Assessment of Work-Based Competencies Required of Secondary School Teachers in Undergraduate Business Education Curriculum in South-West, Nigeria.

Blessing O Okeke,J N Mojekwu

doi:10.47127/ijtmr.v5i2.85

Abstract

Business Education graduates are expected to acquire high level of competencies in all aspects of human endeavour. However, this expectation seems to be lacking in the job performances of these graduates in the world of work. This study assessed the work-based competencies of Business Education teachers in public secondary schools in South-West Nigeria. The theoretical underpinnings of this study were premised on CIPP Evaluation Model. The study adopted descriptive survey research design. The population of the study comprised all Business Education teachers in public secondary schools in South-West, Nigeria. Multi-stage sampling technique was used to select 420 Business Education teachers as a study sample. Two research questions were raised and answered while one hypothesis was formulated and tested at 0.05 level of significance. The research instrument used for data collection were structured Questionnaire. The data generated were analysed using descriptive statistics such as mean and standard deviation. Furthermore, t-test was used to test the hypotheses. Findings showed that teachers acquired competencies from Business Education programme were lower than work-based required competencies. Based on the findings, this study concluded that the contents of Business Education programme do not provide students with adequate job competencies for them to perform at the level expected of them after graduation. The study recommends that Business Education programme should be reviewed and restructured so as to enable the graduates respond to social goals, economic realities and future life challenges. Citation: Okeke Blessing O, Mojekwu J. N. Assessment of Work-Based Competencies Required of Secondary School Teachers in Undergraduate Business Education Curriculum in South-West, Nigeria. 2020; 5 (2): 1－9. Received: August, 2018 Accepted: June 30, 2020

Highlights

As one of the most significant resources in teaching and learning contexts, teachers are critical to raising education standards
This becomes imperative for higher institutions of learning to prepare students with high performance competencies that will enable them to find job as well as cope with the unpredictable labour market changes
The study assessed the work-based competencies of Business Education teachers in secondary schools, SouthWest, Nigeria

Summary

Introduction

As one of the most significant resources in teaching and learning contexts, teachers are critical to raising education standards. Raising teaching performance is perhaps the policy direction most likely to lead to substantial benefits in student learning (OECD, 2005). This becomes imperative for higher institutions of learning to prepare students with high performance competencies that will enable them to find job as well as cope with the unpredictable labour market changes. In Business Education, employability depends on whether one is able to fulfil the paper requirements of specific jobs. It connotes how one practically stands out in relation to others within a group of job seekers. Employability describes the possession of the required job performance competencies by business education graduates

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Discussion

Conclusion