structure of business education in nigeria

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BUSINESS EDUCATION CURRICULUM DEVELOPMENT AND IMPLEMENTATION IN NIGERIA: PROBLEMS AND PROSPECTS

The Business Education programme in Nigeria requires a proactive and effective assessment that can bridge the gap between theory and practice. This will go a long way in ensuring the correlation between skills and competency displayed by graduates of business education and the certificate they obtain to parade looking for white-collar jobs in the world of competition. This can only be achieved through a well-structured and update of business education curriculum. The curriculum development process include: curriculum content with details of what the teachers are expected to teach and each students expected to learn. Most schools in Nigeria adopt evaluation instruments like test, assignment, term paper, projects, research report, giving practical work and examination methods are common methods used. Therefore, business education graduates should as a matter of urgent importance be able to put to practice the skills professed by their certificates. However, scholars in the area of business education are still in serious need of an acceptable technique, procedure and means of measurement for high quality business education graduates that should turn things around in the world of business education. In view of the foregoing, the paper therefore recommends among others that evaluation should be based on the behavioural outcome or goal of the programme and should be consistent. Also, government and authorities of tertiary institutions should at regular intervals organize workshops, seminars and conferences in order to improve lecturers' instructional competences for effective implementation of Business education curriculum.

Keywords: Business Education, Curriculum Development, Implementation, Problems and Prospects

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Social Structure, Education and the Issue of National Question in Nigeria

2023, International Journal of Innovative Development and Policy Studies 11(4):14-18, Oct.-Dec., 2023

This paper posits that, although Nigeria suffers from different factors responsible for socio-cultural acrimonies, however, there is always a light at the end of a tunnel. Thus, both the social structure and education could be judiciously utilized to enhance national cohesion, harmony and integration for achieving all round development in the Country. This paper examines the concepts of social structure, education and their interplay in answering the question of national unity and integration in Nigeria. Based on the review, it was found, that the social structure plays a significant role in determining the access to resources and opportunities for different groups in Nigeria. Moreover, education plays a crucial role in promoting cultural understanding, reducing ethno-religious tensions, and encouraging social cohesion, as it also fosters a shared sense of national identity, promotes inclusivity, challenges social structures that perpetuate inequality, and fosters democratic values and civic engagements. Based on these, the paper recommends among other things the need continuous promotion of inclusive education in educational institutions, encouraging intercultural exchange and understanding, fostering a sense of patriotism, promoting community service and volunteerism, as well as prioritizing inclusive leadership and representation. These will help in addressing the issue of national question in Nigeria.

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Nigeria, a diverse nation comprising over 250 ethnic groups, has a rich cultural heritage and immense potential for growth and development. However, the country has grappled with deep-seated tribal divisions that have impeded national unity, social cohesion, and progress. This abstract explores the concept of harmonizing Nigeria beyond tribal lines as a means to foster unity and unlock the nation's full potential. Adopting an analytical method, this work highlights the historical context of tribalism in Nigeria, tracing its roots to precolonial times and the subsequent impact of colonialism on exacerbating tribal divisions. It acknowledges the challenges and conflicts that have resulted from tribalism, including ethnic tensions, political instability, and socioeconomic disparities. This paper emphasizes that overcoming tribalism is crucial for Nigeria's advancement and outlines the benefits of a united, harmonized nation. Furthermore, this paper discusses key strategies for harmonizing Nigeria beyond tribal lines. In doing that, it emphasizes the importance of promoting inter-ethnic dialogue, fostering cultural understanding and appreciation, and implementing inclusive policies that address the needs and aspirations of all Nigerians, regardless of their ethnic backgrounds. It also explores the role of education in promoting unity and national identity, suggesting the inclusion of comprehensive civic education curricula that emphasize shared values, diversity, and patriotism. Finally, this paper concludes by emphasizing the potential benefits of a harmonized Nigeria, including enhanced social cohesion, political stability, economic growth, and global competitiveness. It calls for concerted efforts from all stakeholders, including government, civil society, and citizens, to transcend tribal boundaries, embrace diversity, and work together to build a united and prosperous nation.

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EFFECTS OF SOCIAL STUDIES EDUCATION ON NATIONAL INTEGRATION AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN LAGOS STATE

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ABSTRACT This research work was conducted to evaluate the effects of Social Studies education on national integration among junior secondary school students in Lagos state. The descriptive survey research design was used in carrying out the study hence it required the collection of data from a large number of respondents within the limited time scheduled for the completion of the project, and in doing this, relevant research questions were asked and hypotheses were formulated to test them in order to show the findings of the study. A questionnaire was designed by the researcher and validated by the supervisor which was then administered to the respondents for the generation of data. A total of 400 respondents comprising 200 boys and 200 girls were selected through simple random sampling method to generate the sample size. The sample size was considered adequate and representative because all the students were of similar age, although they were drawn from different schools. The analysis of the data collected from respondents was carried out with the use of percentage and frequency distribution tables, while the hypotheses formulated for the study were tested using chi-square statistical tools to establish their correctness or otherwise. The findings made from the study revealed that; Social Studies education is an effective tool for the achievement of national integration among junior secondary school students in Lagos state; Social Studies education imparts knowledge of patriotic and democratic skills among junior secondary school students in Lagos state; teaching methods affect students’ comprehension of subject matter being taught; Social Studies education classroom practices and activities, especially teacher to students and student to student relationships improves general relations among junior secondary school students in Lagos state. It was therefore recommended among other things, that the concepts of culture, religion, tolerance, inter-tribal marriage and cooperation, unity, patriotism, and nationalism should be well taught to students at junior secondary schools.

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Nigeria is a pluralistic society in terms of its multi-ethnic and multi-religious nature. This composition of several nationalities was from ancient time that is even before the amalgamation of the country ethnic identities have defined the scope of political intercourse in the society called Nigeria. This means that ethnicity has become the order of the day and a serious national problem in Nigeria as people look at themselves first belonging to their ethnic group before Nigeria. This has created serious conflict in the country which adversely affects the development of education in the country. It is based on this that this paper discusses ethnicity as a challenge to educational development in Nigeria. It looks at ethnicity, educational development as well as ethnicity and educational development. The paper however conclude that the nation is so divided by ethnicity which has seriously eaten deep into the fabric of Nigeria and become a huge impediment to educational development as it affect the smooth running of educational institutions in the country especially in terms of appointment of head of the institutions, staff recruitment, student's admissions, and student's unionism as most Nigerians politicians sacrificed merit and performance to such sentimental issue as ethnic afflictions. The paper recommended that appointment of head of educational institutions in the country, staff recruitment and student's admissions should be based on merit and performance rather than catchment area. Teaching of peaceful coexistences among Nigerians should be the priority of the Nigerian education. Teachers should be encouraged not to just teach the core values embedded in civic education and other subject and courses with enthusiasm but to practice what they teach as they serve as role models to their students.

Zenodo (CERN European Organization for Nuclear Research)

osomkume alfred

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Nigeria is a multi-ethnic and culturally diverse society that has witnessed conflicts arising from this ethnic and cultural diversity. This paper expounds such conceptual issues as ethnicity, cultural diversity, federalism and national integration and then presents the historical background to ethnic and cultural conflicts in Nigeria. It is argued that national integration in the Nigerian context has been an attempt to forge " unity in diversity " , seeking to wish away socio-cultural differences and imposing uniformity in spite of complex cultural diversity. This has created more conflict and posed obstacles to unity, peaceful coexistence , progress and stable development. It recommends that national integration and its benefits can be realized only with the development and entrenchment of a supportive public culture; understanding, respecting and tolerating differences occasioned by socio-cultural diversity; as well as the development of new institutions and mechanisms that address poverty, revenue allocation and other national issues peacefully.

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Prince Harry and Meghan, Greeted With Cheers, Talk Mental Health in Nigeria

Britain's Prince Harry, Duke of Sussex and his wife Meghan, Duchess of Sussex, walk out after meeting the students at the Lightway Academy in Abuja, Nigeria, May 10, 2024. REUTERS/Akintunde Akinleye

By Ope Adetayo and Camillus Eboh

KADUNA, Nigeria (Reuters) -Prince Harry and his wife Meghan were greeted with wild cheers, song and dance as they visited a school to talk about mental health in Nigeria's capital Abuja on Friday and the Duke of Sussex later met wounded soldiers in northern Kaduna.

The couple are on their first trip to Africa's most populous nation, prompted by links forged through the Invictus Games, an international sporting event he started a decade ago for military personnel wounded in action. Harry said Nigeria had expressed interest to host the 2029 games.

The couple were invited to Nigeria by the chief of defence staff Christopher Musa who told them the armed forces faced armed criminal gangs and jihadists and that improvised explosive devices presented "the greatest challenge".

The 39-year-old Duke of Sussex then travelled to a military hospital in Kaduna where he met wounded soldiers.

In Abuja, Harry and Meghan visited Lightway Academy, which is run by a non-profit organisation supported by their Archewell Foundation. They were received with wild cheers and serenaded by dancers and singers.

They spoke about mental health, which carries deep-rooted stigma in conservative Nigeria.

"Too many people don't want to talk about it 'cause it's invisible. It's something in our mind that we can't see. It's not like a broken leg, it's not like a broken wrist," said Harry.

"Every single person in this room, the youngest, the oldest, every single person has mental health. So therefore, you have to look after yourself to be able to look after other people," Harry said, adding that "there is no shame" to acknowledge it.

Meghan said they were honoured to make their first visit to Nigeria and urged the students not to suffer in silence.

"Just make sure that you are taking care of yourselves and that begins with your mental health by really talking about whatever's coming up for you," she said.

The couple also visited a kindergarten class, and when introduced to a five-year-old student, the oldest in the class, Meghan said: "Our son Archie's five. He turned five last week."

(Reporting by Ope Adetayo in Kaduna, Camillus Eboh and Abraham Achirga in Abuja, writing by MacDonald DzirutweEditing by Tomasz Janowski and Nick Macfie)

Copyright 2024 Thomson Reuters .

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