Demand and Supply of Trade/Entrepreneurial Subject Teachers in Education District 111 of Lagos State
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are:
- To find out whether trade/entrepreneurship is taught in public senior secondary schools in Lagos state.
- To find out the qualified teachers for trade/entrepreneurship in Lagos state
- To find out the challenges of teaching trade/ entrepreneurship in Lagos state
- To ascertain the effect of teaching trade/entrepreneurship in Lagos state
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Entrepreneurship Education
Entrepreneurship education is a learning process, starting as early as elementary school and progressing through all levels of education. The standards and their supporting performance indicators constitute a frame work for teachers to use in building or developing appropriate objectives, learning activities and assessments for their target audience. Using this framework, students, youths and citizens will have, progressively, more challenging educational activities and experiences that will enable them to develop the insight needed to discover and create entrepreneurial opportunities. According to, entrepreneurship education is focused on developing youth with the passion and multiple skills. It is aimed at reducing the risk associated with entrepreneurship thought and guide the firm successfully via its initial stage to the maturity. It is designed to communicate and inculcate competencies, skills, knowledge, and values needed to recognize business opportunity, organize and start new business venture. It is about transforming an idea into reality, rather than talking about how to do it. With the knowledge of entrepreneurial action, these students or potential entrepreneurs are able to understand how and what it means and takes to own a business, create ideas towards the achievement of desired goals and objectives. Certainly, the growth and development of a country’s economy is possible through entrepreneurial activities and its education. From the foregoing, entrepreneurship education is the systematic development of skills, knowledge and attitudes necessary for an individual to perform adequately in a given business or occupational oriented opportunities for improved performance of a country’s economy. The need for entrepreneurship education comes to the surface when societies have to improve on their effectiveness, efficiency and safety of their economy for a greater economic development. Entrepreneurship education in a school curriculum ensures that each learner has a chance to become an entrepreneur and each student is the architect of his/her fortune or destiny. This study was therefore designed to ascertain the level of implementation of the new curriculum and the entrepreneurial skills the recipients have acquired so far.
An Entrepreneur
The word entrepreneur is said to have originated from France long before the conceptualisation of the term entrepreneurship (Casson, 1982; Minniti & Lévesque, 2008). One of the earliest uses of the word is dated back to the sixteenth century describing individuals who were engaged in spear-heading military missions and expeditions (Buame, 1994; Swedberg, 2007). Some writers and French economists in early 1800 attempted to give a definite meaning to the words, entrepreneurship and entrepreneur. However, there were disparities based on the features of the aspects of the economic sector of interest (Baumol, 2002; Bygrave, 1993). Kizner (1997) asserted that the French economist Richard Cantillon and Jean-Baptise Say, were the first to have first used the term ‗entrepreneur‘ as a technical concept. Cantillon in his definition referred to the entrepreneur as the agent who organizes factors of production with the aim of creating a new product, while Jean-Baptise Say incorporated the concept of leadership, in defining an entrepreneur as one who organises individuals, in order to create a useful product (Kirzner, 1997; Shane & Venkataraman, 2000).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to demand and supply of trade/entrepreneurial subject teachers in education district 111 of Lagos state.
Sources of data collection
Data were collected from two main sources namely:
- Primary source and
- Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in gathering information on demand and supply of trade/entrepreneurial subject teachers in education district 111 of Lagos state. Two hundred (200) staffs of selected secondary school in education district 1111, Lagos state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
ANALYSIS AND PRESENTATION OF DATA
One hundred and sixty (160) questionnaires were distributed and one hundred and forty (133) were returned. This figure was the sample size. Out of the one hundred and thirty-three, only one hundred and twenty (120) were properly responded to. As a result, the researcher used one hundred and twenty for this study when more than 50% of the respondents agree to the questions, the answer is taken as valid for the purpose of this study. In analyzing the data, the approach that will be adopted is to find out the percentage and positive and negative answers to the question posed.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on Demand and supply of trade/entrepreneurial subject teachers in education district 111 of Lagos state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of demand and supply of trade/entrepreneurial subject teachers in education district
Summary
This study was Demand and supply of trade/entrepreneurial subject teachers in education district 111 of Lagos state. Four objectives were raised which included: To find out whether trade/entrepreneurship is taught in public senior secondary schools in Lagos state, to find out the qualified teachers for trade/entrepreneurship in Lagos state, to find out the challenges of teaching trade/ entrepreneurship in Lagos state and to ascertain the effect of teaching trade/entrepreneurship in Lagos state. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in education district 111, Lagos state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, teachers and none teaching staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Insights from the result indicate that not all the trade subjects are considered by teachers as relevant, feasible, learnable, of interest to students, and having community support. Also indicated is that there is a pertinent concern for trained teachers and facility for the trade subjects
Recommendation
1.The concerns of teachers on the trade/entrepreneurship education school be addressed
2.Schools heads and teachers should come to consensus on what trade subject(s) to stage in the school having considered their staff strengths, school facilities and funding; students’ ability, career interest and believes and community interest and support for the trade subjects
There should be more grass root (school-level) sensitization and advocacy on the new trade/entrepreneurship curriculum to promote their appreciation and acceptance by all teachers and students
References
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- NERDC. (2008).The new senior secondary school curriculum at a glance. Abuja: Author.
- Omolayo, B. (2006).Entrepreneurship in theory and practice. In F. Omotosho, T.K.O. Aluko, O.I. Wale Awe, &G. Adaramola (eds). Introduction to entrepreneurship development in Nigeria. Ado-Ekiti: UNAD Press.
- Orji, N. S. (2006). Relationship among teacher classroom management behaviours, students’ task engagement,and students’ outcomes in chemistry.Unpublished master’s thesis, University of Ibadan, Ibadan.
- Orji, N. S. (2011).The new senior secondary education curriculum: Trade/entrepreneurship[Lecture note].Presented at a 2-day sensitization and advocacy workshop for teachers in Adamawa State held in Yola 21– 22 September, 2011
- Cardon, J., Wincent, M. F., Singh, A., & Mateja, D. 1996. The Scholarship of Teaching: a Canadian Perspective with Examples. The Canadian Journal of Higher Education, 26(1): 35-56.
- Chai O. (1996). The Informational Basis of Entrepreneurial Discovery. Small Business Economics Journal, 8(6): 419-430.
- Cochran, G. 1949. Issues of research design and construct measurement in entrepreneurship research: the past decade. Entrepreneurship Theory and Practice, 25(4): 101-113.
