1.0                                           INTRODUCTION

1.1     Background of the Study

Education is the pivort for scrotal, growth and development of any society as a concept it has generated a lot of controversies over the years. However its relevant to individual and society growth shows its significance to the economic, social, political and cultural development of human society worldwide. According to Wokocha (2011) every society has its way of educating its citizenry.

The history of business of business education in Nigeria can be likened to that of child, which was abandoned because the father thought that he already had type of children he wanted; it was later picked up by a childless man who knew it is usefulness, nurtured and background it adulthood. (Ekpenyoung, 1992).

What the above statement implies is that historically, business education did not come about in Nigeria through government, but through the individual initiative of a few Nigerian entrepreneurs. Such individual were quick to realize the importance of business education not only to their personal, but also to national economic growth and development.

As a matter of fart, prior to Nigeria’s independence and 10years after, business teacher education, like other vocational technical education discipline, was not given any thought in Nigeria teacher education curricular. This is not to say that the colonial education administrators did

Not recognize the importance of this form of teacher education.

As reported by Ekpenyoung (1992), some form of business and technical teacher education programmed was introduced in the curricular of higher college Yaba (1932-1947) and of Nigerian college of Art, science and technology (1954-1961),

However, the crude government policies forced these two precursor of modern technical education in Nigeria to sing their swan song rather prematurely also made the impact of the institution on technical teacher education to become lost history.

The credit for the re-emergence of business education and other technical teacher education programs in Nigeria, particularly at the university level, must go to the founder of the university of Nigeria, Nsukka. In then Eastern Nigeria economic report of 1995, which sought to establish the university, it was recommended that:

In order that the foundation of Nigerian leadership shall be securely laid, to the end that this country shall cease to imitate the excrescence of a civilization, which is not rooted in Africa life, we recommended that a fully-fledge university shall be establish in this region without further delay such as a higher institution of learning should not only be cultural according to the classical concept of university, but it should also be vocational in its objectives, and Nigeria in its content (Government of Eastern Nigeria, 1995)

It was keeping with the above tenet that vocational teacher education was introduce in the university of Nigeria, Nsukka, in the 1965 session in the areas of agriculture, business, home economics and industrial technical education. The only other university that introduced degree programmes in vocational teacher education was Ahmadu Bello University, Zaria. There was in 1979, 15years after its inception. Other university did not see the need for vocational teacher education.

The problem with our 6-3-3-4 system of education is that, it seems to lack proper focus guidance and direction for our youths (students) and is theorical. In line with this, Toboho (2000) reveal that the growth of our education industry is mainly in sized and not in quality hence, the education system of Nigeria is yet meet the challenges of preparing students for the contemporary global world. The quality of our education with its emphasis is an theory more than practical has resulted in production of graduates with unemployment skill leading to unprecedented increase in different types of crimes in the country. According to Nwadiani (2.072:47) “the low relevance and poor quality of education in Nigeria akin to schooling or learning shock, educational system failure, dysfrophies, and dysfunction, are traceable to some observable rots there from the service delivery.

According to Becker (1997), many business students find it difficult to apply economic principles after studying business concept. It is therefore, imperative now to find ways and means of making the teaching and learning of the subject more effective.

Principals’ assessment will help to analysis the strength and weakness of teacher and performance of student. Such assessment could initiate action that might lead to improvement especially now that there is public entry about the quality of secondary school teachers and their inability to graduate students with employable skills.

The worry is based on the indices of poor academics achievement (performance) of secondary school students in internal and external examinations. Field work carried out by  Nwadiani (2012) sat for west Africa examination council (WEAC) result of 2010 shows that 9565 that register for selected courses, 8106(52.75%)sat for the examination; 4218(52.04)got credit and above and the rest either got ordinary pass, and fail or were absent. Field work also carried out in selected secondary school in Anambra state, Nigeria with respect to Nigeria examination council/organization (NECO) result, West Africa senior certificate examination (WASSCE) result and basic education certificate examination (BECE) results by Nwogu (2011) and the researcher in 2012 show poor performance of a student in business subject.

According to Uwogu out 296 students that for officer practice in selected schools,14% got credit while 86% got pass and, fail or had their result withheld. In the some schools in 2009, 211 sat for the same office practice, 46% got credit and distinction while 54% were made up of those who got pass, failed, or were absent.

In other school 18student registered for commerce in WASSCE in 2008. 7 got pass, 3 got failed and others had their result pending or withheld.

In another school, in 2009 WASSCE 46% pass and 16% failure were recorded with other result either pending or cancelled. No student in this school visited, 300students registered for financial accounting in NECO results in 2009, 26% got credit while 74% comprises that they had either ordinary pass, failed, or had their result seized by the board. In BECE which is an examination for JSS3 (Upper basic three), the researcher observed from the available of some secondary school visited that, out of 1530 students that sat for business studies examination, only 699 got credit and above while others were either pass. Failed, or result whithheld.

As a result of the poor academics achievements of the students observed, Nwadiani (2012) maintain that the overall poor of public examination in Nigeria particularly at the secondary schools level reveal the rising law quality of education being provided against planned expectation, One therefore wonders the extent business who were seen by Medley and coker (2012) as professional trained to impact knowledge and skill in the student have been able to achieve their mandate, in view of the students poor academics achievement in both internal and external examination. Chigozie (2011) in Nwadiani (2012) lamented over poor quality of graduate of education of education system in Nigeria, which is challenge by instability, corruption, indiscipline, among staff and students, inadequate funding, dearth of essential infrastructure, facilities and poor service delivery

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Updated: 26th June 2017 — 5:29 pm

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