CHALLENGES FACING BUSINESS EDUCATION IN NIGERIA IN THE 21ST CENTURY IMPLICATIONS FOR NATIONAL DEVELOPMENT

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY

Business education is one of the occupational area that are richly provided by vocational and technical education in Nigeria. Business education refers to a programme of information that offers various skills in accounting, marketing, and office technology and management (OTM). Major topic includes: office practice, book-keeping, business mathematics, business communication, secretarial duties, word processing, Advertising (Arisafe, Bolaninnia&Bdeh 2015),Bdokpoler&Bgbri (2017) had stipulated that the actual goals of business education shall be to:

Expose student with the knowledge about business, including a good blend of computer technology which incorporates information and communication technology (ICT).
Prepare students for specific career in office occupations.
Equip student with the requisite skills for job creation and entrepreneurship.

Furthermore, it is not out of place to say that the business education in Nigeria require a positive and effective evaluation that can bridge the gap between theory and practice. This will go a long way in ensuring the correlation between skill and competency displayed by graduates of business education and the certificates they obtain to parades looking for white-collar jobs in the world of composition.

It should be appreciated that the explanation has two goals involve education ‘for’ business which is aimed at equipping recipients with the requisite attributes (knowledge skill, competencies and attitudes) to become gainfully employed in the world of work whereas the letter addresses education ‘about’ business aimed at providing a sound basis for further student graduates and post-graduate levels. Going further it is not out of place to say that business education in Nigeria requires a positive and effective evaluation that can bridge the gap between theory and practices. This will go a long way in ensuring the correlation between skill and competency displayed by graduates of business education and the certificate they obtain to parade looking for white-collar jobs in the world of competition.

As a point of departure, the concept business education cannot be over emphasized in terms of definition especially as it has envovled over time as a result of technology.

Business education in Nigeria plays a crucial role in the development of the country's economy and the preparation of future business leaders. However, the quality and relevance of business education in Nigeria have been the subject of scrutiny due to various challenges faced by the sector in the 21st century.

According to Ojedokun (2018), the rapid changes in technology, globalization, and the ever-evolving business landscape have posed significant challenges to business education in Nigeria. The traditional curriculum and teaching methods may not adequately prepare students for the demands of the current business environment.

Moreover, Nwagwu (2019) highlighted the issue of inadequate infrastructure and resources in business schools in Nigeria, leading to a gap between theoretical knowledge and practical skills. This gap could hinder the employability of graduates and their ability to contribute effectively to the business sector.

Furthermore, Afolabi et al. (2020) emphasized the importance of aligning business education with industry needs to ensure graduates are equipped with the latest skills and knowledge. However, the disconnection between academia and industry in Nigeria poses a significant challenge to achieving this alignment.

In light of these challenges, there is a need for an in-depth investigation into the challenges facing business education in Nigeria in the 21st century. Understanding these challenges is essential for implementing necessary reforms and improvements to enhance the quality and relevance of business education in the country.

refore,thisstudyaimstoaddressthesegapsintheliteraturebyexaminingthechallengesfacingbusinesseducationinNigeriaandproposingrecommendationsforenhancingthesector'seffectivenessandimpactinthe21stcentury.

In 2004, Osuala gave another definition as a programme of institution which consists of two parts;

Office education: a vocational programme of office career through initial refresher and upgrading education.
General business education: a program to provide student with information and competency which are needed by all in managing personal affairs and in using the service of the business.

However in 2006 Njoku gave another definition as an education programme that equips individual with functional and suitable skills, knowledge, attitudes and values that would enable him/her operates in the environments he/she find himself/herself.This means that business education is not static, therefore any worth programme has to move with time, However, business education have always accepted that change is a part of life from the typewriter to the transistor because curriculum has continually shaped itself to meet the needs of business. As a result, the success and survival of business educational constantly depends on it ability to adapt and keep pace with the needs of its recipients. These change present challenges for both the learner and instructor. Nevertheless, it is the business educator that must be willing to adapt and manage these challenges to to ensure successful programmes for the future. It is essential that business education be a useful and vital component of transformation agenda if this curriculum of business programmes across the country is to continue to meet the needs of its students.

Be that as it may, some contemporary thinkers in education and training conceive business education as a major contributor to human resource, entrepreneurial and national development. Despite these roles, available indications have shown that Nigeria have been handling business education with levity (Ekpenyong,1992: Ekpenyong&Nwabuisi, 2003; Oladinooys, 2016; Edokpolor&Egbiri (2017) added that situation has consequently deprived business education from adequate provision of funds, qualified manpower, modern facilities, quality curriculum, and proper attention. Although business education have attracted bulk of research within these areas (Nwodoh, n.d; Ojhiwerews,2006; Nino, 2010; Khan, Shah &Azam, 2011; Shalini& Ullcash,2012; Ojimba,2012; Ugwuogo,2013) leaving a gap in literature pertaining to empirical support.

Also, it remain unclear how the possibilities of overcoming the issues and challenges of business education would help in promoting national development. However, adequate optimization resource for the effective delivery of business in Nigeria is a growing attention (Agbo, 2012; Ekpenyong&Edokpolor, 2015; Edokpolor& Olupajimo,2016; Edokpolor& Oduma,2017). This is because vocational education general has been considered as a viable programme that help to promote sustainable economic growth and development.

It is coherent that for any nation to help in promoting sustainable economic growth or development, effort shall be made to invest sufficient amount of financial resources on business education programmes.

Generally, inadequate provision of financial resource has been identified as greatest challenge facing education in Nigeria (Nwadiani&Omokes, 2006; Asiyiri, 2015) especially vocational and technical education sector because of its capital-intensive nature (Adeyanju, Adekuala, Osipida, 2001) of which business education programme is a major compent by virtue of this nature, every item within the business educational instructional environment is subjected to adequate optimization of financial resources. However, in view of its contending demands for financial resource by various sectors of the Nigeria economy, business education have been finding it difficult to employ manpower in terms of quality and quantity, develop or renew curriculum, and offer a wide-range of modern infrastructure and facilities such as the state-of-the art lecture halls, workshops studies, entrepreneurial research centres, and information technology (IT) services. The existence of all these identical identified issues and challenges are more pointer to the fact that business education programme is currently delivered theoretically, and as such not capable of equipping recipient. The requisite attributes (knowledge, skills and attitudes) for gainful employment and further education. Community on this unpleasant situation, Ogbunadike (2015) argued that the practical courses that are supposed to expose the individual students to real-practical training to strike a balance with or match the theory learnt in the classroom have become a myriad.

Another challenge facing the effective delivery of business education is inadequately supply of qualified manpower. The shortage of qualified manpower in business education both in the secondary and tertiary levels of education. This situation is more pronounced at the tertiary level. This is to be expected since there are no enough fund to employ qualified manpower. Ilusanya (2005) observed that the state of vocational education generally in Nigeria is becoming embarrassing. He lamented on this inadequency of personnel as well as the attitude towards the teaching of the subject.

In the same direction, ilemobude(1994) aslo commented on the state of vocational education in general. The author argued that teachers are not committed to this teaching of vocational and technical subjects where there is inadequate provision of teaching personnel in terms of quality and quantity, the realization of this broads goals of business education will be difficult.

Business education is also faced with the problem of inadequate provision of infrastructural facilities.

Presently in virtually all institution involve in the teaching of business education, there is an acute shortage of laboratories, libraries, studios and entrepreneurial research centers. In support of this, Awuranti (2015) observed that the basic infrastructural facilities have delivered both in quality and quantity. Even when these infrastructural facilities are available, they are not only in bad and non-functional state but also very obsolute. According to Ahassah (2011), the federal state government have not been providing proper financial resources to address critical area. The author also lamented that even when the teachers are ready to improvise institutional materials, this little amount of funds made could still not be received from the school authorities. This situation has hindered the proper application of institutional delivery of business education.

Business education is equally faced with the challenges of the use of out-dated curriculum. The curriculum of most business education are out-dated as such, needs overhaving elaborating on this, Aweranti (2015) tells us that it is regrettable that most vocational education course an out-dated having been in use for fifteen years evolving at this situation closely. It is clear that current business education may not be able to meet the need of industries or employers of labour genuinely. This situation has consquenbly created a huge gap between business education in Nigeria. This may be the reason why Majumder (2011) asserts that the challenges on how to develop cumulated and training programme that would help to respond to the skill needed by industries seen to be a common concern. He stressed that many authors have mentioned the differences between the skills needed by industries and those student acquire at this end of training program.

Another notable challenge of business education is for public interest. This issues seems to have contributed to limitation faced by business education today.

Business education is still generally perceived as a form of education for the ungifted and under priviledge child. This situation has made parents and child to shun the type of education for they enoneously believed that it is meant for the less academically endowed. The low states association with business education has made parents to have a strong preference towards white-collar-careers (Cambo cited in idialy, 2007) parents and elites clamor for other types of education and only opt for business education as their last resort. Most parents prefer their children to study prestigious course like medicine, engineering, and law (federal ministry of education, 2005) parents are further discourage by the low quality of business education which seems to be attributed to a number of factores, such as the inadequate provision of financial human as well as materials resources, today, business education no longer commands prestigious and reputation in Nigeria. Rather, it is generally regarded as a blue-color-carrier often reserved for drops out (Nwachdeor, 2002) or for people with low intelligent quotient.

The effect of the above-mentioned challenges such as inadequate provision of funds, qualified modern facility and quality curriculum coupled with low public interest is that skilled and competent graduates may not be produced. Edokpolar and Egige (2017) said that this situation has devalued the image of business education both in education labour market. Ekpanyong and Edokpolar (2015) also that this situation has contributed to the increasing rate of unemployment and level of poverty among business education graduate looking at the issues of unemployment and poverty, one would obsess that most graduate find themselves at group after completion of their education programmes. Unemployment, poverty have become a national crisis, which has to be addressed. Nigeria is to enjoy suitable development with relatively, Ekpo, (2011) argued that the insecurity in Nigeria such as terrorism attack, kidnapping, suicide bombing, crime, break of law and order, is unconnected with the high rates of unemployment and poverty.

The high rate of unemployment and poverty in Nigeria has activated the need for all stakeholders to collaboratively invest sufficient approach according to Edokpolar and Olupayimo (2016) can help to serve various purpose, which involve financial management, staff development, curriculum removal, service delivery, student mentoring, equipment donation, raising course awareness, facilities management and lots more. Edokpolar and Egbri (2017) stated that the effective optimization of resource would further help in promoting the development of Nigerian economy.

The concept of development has to do with the clarification of basic needs of families, individuals, interest group, communities and abilities to meet these needs, which are channeled or targeted towards sustainable development (Oguneluyile, 2004). Accordingly, national development can be described as the attainment of economic growth leading to economic competiveness, high standard living and self-relivance (Ekpenyong&Edokpolar, 2015a) from the foregoing one would observe that ensuring the optimization of resource (both natural and material) and re-orienting the mindset of Nigeria towards the surpassing worth of business education would help in producing skilled graduates, who are useful for the development of the society. Thus strategic means of ensuring importation of business education would help to improve human lives capabilities by raising their level life sustenance, self-esteem and freedom from set-back. Emu-kweri and Aritkel (2012) remarks that these core of development are concerned with the basic provision of needs such as, housing, clothing, food, and education as well as self-respect. Todaw and Smith (2011) also indicated that no country across the globe can be considered as fully developed, if it remains in economic and political subjection to another powerful nation. The realization of these basic components of national development will further help in stimulating peoples belief about the usefulness of business education in Nigeria.

Therefore,thisstudyaimstoaddressthesegapsintheliteraturebyexaminingthechallengesfacingbusinesseducationinNigeriaandproposingrecommendationsforenhancingthesector'seffectivenessandimpactinthe21stcentury.

1.2 STATEMENT OF RESEARCH PROBLEM

"In Nigeria, the education sector is at a critical juncture. Despite being Africa's most populous country, Nigeria faces significant challenges in providing quality education to its citizens. Decades of underinvestment, corruption, and neglect have led to a dilapidated education system, characterized by inadequate funding, poor infrastructure, and a shortage of qualified teachers.

As a result, millions of Nigerian children are denied access to quality education, perpetuating cycles of poverty, inequality, and social injustice. The country's economic growth and development are also hindered by a lack of skilled and educated workforce. However, there are also opportunities for transformation. The Nigerian government has recognized the importance of education in driving economic growth and development, and has launched initiatives aimed at improving access to quality education. Private sector investment in education is also increasing, and technological innovations are providing new opportunities for learning. Yet, despite these efforts, significant challenges remain. Inequitable access to education persists, with marginalized communities and girls facing significant barriers. Teacher development and capacity building are also critical needs, as is addressing the brain drain that has depleted the country's education sector of talented professionals.

To address these challenges and seize the opportunities, Nigeria must prioritize education as a national imperative. This requires sustained investment, policy innovation, and collaboration between government, private sector, and civil society. Only then can Nigeria unlock the full potential of its education sector, and empower its citizens to drive economic growth, social progress, and human development in the 21st century.

"The challenges facing education in Nigeria are complex and multifaceted. In addition to inadequate funding, poor infrastructure, and a shortage of qualified teachers, the country also faces issues related to curriculum relevance, examination malpractice, and political instability. Moreover, the education sector is plagued by corruption, with corrupt practices such as ghost schools, ghost teachers, and exam malpractice undermining the integrity of the system. Despite these challenges, Nigeria has made significant progress in expanding access to education, with enrollment rates increasing in recent years. However, the quality of education remains a major concern, with many schools lacking basic resources such as textbooks, desks, and chairs.

To address these challenges, Nigeria needs to adopt a comprehensive approach that prioritizes teacher development, curriculum reform, and infrastructure improvement. The country must also address the systemic issues that perpetuate corruption and undermine the integrity of the education system. Furthermore, Nigeria must leverage technology to improve access to education, particularly in rural and underserved areas. This includes investing in digital infrastructure, developing online learning platforms, and promoting digital literacy.

Ultimately, improving education in Nigeria requires a sustained commitment to reform, investment, and innovation. By prioritizing education, Nigeria can empower its citizens, drive economic growth, and build a more prosperous and equitable society."

"Furthermore, the education sector in Nigeria is also affected by the country's socio-political challenges, such as the BokoHaram insurgency, which has led to the destruction of schools and displacement of students and teachers.

Additionally, the country's socio-cultural norms and beliefs also pose a challenge to education, particularly for girls and women. Gender-based violence, early marriage, and discrimination against women and girls are prevalent in Nigeria, and these issues are deeply rooted in the country's socio-cultural fabric.

To address these challenges, Nigeria needs to adopt a comprehensive approach that addresses the socio-political and socio-cultural barriers to education. This includes investing in security and protection for schools, promoting gender equality and empowerment, and addressing the root causes of discrimination and violence against women and girls.

Moreover, Nigeria also needs to prioritize teacher development and capacity building, as well as curriculum reform and innovation. The country needs to move beyond the traditional chalk-and-talk approach to learning and embrace technology and innovation in education.

Finally, Nigeria needs to recognize the importance of education in driving economic growth and development, and prioritize investment in the sector accordingly. This includes increasing funding for education, improving infrastructure and resources, and promoting public-private partnerships in education.

By addressing these challenges and opportunities, Nigeria can unlock the full potential of its education sector, and empower its citizens to drive economic growth, social progress, and human development in the 21st century."

1.3 PURPOSE OF THE STUDY

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