TABLE
OF CONTENTS
TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENT v
TABLE OF CONTENTS vi
LIST OF FIGURE ix
LIST OF TABLES x
ABSTRACT xi
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 9
Purpose of the Study 11
Significance of the Study 11
Research Questions 13
Research Hypotheses 13
Delimitation of the Study 14
CHAPTER TWO: REVIEW OF RELATED LITERATURE 15
Conceptual Framework
- Business Education Programme 15
- Self-Employment Skills 18
- Creative skills required for self employment 22
- Information and Communication Technology
skills required for self employment 36
- Marketing skills required for self employment 50
- Accounting skills required for self employment 53
Theoretical Framework
- Theory of Skill Acquisition 64
- Entrepreneurial Event Theory 66
- The Psychological Theory of the Refugee and Schumpeter Effects 68
Related Empirical Studies 69
Summary of Literature Reviewed 77
CHAPTER THREE: METHODOLOGY
Design of the Study 79
Area
of the Study 79
Population for the Study 80
Sampling and Sampling Technique 80
Instrument for Data Collection 80
Validation of Instrument 81
Reliability of the Instrument 81
Method of Data Collection 82
Method of Data Analysis 82
CHAPTER FOUR: PRESENTATION AND
ANALYSIS OF DATA
Research Question 1 83
Research Question 2 85
Research Question 3 87
Research Question 4 89
Hypothesis 1 91
Hypothesis 2 93
Hypothesis 3 95
Hypothesis 4 97
Findings of the Study 99
Discussion of Findings 103
CHAPTER
FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Restatement of the Problem 109
Summary of Procedures Used 111
Principal Findings of the Study 112
Implications of the Study 116
Conclusion 118
Recommendations 118
Suggestions for Further Studies 119
References 121
Appendices 136
Appendix A: Calculation of Sample Size Using Yaro Yamene Formula 136
Appendix B: Letter of Introduction 137
Appendix C: Determination of Reliability of the Instrument 140
Appendix D: Analysis of Mean, Standard Deviation and T-test 143
LIST OF FIGURE
Figure 1
Schematic representation of Self-employment skills possessed by NCE business education students for sustainable development 63
LIST OF
TABLES
Table 1
Mean ratings on creative skills possessed by Business Education students of Colleges of Education for sustainable development 84
Table 2
Mean ratings on ICT skills possessed by Business Education students of Colleges of Education for sustainable development 86
Table 3
Mean ratings on marketing skills possessed by Business Education students of Colleges of Education for sustainable development 88
Table 4
Mean ratings on accounting skills possessed by Business Education students of Colleges of Education for sustainable development 90
Table 5
T-test analysis for comparing data obtained from students of Federal College of Education Obudu, and College of Education Akamkpa on the creative skills possessed for self employment. 92
Table 6
T-test analysis for comparing data obtained from male and female students of Colleges of Education on the ICT skills possessed for self employment 94
Table 7
T-test analysis for comparing data obtained from rural and urban students of business education in Colleges of Education in Cross River State skills possessed for self employment. 96
Table 8
T-test analysis for comparing data obtained from students of Federal College of Education Obudu, and College of Education Akamkpa on the accounting skills possessed for self employment 98
Abstract
One of the goals of NCE business education
programme is the acquisition of both physical and intellectual skills which
will enable individuals to be self- reliant and useful members of the society. In spite of
available business opportunities, and conducive environment for businesses to
thrive in Cross River state, Business Education graduates are yet to maximize
these opportunities, by using their creative abilities in establishing jobs for
themselves and others instead, the business graduates go about the streets in
search of jobs which are either few in supply or not available leading to high
rate of unemployment, which has led to frustration and low self-esteem, and
other negative vices amongst NCE graduates. It was on this note the study was
conducted to determine the self-employment skills possessed by business
education students of Colleges of Education for sustainable development in
Cross River State. The study adopted a
descriptive survey research design and was conducted in Federal College
of Education Obudu and College of Education Akamkpa, Cross River State. The population for the study was 745 made up
of: 425 NCE final year students of Business Education from Federal College of
Education Obudu, and 320 NCE final year students of Business Education from
College of Education Akamkpa. The sample of the study was 384 made up of 206
and 178 respondents from the Federal College of Education Obudu and College of
Education Akamkpa respectively. A structured questionnaire containing 63 items
was used to elicit responses from respondents and generate data for the study.
The instrument was face-validated by three experts in the Department of
Vocational Education was used to collect data from the respondents. The study
made use of Cronbach Alpha reliability method Sto determine the internal
consistency of the instrument. The data collected for the study was analyzed
using mean to answer the research questions and standard deviation to determine
the closeness or otherwise of the responses from the mean, while t -test
statistic was used to test the null hypothesis of no significant difference at
the probability of 0.05 level of significance at relevant degree of freedom
with the use of Statistical Package for Social Sciences (SPSS). Findings from
the analysis showed that business education students of Colleges of Education
in Cross River State slightly possess creative skills, information and
communication skills, marketing skills and accounting skills for self
employment and sustainable development. Based on the findings of the study, it
was recommended amongst others that Business education students should be mandated
to develop a viable business plan before graduation as this would bring out
their creative abilities in creating jobs for themselves in particular and the
nation at large.
CHAPTER
ONE
INTRODUCTION
Background
of the Study
Business
Education is an educational programme that prepares students for entry and advancement
in jobs within business and to handle their business affairs as well as to
function intelligently as consumers and citizens in a business economy. Osuala
(2004) defined business education as that aspect of vocational education, which
emphasizes job competency, career preparation and work adjustments. It involves
acquisition of special skills in business subject areas. Njoku (2006) defined
business education as an educational programme that equips individuals with
functional and sustainable skills, knowledge, attitude and value that would
enable the individuals operate in the environment
such individuals find themselves. Business education programme is offered at
various levels of tertiary education: Universities, Polytechnics, and Colleges
of Education.
College of Education according to the
Nigerian Academy of Management Administration (2014) is
an educational programme created to prepare individuals to be leaders and
practitioners in education and related human service fields by expanding and
deepening understanding of education as a fundamental human endeavour in
helping society define and respond to its educational responsibilities and
challenges. At this level of education, the programme prepares the
individual for a career in teaching, employment in industries, civil service
and business establishment as well as self-employment (Ubong & Wokocha,
2009). There are two Colleges of Education in Cross River State: Federal
College of Education Obudu, located at the urban area of the State, has a
better and conducive environment and opportunities for entrepreneurship to
thrive unlike the College of Education Akamkpa, which is located at the rural
area of the State, which is characterized by lack of market and infrastructural
facilities for businesses to flourish. However, both Colleges run a Business
Education programme, which lead to the award of Nigeria
Certificate in Education (NCE) after three years of full-time postsecondary
study.
The
Business Education programme is very relevant in Cross River State, which is
tagged a “Civil Service State” due to few companies, industries and businesses
that employ the youths, thus, the burden of employment in the State lies mainly
on Government. The lack of employment generating agencies has led to high rate
of unemployment in the State since the government alone cannot absorb all the
graduates, including NCE graduates. Evidence of unemployment and
under-employment in the State remain at high level. According to State Planning
Commission (2012), the unemployment rate of the youths in 2009, 2010 and 2011
were 32.9%, 35.3% and 35.9% respectively. The records also show that over 40%
of the unemployed persons in Cross River State had Nigeria Certificate in
Education (NCE) inclusive of business education graduates. From the above
report, it therefore, means that the business education NCE student, who in
this study is referred as the final year business education students, go about in
search of jobs that do not exist, thus, increasing the rate of unemployment in
the State. The implication of the above statistics is that Business Education
programme, which aimed at graduating knowledgeable, skilled, and competent
individuals that can be self employed and also create jobs in the society, thereby
reducing the unemployment situation in the State is not meeting up with her
objectives.
The
objectives of Business Education at NCE level are: to produce well qualified
and competent NCE graduates in business subjects who will be able to teach
business subjects in secondary schools and other related educational
institutions; to produce NCE business teachers who will be able to inculcate
the vocational aspects of Business Education into the society… and to equip
graduates with the right skills that will enable them to engage in a life of
work in the office as well as for self-employment (Njoku, 2006). Osuala (2004)
noted that Business Education programme is robust enough to equip individuals
with skills and knowledge for employment, thereby combating unemployment and
poverty, and enhancing sustainable development.
Sustainable
development according to Lemchi (2012) is that development which meets the
needs of the present, without compromising the ability of future generations to
meet their own needs. Anyakoha (2010) rightly stated that sustainable
development is a holistic approach to improving the quality of human life. Meeting
human needs for present and future generation stands out as the bedrock of
sustainable development. Thus, Business Education programme certainly has a
role to play in ensuring sustainable development. This role would require the
Business Education graduate to possess divergent thinking and problem solving
skills, and innovative strategies in creating and sustaining jobs. Lemchi
(2006) identified certain tools that the Business Education graduate should
possess for effective realization of sustainable development to include
entrepreneurship education, creativity, Information and Communication
Technologies amongst others.
SELF-EMPLOYMENT SKILLS POSSESSED BY BUSINESS EDUCATION STUDENTS OF COLLEGES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN CROSS RIVER STATE, NIGERIA
