Perceived Contributions of Business Education towards Sustainable National Development and Curbing of Insecurity in Nigeria

Owolabi J. I.¹ & Balogun J. A. (Ph.D)²

¹Adeyemi Federal University of Education, Ondo State, Nigeria

*Corresponding Author Email: janetowolabi2020@gmail.com …

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Highlights

Abstract

Business Education, a vocational course offered in Nigerian higher institutions, aims to equip graduates with relevant, marketable skills for self-employment and economic development, thereby contributing significantly to sustainable national development and addressing insecurity. The efficacy of this goal can be enhanced by understanding the perceptions of trainees, as this feedback enables teacher trainers, counsellors, and policymakers to make informed decisions regarding curriculum implementation. This study sought to assess the perspectives of business students in Lagos state tertiary institutions on Business Education’s role in fostering sustainable national development and mitigating insecurity in Nigeria. A survey design was employed, with 112 students purposively selected for participation. Data were collected using a validated questionnaire comprising reliable scales: Business Education Contribution to National Development Scale (BECNDS, r=0.989), Obstacles to Business Education Contribution to National Development Scale (OBECNDS, r=0.967), Steps to Eliminate National Development through Business Education Scale (SEONDTBS, r=0.986), and Strategies for Curbing Insecurity in Nigeria Scale (SCINS, r=0.995). Analysis involved frequencies, percentages, mean, and standard deviation statistics. Results indicated a neutral stance among participants regarding Business Education’s potential to enhance national development. Thus, it is recommended that business education training incorporate proper orientation about the importance of business for national development and the reduction of insecurity, to align student expectations with national goals.

Keywords: Youth, Violence, Counsellor, Checkmating.

1. Introduction

In the context of national development, the term “sustainable” requires focused attention. Initially, the discourse primarily centered on development until the Brundtland Commission’s report in 1987 introduced a paradigm shift towards “sustainable development” (World Commission on Environment and Development, 1987). This concept is defined as development that satisfies the needs of the present without compromising the ability of future generations to meet their own needs. Munasinghe (2004) expands on this by describing sustainable national development as a process that enhances a broad array of opportunities for individuals and communities to realize their aspirations and potential over time, while maintaining the resilience of economic, social, and environmental systems. The essence of sustainable national development lies in its commitment to progressing the welfare of the current generation without endangering the prospects of future generations.

Security is defined as the state or sensation of being protected against harm or danger. Oche, as cited by Nwanegbo and Odigbo (2013), views security as the absence of threats to a nation’s capability to protect and develop itself, advance its cherished values and legitimate interests, and enhance the well-being of its citizens. Internal security implies a lack of threats to life and property. Iredia (2011); Joshua et al. (2016) interprets national security as a nation’s ability to surmount various challenges, arguing that it transcends military prowess, defense, or law enforcement to include essentials like employment, water, and food security. National security, according to Radda (2013), is the condition where a nation’s and its citizens’ core values are permanently safeguarded and continually strengthened.

Education is hailed as the most potent tool for social progress and the greatest force available to humanity for self-improvement. Afe (2002) and Okeke (2003) affirm that education is a process that aids individuals, through proper guidance and instruction, to develop their capacities not only for their personal benefit but also for the betterment of society at large. Thus, education equips individuals to be productive, efficient, and contribute to the progress of their communities, making national development unattainable without quality education accessible to all.

The interconnectedness of sustainable national development, national security, and education is undeniable. Education serves as the catalyst for achieving sustainable national development and enhancing national security. The prosperity and security of a nation are direct outcomes of the quality of education its citizens receive. Okeke (2003) highlights that education is a formal process designed to equip individuals with the necessary skills and knowledge for their benefit and, by extension, the society’s betterment. When individuals receive proper education, they not only become self-sufficient but also contributors to sustainable national development. Similarly, education plays a critical role in national security. Orikpe (2013) posits that appropriately educated citizens are less likely to engage in activities that undermine their country’s stability. Radda (2013) asserts that discussing security without considering the role of education is pointless, emphasizing that education can significantly bolster national security when properly harnessed.

The link between unemployment, crime, and instability is evident; unemployed youth are more susceptible to engaging in criminal activities, thus jeopardizing national stability. Unemployment can result from a lack of education, inadequate education, or both. Professor Raqayatu Rufai, as mentioned by Orikpe (2013), called for an overhaul of Nigeria’s education system to address security challenges, advocating for a curriculum redesign that fosters holistic development—mind, body, and soul—in alignment with national needs. Jega (2002) highlighted the readiness of unemployed youth to partake in unlawful activities given the slightest provocation or opportunity.

It follows that the required educational reform should advocate for a curriculum that not only renders graduates employable but also innovative, entrepreneurial, and creators of job opportunities. Business Education, offered in Nigerian higher institutions, equips students with marketable skills for self-employment and contributes to economic development. According to Onojeta (2012) in Azih & Nwagwu (2015), Business Education provides students with the knowledge, skills, attitudes, and professional ethos necessary for successful entrepreneurship and effective participation in the economy. The objective of Business Education is to prepare students with the requisite skills and knowledge to start their businesses post-graduation.

In summary, Business Education endows graduates with the skills to establish their ventures, contributing to sustainable national development and reducing national insecurity. This paper explores the impact of Business Education on promoting national growth and mitigating national insecurity, as perceived by students enrolled in the programme.

1.1 Statement of the Problem

The lack of access to quality education poses a significant risk to sustainable national development and national security, particularly when education fails to empower graduates to become self-reliant and potential employers. The shortfall in meeting these critical expectations from our graduates contributes to laziness, poverty, and a propensity towards engaging in activities that fuel insecurity within the country. The aims and objectives of business education necessitate a thorough examination among stakeholders and beneficiaries, aimed at gathering insights for making informed recommendations on how to reform and implement business education to foster sustainable national development and mitigate insecurity. Thus, this study was undertaken to explore the “perceived contributions of Business Education towards sustainable national development and curbing of insecurity in Nigeria.”

1.2 Objectives of the Study   

The objective of this study is to explore the role of business education in contributing to sustainable national development and addressing insecurity in Nigeria. The study specifically seeks to:

1. Investigate the extent which business education contribute to national development.
2. Examine the barriers that confront business education in its bid to enhance national development.
3. Assess the importance of the identified steps in the process of eliminating obstacles confronting business education in achieving national development
4. To identify the measures for mitigating insecurity in Nigeria, as regarded by business education students.

1.3 Research questions

1. In what manner would business education aid national development in the emphasised areas?
2. What barriers confront business education in its bid to enhance national development?
3. How important are the identified steps in the process of eliminating obstacles confronting business education in achieving national development?
4. In the opinion of business education students, what are the solutions for decreasing insecurity in Nigeria?

2. Methodology

A survey design was employed for this study, focusing on business education students from various tertiary institutions in Lagos State, Nigeria. A total of 112 students were deliberately selected based on their geographical location (Lagos State), enrollment in business education, and willingness to participate in the study. The research utilized a questionnaire composed of four distinct scales to gather data.

The first scale, “Business Education Contribution to National Development Scale (BECNDS),” is a Six-Likert scale ranging from Extremely Unlikely (EU) to Extremely Likely (EL). It aimed to assess students’ perceptions of business education’s potential contributions to national development in specified areas.

The second scale, “Obstacles to Business Education Contribution to National Development Scale (OBECNDS),” is a Four-Likert scale ranging from Not a barrier (NB) to Extreme barrier (EB). It sought to understand students’ views on the extent to which certain issues act as barriers to national development through business education.

The third scale, “Steps to Eliminate National Development Through Business Education Scale (SEONDTBS),” is a Seven-Likert scale ranging from Not at all (NA) to Extremely Important (EI). This scale aimed to evaluate the importance of specific business education-related interventions in overcoming obstacles to national development.

The fourth scale, “Strategies for Curbing Insecurity In Nigeria Scale (SCINS),” also a Seven-Likert scale, aimed to assess the importance of certain business education-related interventions in addressing insecurity in Nigeria.

The questionnaire was reviewed and refined based on feedback from two business education experts. The internal consistency of the scales was confirmed through the Cronbach alpha reliability test, yielding high reliability indices for each scale: BECNDS (r = 0.989), OBECNDS (r = 0.967), SEONDTBS (r = 0.986), and SCINS (r = 0.995), indicating their suitability for data collection. Data analysis involved frequencies, percentages, mean, and standard deviation statistics.

4. Result

Research Question 1: In what manner would business education aid national development in the emphasised areas?

Table 1: Areas of Contribution of Business Education to National Development

Violence among young people is influenced by a complex web of factors, each interlinking and varying across individuals. Commonly cited causes include:

KEY:  Extremely Unlikely (EU); Unlikely (UL); Neutral (N); Likely (L); Extremely Likely (EL); S.D – Standard Deviation.

N.B:Percentages in parenthesis

Table 1 above displayed the perceptions of business education students regarding the extent to which business education can contribute to national development across various highlighted areas. The findings of the study indicated a positive outlook among participants, with a majority expressing that business education is likely to make significant contributions to national development in each of the areas specified. This conclusion is supported by the data, which shows that over 50% of respondents indicated that it is either likely or extremely likely for business education to positively impact national development in the highlighted sectors

Research Question 2: What barriers confront business education in its bid to enhance national development?

Table 2: Barriers Confronting Basic Education In Its Bid To Enhance National Development

KEY:  Not a barrier (NB); Somewhat of a barrier (SB); Moderate barrier (MB); Extreme barrier (EB); S.D – Standard Deviation.

N.B:Percentages in parenthesis

Table 2 above revealed the significant challenges impeding business education’s contribution to national development. A substantial portion of respondents acknowledged the validity of all eight listed barriers, with a majority classifying these issues as either moderate or extreme barriers. Notably, the tendency was towards identifying these challenges as extreme rather than moderate barriers. Based on a four-point Likert scale, the mean scores for each item surpassed the 2.50 threshold, corroborating the findings from frequency and percentage analyses.

In conclusion, according to the majority of respondents, the following are obstacles facing business education in its effort to promote national development: Unqualified and uncommitted personnel.

1. Poor technology.
2. Poor motivation and incentives.
3. Unconducive teaching environment.
4. Lack of teaching aids.
5. Insufficient capital.
6. Poor government support.
7. Lack of infrastructures.

Research Question 3: How important are the identified Steps in the process of eliminating obstacles confronting business education in achieving national development?

Table 3: Important Steps in the Process of Eliminating Obstacles Confronting Business Education in Achieving National Development

KEY: Not at all (NA); Low importance (LI); Slightly important (SI); Neutral (N); Moderately important (MI); Very Important (VI); Extremely Important (EI).

N.B:Percentages in parenthesis

Table 3 above showed how important the identified steps in the process of eliminating obstacles confronting business education in achieving national development. Findings from the table revealed that participants were almost equally divided on the two sides of the divide between the left and the right of neutral in the scale. This means about half see them as important, while about half see them as unimportant.

Research Question 4: In the perception of business education students, what are the strategies for decreasing insecurity in Nigeria?

Table 4: Strategies for Decreasing Insecurity In Nigeria as Perceived by Business Education Students

KEY: Not at all (NA); Low importance (LI); Slightly important (SI); Neutral (N); Moderately important (MI); Very Important (VI); Extremely Important (EI).

N.B: Percentages in parenthesis

The preceding table depicted the viewpoints of business education students regarding strategies for reducing insecurity in Nigeria. More than fifty percent of respondents deemed all nineteen items significant. The percentage of respondents who rated each item as either somewhat important, very important, or very important is greater than 50 percent.

According to the majority of respondents, the following solutions for reducing insecurity in Nigeria are appropriate:

1. Provision of an adequate laboratory for skill acquisition in Business Education
2. Provision of adequate classrooms for successful Business Education instruction
3. The department’s library holds pertinent Business Education textbooks.
4. Orientation improves students’ attitude toward skill acquisition.
5. Regular monitoring of Business Education curricula for quality assurance
6. A sufficient budget for the Business Education program 
7. Proper upkeep of Business Education equipment
8. Scholarships awarded to students with exceptional academic
9. Follow-up studies of the programme’s graduates 
10. Adequate power supply 
11. Staff will establish an entrepreneurial business center for students in order to hone their talents.
12. Creating entrepreneurial opportunities for lecturers 
13. Provision of all required instructional facilities for Business Education
14. Recruitment of qualified personnel 
15. Financial assistance for Business Education graduates to establish firms.
16. Financial assistance for graduates of entrepreneurial training 
17. Quality entrepreneurial education for Business Education students
18. Regular retraining of business education lecturers on new competencies
19. Continuous evaluation of the Business Education curriculum for skill acquisition

4. Discussion

Individual creativity, improved participation in economic, social, and cultural roles in society, enhanced technological development, socio-cultural changes, ecological development, a higher standard of living, and job creation are among the significant contributions of Business Education to national development and human capacity development. These findings align with Oziengbe’s (2009) research, which underscored that Business Education can lead to employment creation, technological advancement, and improved living standards.

The study also identified obstacles to Business Education, including unqualified and uncommitted personnel, outdated technology, poor motivation and incentives, an unconducive teaching environment, a lack of teaching aids, insufficient capital, inadequate government support, and lack of infrastructure. These challenges are consistent with Eric’s (2006) observations, which highlighted similar issues such as a high turnover of qualified teachers, poor conditions of service, inadequate funding, and poor planning and execution.

To overcome these obstacles and enhance the contribution of Business Education to national development, the respondents suggested developing timely modern courses that align with local and global demands, making Business Education compulsory at primary and secondary school levels, providing adequate teaching and infrastructural facilities, and offering seminars, workshops, and in-service training. Additionally, employing professional and experienced teachers and equipping students with up-to-date technological knowledge were recommended as essential steps.

The study also outlined the causes of insecurity in Nigeria, providing a comprehensive understanding of the multifaceted challenges facing Business Education and suggesting practical solutions for improvement. These recommendations aim to strengthen the role of Business Education in fostering national development, employment/job creation, and human capacity development.

5. Conclusion

The findings of the study affirm that Business Education significantly contributes to national development despite facing numerous challenges. Strategies to mitigate insecurity in Nigeria include providing proper laboratories for Business Education to facilitate skill acquisition, enhancing students’ attitudes towards skill learning through orientation, regularly monitoring Business Education programs to ensure quality, and adequately funding these programs.

6. Recommendations

Based on the outcomes and conclusions of the study, the following recommendations are proposed:

1. Business School subjects or courses should be required at all levels of education in order to attract students at an early age; qualified Business Education teachers should provide students with better-timed, more current courses.
2. Authorities should grant sufficient finances to enable teachers to attend seminars and workshops on emerging technology for teaching Business Education courses.
3. Effectively instructing students in Business Education in Nigerian colleges necessitates the employment of enough and qualified teachers by school administrators.
4. School officials should provide adequate teaching facilities and equipment to enable pupils to complete sufficient practice work.

Conflict of Interest

The research was completed with no conflict of interest.

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APA

Owolabi J.  I. & Balogun J. A. (2024). Perceived Contributions of Business Education towards Sustainable National Development and Curbing of Insecurity in Nigeria. In K. S. Adegbie, A. A. Akinsemolu, & B. N. Akintewe (Eds.), Exploring STEM frontiers: A festschrift in honour of Dr. F. O. Balogun. SustainE.

Chicago

Owolabi J.  I. and Balogun J. A. 2024. “Perceived Contributions of Business Education towards Sustainable National Development and Curbing of Insecurity in Nigeria.” In Exploring STEM Frontiers: A Festschrift in Honour of Dr. F.O. Balogun, edited by Adegbie K.S., Akinsemolu A.A., and Akintewe B.N., SustainE.

Corresponding Author Email: boludolaowolabi@gmail.com

Disclaimer: The opinions and statements expressed in this article are the authors’ sole responsibility and do not necessarily reflect the viewpoints of their affiliated organizations, the publisher, the hosted journal, the editors, or the reviewers. Furthermore, any product evaluated in this article or claims made by its manufacturer are not guaranteed or endorsed by the publisher.

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