EVALUATION OF ECONOMICS EDUCATION PROGRAMME IN KWARA STATE TERTIARY INSTITUTION
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is widely accepted to be a fundamental resource, both for individuals and societies. Indeed, in most countries basic education is nowadays perceived not only as a right, but also as a duty – governments are typically expected to ensure access to basic education, while citizens are often required by law to attain education up to a certain basic level. From a historical perspective, the world went through a great expansion in education over the past two centuries (Malik, 2018). This can be seen across all quantity measures. Global literacy rates have been climbing over the course of the last two centuries, mainly though increasing rates of enrollment in primary education. Secondary and tertiary education has also seen drastic growth, with global average years of schooling being much higher now than a hundred years ago. Despite all these worldwide improvements, some countries have been lagging behind, mainly in sub-Saharan Africa, where there are still countries that have literacy rates below 50% among the youth (Zua, 2021).
In Nigeria, the federal government has identified education as a tool for national development, and this is why education has become the concern of government and private individuals. Education is regarded as the vehicle for sustainable socio-economic development (Bennell, 2022). Thus, nations are reforming and strengthening their educational systems to meet their aspirations, as well as International Development Goals (IDGs).Education clearly denotes intrinsic worthwhile activities. It is a process of being initiated into knowledge and understanding which, in turn, regulates the recipients’ attitudes, emotions, wants and actions. Jaiyeoba (2007) perceived education as a priority sector in every well-meaning society and as a major force in economic, intellectual, social and cultural empowerment. The value of education in bringing about character and attitudinal change ranks as important as its ability to change and reshape human potentials for desired development.
The National Policy on Education (FRN 2004) spelt out some aims and objectives of education that may help individuals develop physically and socially and enable them to contribute to national development. These objectives include the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society; and the acquisition of appropriate mental and physical skills, abilities and competence, as equipment for individuals to live and contribute to the development of society. These characteristics of the national objectives are fully reflected in the economic education programme objectives. Economic education programme, apart from imparting knowledge and providing valuable information necessary in life, also aim at helping students inculcate desirable social habits, attitudes and values needed for the survival of the individual in society.
The role of economic education programmein the socio-political and economic advancement of any society makes them relevant as a subject in the school curriculum since education is the major instrument to sustain and transform a society. According to Mezieobi, Fabara and Mezieobi (2018), economic education programmeconstitute an integrated field which probes man’s symbolic relationship with the environment, endows one with reflective or contemplative capacities, intellectual, affective, social and work skills to enable individuals to understand their world and challenges and to rationally solve or cope with those challenges for an effective life in society. Since the focal point of any form of education is the curriculum, the economic education curriculum should be organized to reflect the demands of contemporary times by being open-ended, flexible and dynamic so as to incorporate all relevant topics and thus achieve the laudable objectives of education in general and those of economic education in particular.
One of the challenges facing economic education programmeas a subject is the inability to foster sustainable development. Sustainable development is one of the crying demands of every society. It is not surprising that in 1980, the International Union for the Conservation of Nature published a world conservation strategy that included one of the first references to sustainable development as a global priority. In 1992, the UN Conference on Environment and Development published the Earth Charter, which outlines the building of a just, sustainable, and peaceful global society in the 21st century (Kin, 2019). The action plan Agenda 21 for sustainable development identified information, integration, and participation as key building blocks to help countries achieve development that recognizes these interdependent pillars. It emphasizes the point that in sustainable development, everyone is a user and provider of information. In addition, it brings to the fore the need to change from old sector-centered ways of doing business to new approaches that involve cross-sectorial co-ordination and the integration of environmental and social concerns into all development processes. Furthermore, Agenda 21 highlights the idea that broad public participation in decision-making is a fundamental prerequisite for sustainable development (Will, 2017).
According to Jarolimek (2017) who highlighted some of the desirable attributes and attitudes expected from economic education programme. According to him, they include self-realization by providing experience that fosters maximum growth of individual personalities; the development of human relationships, interdependence, cooperation, and the impact of culture on ways of thinking, behaving and acting. Other basic desirable attitudes are economic efficiency and the development of concepts, skills and attitudes related to man’s use of limited resources. Most of these attributes and attitudes are incorporated in the economics education curriculum at basic level. Studies by Olivers (2017), Olawepo (2015), and Onyejekwe (2006), have been in the areas of the organization of economic education programmecontents at the primary and junior secondary school levels. Based on them, there is a need for teachers to assess the economic education programme content so as to actualise sustainable development. Hence, this study investigatesevaluation of economic education programme in Kwara State tertiary institutions.
1.2 Statement of the Problem
Academic achievement of students in science subjects generally and in economic education programme in particular had witnessed a deplorable trend in the past decades. Observations from 2005 to 2014 have consistently revealed poor achievement in economic education programme in higher institutions as published by the Nigerian Universities Commission (NUC, 2015). A lot of research work has been carried out on students’ poor academic performance in relation to economic education programme. Empirical works reviewed indicated that in appropriate teaching methods, lack of instructional materials/resources as reasons for poor academic performance of students in sciences. Improvisation had been used to improve students’ performance in economic education programme. This research work is intended to measure students’ academic performance in economic education programme in private-based universities in Ilorin, Kwara State based on the fact that there has been a consistent and re-occurring, and so baffling cases of such which is so much affecting the students’ academics/education during and after secondary school level, to the extent that economic education programme as a subject has become a fearful masquerade in the minds of many students who offer it. As if that wasn’t enough, it has become a nightmare to so many other students in both secondary schools and tertiary institutions in the country and there have been cases of the students stating emphatically that they wouldn’t want their posterity to experience these problems.
1.3 Research Objectives
The main aim of the study is to carry out an evaluation of economics education programme in Kwara State tertiary institution. The specific objectives are as follows to;
- Examine the adequacy of economics education programme in tertiary institutions in Kwara State
- Know the educational qualification of teachers on economics education programme in Kwara State tertiary institution
- Identify teaching experience on economics education programme in Kwara State tertiary institutions
1.4 Research Questions
The specific research questions that guide the study are as follows;
- How adequate is economics education programme in tertiary institutions in Kwara State?
- What are the educational qualifications of teachers on economics education programme in Kwara State tertiary institution?
- What are the teaching experiences on economics education programme in Kwara State tertiary institutions?
1.5 Significance of the Study
In relation to the significance of its Ausubel’s Theory of Meaning Learning and Advance Organizer and Gagne’s Cognitive Theoryrespectively which former helps in explaining the failure of people participating in programs to prevent and detect disease and the later focuses on an active audience and what people do with education. On the conceptual significance, the study reviewed concepts related to the subject under study which in no doubt added up to the existing literature in terms of serving as reference materials for anyone who might want to lay more hands anything relating to economic education programme issues. It would also serve as a good platform of research effort on other issues within the confines of economic education programmes in tertiary institutions.
The study adopted quantitative research method which would go a long way in aiding collection of adequate data from respondents in line with the objectives and questions of the study which would validate the methodological processes. Also, This study would be significant to students, teachers, parents/guardians, school administrators, curriculum planners, the government, and the society at large, with the aim of helping improve; first, the students’ ability to perform brilliantly rather than otherwise; second, the teachers’ teaching efficiency and productivity; third, the parents’/guardians’ ideologies and understanding about their wards’ betterment and how they can help bring out the best in them; fourth, the administrative structural styles and format; fifth, curriculum planners’ curriculum content, set up, analysis, complexity ratio, simplicity measure; sixth, the government’s input, yielding maximization, and their expected discretion; seventh and finally, the society’s impacts, inputs and profits.
1.6 Scope of the Study
The need to make education accessibleto more people, have education relevant to the need of the society and pay more attention toscience and technology. This study examines carry out an evaluation of economics education programme in Kwara State tertiary institution. This study would be specifically limited to selected private tertiary institutions in Kwara State due to limited timeframe and financial constraints available to the researcher.
This study is therefore restricted to economic education programme specifically private tertiary institutions in Kwara State. Selected private universities within Ilorin metropolis of Kwara State would be sampled. However, purposive and convenience sampling techniques would be drawn as sample size. This is to enable researcher focus primarily on the private institutions within this geographical location in order to get to know about the economic education programme in private tertiary institutions in Kwara State.
However, this study was based on the review of concepts related to the subject under study such as concept of economic education among others. Also, the study does not go beyond application of Ausubel’s Theory of Meaning Learning and Advance Organizer and Gagne’s Cognitive Theoryrespectively with only a method used which is survey method research design.
1.7 Limitation of the Study
The researcher’s limit of study is within the coverage of economic education programme in private tertiary institutions in Ilorin, Kwara State, Nigeria in 2022 due to time and financial constraints alongside other factors such as the need for an in-depth study of the identified problems in those particular areas.
1.8 Operational Definition of Key Terms
Economics Education:This is the study of economic issues relating to education, including the demand for education, the financing and provision of education, and the comparative efficiency of various educational programs and policies.
Programmes:This is a program written by the institution or ministry of education which determines the learning progress of each subject in all the stages of formal education.
Education:This is the process of receiving or giving systematic instruction, especially at a school or university.
Tertiary Institutions: In this context, it is also referred to as third-level, third-stage or post-secondary education, is the educational level following the completion of secondary education. The World Bank, for example, defines tertiary education as including universities as well as trade schools and colleges
Performance:This connotes how effective something or someone is at doing a good job.
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