INNOVATIONS IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION IN NIGERIA, Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe [best reads .TXT] 📗

and Othman (2016) that there was significant difference between the acquisition of mathematical skills of private and public school students. Finding by Eigbiremolen (2017) confirmed the finding of the present study. Eigbiremolen found that children in private schools do not acquire better mathematics skills than their counterparts in public schools, that both public and private schools students are equally comparable.

 

The discrimination of industry-related mathematics skills between public and private schools could be explicated by the reason that public schools may have a wide range of resources and cutting edge equipment. That both public and private schools are equally comparable in their acquisition of mathematics skills could be because public schools usually have larger number of suitably qualified teachers in their employ. There is also possibility that private schools will depend solely on the excellence to gain recognition and adapt business oriented administration skills in their utilization of human resources.

 

The findings of research question 2 and hypothesis 2 showed that all students irrespective of school type had good industry-related mathematics skills acquisition. There was significant difference in the mean scores of secondary school students’ industry-related mathematics skills acquisition based on their school type in favour of single-sex school with high mean score. The findings were in agreement with the finding by Barmao, Changeiywo and Githua (2015) that mathematics teachers’ perception of their students skills acquisition in mathematics are positive irrespective of school type. That there was significant difference in their perceptions between single-sex and co-educational classes.

 

Findings of Gaer, Pustijen, Damme and Munter (2004) also concurred the result of this study. Gaer et al (2004) found that girls acquired more skills for mathematics in single-sex classes. These findings were not surprising because there is no apriori reason to expect that industry-related mathematics should distinguish between co-educational schools and single-sex schools considering that co-educational schools have in their enrolment both males and females who constitute either male (single-sex) schools or female (single-sex) schools. However, reasonable explanations to the fact that industry –related mathematics could distinguish between single-sex and co-educational schools are that boys and girls who are educated in single-sex schools gain more confidence than their co-educational peers; in addition, they make academic gains above those in co-educational schools (Pahlke, Hyde and Allison, 2014).

 

Conclusion

Based on the findings of the study, it was concluded that in Anambra State senior secondary schools, students were sufficiently exposed to industry-related mathematics skills for gainful employment in industries.

Recommendations

The following recommendations were made based on the findings of the study:

School administrators should organize conferences, seminars and workshops for both the public and private schools mathematics teachers to attend at regular intervals. This is to impart in mathematics teachers necessary skills required by students to become functional individuals.

The federal and State Ministries of Education should engage the services of industrial staff as part-time teachers in schools irrespective of school type. This will ensure connectedness between schools and industries.

 

 

References

Adeboye, F.A. (2009). Parents’ preference for private schools in Nigeria.International Journal of Educational Sciences 1(1), 1-6. Retrieved from https://doi.org /10.1080/09751122,2009.1188 99 69.

Afolabi, A.O. (2004). Comparison of private and public schools products’ performance in mathematics and English language from educational technology perspective.Ilorin Journal of Home Economic Research, 5(4), 111-123.

Barmao, A.C., Changeiywo, J.M and Githus, B.N (2015) Influence of gender streamed (boys’ and girls’ only) classes on co-edcuational secondary schools mathematics teachers perception in countries of Kenya. Journal of Education and Practice, 6 (23); 21-29. Retrieved from https://eric.ed.gov/?id=EJ1079023.

Eigbiremolen, G.O. (2017). Determinants of learning among primary school children in Ethiopia: Round 2 and 3 young lives data. Retrieved from https:doi.org/10.1111/14467-8268.12253.

Gaer, E.V., Pustjens, H; Damme, J.V. Munter, A.D. (2004).Effect of single-sex versus co-educational classes and schools on gender difference in progress in language and mathematics achievement. British Journal of Sociology of Education, 25(3);307-322. Retrieved from https://www.jstor.org.stable /4128691?. Sea=#mets data-infotab-c…

Khun-Inkeeree, H., Oner-Fauzee, M.S., R Othnan, M.K. (2016).The mathematics / performance of primary school students in Southern Thailand,.Retrieved from https://www.researchgate.net/ publication /315631080.

Kilpatrick, J., Swafford, J. &Findell, B. (2001).Adding it up :Helping children learn mathematics, Washington: National Academy Press, 461.

Kundson, M. (2005).The advantages of private schools. How private schools is better than public schools.Retrieved from https://www.associatedcontent.Com?

Natasha, F., Mariano, C.B., Rego M.C., Campos, M., Ladilucy, P.A. Francisco, A.C. (2018). Job performance analysis: Scientific studies. Journal of Management and Psychology from 2006-2015.https:// doi.org//0.1002/pig. 21248.

National Bureau of Statistics (NBS, 2018). 3 September. Third Quarter Report.

Odeleye, D.A, Oyelami, O.F Odeleye, O.A. (2012). Private ownership and educational management in nigeria: Issues and challenges.Retrieved from https://www.Management.org.92698.

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Pahlke, E., Hyde, J.S. F Allison, C.M. (2014). The effect of single-sex compared with co-educational schooling on students’ performance and attitude: A meta analysis. Psychological Bulletin, SCI 13 (25). Doi:10.1037/a0035740.

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ENTREPRENEURSHIP EDUCATION: A PRE-REQUISITE FOR ACQUISITION OF VOCATIONAL SKILL BY OUT-OF-SCHOOL CHILDREN AND YOUTHS IN NIGERIA

 

 

Prof. U.J. Obidiegwu

&

V.O. Igwe

 

Abstract

Entrepreneurship education is a great force for meaningful national development and individual survival in any economy.  Entrepreneurship education is rooted on the idea that education ventures are enterprising and empowering in nature. Presently, in Nigeria the government, educators and community development practitioners seem to be interested in supporting and encouraging out-of-school children and youths to engage in livelihood skills through different intervention programmes in order to enable them live successful and rewarding life.  Entrepreneurship education is a necessity for effectiveness in any occupation or vocation because it adds values to the life of an individual and a nation.  This paper identifies entrepreneurship education in communities as a prerequisite for acquisition of vocational skills by out-of-school children and youths in Nigeria.  An attempt was made to discuss some concepts, need for entrepreneurship education, challenges and adult education strategies for effective development and implementation of entrepreneurship education in communities.  The paper concluded that entrepreneurship education is a precondition for the acquisition of competences in different vocations and occupations.  Furthermore, it was recommended among others that there was need for establishing community learning centers (CLCs) by the government and other stakeholders in the rural and urban areas. This will provide opportunities for out-of-school children and youths to access different forms of entrepreneurship skills according to their situations, talents, interests, needs and aspirations.

 

Keywords: Entrepreneurship education, vocational skill, out-of-school children and youths

 

Introduction

 

Education can be defined as a process of acquiring experiences throughout lifespan. It is a process of promoting healthy democracy, human rights and equal opportunities.  To achieve these feats, education should take place in different learning environments, in-school and out-of-school.  To uphold the right of Education for all (EFA), all learning environments need to be promoted and encouraged by different levels of government and other stakeholders in education.  This equally implies that entrepreneurship education should be promoted in all learning environment. However, unfortunately in Nigeria, greater focus is placed on entrepreneurship education in the school system which most often focuses more on transmitting theoretical knowledge and assessment through quizzes and examinations.  This system adopts more rigid than flexible approaches with less emphasis on practice skills (Obidiegwu, 2016).

This situation of placing more attention and emphasis on theory rather than practice at all levels of the school system causes most graduates in Nigeria to continually seek for white collar jobs which nowadays are hard to be found.  The situation further contributes to high level of unemployment, poverty and crime. It discourages creativity, ingenuity and innovation which are highly needed for the growth and development of any nation.

 

It is pertinent to note that creativity or practical skill education (entrepreneurship education) is easily accessed by the masses (particularly the less privileged) through non-formal education system (out-of-school) than formal education (in-school).  This is because non-formal education is flexible, focuses on practical skills, crafts, creativity and innovation, affordable and bears on the immediate needs of a learner and the society.  In consideration of education as a lifelong and sustainable process in Nigeria, entrepreneurship education should be encouraged in school but mostly to be promoted in non-formal learning environments in order to enhance inclusiveness, access and equal opportunities for all groups in the population.  In addition, promoting non-formal education is necessary to encourage children and youths who drop from school to find opportunities out-of-school.  This will promote creativity, innovation, ingenuity, and acquisition of vocational skills for self reliance and reduce of poverty and unemployment.  Vocational skills can be referred to as skills that prepare an individual for self-reliance and employment.  It can also be referred to as skills which updates an individual and help a person participate actively and earn a living in place of work or in self employment.

 

Employment and particularly self employment is necessary for the growth of every nation.  Unemployment can be referred to as a cancar worm eating deep into the fabrics of the Nigerian society and which has so many negative multiplier effects. According to the National Bureau of Statistics (NBS) report 2014, out of the total population of 170 million Nigerians, about half of them are youths. Trading Economics (2019) reported that Youth unemployment in Nigeria averaged 23.63% from 2014 until the second quarter of 2018 when it reached 38%.  In the 3rd quarter of 2018 it was 36.50%.  According to Trading Economics (2019), employment rate of Youth was 76.90% while unemployment rate was 36.50%.  NBS (2014) further showed that unemployment rate for youths were 10.2, 11.1, 13.2 and 13.7 millions in 2011, 2012, 2013 and 2014 respectively.  These figures represent 15.9%, 17.3%, 20.6% and 21.4% of the population of Nigerian youths aged between 15 and 35 years estimated at about 64 million.  (National Baseline Youth Survey Report carried out by NBS in collaboration with Federal Ministry of Youths and Development, 2014).

 

According to UNESCO (2016) the number of out-of-school children in Nigeria was 3.4, 4.4, 4.5 and 4.7 million in 2011, 2012, 2013 and 2014 respectively.  In 2016, it increased to 10.5 million which implies a sharp increase. According to UNICEF (2015), one in every five of the worlds OOSC is in Nigeria. Even though primary education is officially free and compulsory, about 10.5million of the country’s children aged  5-14yrs are not in school .Only 61% of 6-11 year olds regularly attend primaryschool and only 35.6% of children aged 35-59 months receive early childhood education. In the North Eastern Nigeria, the picture is even bleaker with a net attendance rate of 53%. In Benue, Yobe and Adamawa, 2.8million children are in need of education in emergencies support. In these states, at least 802 schools were closed and about 497classrooms destroyed while 1392 were damaged but repairable.

However, all hope for overcoming these challenges is not lost. Part of the solution of this problem lies in the provision and promotion of effective entrepreneurship education out-of-school for OOSC.  This will enable them acquire competences in vocations and occupations of their choice according to their capabilities.  Here, lies the concern of the authors of this paper.  In the section that follows, issues on entrepreneurship, entrepreneurship education and adult education strategies for helping OOSC and youths to become entrepreneurial minded and successful entrepreneurs are discussed using empirical evidence from the literature.  In this paper, OOSC and youths are used interchangeably.  The paper reviewed extant literature and made some analyses towards the necessity for acquisition of entrepreneurship education by OOSC and youths using non-formal education strategies to promote equal opportunities and inclusiveness across social classes.

 

What is Entrepreneurship?

Entrepreneurship manifests itself in different ways.  It is multi-disciplinary and multi-faceted.  According to Obidiegwu (2016) it is a process of perceiving new and unmet opportunities, coordinating resources and meeting needs in new and creative ways. It is the capacity to harness the right quantity, quality and combination of resources that are consistent with risk taking, uncertainty and profit making.