Reinvigorating Business Teacher Education towards Self-Reliance in Nigeria


  • Nneka Rita Udoye School of Business Education, Federal College of Education (Technical) Asaba-Delta State, Nigeria
  • Victor Etim Ndum Institute of Public Policy and Administration, University Of Calabar, Nigeria


Any form of education that does not equip its beneficiaries with skills to be self-reliant is a faulty system of education. Business education must be ready to offer recipients functional education that will enhance performance as well as assist them to contribute meaningfully to the economic development of the country. This calls for education that will equip the students upon graduation to be fitted in the dynamic society. This includes the acquisition of skills in areas that will be useful to business students and make them self-reliant, independent and productive citizens of the society. Today the developments of Nigerian educational system and students’ academic achievements have placed many demands on the effectiveness of business teachers. One of the demands is that schools should graduate students with employable skills. From an entrepreneurial perspective, the main aim of any business education is to improve the capability of the students to identify good business opportunities, evaluate these opportunities in terms of feasibility, and visualize a business model that can be commercialized. This paper examined the concepts of business education, business teacher education, self-reliance and dwelled extensively on modalities that could enhance business teacher education towards self-reliance. It is recommended among others that the curriculum developers should integrate those key areas that will help the students and ‘would be’ teachers to acquire necessary skills needed for sustenance of one’s life and the society at large.

DOI: 10.5901/jesr.2013.v3n9p119


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How to Cite

Udoye, N. R., & Ndum, V. E. (2013). Reinvigorating Business Teacher Education towards Self-Reliance in Nigeria. Journal of Educational and Social Research, 3(9), 119. Retrieved from