The study was carried out to assess the implementation of trade/entrepreneurship curriculum in senior secondary schools in Enugu State, Nigeria, for sustainable development in the state. To achieve this, three research questions and two null hypotheses were formulated to guide the study. The study adopted a descriptive research design. The sample size for the study comprised all the 18 principals and 203 teachers which represented 20% of the population of teachers from the 18 secondary schools selected across the six education zones in the state. The sample was selected using proportionate stratified random sampling technique. The instrument used for data collection was a structured questionnaire designed by the researcher using a 4-point Likert scale which was titled “Assessment of the Implementation of Entrepreneurship Curriculum in Secondary Schools” (AIECSS). Cronbach alpha statistical technique was used to determine the reliability of the instrument which yielded a reliability coefficient of 0.86. The data collected were presented in tables and analyzed using mean and standard deviation for the research questions and t-test for testing the null hypotheses.The findings of the study revealed that only five out of 34 trade/entrepreneurship subjects are being offered in secondary schools in the state. The study also found that the implementation of the trade/entrepreneurship curriculum and the availability of trade/entrepreneurship teachers in senior secondary schools in the state are of low extent. Based on the findings,it was recommended that the government should recruit more qualified trade/entrepreneurship teachers and provide opportunities for those who are already in the system to be retrained through in-service programmes, workshops and seminars.
Education has been recognized all over the world as a veritable tool for meeting the manpower need of a nation and for building a viable society. A functional education is a vital instrument for national and sustainable development and it involves the acquisition of fundamental knowledge and essential development skills needed for technological breakthrough and socio-political development which accelerates economic growth. Thus, the goals and programmes of education in Nigeria at any point in time are geared towards the developmental vision and aspirations of the nation. As the quest for functional education continued to increase coupled with the mounting pressure to join the global trend in technological revolution, economic growth and self-reliance, the new curriculum for secondary education in Nigeria recognized the place of entrepreneurship/trade subjects in meeting these current national challenges. Moreover, the increasing rate of unemployment, poverty, youth restiveness and other socio-economic challenges plaguing the youths today call for a practical oriented education geared towards skill acquisition and self-reliant.
Download the rest of the work from the link below the references
Adejumo, I. C. (2013). Implementation of entrepreneurship curriculum in secondary schools in Nigeria for youth empowerment and economic development.Asian Journal of Innovation and Entrepreneurship, 7(22), 44 - 56.
Akudolu, L. (2010). A curriculum framework for entrepreneurship education in Nigeria.Unizik Orient Journal of Education 5(2), 104 -111.
Eneh, O. C. (2011). Nigeria’s Vision 20: 2020-issues, challenges and implications for development management.Asian Journal of Rural Development, 1(1), 21-40.
Federal Republic of Nigeria. (2013).National Policy on Education.6th Edition (2013). Lagos: NERDC Press.
Kuratko, D. (2009). Introduction of entrepreneurship (8th Edition). USA: South-Western Centre gate learning. Retrieved October 25, 2019, from https://www.researchgate net.
Kyrö, P. (Ed.). (2015). Handbook of entrepreneurship and sustainable development research. Edward Elgar Publishing
Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R., & Hopkins, C. (2016). Contributions of education for sustainable development (ESD) to quality education: a synthesis of research. Journal of Education for Sustainable development, 10(2), 226-242.
Nigerian Educational Research and Development Council (NERDC). (2009). Senior Secondary School Curriculum, 2009.
Obi, M. N., & Okekeokosisi, J. O. C. (2018). Extent of implementation of National Entrepreneurship Curriculum in tertiary institutions as perceived by educators. American Journal of Education and Learning, 3(2), 108-115
Offorma, G. C. (2002). Curriculum theory and planning. Enugu: Family Circle Publication.
Olokundun, M., Falola, H., Ibidunni, S., & Inelo, F. (2014). An assessment of the taught entrepreneurship program in Nigerian secondary schools. Merit Research Journal of Education and Review,2(11), 257-275. Retrieved on 25/10/2019 from http://www.meritresearchjournals.org/er/index.htm
Olusola, A., & Salau, K.K. (2012). Reinventing Nigerian education for sustainable youth empowerment through entrepreneurial education. Journal of Academic Research International 2(2), 358-364.
Onyido, J. A., & Duru, D.I.(2019). Entrepreneurship education for sustainable development in Nigeria. British Journal of Education, 7(2), 8-72.
Patil, K. D. (2014). Review of green chemical technologies for sustainable developments in chemicalprocess industries.Emerging Trends in Chemical Engineering, 1(2), 8-14.
Umar, A.A. (2016) Challenges to the implementation of entrepreneurship education curriculum in Nigeria, International Journal of Business Management, 8(4), 213-224