Paper Title
Okenjom Godian Patrick, Ani Theresa Amaka & Eze-anyim Elizabeth Uchechukwu

The purpose of this paper was to highlight effective instructional delivery of entrepreneurship education by secondary school teachers in Nigeria. Concepts such as instructional delivery, entrepreneurship education, teachers and computer were succinctly discussed. Issues such as the relevance of entrepreneurship education to secondary school students as well as instructional delivery strategies required by secondary school teachers for effective instructional delivery were treated. The need for teachers in secondary schools to diversify their instructional strategies, methods and techniques for effective instructional delivery of entrepreneurship education was advocated. It was concluded that teachers employ a proactive and effective kind of teaching which will trigger the interest of students to learn skills that will make them self-reliant after school, for self, societal and national development.

instructional delivery, entrepreneurship education, teachers, and computer


The dynamic needs of young school leavers from Nigerian secondary schools calls for a drastic revision of teachers’ instructional methods of lesson delivery. This can be properly achieved if teachers learn to diversify instructional delivery methods which will inculcate into the students the right type of skills and values which will make them entrepreneurial, self-reliant and useful members of the society for national development. Given this background, it is expected that a functional kind of teaching and learning process be adopted by teachers to effectively teach entrepreneurship education to enable secondary school graduates to become employers of labour rather than job seekers. This will help to reduce the menace of unemployment in Nigeria.

Entrepreneurship education is a type of education that involves the acquisition of skills, ideas and management abilities necessary for business establishment and job creation for self-employment. In the words of Suleiman (2010), entrepreneurship education seeks to prepare people particularly the youths to be responsible, by immersing them in real life learning experience whereby they can take risks, manage results and learn from the outcome. Functionally, entrepreneurship education has been seen as a panacea for job creation and increase of awareness about self-employment as well as a means for career choice among young people (Fleming, 1996). This implies that entrepreneurship education prepares the individual to be properly equipped to acquire skills which could be used to manage his own business or that of other persons (Oduwaiye, 2005).

Entrepreneurship education involves teaching and learning in a formal school setting geared towards helping the students develop positive attitudes, innovation and skills for self-employment. This will, in turn, produce graduates with self-confidence and capacities for independent thought to discover new information leading to economic development (Emetaron, 2008).

With the growing number of students coming out from the secondary school annually, if some measures are not taken to occupy them and prevent them from restiveness, there is every tendency that the situation will escalate the rate of poverty and corruption and other social vices like cultism, armed robbery, kidnapping, etc. Hence, there is need to redefine and refocus the current system of education to create and enhance the supply of entrepreneurship initiatives and activities (Akpomi, 2008; Adejimola & Olunfunmilayo, 2009). It is expected that our educational institutions shall become centres for inculcating the spirit of entrepreneurship rather than the spirit of passing exam to get white collar job.

Because of the relevance of entrepreneurship education to national development, it is socially injurious to neglect this aspect of education for students in the secondary school. Our society needs competent auto mechanics, truck drivers, plumbers, electricians, electronics, computer-, database-, web- and network- technicians, book-keepers and clerks, medical technicians, and nursing assistants, and other personnel in this category. The half-baked roadside mechanics in our society often cause more damage to vehicles when they are contracted to service them. Because of poor training, some of the commercial drivers on the road and nurse assistants in the hospitals have sent many people to their early death (Ossai, 2012). Given these facts, it is harmful to neglect the effective delivery of entrepreneurship education by teachers as it stands as a panacea to secondary school leavers’ self-employability.

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