooks and ability to solve the exercises. The various ministries of labour

conducted trade tests for which certificates of proficiency were issued in three

categories - grade I, II, III. The Ministries of Labour also served as agencies for

connecting prospective employers and employees.

THE TURN AROUND

The early 1940’s saw the concern for and the recognition given to business

education by the establishment of Central Commercial Academy in 1942 at

Enugu, Anambra State with an enrolment of 238 and offered English and Maths in

addition to Commercial Subjects. This was followed by St. Paul’s Commercial

College, Aba 1942 and St. John Bosco College, Ubiaja, Bendel State with 54

boys and no girls. The subjects offered were business education subjects as

well as English Language and Mathematics as well as other courses that could

be adapted quickly to the needs of the employment market. The schools,

therefore, met the needs of those in the employers in the private sector better

than in the public grammar schools.In 1948, the Secondary School of

Commercial was established at Owerri, Imo State, the school admitted 280

boys and offered Arts and Commercial Subjects.

The Premier College of Commerce was founded in 1956 at Onitsha and it

enrolled about 150 students and offered Maths, Economics, English,

Commerce, Accounting, Typing and Shorthand. The Missionary Secondary

Commercial School was also founded in 1958 at Ikot Ekpene I Cross River

State. The School enrolled 240 boys and girls and offered Arts with

Commercial Subjects. The Secondary Commercial Colleges were built mainly

by private and rich businessmen and philanthropists. The Colleges were better

organized than commercial institutes. The government did not provide schools

exclusively for business education as in the case of vocational technical and

grammar schools. The three colleges of Arts, Science and Technology located

at Zaria, Ibadan and Enugu provided business education at Higher school and

diploma levels, and only included some business subjects, on full time and

part-time basis. The commercial colleges filled a necessary and important gap

created in the educational system, by negligence of technical and vocational

education in the colonial era.

In 1958, the government of the then Western Nigeria resolved to upgrade their

programmes in business education and asked for the assistance of the US Agency

for International Development. As a result of this, Ohio State University

incorporated a business education programme from 1958 to 1967 at the

Polytechnic Ibadan. The certificate awarded at the end of the course was

Teachers‟ Certificate Grade One (Commercial).

BUSINESS EDUCATION IN INDEPENDENCE ERA

The independence era, which started in 1960, witness wide explosion in

education. Including business education According to Ntima (1997) there were

only 23 commercial secondary schools in the country in 1960 against 315

secondary grammar schools. By 1972 the number has risen to 68 and 921

respectively with virtually all secondary commercial schools owned by private

individuals or voluntary agencies. There were 20 commercial schools and 63

secondary grammar schools in Lagos.

THE ASHBY COMMISSION REPORT OF 1960

Following the Ashby Commission Report in 1960 which expressed

dissatisfaction over the non-inclusion of technical education and commercial

subjects in the regular school curricula and lack of respect for manual skills and

technical achievement, the Federal Government of Nigeria set out to correct the

imbalance. In addition, the Dike Committee report of 1962 underscored the

urgency for the production of typists, secretaries and other clerical workers. It

also noted the gradual growth of trade and commerce in the country and called

for the training of the right type of personnel through business education

programmes as the only way to cope with the rapid economic development in

Nigeria. The Committee Report saw the inclusion of these subjects – business

economics, office practice, commerce, basic typewriting, as having educational

value, which assured the learners a place in the general education. We all can

now appreciate why we stress that everyone should have a basic knowledge of
business education subjects, no matter their status or profession. About half a

dozen of large institutes were recommended at Enugu, Ibadan, Kaduna, Yaba,

Benin, Port-Harcourt and Kano instead of the proliferation of small private

institutes all over the country.

The institutes recommended by the Ashby Commission were to offer three

types of courses to cater for the interests of the various categories of students in

Commercial and Technical fields.

1. The first was the full-time day courses designed for both students in

Technical and Commercial schools.

2. The second was the part-time or evening programme for students already in

employment and who live within reasonable distance from the institutes.

3. The third was the sandwich programme designed for those in

employment who live outside the vicinity of the institutes. These students

were to alternate six months of work with six months of study in the

institutes in agreement with their employers; (Jegede, 1989).

THE ATKINSON REPORT OF 1960

With the implementation of the Ashby commission report there was still

shortage of teachers. In order to further encourage business teacher

education, the Atkinson Committee was asked to prepare and submit a

report to the National Working Party on Technical, Commercial and

Vocational Education. One of the recommendations of the committee

states that:
“Business teacher training must be developed in Nigeria.” This recommendation

encouraged the training of business education teachers in Nigeria. This was

because in the past, Nigeria depended on foreign institutions for the training of

business teachers. Some of them were sent to Garnet College in London for one-

year course. Others went to Pitman’s college for teacher training courses. Later,

these two oversea colleges shut the door for oversea students who had to look

for alternatives. Subsequent to this, two institutions were encouraged to start

business teacher education programmes. They were Olunloyo College, Ibadan

and the University of Nigeria, Nsukka. At the initial stages of the existence of

the University of Nigeria, Nsukka the business teacher education programme

had no faculty members of its own and no laboratory equipment.

The programme was drawn and organized by faculty members of the

erstwhile Department of Secretarial Studies, who had been graduates of the

commercial teacher education programme of the Garnett College and

Pitman’s both in London. The Olunloyo College offered a one-year

programme leading to the award of NCE in Business Studies. Admission was

offered to those who possessed two years diploma certificate in Business

Studies.

By the end of 1966, there were only 23 teachers holding Nigeria Certificate of

Education (NCE) in Business Education trained by the Olunloyo College. The

department of Vocational Teacher Education of the University of Nigeria

offered degree programme in Business Education. By 1966, this department

graduated only two students. In 1968 a total of 23 graduates were expected

(Jegede, 1987).
By 1965, there was only 1 person holding postgraduate degree in business

education, twelve with degrees in business administration, 56 with NCE or

equivalent in business studies, 92 with diploma in business studies and a total of

217 untrained business teachers in Nigeria (Atkinson, 1960). As a result of this

acute shortage of business teachers in the secondary schools, the Atkinson

Committee recommended as follows:

1. That in the emergency period until fully trained business teachers are available,

short courses for business teachers will be provided.

2. That two-year business education courses be organized. Each be attached to

existing teacher training programme where Students selected for training must

hold minimum of the West African School Certificate.

3. That a three-year business education course leading to the award of the NCE

be mounted in the Advanced Teacher Training College in addition to Olunloyo

College of Education.

4. That the University of Nigeria, Nsukka, should start degree courses in

business education with an output of thirty students per year to meet the needs

of Nigeria.

5. Postgraduate courses in Business Education to be taken overseas preferably

in the United States where the needed training was provided. These teachers

should learn how to teach typewriting, shorthand, book keeping, office

practice, office management and business correspondence.

6. That staff for teacher training (postgraduate) should be recruited overseas.

OUTCOME OF THE ATKINSON’S REPORT

The above recommendations by the Atkinson Committee were fully implemented

and helped to some extent to alleviate the problems of the society. As a result of

this, there was a boost in the Nigerian economy in the early 1970s as a result of

the oil boom. This boost in the economy led to the growing need for business

knowledge since many Nigerians were then participating actively in business and,

therefore, needed to acquire enough business knowledge to be able to manage

them effectively. There

were changes in employment requirements due to technological advancement.

People’s attitude towards business education also started changing. A sharp turn

was made in the school system with the introduction of the 1981 educational

policy where business education was given recognition as one of the national

curriculum programme. Business education is accordingly being offered as part of

the secondary school curriculum since the early 1980s. The following business

subjects, namely, accounting commerce, office practice, economics, shorthand

and typewriting are being offered along with other general subjects.

At the present time the training arrangements for business education teachers

in Nigeria is done in Colleges of Education, Polytechnics/Colleges of

Technology and Universities. The training provided by these institutions leads to

the Nigeria Certificate in Education (NCE) and a Bachelor’s degree which is

sometimes called B.B.Ed

or B.Sc (Business Education).

Business Education at the Tertiary Level

At the NCE level the curriculum for teacher preparation by National

Commission for Colleges of Education prepares business teachers for the

teaching of pre-vocation subjects at the junior secondary school level. Though,

this curriculum did not provide for data processing and computer literacy.

However, these subjects have since been included in the NCE business

education curriculum.

Banks and most businesses are making heavy use of computers because of the

period of technological advancement in the world. Business educators have

accordingly had up-dated their skills to remain saleable in the ICT market. This

can only be done through the inclusion of such courses in the curriculum that

would make business education ever current – the use of word processing/

computer is one of them. It is, therefore, the responsibilities of education

institutions to adequately equip

these teachers with the necessary skills to meet the new challenges posed by

technology.

At the Bachelor’s degree level, students spend two, three or four years

depending on their entry qualifications in any of the universities running

business education course. The curriculum covers areas like:

1. Business education
2. Education
3. Business Administration
4. Teaching Practice
5. Industrial Work Experience (SIWES)
The above areas are expected to equip the students with both theoretical and

practical orientation for the business world. However, experience has shown

and from empirical observations that business education teacher programme in

Nigerian Universities has no common curriculum. Each institution designs its

own curriculum to suit it. This in fact, would create even more diversity in the

programmes; and thereby discourage standardization, on certification (Njoku,

1992).

Today many institutions offer business education programme at the tertiary

level and this is because of the technological trend and the demands for the

acquisition of practical skill for self-reliance.

REFERENCES

Ezeani, N.S., & Ogundula, M.C., (2016). Business education

st
programme in Nigeria: Past, present and future in the 21
century. Nigerian Journal of Business Education. 3(1), 17-
33

Njoku, C.U. (2006). Business Education and value Orientation for National
Economic Empowerment and Development. Paper presented at the
owo.2006 Annual Conference of the Association of Business Education
of Nigeria (ABEN).

Njoku, C.U. (1997). An Appraisal of Business Education

Programme in Selected Tertiary Institutions in Nigeria
Unpublished. Ph.D Thesis. University of Nigeria Nsukka.

Osuala, E.C., (1989). Principles and Practical Obosi, Nigeria.

Pacific Correspondence College and Press Ltd.

Popham, E.L., Schrag, A.F., & Blocklvs (1971). A Teaching

Learning System for Business Education. New York:
Megraus.
 CONCEPTS OF BUSINESS EDUCATION

As we have many business educators, so we have different definition of business education

because it means different things to different people. Business education was defined by

Herrick (1904) as “ that form of instruction that both directly and indirectly prepares the

businessman for his calling. Shield (1930) also gave the definition of business education as an

economic education which will give the students knowledge of basic realities of business life

and relationship.

Business education can simply mean an educational process or content which has its primary

aim as the preparation of people for roles in business enterprises. Such roles could be as

employee, entrepreneur, employer or simply as self employed. Business Education is a broad

and integrated discipline which involves the combination of some specialised fields such as

accounting, secretarial studies, entrepreneurship, human resources management, stenography,

marketing among others.

Popham (1975) defined business education as a course that prepares students for entry into

and advancement in jobs within business and it is equally important because it prepares

students to handle their own business affairs and to function intelligently as consumers and

citizens in a business economy. It is the total business education effort that aimed at preparing

the student for the world of work and for the purpose of earning a living through the

acquisition and utilization of relevant vocational knowledge, skill and attitude.

The Joint Committee of the National Business Education Association and Business Office

Education Division of the American Vocational Association (1980) stated that “Business

Education is a broad, comprehensive discipline whose instructional programme encompasses:

1. The knowledge, attitudes and skills needed by all citizens in order to effectively manage

their personal business and economic system.

2. The vocational knowledge and skills needed for entry level, employment and advancement

in a broad range of business career. We are still on the definition of business education,

Njoku (1997) defines business education as that facet of educational training that helps

the individual to acquire relevant skills needed for living. Osuala (2004) defines

Business education as a programme of instruction which consists of two parts: (1) Office

education - a vocational programme of office careers through initial, refresher and

upgrading education and (2) General business education -a programme to provide students

with information and competencies which are needed by all in managing personal

business affairs and in using the services of the business. Having a certificate in

Business Education gives you the opportunity of choosing the teaching aspect as a

profession or setting up and managing your own business by utilising the knowledge

acquired from your institution of study.

However, in 2006 Njoku gave another definition as an educational

programme that equips an individual with functional and suitable skills,

knowledge, attitude and value that would enable him/her operate in the

environment he/she finds himself/herself.

Business education is a programme designed to prepare students for life after

graduation. The Programme and its curriculum is designed in order to impart

knowledge, skills and initiatives needed by learners so that thay can be

outstanding and sought for in the labour market. Learners have the

opportunity of utilizing the knowledge, ideas acquired during their peoriod of

study to establish a well positioed businss or for effective contribution

towards the achievement of their employer’s stated objectives. It enables

business graduates to be relevant in teaching, self- reliance and labour

market.

Idialu in Amoor (2010) defined Business education as a form of vocational

education that is directed towards developing the learner to become

productive in teaching, paid employment and self employment.Jimoh-Kadiri

and Bupo (2011) described business education as the transfer of pedagogical

and business competencies necessary for teaching business attitudes,

concepts, skills and knowledge.

Okoye and Ashibogwu (2018) defined Business education as that aspect of

educational training which an individual receives with the primary motive of

enabling him to acquire adequate attitudes, concepts, knowledge,

understanding and skills in business activities for vocational usage in careers

as an administrator, manager or teacher wherever he may find himself in the

business world.

You can see that as the years go by, the definitions of business education

continue to change. More encompassing definitions continue to emerge,

thereby making business education more relevant. This means that business

education is not static, but dynamic. Therefore, any worthwhile programme

has to move with time.

 REFERENCES

Olatoye, A.O., Ojeyinka, A.G., & Ogunleke, M.O (2020).Business Education in

Nigeria: Chalenges and Way Forward for National Development. Journal
of the Business Education. 3(1), 73-77.

Ezeani, N.S., & Ogundula, M.C., (2016). Business education

st
programme in Nigeria: Past, present and future in the 21 century.
Nigerian Journal of Business Education. 3(1), 17-33
Okoye, K.R.E., & Ashibogwu, N.K., (2018). Strategies Considered Effective by
Business Educators for Quality Assurance in Business Education Programme
in Universities in South-South Nigeria. European Journal of Business and
Management 10(2), 43-48
OBJECTIVES OF BUSINESS EDUCATION

The objectives of business education are numerous because they differ from

one level to another. As a result of this, you need to know the objectives of the

various levels and the rationale for them in teaching and learning.

The general aim and objectives of business education curriculum as stated by

Osuala (1989) are as follows:

To make available to all students’ opportunities to explore and learn the world

of business and the possible interest and potential careers it has to offer.

1. To develop in all students the ability to choose discriminately and to use

wisely the goods and services that business is to offer.

2. To assist in developing, on the part of the students, interest in of the various

occupations to be found in the world of business.

3.To develop in all students the practical way of understanding,

appreciating the actual functioning of our economic system.

4. To enable students to acquire basic skills in business occupations as beginners who

expect to follow business as a career.

5.To prepare students to enter and succeed in business

occupations as beginners who expect to follow business as a

career.

6. To prepare students to perform business activities common to

many professional, industrial, agricultural services and home-

making careers;
7.To prepare students for more effective study in the fields of

business and education beyond the secondary school education

level.

The aims/objectives of of Business education as contained in section 6, sub-

section 49 of the National Policy on education (2004) are to:

i. Provide the business knowledge and vocational skills necessary for

indusrial, commercial and eceonomic development.

ii. Provide trained manpower in applied technology and commerce,

particularly at sun-professional grades.

iii. Provide people who can apply scientific knowledge to the improvement and

solution of economic and environmental problems for the use and convenience

of man.

iv. Enable our youth men and women to have an intelligent understanding of

the increasing complexity of technology.

Akinola (2006) identified the objectives of Business Education as

to:
1. Prepare students for employment after graduation;
2. Meet the manpower needs of the society;
3. Increase the option available to each student and seving as motivation in order
to enhance all types of learning;
4. Present a laboratory in which practice skill, knowledge and attitude are learnt
to make the classroom instruction more meaniful and relevant;
5. Provide an opportunity through the use of local business for the student to
acquire additional skills and knowledge;
6. Give the student background of training this will contribute to
rapid advancement on the job;
7. Make students’ development of such personality traits as punctuality,
dependability, accuracy, for effective and good sense of responsibility that
makes for effective work;
8. Help develop the right attitude towards and the habit of mind conducive to the
proper use of technology;
9. Provide the knowledge and skill necessary for industrial, commercial and
eceonomic development;
10. Provide people who can apply scientific knowledge to improvement, solution
and convennience of man;
11. Give training and impart the necessary skills leading to the promotion of
craftsmanship, technicians and other skilled personnel who will be encourage
creativity and to enable young men and women to have an intelligent
understanding of the increasing complexity of tecnology; and
12. Stimulate and encourage creativity and enable young men and women to
have an intelligent understanding of the increasing complexity of tecnology;

In addition to these objectives, there are some other objectives that are
embedded in the present-day business education to make the graduates relevant
st
in the 21 century. These objectives include:
1. To enable graduates of the programme to have an intelligent
understanding of the increasing complexity of business.
2. Equip students with the requisite skills for job creation and
entrepreneurship; and
3. Expose students with knowledge about business, including a good blend
of computer technology, which incorporates Information and Communication
Technology (ICT) and others

Objectives of Business Education at Primary School

Business education as a field of study cuts across all levels of education.

However, at the primary school, it does not stand out as a subject of its
own. Rather, it is incorporated in some othe subjects taken at that level.

One of the aims of primary education is to provide the child with basic

tools for further educational advancement includind preparation of trades

and crafts of the locality.

From a cursory look at the subject areas in Business Education, one will

quickly identify areas like Business Mathematics, Business

Communication, Social Studies where concepts like buying and selling,

transportation, advertising and storage of goods are mentioned. The basic

counting and arithmetic operations upon which accounting, statistical and

commercial mathematics are based, are part of of arithmetic curriculum.

Also, the communicative skill, ability to read and write which is essential

to any business studies programme has its introduction or background

from the primary school English Language. From this, one can affirm

that Business Education is evident in the primary school curriculum

though not pronounced or documented as Business Education subjects

like other discipline (Okorie, 2011). Reasons for introduction of business

education at primary school are simple,

It will help to instill:

(a) Spirit of critical thinking in the children at such an early age;
(b) Spirit of rationality, honesty and business in the children;
(c) Essence of budgeting for every expenditure;
(d) Source of family needs and purchasing power
(e) Need to acquire key boarding skills and the use of computer in both
business and offices;
(f) Why money is used and qualities of good money; and
(g) Time consciousness - ability to use time optimally.
Skills to be added include:
1. Elementary book-keeping to cover topics like:
Petty buying and selling
Daily accounting
Profit and loss accounting
Budgeting
Family accounts
2. Elementary Marketing - market, trade and money
3. Elementary Keyboarding and computer appreciation
4. Elementary Office Practice to cover time mangagement.

Objectives of Business Education at Junior Secondary School

Significantly, the goals of business studies at junior secondary school
(JSS) level as stipulated in the Basic Education Curriculum (BEC) for
Junior Secondary Schools (BEC,2013) include;
1. Enabling students to acquire the basic knowledge of Business
Studies;
2. Preparing students for further training in Business Studies;
3. Providing students with orientation and basic skills with which to
start a life of work for those who may not undergo further training;
4. Developing in the students the basic skills in office occupation; and
5. Equiping the students with the ability to relate the knowledge and
skills to the national economy.
The following are the skills components of Business Education to be
taught:
(a) Keyboarding/ Word Processing
(b) Microsoft Office Professional
(c) Communication in Business
(d) Business skills
(e) Digital literacy
(f) Financial literacy
(g) Web Design & E-Commerce
(h) Ethical, moral and legal consideration in business
The curriculum of Business Education at the JSS level in Business
Studies taught as prevocational subject. The emphasis here is not skill
acquisition but to create general awareness of the basic business subjects.
Business Studies are integrated subject and the following subjects are
incorporated into it and taught as one: Office Practice, Bookkeeping,
Shorthand and Keyboarding.

Objectives of Business Education at Senior Secondary

Level

Business education as part of TVE as a portion for an occupational field

should provide the foundation for productive and satisfying careers.

1. To provide the individual with broad knowledge and generic skills

applicable to a number of occupations within a given field so that the
individual is not limited in his/her choice of occupation and is able to
transfer from one field to another during his/ her working life.

2. To give training and impact the necessary skills to individuals to enable

them become self-reliant.

3. To help students prepare for, choose, enter into and progress

satisfactorily in occupations of their choice. (Osuala, 2004).

4. To provide the background in terms of knowledge, skills and attitudes

for continuing education at any point in the individual’s working life

5. To enable students to acquire functional skills in their chosen field.

6. To make available to students the occupational information so as to
enable them understand and appreciate how they function.

7. To provide students with the appropriate training that would help them fit
in the world of work or anywhere else they might find themselves.

8. To enable students become responsible citizens and become intelligent

consumers of goods and services.
At senior secondary school (SSS) level, the subjects that make up the Business
Studies in prevocational level now become vocational (business) subjects and
offered as single subjects. The emphasis is for an in-depth knowledge and skill
acquisition. The subjects are: Commerce, Economics, Shorthand, Keyboarding,
Office Practice and Insurance.

Objectives of Business Education in College of Education

Ubulom, (2003), extracted the objectives of business education from the
curricula of Rivers State College of Education and the Rivers State University
of Science and Technology as follows:

1. Produce well-qualified and competent graduates inbusiness education

who will be able to teach business subjects in the secondary schools.

2. Produce business graduates who will be able to inculcate the vocational

aspects of business education into Society in the secondary schools.

3. Produce graduate business teachers who will start the so much desired
revolution of vocational development right from the Nigerian primary
and secondary schools.
4. Produce teachers who will engage in professional studies of business
education.

5. Produce strong advocates and promoters of viable industrial and business

enterprises.
6. Enable graduates of the programme have an intelligent understanding
of the interesting complex of the business world.

Objectives of Business Education in University

The goal of the programme is tomake an optimum contribution to national
development and preparation of vocational business teachers. It also prepares
professional business teachers’ education curriculum to reflect our national
requirement. The following are the roles of business education at the
university level:
1. To provide business teachers with the necessary competencies in both
business and professional education.
2. To provide competent and well competent graduates in business subjects
who will be able to teach all the business subjects in basic secondary schools
and all secretarial and accounting subjects in senior secondary schools.
3. To provide graduate business teachers who will be able to inculcate the
vocational aspects of business education to society.
4. To provide teachers who will occupy teaching research and leadership
positions in secondary schools, tertiary level of education and the business
community.
5. To encourage and promote scholarship and research in all aspects of
business education.
REFERENCES

Ezeani, N.S., & Ogundula, M.C., (2016). Business education programme in

st
Nigeria: Past, present and future in the 21 century. Nigerian Journal of
Business Education. 3(1), 17-33

Musa, O.S. (2020). Objectives of Business Education for National

Development. Journal of the Business Education. 3(1) 216-222

Shuaibu, O.G., Ameh, O., & Barinem, S., (2016). Evaluation of Business
education programme in Nigeria: Challenges and chances. Nigerian
Journal of Business Education. 3(2), 253-263

UNESCO &ILO Recommendations Technical and Vocational Education and

Training for the 21st Century. (2001)
 IMPORTANCE OF BUSINESS EDUCATION

Importance to Student-Trainees

The importance of Business education to students cannot be overemphasized . These include:

1. It is important because you would acquire skills that would enable you to engage in any

meaningful employment. You are employed or you become an employer of labour.

2. With the understanding of business education, you can make informed decisions as a

consumer of goods and services. Avoid spontaneous buying and know which products or

services meet your immediate needs. You should be in a position to ask questions about

the how of a product.

3. It is important to you because you are in a position to spend judiciously and live a life

devoid of excessive acquisition of wealth, which has led us into social vices such as

corruption, sexual abuse as well as inefficiency and waste of the nation’s resources.

Today, you can see that the country we live in is full of individuals deep-rooted in the

excessive acquisition of wealth which the government is trying to curb. I feel that business

education will solve this problem as mentioned above.

4. With business education, you will be able to appreciate the world around you, develop

a high sense of commitment as you are doing with your studies today.Similarly, you

develop respect for maintenance culture which is lacking in most of us today. How many

of us believe in respect for the dignity of labour and maintenance value? I tell you if up

to 40% of the workforce believes in it, then Nigeria would be a changed place. As you

will now become patriotic and help safeguard the nation’s wealth, you can start the

change.

5. It is important for you to understand the socio, political and economic framework

of the country. With this, you should be able to contribute your own quota to the

economic development of this country. Your knowledge and competence in

business education can place you in a position which you can contribute the best

effort to economic development programmes such as NEED and other poverty

alleviation programmes as put forward by the Federal government.

1. Business education is very important because it gives you a new life especially as

regards to your value system. It will give you a new focus on environmental

management, amicable conflict resolution, and to shy away from prostitution,

violence, cultism, rape, drugs, etc.

2. Business education is important because it inculcates in you the sense of discipline

and patience through the study of courses such as human relations, professional ethics,

entrepreneurship etc. You are well placed to work with people and accommodate

others.

3. .It offers you the opportunity to operate successfully your own business and be able to

determine the flow of business at each time, thereby reducing the risk of business failure.

Importance to the Nation

1. Business Education is important to the nation because more people would have

skills that can make them ready employers of labour. Dependence on the nation would

be minimised as people become job creators.

2. As people develop proper values towards work, they tend to contribute more

economically to the nation. For instance, the nation is divorced from violence, sexual

immorality, pride, corruption and examination malpractice among others.

3. As individual citizens become judicious spenders, the country gains by way of

investing excess resources on meaningful projects that would lead to economic

development. Today, we are talking about poor infrastructural facilities in our

educational and health systems, this can be avoided if we spend wisely.

4. If one understands one’s right as a citizen of this country and enforce them the country

would have less, to worry about but would rather devote more time and resources on the

development.
5. If we as citizens of this country develop sound moral value then the country will be

free from insecurity and peace will reign supreme. More people will invest in the

country and there will be increased in growth and development.

6. Business education has made it possible for those who want to be retrained in order

to upgrade their skills and have access to education. In this way, people who finish

secondary grammar school with no saleable opportunity skills will have to acquire

skills that make them become functional, through retraining programmes.

7. Business education plays a significant role in the economic development by

providing knowledge and skills to the learners, thereby, enabling them to adequately

impart knowledge into others, and handle sophisticated office technologies and

information systems.

Importance to Entrepreneurs

1. As an entrepreneur, you will have a better understanding of how government

policies function and affect you as a businessman. For example, with the reform

agenda and the gender mainstreaming you will apply the different strategies needed

and make profits with ease.

2. You would not only know how to organise and operate your business successfully

but manage staff, and resources, with meagre resources and still maximise your

profit.

3. Business education is important to those with entrepreneurial spirit because it

would enable them to engage in various businesses with success.

4.Most financial records today are in one trouble or another. This is because some

businessmen lack the skill and knowledge to maintain a complete and accurate

financial record. With a thorough knowledge of business education, you would be

able to keep adequate records of all your financial transactions, thus preventing your

business from collapse.

5. The keeping of accurate financial records and your ability to retrieve them will

serve as a guide to financial planning and welfare of yourself, and your family.

6. Business education is important to everyone because the knowledge acquired will

enable people keep proper record of yourself, business and family. In addition, you

will be able to separate business accounts without the other suffering, similarly

regular analysis of transactions i.e. debits and credits.

7. It can enable us to avoid financial losses through waste in the purchase of office

items: as we bear the criteria for selection of equipment in mind and involve staff

who should take part in the exercise.

8. Not all documents that we would like our secretary to type. There are highly

confidential documents we would like to keep only to ourselves and the recipients.

Again, we may want to save some documents in the computer, which we would not

want anyone else to open. An understanding of the various ways of handling such

matters can be said to be the advantage we derive from business education.

9. Other importance of business education to you as an entrepreneur include:

a. Your understanding of your customers, staffs and retaining them.

b. Handling and dealing with difficult staff/customers.
c. Safe guarding of your documents
d. Developing professionals

10. As an entrepreneur, business education is important to you in advertising. You

should be able to know where to advertise. Strategies to use should include appeal

methods that arouse the interest of customers, monitoring of your competitors and

other media most appropriate to the consumers.

REFERENCES

Koffi, E.I., & Etukudo, E.T., (2016). Evaluation of Business education programme:
Problems and prospects. Nigerian Journal of Business Education. 3(2),
232-241

Shuaibu, O.G., Ameh, O., & Barinem, S., (2016). Evaluation of Business education
programme in Nigeria: Challenges and chances. Nigerian Journal of Business
Education. 3(2), 253-263

Ntukidem, E. (2003). Need for Career Guidance for Business Education Students. 4.
(1) 134 – 139.
Njoku, C.U. and Nwosu, A..N. (2002). Role of Business Education in Sustaining
Small Scale Businesses for National Development. Business Education
Journal. III. (5) 95 – 105.
Osuala, E.C., (2004). Principles and Methods of Business and Computer Education.
Enugu, Enugu State: Cheston Agency Ltd.

Ugwuogo, C.C., (2013). Business Education and National Development:

Issues and Challenges. Journal of Educational and Social
Research 3(4) 129-134. Retrieved on 02/08/2019 from
https://www.mcser.org/journal/index.php/jesr/article/view
File/434/451

Faculty of Vocational and Technical Education, University of Nigeria, Nsukka.

Retrieved from https://vte.unn.edu.ng/business-
education- job-opportunities/ on 05/08/19
ISSUES IN BUSINESS EDUCATION PROGRAMME
Inadequacies in the Curriculum Content of Business Education

There are doubts about the content of the curriculum. Several courses make up the

content. One of the issues raised has to do with the inadequacy of the contents. It is

important for you to understand whatever issues exist in a programme so that you can

remedy the gaps created by them.

Definition of Terms
a. Inadequacy of Curriculum Content
This means that the content is not adequate to meet the requirement or fully sufficient for
what it has been stated to achieve.

b. Irrelevancies of Curriculum Content

It indicates that most of the contents of the curriculum do not show relevance in terms of
the objectives stated for the programme.

c. Poor Implementation of Curriculum

This means that teaching and learning are not in agreement with what is prescribed by
the curriculum. It is either that implementation is partial or not followed at all.

The content of business education curriculum has been reported as inadequate at all
levels. An example of such could be seen in a study by Njoku, 1997 on tertiary
institutions, Njoku (1990) on Junior Secondary Schools and Nwosu, 1999 on private
secondary school.

1.Most of the courses do not cover the scope of knowledge and skills required for the
effective preparation of business education teachers today.
2.Highly needed courses are not available in the curriculum, especially technological
st
courses that would equip graduates with the skills needed in the 21 century world of
work.

Introduction to and advanced Microsoft Office, graphics, courses in software related

to accounting, marketing and others are not included in the curricula of many or all
institutions. Such inadequacies in the curriculum could lead to the production of

st
half-baked graduates in the 21 century. That is, they would not acquire the

necessary skills for effective performance. Such teacher/worker cannot compete

with business education graduates in other countries.

A probable reason for the above inadequacies may be that business education

experts and relevant stakeholders are not often invited to participate during the

development of the curriculum and also autonomy of higher institutions especially

universities. Today, some ministries handpick people to develop the curriculum for

teachers at certain levels. This could generate lots of problems, not only for the

institutions, but also for their products.

Irrelevance of the Course Content

A business education programme should include courses that would prepare the

student for saleable skills, help them have an understanding of the economic system

and how a business operates. It was also to be geared towards helping you to

acquire knowledge, and attitude/value that would enable you function in the world

you live.

To this end, subjects that would meet the objectives or goals set must be included in

the content of the curriculum. A good curriculum should also be geared towards

helping the students to acquire knowledge, attitudes and values that would enable

them function efficiently in the world of work. Again, the content of traditional

business education curriculum is geared towards the choice of the person at the

head.
Poor Implementation of the Curriculum

Today, the training of business educators tends to deviate from what is

contained in the curriculum:

a. Industrial training is no longer carried out the way it was originally done. Should
the ITF allow students to look for places to do their industrial attachment or should
the college provide them with establishments for SIWES? This is a critical question
for discussion.

b. Should the institutions visit the students to find out whether they are properly placed or
should the students report back to the school on how they were placed? Treat this
question as that in (b) above.

c. Time allocation. Another aspect that shows inadequacies is the time allocated to the
subjects on the school timetable. In some schools Njoku (1997), and Nwosu, (1999)
observed that inadequate number of hours allotted to business education subjects at all
levels was considered a major issue that needed proper attention.

Selection of Subjects

At the different levels of education, the selection of subjects to be offered was to a

large extent influenced by the person at the head, the time (space) available on the
timetable, and the competence of the teachers available, in some cases. For instance,
in most vocational schools, office practice, shorthand, typewriting, commerce and
bookkeeping were offered, but a few others offered secretarial studies as a major
course. Although the state ministries of education approved the courses for them the
schools were still selective in what they teach.

At the JSS level, business education subjects are put under Group B as Vocational
electives. This becomes a source of concern to all of us. Nwosu (2005) reported that
not all the schools studied offered most of business education subjects. This can show
that the programme at this level is not uniformly taught by schools.

Analysis of the Issues

On the issues below you are required to take a stand. The teacher’s discussion is not
supposed to influence your stand. Hence, below is a list of critical issues in business
education that you have to brainstorm with. (Njoku, 1997)
 All these emanated from the curriculum of a business
education programme.

S/N Issues Make Your

Remarks
1. Should poor implementation of the content
of the curriculum be attributed to teachers
lack of competence or to non-availability of
teaching facilities?
2. Should lack of uniformity in the content of
the curriculum for institutions
offering
business education subjects be discouraged
or should it be encouraged?
3. Should students be supervised by
their
school during industrial attachment
programme or should the school allow the
firm to do so and report back to it?
4. Should the selection of teaching materials
be based on the content of the curriculum or
should the school acquire all the facilities
prescribed in the curriculum only?

Should non-business educator be allowed to

teach/head business education departments in
the universities?
REFERENCES

Shuaibu, O.G., Ameh, O., & Barinem, S., (2016). Evaluation Business education
programme in Nigeria: Challenges and chances. Nigerian Journal of Business
Education. 3(2), 253-263

Koffi, E.I., & Etukudo, E.T., (2016). Evaluation of Business education programme:
Problems and prospects. Nigerian Journal of Business Education. 3(2),
232-241

Njoku, C.U. (1990). Evaluation of the Junior Secondary School in Imo State Model
Schools. Unpublished. Thesis. M.ED (Bus.Ed). University of Nigeria,
Nsukka.

Njoku, C.U. (1997). An Appraisal of Business Education Programmes in Selected

Tertiary Institutions. Unpublished. PhD Thesis. University of Nigeria,
Nsukka.

Nwosu, A.N. (1999). The Status of business Education Programme of Private

Secondary Schools in Imo State. M.Sc. Unpublished Thesis University of
Nigeria, Nsukka.

Nwabufo, B.N. & Mamman, J.S, (2016). Current issues in affecting the development
of Business education in Nigerian Tertiary institutions. Nigerian Journal of
Business Education, 3(1), 216 – 224

METHODS OF TEACHING BUSINESS EDUCATION SUBJECTS

1.Demonstration
For any skill subject, demonstration is essential by a skilled teacher. The development
of skill requires practice, but a student cannot secure the best result from his practice
unless he knows how it is practiced. That is, he must know how he is to perform it.
This he can effectively achieve by observing a competent teacher demonstrate the
skill. For example, a good teacher of skill subject will show the students how to build
the techniques for skill subjects.

In demonstrating a skill, the teacher has to perform it in stages, but slowly, first and
the entire class must see what he does. He can do this by dividing the class into
smaller groups or demonstrate to individual students.
Use the Following Steps for Demonstration

1. Explanation and demonstration by the teacher

2. Imitation by learner
3. Evaluation by you and students
4. Imitation by the students
5. Re-evaluation by both

The Demonstration Method may be used when

a. teaching psychomotor skills

b. when the teacher wants to appeal to the 5 senses of the students
c. when he wants the students to emulate a particular course of action.
d. when there is need for the students to know the process of an
action.

Tips Before using the Demonstration Method

i. Ensure that you have all the required materials.

ii. Know how many minutes the demonstration would last.
iii. Have a thorough knowledge of the subject matter. You should not
be too fast at each point in time.
iv. Ask questions to ensure that the students are following. Erase any
bias that may interfere with the learning process.
v. Focus on specific topics to avoid building too much into the
students. The students may want to divert your attention, tactfully
call them to order.

In using this method Ahukannah Rate stressed that the teacher should
exhibit the following qualities:

i. Confidence and poise Mutual respect

ii. Tolerance in controversial situations Humour
iii. Self-abasement when demanded by the situation objectivity
2. Use of Brochures
Little pamphlets written by companies or institutions explaining to people
their activities and what they can do. These pamphlets could be got from
libraries, firms or locally. The teacher can request students to go to these
companies and collect their brochures. This will make the student feel more
committed to learning. The teacher should go through the pamphlets with the
students and then post same on the bulletin board for other students‟
information.

3. Use Audio-Visual, Visual and Audio Aids Audio-visuals

These include teacher’s demonstration, role-play, field trip, motion picture and
television.
Audio: Record player, radio, cassette recorder, etc.
Visual: Textbooks, chalkboard, class bulletin board, mounted pictures, graphic
materials, etc.
If all these are used or applied, students will become more interested and there will be
higher interest in learning at the tertiary level.

4.Discussion
Presenting real life cases and problems will enable the students to see the relevance of
learning to everyday activities. A lot of knowledge should be obtained not only from
textbooks but also from happenings around the environment. Develop creativity in
them by asking them to give examples of such happenings. This would make them to
start acquiring materials for use in the long run.

Use Practical Examples in Teaching

5.Individual Instruction
Teachers should design instructions according to the needs of individual students. For
example, manuals should be left to the students to work at their own pace. This is
because people differ in intelligence at the rate that they assimilate or comprehend.
You should work from one student to another. During examinations, questions set
should cover the different domains of knowledge to take care of individual
differences.

6.Questionnaire
Students can be taught how to develop opinionnaires and questions for interviews.
Ask students to go to firms, to ask questions of things you want them to know or what
they want to know. The questions have to be drafted before they leave, and whatever
they collect from the firm, is termed first-hand information. Give them opportunity to
present what they have brought while you guide them.

7. Role Playing
It is a method of human interaction that involves realistic behaviour in any
imaginary situation. Students can be asked to role-play, such things that come up in
real life or what they have learnt in class.You have to distribute each person’s
function to ensure sound role-play. This will remain in their minds for a long time.
8. Field Trips to Business Offices
The teacher has to plan very well before going on a field trip with the
students. In short, objectives must be clearly defined. The firm must be
contacted and must be there to show to the students what they have
come for and help to direct them.
At the end of the presentation the teacher should find out from the
students if they have any question for the firm. This is to prevent
students from asking further questions when they come back to the class.

9. Television and Radio

These could be used to vary teaching methods in order to stimulate
students‟ interest. As this is being done, the students should be asked to
take down notes.
The teacher should try his possible best to control the atmosphere. At the
end of the lecture, find out how far they have followed the lesson by
means of questions and demonstration.
10. Resource Persons
People from different works of life could be invited to speak to the
students on different topics. They should be consulted in advance and
should be told the background of the students, the objectives you have in
mind i.e. what you want him to speak on, so that he can plan ahead. As
he speaks, ask them to note important points and questions to be
discussed.

11. Group Study/Project Work

The teacher should organise the situation in a manner that will make the
students work cooperatively with one another. By encouraging joint
effort, the students will see the need to cooperate with one another and
work to accept group decision. In addition, this may help the dull
students to work harder.

12. Question Method

Questions can be divided into 3 verses:

1. Facts questions that are based on information-presented in a text book, reports,

journals or periodicals .Answering fact questions demands that students study the
material and remember the facts presented.

2. Thought, or discussion questions that require the students to reason or brainstorm. It

is not the type that will recall answers. Rather it often starts with why, Explain or How
do you account for?

3. Application questions that require the students to apply the original situations, rules,
principles presented in the textbook. They may use a combination of the 2 classes of
questions or 3 as the case may be.
 st
Also, more relevant teaching methods in the 21 century are the student-centred
methods. Business education teacher may consider using these methods. These
teaching methods have changed the role of the teachers from being a dispenser of
knowledge to facilitator of learning. Among these methods are:

Problem-based teaching method

Problem-based teaching is one constructivist instructional method that has shown
much promise in its application to disciplines and domains where learners have to
tackle practical problems. This is student-centred method of teaching which is very
st
relevant to the 21 century.
1. Students begin the problem without any prior experience in dealing with like
problems. Each group of students (usually consisting of between five and twelve
students) will meet with a facilitator to discuss the problem.

2. The facilitator presents a limited amount of information about the problem, and the
group is charged with the task of identifying the different aspects of the problem by
asking the facilitator questions to elicit information relevant to the problem.

3. Students work with the facilitator to generate and refine hypotheses related to the
problem’s potential solution. The facilitator’s role is to model hypothesis-driven
reasoning skills.

4. Students determine “learning issues” that the group decides are relevant and that
they need to learn more about to find an acceptable solution to the problem.

Problem-solving method has a lot of advantages these advantages are applicable to the
student-centred teaching methods. The advantages include:
1.Development of long-term knowledge retention
2.Use of diverse Instruction types
3.Continuous engagement
4.Development of Long-term knowledge retention
5.Continuous engagement
6.Better thinking
7.Better risk handling
8.Better communication
9.Increased number of solutions
10.Reduces the possibility of bias
Cooperative teaching method
Cooperative teaching is a pedagogical practice that has attracted much attention
over the last three decades because of a large body of research that indicates
students gain both academically and socially when they have opportunities to
interact with others to accomplish shared goals. Cooperative teaching is a process in
which students learn by working in small groups and helping each other's learning
for a common aim. As cooperative teaching involves group working, it is similar to
the group working method. But every group working is not cooperative teaching
method. A group working becomes cooperative teaching if every member of the
group knows that he or she can't be successful unless the other members are
successful. Cooperative teaching is an instructional method in which small groups
of students work together to accomplish shared goals (Johnson, Johnson, & Smith,
1998 in Mamman, 2017). Students perceive they can reach their learning goals if
and only if the other group members also reach their goals. Students are assigned to
groups of two to five members by the instructor for the purpose of achieving
academic and social tasks. Cooperative teaching is distinguished from other small
group learning methods by five elements required for effectiveness: positive
interdependence, individual accountability, promotive interaction, group processing,
and team or social skills. Advantages of cooperative learning include:

1. Higher achievement.
2. Increased retention.
3. More positive relationships and a wider circle of friends.
4. Greater intrinsic motivation.
5. Higher self-esteem.
6. Greater social support.
7. More on-task behaviour.
8. Better attitudes toward teachers.
9. Better attitudes toward school.

Guided-discovery Method
Guided discovery as the name implies is a teaching method where the teacher guides
the learner to discover the solution to a problem. It is one of those teaching methods
that employ: exploration, manipulation and experimentation to find out new ideas. It is
a teaching strategy characterized by convergent thinking whereby the instructor device
series
of statements or questions that guide the learner through step by step logical process
and making a series of discoveries that leads to a predetermined goal. In other
words, the teacher initiates a stimulus and the learner reacts by engaging in an active
inquiry thereby discovering the appropriate response. The guided discovery method
is a student centred and activity-oriented teaching method in which the teacher
guides through problem solving approach to discover answers to the questions. This
method leads meaningfully to the integration of theory and practical works and each
activity is followed by a discussion. Practically, the guided discovery method
encourages students to take an active role in the learning process by answering
series of questions or solving problems designed to introduce new concept. It is a
teaching method whereby students solve problems but the teacher provides direction
on how to solve the problems. Guided discovery involves helping learners to
discover certain facts or answers to a given problem.

REFERENCES/FURTHER READING

Ahukannah, L.I. (2002). Teaching Methodology in Vocational/Technical

Education. Paper presented at a workshop organised for lecturers of
Polytechnics in the South-East zone at the Federal Polytechnic,
Nekede, Owerri, 2nd – 6th, September.
Njoku, C.U. (2002). Teaching Methods in Technical and Vocational
Education: A focus on the new curriculum. Paper presented at the
Workshop organised on the Implementation of the new curriculum
for mechanical trade teachers of technical colleges in the South-East
Zone at the Staff Development Centre, Federal Polytechnic,
Nekede, Owerri. 3rd– 7th June.
COURSES AND OPTIONS IN BUSINESS EDUCATION
Business Education programme is to provide individuals with relevant knowledge, skills and

competencies to be self-reliant and economically self-sufficient for gainful employment,

meaningful living, and to contribute to the development of the society. The programme is

designed in consonance with the needs of the business community to ensure that education

and training offered are consistent with the competencies for the present and emerging job

requirements and opportunities.

Business Education will afford its students the opportunity to learn and develop 21st Century
skills that will enable them to fit into and take up contemporary business opportunities,
employment opportunities and be self employed or employers of labour. These skills include
the following, among others:
1. team work skills
2. digital literacy skills
3. creative and innovative skills
4. information literacy skills
5. media literacy skills
6. digital citizenship skills
7. flexibility skills
8. critical thinking skills
9. multitasking skills

The following are the list of courses in Business Education:

1. Introduction to accounting
2. Business Mathematics
3. Fundamentals of business education
4. KeyboardingI
5. Introduction to Shorthand I
6. Introduction to Accounting II
7. Elements of Business
8. Principles of Economics
9. Keyboarding II
10. Shorthand II
11. Introduction to VTE
12. Administration of Office Management
13. Fundamentals of Marketing
14. Word Processing I
15. Shorthand and Speed Development I
16. Office Technology
17. Economics of Production
18. Adminitration/Org. Of Business Education
19. Word Processing II
20. Shorthand and Speed Development II
21. Methods of Teaching Business Education
22. Business Statistics
23. Vocational Guidance
24. Human Resources & Relationship Management
25. Small Scale Business Management
26. Advanced Shorthand & Speed Development
27. Cost Accounting
28. Computer Office Application I
29. Financial Accounting
30. Database Management
31. International Trade & Finance
32. Accounting Theory
33. Business Communication
34. Seminar & Contemporary Issues in Business Education
35. Computer Office Application II
36. Management Accounting
37. Law & Practice of Meeting
38. Principles of Insurance
39. Management Information System
40. Public Sector Accounting
41. Business Portifolio Management
42. Research Methodology
43. Financial Management
44. Advanced Transcription
45. Taxation
46. Advanced Keyboarding
47. Advanced Financial Accounting
48. Company Law
49. Auditing and Investigation
50. Professional Career
51. Project.
Options in Business Education
1. Accounting Education
i Financial Reporting for Business Educators
ii Management Accounting for Business Educators
iii Public Sector Accounting for Business Educators
iv Management Information System
v Taxation for Business Educators
vi Auditing and Assurance for Business Educators
vii Financial Management for Business Educators

2. Entrepreneurial Education
i. Theories of Entrepreneurship
ii. Creativity and Innovation in Business
iii. Nigerian Business Environment
iv. Management Information System
v. Risk Management in Small Business
vi. Indusrial Relations for Business Educators
vii. International Marketing for Business Educators

3. Marketing and Distributive Education

i. Nigerian Marketing System
ii. Sales Management
iii. Marketing Management for Business Educators
iv. Management Information System
v. Digital Marketing for Business Educators
vi. Business to Business Marketing for Educators
vii. International Marketing for Business Educators

4. Office Management Education

i. Fundamental of Data Processing
ii. Digital Skills in Business Education
iii. Word Processing for Business Educators II
iv. Management Information System
v. Organizational Behaviour
vi. Human Resources Management for Business Educators
vii. Industial Relations for Business Educators.
References
Department of Business Education (2018). Handbook for B.Sc Ed. Business Education,
Tai Solarin University of Education.

National University Commission (2022). Core Curriculum & Minimum Academic Standards
for Nigerian University System.
 QUALIFICATION AND QUALITY OF TEACHERS

Definition of Business Education Teacher

A Business education teacher is a person who holds a degree in business education

from a recognised University or an NCE (National Certificate of Education). Holders of

NCE from the recognised colleges of education in business education are competent to

teach the five components of the JSS business studies programme. He is a person who

is constantly aware of the state of art in Business Education and has a thorough

knowledge of the requirements of a business education programme. (Osuala, 1987).

Table 1 Qualifications of Teachers Teaching Business Studies

Subjects in the Secondary Schools Studied by Njoku (1990).

Qualifications Subject (s) Taught

Nig. Cert.of Ed. (Bus. Educ) All Bus. Subs

N.T.T.C. (OR T.T.C) (BUS.All Bus. Subs

EDU)
Bach. Of Ed. (Bus.Ed) Typewriting & Shorthand

Bach.of Ed. (Acc/Comm) All Bus. Subjects

Master of Ed. (Sup.& Inspec.) Comm & Accounts

Nign.Cert.of Ed. Comm.Off Prac. &Typewriting

(Sec Duties)
Higher Nat. Dip. (Bus Admin
&Mgt) All 5 Bus. Ed Subjects

Bach. Of Ed. Comm & Bus. Studies

(Prin.&Methods)
Higher Nat. Dip. Acc.& Commerce

Chartered Institute of All Bus. Subjects

Secretaries

Source: Njoku, 1992.Business Education Journal Vol.11 N.2. 62-69

Having studied the above, you can see who has what qualification and
teaches what.

Business Education 21
Marketing/Distribution Education 5
Office Management/Education 1
General Management 14
Business Management/Business Admin. 13
Economics 4
Economics /Banking 6
Secretarial Studies/Secretarial Admin. 18
Computer/Sec. Studies 1
Secretarial Education/General Business 4
Office Technology/Management 1
Political Science 1
Commerce/Management 1
Secretarial Organisation 1
Administration/Supervision 5
Management and Methods 2
Accounting 3

Area of Specialisation of Lecturers Teaching Business Education Subjects in the

Institutions Studied by Njoku, 1997

Area of Specialisation Number of Lecturers

Source: Njoku, C.U. (1998) An Appraisal of the business education programme in

some selected tertiary institutions in Nigeria.

a. A business education teacher is a person who has undergone a 4-year

Programme in a reputable university or 3 years programme through NCE and has been
certified as competent for the award of a Bachelor’s degree /NCE in business education
after meeting the requirements of the institution and the department (Njoku, 1997).
Additionally, any person who has obtained a degree or a professional certification in
areas such as accountancy, marketing and office technology and management, and
also obtains a post-graduate certificate in educational foundations and pedagogy
clearly qualifies as a business education teacher.
Quality of Teachers/Qualifications

Having studied the definition, it is hoped that you would be in a good position
to know the quality of teachers needed in any business education programme,
namely, academic and professional qualifications of teachers. Examine
properly the table above and see whether it fits the definition of a business
education programme.

Again, going by the definition what do you say about the qualification of
business education teachers? Let me go by question like these. Some guiding
questions may be raised as follows:
a. Should the teaching of business education be left to business
education teachers or should those in related areas be allowed to
teach all the subjects?
b. The quality of people admitted into the programme has become
a source of worry. It is a fact that some of the people admitted
into the programme do not have interest in it. This will
automatically lead to cabbage in cabbage out.

Admission of unqualified students into the programme can result

to lowering of the quality of the programme. Olaitan rightly
pointed that a teacher can demonstrate the act of teaching only
when he is taught by the right people with the necessary
background. Hence, we should not leave the job of teaching skills
in the hands of incompetent technical teachers. It is not far from
saying that the effectiveness of any business education
programme is determined largely by the qualification or lack of
qualification of the business education teacher.

Qualities required by the Business Education Teacher

The business education teacher has to have 3 qualifications.

1. Business qualities and personal qualities for him/her to do
the job as a trained business education teacher.

Business Qualities
1. You must possess entrepreneurship qualities since you are
prepared as a teacher and as a businessman.
2. Be innovative

3. Be focused
4. Have foresight
5. Have ability to solve problems
6. Have good human relations.
7. Must be technically competent
8. Must be dynamic
9. Must be a risk taker
10. A good time manager

Professional Qualities
A business education teacher should:

1.belong to a professional Association

2.be adequately trained to handle his/her courses.
3.engage in research
4.attend conferences and seminars
5.must be certified as possessing the qualification of business education from a
recognisable institution.
6.ability to withstand the test of time –retraining and venturing into new areas
in business education-entrepreneurship education, computer education, etc.

Personal Attributes of a Business Education Teacher

1.Willing to accept change
2.Ability and interest to learn
3.Accommodating of others
4.Cheerful
5.Studious
6.Not self-centred
7.Considerate etc. Njoku, (2001)
8.Have a good command of the English language
9.Interest in people.
10.Cooperation and loyalty
11.Character (Nolan, et. al. 1976)

Nolan considers character as the most important attribute of a teacher. Lack of

great teaching skill may be excused, others could be ignored but to have a
person of doubtful character as a teacher would be difficult to accommodate.
 REFERENCES/FURTHER READING

Osuala, E.C. (1989). Principles and Practice of Business

Education.
Anambra: Pacific Publishers.

Njoku, C.U.(1987). Discipline in Teaching in Vocational

Schools. Issues in the Teaching of Business Education
Subjects.

Njoku, C.U. (1997). An Appraisal of Business Education

Programmes in Selected Tertiary Institutions.
Unpublished PhD Thesis. University of Nigeria, Nsukka.

Aina, O. (1982). The Emerging Business Teacher. An Address

Presented at the Launching Ceremony of the Niger State
Business Education Student‟.

CHALLENGES OF BUSINESS EDUCATION PROGRAMME IN NIGERIA

Thare are problems which have caused Business Education to suffer from some
setbacks. It was observed that these persistence problems have crippled and prevented
the success of Business Education Programme in Nigeria. The challenges include:
1. Shortage of qualified instructors
Instructors play a critical role in the impartation of knowledge and planning of
Business education curriculum. Majority of lecturers employed by some higher
institutions into Business education department are people from other disciplines, not
strictly those with qualification of Bachelor degree, Masters degree and Doctor of
Philosophy degree in Business Education only. According to Bassey (2006), planning
for a rapidly expanding industry like education requires the production of the right
amount and kind of manpower needed for teaching and non teaching staff.
2. Inadequate funding
The greatest challenge crippling the running of business education
programme in Nigeria is poor funding. The set aside fund allocated to Business
education
department in various institutions is insufficient. Business education department in
some higher institutions don't even get any allocation due to inadequate or lack of
subvention from their state government. The token generated from the students in the
department is used to manage the day to day running of the department's activities.
3. Overcrowded Class
Due to inadequate funding of institutions by some state government, institutions
usually admit more than the admission quota allocated by National Universities
Commission so that they can get sustainable fund through the school fees of the
overpopulated students. The implication of a populated class is that students are not
adequately carried along during the teaching-learning process.
4. Outdated equipment
The amount of available typewriters in various institutions business education
department laboratory are more than the amount of available laptops, computers and
printers.
5. Inadequate of training and re-training by lecturers
Some lecturers fail to bother about updating their knowledge concerning newly
introduced equipment. For example, those that schooled during the era of typewriters
had failed to learn how to operate laptops not to talk of knowing it and imparting the
acquired skills on the learners.

6. Low provision of befitting infrastructure

The buildings of Department of Business education in some instructions aren't given
attention due to poor funding. Some buildings aren't solid enough as they have
dilapidated walls. Leakages in roof during rainy season have destroyed vital
departmental documents and textbooks.
7. Manpower problem
Due to poor funding, majority of higher institutions employ inadequate number of
staffs. They employ few personnel as they seem not to be financially buoyant and
capable of paying i.e. they struggle to even pay the salaries of few personnel that were
employed. This challenge has made the work cumbersome to the few available
lecturers.

8. Outdated curriculum
The curriculum of some higher institutions has failed to suit the
expectations of the labour market. The aged long curriculum that is still in use by
some
institutions since about two decades have failed to impart students with the needed
knowledge and skills for outstanding performance in the sight of employers. For
example, a graduate that was exposed to Typewriting in the higher institution will find
it difficult to operate Computer as a Receptionist or Confidential Secretary in an
organisation.

In order to solve the challenges and pave way for the achievement of its stated
objectives, the
following suggestions were made:
1. For a Nation to assist in improving her economy and the citizen's standard of living,
sufficient funds should be injected into business education programme by both state
and federal government.
2. Every higher institutions of learning should review and update their curriculum as
soon as
possible. The new curriculum should reflect the need of the labour market in the
present era in order to eradicate the continuous production of half baked graduates.
3. The Governing Council and Senate of various institutions of learning should ensure
that only personnel with first degree and higher degree in business education should
be employed as lecturers in the business education department.
4. State government should always allocate adequate subventions to their established
institutions so that institutions can always admit strictly according to NUC quota
instead of their usual way of admitting overpopulated students with the aim of
generating funds in which has prevented teaching-learning process from being carried
out adequately.
5. Equipment needed in the present era should be provided by various institutions by
effectively using their allocation.
6. Lecturers should always update their knowledge by attending workshops, trainings
and
conferences.
7. Enough Staff strength/personnel should be employed to the department of business
education.
 References
Abassah, M. (2011). Analysis of the problems and prospect of the technical college
teachers in Nigeria. Proceedings of the International Conference on
Teaching, Learning and change of the International Association for Teaching
and Learning (IATEL). Retrieved from:
http://www.hrmars.com/admin/pics/181.pdf

Aina O. (1996). Issues and Trends in Business Education. Lead paper delivered at
Business Education forum of the College of Education, Agbor, Delta
State. May 27th

Ajisafe, O. E., Bolarinwa, K. O. & Edeh T. (2015). Issues in business education

programme: Challenges to national transformation. Journal of Education and
Practice, 6 (21): 208- 212.Retrieved from:
http://files.eric.ed.gov/fulltext/EJ1079091.pdf

Olatoye, A.O., Ojeyinka, A.G., & Ogunleke, M.O (2020).Business

Education in Nigeria: Chalenges and Way Forward for National
Development. Journal of the Business Education. 3(1), 73-77.