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DEMAND AND SUPPLY OF TRADE/ENTREPRENEURIAL SUBJECT TEACHERS IN EDUCATION DISTRICT 111 OF LAGOS STATE

AND SUPPLY OF TRADE/ENTREPRENEURIAL SUBJECT TEACHERS IN EDUCATION DISTR 111 OF LAGOS STATE

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ABSTRACT

This study examines the demand and supply of trade/entrepreneurial instructors in school district 111 of Lagos, Nigeria. The following goals were established: To determine whether trade/entrepreneurship is taught in public senior secondary schools in Lagos state, to identify the qualified teachers for trade/entrepreneurship in Lagos state, to identify the obstacles associated with teaching trade/entrepreneurship in Lagos state, and to assess the impact of teaching trade/entrepreneurship in Lagos state. The study population consists of 200 staff members from chosen secondary schools in education district 111 in Lagos, Nigeria. The researcher utilized questionnaires as the data gathering instrument. Using a descriptive survey research design, this study was conducted. The study included 133 respondents comprised of principals, vice principals, teachers, and non-teaching personnel. The acquired data were tabulated and evaluated using straightforward percentages and frequencies.

 

FIRST PART

Context of the study

Education is one of the fundamental institutions that society establishes to address its fundamental requirements. Any society’s sustainability depends on its ability to retain a ready supply of human resources at all levels with the skills and capacities to maintain all of societal education pertaining to the preparation of young people to meet societal needs as adults. The topic of quality and effective education in Nigeria has dominated home, office, and public discourse for over a decade. Nigeria is making progress in industrialized, scientific, technological, and entrepreneurial development as a nation. FRN (2013) acknowledges education as the “premier” instrument for effective national development.

The National Council of on (), the highest policy-making authority in the Nigerian education sector, tasked the Nigerian onal Research and Development Council (NERDC) with restructuring and enriching the current elementary, junior, and senior secondary school curricula in 2005. The philosophy of the new senior secondary education curriculum (SSEC) is captured by NERDC (2008): Every senior secondary education graduate should have been well-prepared for higher education, as well as having acquired the relevant functional trade/entrepreneurship skills required for poverty eradication, job creation, and wealth generation; and in the process, strengthened the ethical, moral, and civic values acquired at the elementary education level. Orji (2011) explained the philosophy by stating that the new SSEC builds on the successes of the Basic on Curriculum and aims for the holistic development of each student. In other words, it entails preparation for higher education, functional trade/entrepreneurship abilities, and the augmentation of ethical, moral, and civic values. According to him, trade/entrepreneurship is an important component of the new senior secondary education curriculum and is intended to address the paucity of technical skills in Nigeria despite the rising demand for their services.

Researchers and educators have sought to conceptualize and define trade and entrepreneurship education (Omolayo, 2006; Orji, 2011; Watson, 2010). Omolayo (2006) defined entrepreneurship as the act of establishing a business, negotiating business deals, and assuming risks in order to earn a profit using acquired education skills, whereas Watson (2010) defined it as “the process by which individuals identify opportunities, allocate resources, and create value.” Orji (2011) defined entrepreneurship in the context of Nigerian education as “the training in any of the trade/entrepreneurship curricula; and this includes the ability/skill to put together all the factors of production to establish and sustain a firm.” He also described entrepreneurship as a mindset (such as self-reliance) that produces entrepreneurial efforts. According to NERDC (2008), trade/entrepreneurship is now a required core curriculum at the high school level (along with English, Mathematics, Computer/, and Civic on). This means that every senior secondary school student in Nigeria, regardless of their field of study, must offer at least one trade/entrepreneurship subject chosen from the list of trade/entrepreneurship subjects and must register for (be assessed in) at least one T/E Subject in the public examinations (N, or NABTEB). Given this context, the researcher desires to investigate demand and supply. Demand and supply of trade/entrepreneurial subject instructors in state of Lagos’s education district 111

EXPRESSION OF THE PROBLEM
Trade/entrepreneurship is an important component of the new senior secondary school curriculum and is intended to address the paucity of technical skills in Nigeria, despite the rising demand for their services. Due to the demand for trained teachers, it is projected that schools would offer at least one trade topic. To this end, Orji (2011) proposed the following factors to consider when selecting trade subjects: teaching staff, school infrastructures, community interest and support, availability of local resources, sociocultural inclinations, and student characteristics (ability, career interest, age, peer/family influences). This will guarantee its successful deployment.

PURPOSE OF THE STUDY
The aims of the study are:

Determine whether trade/entrepreneurship is taught in Lagos state’s public senior secondary schools.
Determine the qualified trade/entrepreneurship teachers in Lagos state
Determine the difficulties associated with teaching trade/entrepreneurship in Lagos state
To determine the impact of trade/entrepreneurship education in Lagos state
QUESTION
Commerce/entrepreneurship is taught in Lagos state’s public senior secondary schools?
Exist certified trade/entrepreneurship educators in Lagos state?
Exist obstacles to teaching commerce/entrepreneurship in Lagos state?
Does teaching trade/entrepreneurship in Lagos have any effect?
THE IMA OF THE STUDY
The study will shed light on the demand and supply of teacher education in the trade/entrepreneurship subject area. Students, the education ministry, and educators will find the study to be of great value. At the conclusion of this study, we will have a better understanding of the importance of trade/entrepreneurship to young people in terms of the impact of unemployment. The paper will also serve as a resource for future researchers who investigate relevant topics.

SCOPE AND BOUNDS OF THE STUDY
Demand and supply of trade/entrepreneurial subject instructors in school district 111 of Lagos state are the focus of this study. The researcher is constrained by the following factors, which limit the scope of the study:

AVAILABILITY OF MATERIAL The researcher’s access to insufficient research materials limits the scope of the investigation.

The time allotted for the study does not allow for a broader scope because the researcher must combine it with other academic activities and exams.

DEFINITION OF TERM : Entrepreneurship is the process of creating, launching, and managing a new firm, which is often a small enterprise at first. Entrepreneurs are the individuals who establish such businesses.

Trade is the movement of goods or services from one person or entity to another, typically for monetary compensation. A market is a system or network that facilitates commerce. In the first form of trade, barter, products and services were directly exchanged for other things and services.

on is the facilitation of learning, or the development of knowledge, skills, values, beliefs, and habits. onal strategies include instruction, training, narrative, discussion, and guided research.

A teacher is a person who assists students in learning. A teacher works frequently in a classroom. There are numerous types of educators. Some teachers instruct kindergarten and elementary school students. Others instruct adolescents in middle school, junior high, and high school.

AND SUPPLY OF TRADE/ENTREPRENEURIAL SUBJECT TEACHERS IN EDUCATION DISTR 111 OF LAGOS STATE

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