Human Capital Development Strategies for Effective Performance in Economics Education
Chapter One
OBJECTIVE OF THE STUDY
The major objective of the work is to examine human capital strategies for effective teachers’ performance in economics education in Imo state university. Other specific objectives of the study include the following.
- To examine strategies for ensuring improved students learning.
- To appraise to prospects of human capital development in educational development.
- To examine the relationship between human capital development and effective teacher performance in Nigeria.
- To examine the relationship between effective teaching of economics education and national development.
- To determine the role of government in enhancing human capital development for effective teacher performance.
- To examine the influence of human capital development of teachers on students academic performance/achievement.
- To recommend ways of improving teachers performances in Nigeria.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
EDUCATIONAL SYSTEMS AND DEVELOPMENT STRATEGIES; AN OVERVIEW
Mahmud, (2014) asserted that the expansion of education programmes in developing countries could be justified on grounds of high social and private returns to investments in education, which are well recognized in the case of primary education. However, expenditures in schooling, along with ensuring access to education for the poor, have been expected to contribute not only to increasing productivity but also to reducing poverty and income inequality. While the importance of basic education at the primary level should continue to be recognized, it is now obvious that the returns to higher education have tended to increase in many developing countries during the last two to three decades (Psacharopoulos 2006, Bourguignon and Rogers 2008). In some countries, including those in South Asia, the returns to education are sometimes found to be even higher at the tertiary level compared to primary and secondary levels (a reversal of findings from earlier studies). However, programmes for expansion of education have not always been found to result in higher economic performance. There are various explanations regarding why the estimated high returns to education for households or individuals are not translated on the aggregate into substantial economic growth. It is possible that the demand for educated labour comes, at least in part, from individually profitable yet socially wasteful or unproductive activities. For example, in countries with poor governance and widespread corruption, the talent of the educated persons may be diverted to unproductive rent-seeking activities see (Murphy, Shlefer, and Vishney 1991). Moreover, schooling quality may be so degraded that it does not raise cognitive skills or productivity. This could be consistent with education contributing to higher wages if such education serves as a signal to employers of some innate ability or simply as a screening device. Yet another reason may be that, in economies with little technical progress and economic change, the expansion of the supply of educated labour could cause the rate of return to education to fall rapidly due to stagnant demand. For example, in Hanuschek ( 2003), Pritchitt (2001), Kruger and Lindahl ( 2001) and Psacharopoulos and Patrinos (2002). This appears to be the reason why the World Bank argued some years ago against investment in higher education in Africa, recommending that governments focus their efforts only on primary and secondary education see (Samoff and Carol, 2004). Policymakers in less developed countries are thus faced with a challenging question: How should the education system be organized so that the expansion of education is matched by creation of opportunities for productively utilising a better educated workforce? In other words, how can education be a vehicle for a take-off in innovation and economic growth? This perspective requires that educational policies be seen as an integral part of the overall development strategy. In particular, education and training systems need to be recognized as key in any development strategy aimed at increasing labour productivity and promoting technological diffusion and global competitiveness. In the developing countries that are poised to benefit from a “demographic dividend” in terms of a youth bulge, the challenge for the education systems is to leverage the advantage of rapid growth in the labour force.5 This youth bulge, combined with the successful campaigns for universal primary education, is leading to huge increases in the supply of semi-educated labour.
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 human capital development strategies for effective performance in economics education
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)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 getting information on the study human capital development strategies for effective performance in economics education. 200 staff of Imo state University was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on human capital development strategies for effective performance in economics education. 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 human capital development strategies for effective performance in economics education
Summary
This study was on human capital development strategies for effective performance in economics education. Seven objectives were raised which included: To examine strategies for ensuring improved students learning, to appraise to prospects of human capital development in educational development, to examine the relationship between human capital development and effective teacher performance in Nigeria, to examine the relationship between effective teaching of economics education and national development, to determine the role of government in enhancing human capital development for effective teacher performance, to examine the influence of human capital development of teachers on students academic performance/achievement, to recommend ways of improving teachers performances in Nigeria. 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 Imo state University. 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 heads of department, senior lecturers, junior lecturers and graduate assistants were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
In order to remove economic backwardness of Nigeria, as well as to instill the capacities and motivations to progress, it is quite necessary to increase the level of knowledge and skills of the people. Without doubt, the role of functional education in the development of human capital cannot be over-emphasized. Proofs from claims of scholars in empirical studies and opinion papers like this very one have shown that education is a veritable tool for human capital development which results to economic growth, productivity and sustainable development which is the organizing principle for meeting the goals. This will at the same time aid in sustaining the ability of natural systems in providing the natural resources and eco system services upon which the economy and society depends. To ensure quality education through human capital development and sustainable development in the education system in Nigeria, the government in collaboration with the curriculum planners should ensure that students are trained to be more skilful and independent which will be in consonance with the six dimensions to quality education in Nigeria. This is the only way out if the sustainable development goal in the education sector must be achieved.
Recommendation
There is unemployment and poverty due to illiteracy, lack of skill and shortage of training facilities. Poverty can be reduced through human capital development. Reduction in poverty is the greatest symbol of economic progress. It is therefore the responsibility of the education sector to see that man power is not lacked in the economy. This will be achieved through proper educational management and planning.
REFERENCES
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- Brown, L. R. (2014). World on the edge earth policy institute. Norton.
- Eke, J. B. (2009). Higher education, poverty and development IIEP (International Institute for Educational Planning). Newsletter, vol. xxiv No. 4 (Dec). Paris: UNESCO.
- Eze, P. N. (2017). Rule of law and sustainable development in Nigeria. A Key Note Address Presented at the 2017 Law Week of the Nigerian Bar Association, Owerri Branch.
