PERCEPTION OF SENIOR SECONDARY SCHOOL STUDENTS ON CIVIC EDUCATION AS A TOOL FOR PROMOTING ENTREPRENEURSHIP SKILLS
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- NGN 3000
Background to the Study
One of the objectives of any government over the world is provision of quality education to its citizens which is the bedrock for general development of any society in order to help it becomes functional andenhanceawareness within and outside its environment.Although traditional education exists side by side with the western education its value has been deemphasized.In the early days, education was a tool of Western imperialism as foreign cultures and values were taught as what constituted the social aspect of the curriculum. The discrete social sciences, particularly History, Geography and Civics were taught to produce loyal and obedient British subjects to serve the interest of the colonial masters. At the attainment of independence and afterwards, Nigeria began to take acritical look at the curriculum in schools so as to redirect focus. Indeed, the 1968 Mombassa Conference formally and officially adopted Social Studies to achieve this purpose. This marked a new beginning of Social Studies in Nigeria. Prior to the Mombassa Conference of 1968, there were some other efforts in Social Studies education. Perhaps, the early beginning of a truly indigenous Social Studies Programme in Nigeria was the Aiyetoro experiment known as the “Ohio Project”, which was a programme of educational partnership between the government of the then Western Region of Nigeria and the University of Ohio in the United States of America (Makinde, 1979). This led to the teaching of Social Studies to teachers and the subsequent production of a Social Studies syllabus and a textbook. According to African Social and Environmental Studies Programme (ASESP)(1994), the purpose and content of social studies are closely related to African traditional educationViewed from this perspective, the developmental trend of Social Studies Education in Nigeria can be 2 traced through the African traditional education, colonial, post-colonial and the integrated approach.This is in line with the stand of (Ololobou 2010) who posits that, Nigeria like any other African nations, had a system of education that integrates the young members into the society through the inculcation of cultural practices, values and beliefs. Social Studies was offered at Junior Secondary Schools, while for those that want to continue at the Senior Secondary Schools offered Civic Education in place of Social Studies. The introduction of Civic Education in Nigeria according to Lawal (2014) is aimed at inculcating of the right type of knowledge, attitude, values and norms of the society in the learners to enable them to be functional tools for transmission and development of attitude and skills for the survival of the future generation. The main idea behind the introduction of Civic Education is to equip learners with knowledge, competence and skills necessary for the understanding and appreciation of the societal problems with the aim of finding workable solutions to the Nation‟s problems by imparting the right type of knowledge, values and skills.It also aims at producing graduates that will be vibrant, efficient and capable of creating jobs forthemselves not job seekerswithin and outside their environment to enable them become useful to themselves, society and as well as for national development. The knowledge of Civic Education through citizenship education provides skills necessary for the preservation of our traditional, customs, beliefs eg religion, blacksmithing, farming, knitting, pot marking etc. It also teaches relationship that provides skills that promote interpersonal relationship eg honesty, tolerance, kindness, caringand patience The establishment of the modern and commercial schools dated back to 1950 by the colonial masters to promote entrepreneurship skills.The introduction of Business Education into 3 secondary schools curriculum in the defunct Western and Eastern Regions of Nigeria in 1960s,and as well as the National Policy on Education brought Business Education to limelight at all levels of the Nigerian educational system and subsequently and theNational Polices that had been designed have more often than not emphasized the indispensible need of entrepreneurship skills. An entrepreneurship skill as a discipline is offered at both junior and secondary schools.It originated from the traditional apprenticeship which geared towards promoting entrepreneurship skills acquisition through learning by imitation and practice. The trainee is attached to a master, relation, parent or outsider for the training or apprenticeship after which the trainee may decide to be on his own. According to Abubakar (2009) one of the causes of low productivity in Nigeria today is the apparent lack of entrepreneurship skills and competencies. Thus, policy makers should understand that the living standard of the people of any nation largely depends on the economic potential of her citizens which is derived from the knowledge of civic educationand entrepreneurship skills to inculcate in mine self employment, high level of autonomy, achievement orientation, hard work disposition, and help in planning business effectively, this could result in making Nigeria a self reliant nation.
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