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THE IMPLICATION OF UNIVERSAL BASIC EDUCATION (UBE) ON BUSINESS EDUCATION CURRICULUM.
This study work investigated the implication of Business studies curriculum for Universal basic education (UBE). (A case study of some selected secondary schools in Oshodi local education district of Lagos state).
A total sample of one hundred (100) teaching and non-teaching staff were chosen from the secondary schools in Oshodi local education area by simple random sampling.
Data collected through questionnaire were analyzed using charts and chi-square analysis. Three research questions/hypothesis were raised and tested.
The findings of this study showed that; there was significance difference in the established of UBE and Business education in schools. And also there was a significance effect of UBE on Business Education. Finally some recommendations were made, relative to the findings from this study.
TABLE OF CONTENTS
Table of contents vi
1.1 Background of the study 1
1.2 Statement of the problem 4
1.3 Purpose of the study 4
1.4 Research questions 5
1.5 Research hypothesis 5
1.6 Significance of the study 6
1.7 Scope of study 6
Review Of Related Literature
2.1 Meaning, aims and objective of business education 8
2.2 What universal basic education is? 12
2.3 Concept, scope and objectives of universal basic
2.4 Characteristics of universal basic education appraised 20
2.5 Challenges posed by universal basic education 24
2.6 Constraint of universal basic education program 28
2.7 Distinctive features of the universal basic education
2.8 Curriculum issues relevant to the universal basic
education initiative 34
2.9 Implication of business education for universal
basic education 36
3.1 Research design 39
3.2 Population of the study 39
3.3 Sample and sampling techniques 40
3.4 Research instrument 40
3.5 Administration and collection of the instrument 41
3.6 Validity of instrument 41
3.7 Reliability of instrument 41
3.8 Data analysis 41
Data Presentation And Analysis
4.1 Introduction 42
4.2 Data presentation 42
4.3 Interpretation of result 51
Summary, Conclusion And Recommendations
5.1 Summary 54
5.2 Conclusion 55
5.3 Recommendations 56
1.1 Background Of The Study
The Universal Basic Education programme which was launched in September, 1999, signalled the commencement of a “carefully though-out programme of restoration” in the educational sector. It’s fundamental goal is to universalize access to basic education, engender a conducive learining environment and eradicate illiteracy in Nigeria within the shortest possible time. Even though the Federal Government gives the guidelines and policy direction in education, basic education is on the concurrent legislative list in which all tiers of government share responsibility. There is also statutory provision towards decentralization and delegation of the management of the educational system to grassroots communities. Thus, responsibility for the management of primary and secondary schools is too devolved to the local and state government respectively.
Universal Basic Education is not new to the Nigerian Educational scene. It has been on for a long time. The only point of departure is the new resolve by government to correct existing anomalies and fill-up capacity gaps so that the system can be revitalized. In other words, we need to expand the existing facilities and other necessary inputs, recruit and train more teachers, evolve realistic but aggressive enrolment derive and the existing institutional capacities and modernize their practices in the light of contemporary development (New Nigeria, March 28, 2000).
Basic Education is the foundation for sustainable lifelong learning; it provides reading, writing and numeracy skills. It comprises a wide variety of formal and non-formal educational activities and programmes designted to enable learners acquire funtional literacy. In the Nigerian context, basic education includes Primary Junior Secondary and normadic education as well as adult literacy. Nigeria is a signatory to the 1990 Jointiem Declaration of Education for All (EFA) by the year 2000 and also a member of the Group of E-9 nations committed to the total eradiction of illiteracy, inspite of this, the nation’s literacy rate to 52%. Education statistics for 1996 shows that only 14.1million childeren are enrolled in primary schools out of the 21 million children of school going age. The completion rate was 64% while the rate of transition to Junior Secondary school was 43.5%. there is evidence that these vital literacy indicators have not improved.
Universal Basic Education in Nigeria can be said to have both international and National antecedents. More importantly the term basic education it self has no universal acceptable definition as well as its particular, that is, national regional and local applications.
The international antecedents of Universal Basic Education can be traced to the Universal Basic Education can be traced to the Universal Declaration of Human Rights (1948) which embodies the right of every citizen to education and with strong emphasis on compulsory and free access to basic education. Every member state of the United Nations (and this include Nigeria) is a signatory to this Declaration.
Nigeria has, since Independent, given source attention to basic education in various forms. The free primary education programme in the Old Western programme in Nigeria is well documented, so also are its adaptation in various parts of Nigeria before the advent of military rule. Universal Primary Education (UPE), initially (by the same Gen. Olusegun Obasanjo) in 1975-76, did generate a great deal of literature and today’s Univeral Basic Education is still often seen from the perspective of failed Universal Primary Education (UPE).
1.2 Statement Of The Problem
This study is to find out the problem encountered by Universal Basic Education in the course of studying Business studies. The statement of the problem are highlighted below:
(i) Lack of proper planning of Business Studies in Universal Basic Education.
(ii) Inadequate people to enroll for the business studies in Junior Secondary Schools.
(iii) Lack of capital to fund business studies in Universal Basic Education.
(iv) Lack of qualified teachers to teach Business studies in Junior Secondary Schools.
(v) Inadequate instructional materials in the field that is Business studies.
1.3 Purpose Of The Study
This study will investigate the operation of Universal Basic Education and examine how far the objectives of the Universal Basic Education have been achieved. The purpose of this research work are as follows:
(i) To examine the extent has UBE helped in developing Business Education.
(ii) To identify the effect of Universal Basic Education on Business Education.
(iii) To examine the correlations between UBE and Business Education.
1.4 Research Questions
The following questions are raised in order to give a focus to the study.
(i) To what extent has UBE helped in developing Business education?
(ii) Does UBE has any effect on Business Education?
(iii) Is there any correlation between Universal Basic Education and Business Education?
1.5 Research Hypothesis
Based on the research questions, the followoing are the hypothesis raised;
(i) There is no significance difference between Universal Basic Education and Business education.
(ii) There is no significance difference in the development of Business Education using UBE.
(iii) There is no significance effect of UBE on business education.
1.6 Significance Of The Study
This study will contribute to the development of Knowledge in Business Education under the auspices of Universal Basic Education. It is significant in the sense that it will reveal the implication of Business studies for UBE. This study will be of immense benefit to Inspectors, Administrators and Supervisor of education.
1.7 Scope Of Study
This field study is limited scope in certain respects. It concentrates on the implication of Business studies for UBE in Oshodi Isolo Local Government Educational District VI Oshodi.