EXTENT OF UTILIZATION OF ICT RESOURCES AND ITS PERCEIVED CONTRIBUTIONS TO BUSINESS EDUCATION IN SOUTH-WEST NIGERIA
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Background to the Study
Education has for long been recognized as a basic instrument of economic growth, social development and technological advancement of any society or nation. It is in recognition of this fact that government are required to commit immense resources to ensure the provision of education for their citizens and also tailored their policies towards ensuring that it is made accessible to the generality of their citizenry. It is the key to upward mobility that lead to the progressive modernization of societies. Education indeed empowers any nation to rise to the challenges of social, cultural, economic and technological change (Oyebade,Oladipo & Adetoro 2008). As a result, virtually all countries of the world are bracing up for the challenges of modern life. Nigeria should not be an exception. Nigerian tertiary institutions should embrace the challenges in teaching and learning with technology by creating learning environment that promote active learning, critical thinking, collaborative learning and knowledge creation. Developing 21st century literacy (information, digital and visual) among students and encouraging faculty adoption and innovation in 2 teaching and learning with information technology, and advancing innovation in teaching and learning with technology in an era of budget cuts. Based on this, highly effective school system and improved students outcome should be the key objectives of the government and private sector. This is because education of highest quality is the foundation for future of the country. For the progress of a nation and the enrichment of society in general, there is need for quality education because a country‟s literate population is its asset. In today‟s world of technology and global competition, quality education is of utmost importance for societal development, and the future of the nation. Therefore, the skills, knowledge, and values to be imparted to students must be of high quality. Business education is education for and about business or training in business skills (Esene, 2012). According to Okoli (2010), business education is that aspect of the total educational programme that provides the knowledge, skills, understanding and attitudes needed to perform effectively in the business world as a producer and/or consumer of goods and services that business offers. Business education is an important part of general education which emphasizes skill acquisition 3 for office use. It is a multi-disciplinary programme that encompasses Accounting, Secretarial Studies now Office Technology and Management (OTM) and Marketing/Distributive education (Okorie, 2001). An individual who receives training in business education can easily develop potentials for entrepreneurship pursuits especially in this era of economic recession and unemployment. The programme is concerned mainly with the development of relevant and saleable skills and knowledge that would enable an individual to function effectively in the world of work. In order to actualize these lofty objectives of business education towards national, socio-economic growth and development, educational institutions and their systems must function in line with set standards. Due to this, a systematic qualitative administration, teaching and learning are required of business education in Nigeria. However, business education being skill acquiring discipline require the use of laboratories adequately equipped with information and communication technology resources for practical skills acquisition as well as provision of information and knowledge needed for high quality teacher preparation tantamount to teacher effectiveness in the labour market. Today‟s labour market demands a quality workforce that can 4 use technology as a means to increase productivity and creativity. This includes networks such as fixed wireless and satellite broadcasting networks, telecommunications and applications like the Internet, Intranet, database management systems and multi-media tools. These skills include identifying reliable sources of information, effectively accessing these sources of information, synthesizing and communicating that information to colleagues and associates. Information and Communication Technologies (ICTs) have become key tools and have a revolutionary impact on how people see and live in the world. It has become so important that every country, organization or institution no matter how highly or lowly placed want to identify and embrace ICT. The place of ICTs in education and the world in general cannot be ignored. Modern day business are conducted and facilitated through the use of telephones, fax machines and computer communication networks through the Internet. This phenomenon has given birth to the contemporary e-commerce, e-medicine, e-banking and e-education among others. Bandele (2006) summed up that ICT is a revolution that involves the use of computers, Internet and other telecommunication technology in every aspect of human endeavour. Bandele posited that ICT is simply about sharing and having access to 5 data with ease. It is regarded as super highway through which information is transmitted and shared by the people all over the world. Information and Communication Technology resources can be described as tools through which people work with the information and communication processing needs of an organization. It encompasses the computer hardware, software; the network and several other devices (video, audio, photography, camera, etc) that convert information (text), images, sound, and motion and so on into common digital form (Vannili, 2015). ICT resources have a wider spectrum of application and utilization with enormous relevance to universities teaching and learning activities. Utilization of ICT resources in teaching and learning is a good development with tremendous potentials for qualitative teaching and learning output on tertiary education in general and business education in particular. This is evident as the National Policy on Education (FRN, 2004.17) places emphasis on the provision and utilization of information and communication technology (ICT) when it states that “in recognition of the prominent roles of information and communication technology in advancing knowledge and skills necessary for effective functioning in the 6 modern world, there is urgent need to integrate information and communication technology (ICT) into education in Nigeria”. The Federal Ministry of Education (2011a) affirmed further that, quality learning outcome depends on the quality of teaching and learning inputs and the qualitative processing of the inputs which among others include the use of ICT facilities for teaching and learning. As Ijaduola (2010a) asserted, the efficiency of the product of educational institution is the result of inputs (teachers, equipment, and infrastructural facilities classroom, laboratories, libraries, computers and consumable materials) as well as the process (instructional delivery) such that where the input and process are faulty, the output will be faulty. Over the years, the challenge in business education programme in Nigerian tertiary institutions has been the quality of the graduates in relation to employment demands. Despite numerous efforts of relevant stakeholders, criticisms still abound about the extent to which the graduates satisfy the demands of employers in different organization in the country. In other words, there is no clear evidence that the utilization of ICT has contributed to effective teaching and learning in business education in tertiary institutions in Nigeria generally and south-west in particular
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