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Bridging the Sustainable Skills Gap in Business Education Curriculum for Post Oil Boom Economy in Nigeria

Received: 16 December 2020     Accepted: 27 January 2021     Published: 30 April 2021
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Abstract

Business education curriculum was designed to prepare students for entry in advancement of jobs within business and to prepare them to handle their own business affairs and to function intelligently as consumers and citizens in a business economy. However, education offered at tertiary institutions especially business education programmes seem not to prepare graduates of business education to meet real life situations as tertiary institutions curriculum structure cannot be said to have attained the expected level of standard and quality. This paper therefore focused on the need for sustainable business education curriculum in Nigeria as a panacea for the post oil boom economy. The paper looked at the present business education programmes and its curriculum objectives. Attention was given to some key concept such as sustainable business education curriculum, prerequisite for sustainable education curriculum, sustainable business education curriculum for post oil boom economy, and bridging the sustainable curriculum gap in business education. The paper concluded that the need for sustainable curriculum in the post oil boom economy is imperative because of the experiences of the economy recession and the need for holistic industrial development of the economy. Finally, the paper recommended among others the re-assessment, re-evaluation and redesigning of the business education curriculum by educational institutions to meet its practical functionality in the Nigeria economy so as to reflect the 21st century sustainability skills and culture for gainful and self-sustainable employment.

Published in International Journal of Vocational Education and Training Research (Volume 7, Issue 1)
DOI 10.11648/j.ijvetr.20210701.12
Page(s) 6-13
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Sustainable Skills, Business Education, Curriculum, Post Oil Boom

References
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[3] Brennan, R., and Skaates, M. A. (2005). An international review of the business-tobusiness marketing curriculum. Marketing Education Review, 15 (3), 77-89.
[4] Commonwealth of Australia (2010). Sustainability curriculum framework: A guide for curriculum developers and policy makers: Retrieved at: www.envirnment.gov.an/sustainability/educ.24-05-2017.
[5] Eichhorst, W, Rodinguez-Planas, N. Shlmidle, R. I. and Zimmerman, K. F. (2012). A roadmap to vocational education and training systems around the world IZA. Discussion Paper Series, 7110, 1-46.
[6] Elder, J. L. (2009). Higher education and the clean energy, green economy. Education Review, 44 (6), 108-109.
[7] Ezeonwuka, I. F. O (2014). Transforming Nigeria’s economy on the path of sustainable development in the 21st century. Challenges and reflection. Journal of African Studies, 3, 67-79.
[8] Kee Luen, W (2008). Curriculum Gaps In Business Education: A Case Study Of Stakeholders’ Perceptions. Thesis submitted for the degree of Doctor of Education at the University of Leicester, October, 2008.
[9] Louw, W. P. (2013). Green curriculum: Sustainable learning of a higher education institution. The International Review of Research in Open and Distributed Learning, 14 (1), Retrieved at: www.irrodl.org.24-05-2017.
[10] Lucas, U., and Milford, P. (2003). Key aspects of teaching and learning in accounting, business, and management. In A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, 2nd Edition, eds. H. Fry, S. Ketteridge, and S. Marshall, 391-412. Oxon: Routledge.
[11] Lungu, C. I, Caraiam, C. and Dascalu, C. (2013). Education for sustainability: A prerequisite for post crisis economic competitiveness with possible inference for Romania. Theoretical and Applied Economics, 20 (5), 53-70.
[12] Odunaike, K. O. and Amoda, B. (2008). The impact of vocational education on business education students at Tai Solar University of education, Ijebu-Ode Ogun State. Journal of Business Education and Entrepreneurial Development (JOBEED), 1 (1), 81-95.
[13] Ohiwerei, F. O. and Azih, N. (2010). Comparative programmes of business education in Nigerian Universities. A Case Study of Ambrose Ali University, Ekpoma and Delta State University, Abraka. Current Research Journal of Social Sciences, 2 (2), 58-64.
[14] Pavlova, M. (2012). Generic green skills. Can they be addressed through technology education? In proceedings of 7th Biennial International Conference on Technology Education Research: Best Practice in Technology, Design and Engineering Education. Griffith Research Online. Retrieved at: http://www.griffith.edu.au/comference/technical- education- research.conference-2012.24-05-2017.
[15] Oviawe, J. I., Uwameiy, R. and Uddin, P. S. O. (2017) Bridging skill gap to meet technical vocational education and training school-workplace collaboration in the 21st century. International Journal of Vocational Education and Training Research, 3 (1), 7-14. Available at: http://www.sciencepublishggroup.com(j)(i)vetr.27- 05-2017.
[16] UNESCO (2006). United Nations decades of education for sustainable development: Retrieved at: http://portal.unesco.or/education 24-05-2017.
[17] United Global Compact (2011). The University of South-Africa communication on progress. Pretoria: Unisa Press.
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[19] Usoro, E. B. (2016). Business education: Skills acquisition and development for posterity. Uyo: Heritage Digi-Link Int’l Ltd, 1-58.
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Cite This Article
  • APA Style

    Owhoeke Nwameze George, Emeka Gift Nwokocha. (2021). Bridging the Sustainable Skills Gap in Business Education Curriculum for Post Oil Boom Economy in Nigeria. International Journal of Vocational Education and Training Research, 7(1), 6-13. https://doi.org/10.11648/j.ijvetr.20210701.12

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    ACS Style

    Owhoeke Nwameze George; Emeka Gift Nwokocha. Bridging the Sustainable Skills Gap in Business Education Curriculum for Post Oil Boom Economy in Nigeria. Int. J. Vocat. Educ. Train. Res. 2021, 7(1), 6-13. doi: 10.11648/j.ijvetr.20210701.12

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    AMA Style

    Owhoeke Nwameze George, Emeka Gift Nwokocha. Bridging the Sustainable Skills Gap in Business Education Curriculum for Post Oil Boom Economy in Nigeria. Int J Vocat Educ Train Res. 2021;7(1):6-13. doi: 10.11648/j.ijvetr.20210701.12

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  • @article{10.11648/j.ijvetr.20210701.12,
      author = {Owhoeke Nwameze George and Emeka Gift Nwokocha},
      title = {Bridging the Sustainable Skills Gap in Business Education Curriculum for Post Oil Boom Economy in Nigeria},
      journal = {International Journal of Vocational Education and Training Research},
      volume = {7},
      number = {1},
      pages = {6-13},
      doi = {10.11648/j.ijvetr.20210701.12},
      url = {https://doi.org/10.11648/j.ijvetr.20210701.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20210701.12},
      abstract = {Business education curriculum was designed to prepare students for entry in advancement of jobs within business and to prepare them to handle their own business affairs and to function intelligently as consumers and citizens in a business economy. However, education offered at tertiary institutions especially business education programmes seem not to prepare graduates of business education to meet real life situations as tertiary institutions curriculum structure cannot be said to have attained the expected level of standard and quality. This paper therefore focused on the need for sustainable business education curriculum in Nigeria as a panacea for the post oil boom economy. The paper looked at the present business education programmes and its curriculum objectives. Attention was given to some key concept such as sustainable business education curriculum, prerequisite for sustainable education curriculum, sustainable business education curriculum for post oil boom economy, and bridging the sustainable curriculum gap in business education. The paper concluded that the need for sustainable curriculum in the post oil boom economy is imperative because of the experiences of the economy recession and the need for holistic industrial development of the economy. Finally, the paper recommended among others the re-assessment, re-evaluation and redesigning of the business education curriculum by educational institutions to meet its practical functionality in the Nigeria economy so as to reflect the 21st century sustainability skills and culture for gainful and self-sustainable employment.},
     year = {2021}
    }
    

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    AU  - Owhoeke Nwameze George
    AU  - Emeka Gift Nwokocha
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    T2  - International Journal of Vocational Education and Training Research
    JF  - International Journal of Vocational Education and Training Research
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    PB  - Science Publishing Group
    SN  - 2469-8199
    UR  - https://doi.org/10.11648/j.ijvetr.20210701.12
    AB  - Business education curriculum was designed to prepare students for entry in advancement of jobs within business and to prepare them to handle their own business affairs and to function intelligently as consumers and citizens in a business economy. However, education offered at tertiary institutions especially business education programmes seem not to prepare graduates of business education to meet real life situations as tertiary institutions curriculum structure cannot be said to have attained the expected level of standard and quality. This paper therefore focused on the need for sustainable business education curriculum in Nigeria as a panacea for the post oil boom economy. The paper looked at the present business education programmes and its curriculum objectives. Attention was given to some key concept such as sustainable business education curriculum, prerequisite for sustainable education curriculum, sustainable business education curriculum for post oil boom economy, and bridging the sustainable curriculum gap in business education. The paper concluded that the need for sustainable curriculum in the post oil boom economy is imperative because of the experiences of the economy recession and the need for holistic industrial development of the economy. Finally, the paper recommended among others the re-assessment, re-evaluation and redesigning of the business education curriculum by educational institutions to meet its practical functionality in the Nigeria economy so as to reflect the 21st century sustainability skills and culture for gainful and self-sustainable employment.
    VL  - 7
    IS  - 1
    ER  - 

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Author Information
  • School of Business Education, Federal College of Education (Technical), Omoku, Nigeria

  • School of Business Education, Federal College of Education (Technical), Omoku, Nigeria

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