AVAILABILITY OF EQUIPMENT AND STRUCTURE IN SECONDARY SCHOOL AS A CONSTRAINT FOR THE IMPLEMENTATION OF ENTREPRENEURSHIP EDUCATION IN CHEMISTRY

Abstract

This study was on Availability of equipment and structure in secondary school as a constraint for the implementation of entrepreneurship education in chemistry. Three objectives were raised which included; To identify chemistry equipment and structures that are available in secondary schools, to estimate the level of utilization of equipment and structures in secondary school and to identify the constraints that affect the availability and utilization of chemistry equipment and structures in secondary schools. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from secondary school in Lagos. Hypothesis was tested using Chi-Square statistical tool (SPSS). The result indicates that few equipment and structures were available. It was also observed that the availability or provision of these equipment and structures were stifled by corruption and poor administration. The few equipment and structures were also not adequately utilized due to certain constraints. On this instance, it was recommended that government should pay some attention to the provision of equipment and structures if youths must become entrepreneurs, after graduations. It was also observed that the availability or provision of these equipment and structures were stifled by inadequate funds, high cost of equipment and structures and lack of maintenance culture

Chapter one

Introduction

1.1Background of the study

Many scholars have written widely on entrepreneurship and its potency to generate employment, thus, underscoring the quintessence, significance and relevance of this sub-sector in the development of any given economy. Steinfioff and Burgers (1993) view entrepreneurship as the ability to develop a new venture or apply a new approach to an old business. According to Gana (2001), entrepreneurship is the ability to seek investment opportunities and persisting to exploit that opportunity. On the other hand, Anayakoha (2006) sees the entrepreneur as one who chooses or assumes risks, identifies business opportunity, gathers resources, initiates actions and establishes an organization or enterprise to meet such demand or market opportunity. Allawadi (2010) describes the carryout of new combinations as “enterprise” and the individual whose function it is to carry them out as “entrepreneur”. He further tied entrepreneurship to the creation of five basic “new combinations” of introduction of a new product, a new method of production, opening a new market, conquest of new source of supply and creating a new organization. Stevenson (2002) defines entrepreneurship as the pursuit of opportunity through innovative leverage of resources that for the most part are not controlled internally. Though, the idea that entrepreneurs are innovators is largely acceptable, it may be difficult to apply the same theory to less developed countries (LDCs). Allawadi (2010) argued that LDCs rarely produce brand new products; rather they imitate products and production processes that have been invented elsewhere in developed countries. Entrepreneurship is often equated with business start-ups and therefore an entrepreneur is one who “organizes, manages, and assumes the risks of a business or enterprise” (Webster, 2007). Entrepreneurship education not only provides the knowledge needed for an endeavor, but instills the necessary confidence for assuming risks that is required of business owners (Kourilsky and Walstad, 2010).

The failure of the standard of education in Nigeria has always been associated with poor administration. Commenting on the failure of curriculum Reforms in Nigeria (CRN) Okwo (2003), blames it on the inability of the initiator to mobilize adequate human, materials and financial resources to prosecute it and inclusion of entrepreneurial programmes in our educational institutions. The development of entrepreneurial programme is becoming embedded in policy across Nigeria. Previous research has shown the essential role that education plays in the development of such mindsets, and in particular the central role that teachers play in this process. It requires nothing less than a change in the approach to education, emphasizing active learning and the provision of new experiences for students outside the classroom. For many education systems this represents a fundamental shift away from traditional approaches.

Nigeria is currently plagued by the problem of ailing available human capacity and the near abandonment of the educational sector that powers or boosts and sustains the industrial sector. The result of this is hyper-phenomenal unemployment of 60 – 80 percent youth, poverty and general economic depression. This is blamed on the type of education provided, which is not in tandem with the current industrial work experiences and needs as it is theory based. The need to reverse the trend must start with building of human capacity ( Agbulu, N. O. & Wever, D. (2011). This gave birth to the rethink on a very fast track or lane to achieve sustainable development. In this regard, youth participation in productive activities was seen as a veritable option opined that incorporating youths in chemical production will facilitate capacity building and empowering them for chemical sensitivity, which will predispose them to a favourable attitude and future career in chemistry. This is in agreement with and averred that the attitude of youths toward chemistry as a profession is negative and it is partly responsible for the low level of chemistry idea in the country (Asiyai, R. I. (2012) This attitudinal formation will hinder youths from taking-up chemistry as a career or occupation. An early grooming can change this attitude, especially when they are well-trained and motivated and possess the entrepreneurial competencies and skills. The need to build a virile workforce led to a reform in the national curriculum of Senior Secondary School Certificate Examination (SSCE) and National Examination Council (NECO). To this end, chemistry and other entrepreneurship subjects was introduced. For proper implementation of chemistry. The West African Examination Council (WAEC) (2006) and National Examination Council recommends (NECO) that schools must make students know chemical production, with at least one or two concerning chemistry.

Statement of the problem

The pragmatic reform in Nigerian national curriculum of SSCE conducted by WAEC and NECO and the introduction of chemistry as a separate subject makes it absolutely necessary for one to assess the availability of equipment and structure that are put in place for the implementation of the reforms. The usefulness of equipment (instructional materials) and facilities have the potential of facilitating students’ learning. In the present circumstance, young school graduates are grappling with the problem of unemployment and poverty because of lack of entrepreneurial competencies and skill for self – employment and empowerment. It is against this background that this research is conducted to ascertain the availability of equipment and facilities for inculcating desired competencies and skills in chemistry

Objective of the study

The objectives of the study are;

1. To identify chemistry equipment and structures that are available in secondary schools
2. To estimate the level of utilization of equipment and structures in secondary school.
3. To identify the constraints that affect the availability and utilization of chemistry equipment and structures in secondary schools.
4. To find out the personal constraints to the implementation of entrepreneurship education in secondary school
5. To determine the availability of qualified entrepreneurship teachers in secondary school.

Research question

The following research question were formulated

1. Are there chemistry equipment and structures that are available in secondary schools?
2. Is there level of utilization of equipment and structures in secondary school?
3. What are the constraints that affect the availability and utilization of chemistry equipment and structures in secondary schools?
4. What are the personal constraints to the implementation of entrepreneurship education in secondary school?
5. Are there availability of qualified entrepreneurship teachers in secondary school?

Significance of the study

The study will be very significant to students and the ministry of education. The study will give a clear insight on the availability of equipment and structure in secondary school as a constraint for implementation of entrepreneurship education in chemistry. The study will also serve as reference to other researcher that will embark on the related topic

Scope and limitation of the study

The scope of the study covers availability of equipment and structure in secondary school as a constraint for implementation of entrepreneurship education in chemistry

The researcher encounters some constraints which limit the scope of the study namely:

The research materials available to the researcher insufficient, thereby limiting the study

The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Definition of terms

structure in school: Physical structure is the foundation of structured teaching and is helpful in ensuring that learning is occurring in the classroom. Physical structure refers to the way each area in the classroom environment is set up and where materials and furniture are placed.

Equipment in school: includes furnishings, materials and supplies, equipment and information technology, as well as various aspects of the building grounds, namely, athletic fields, playgrounds, areas for outdoor learning, and vehicular access and parking.

Constraint: control that limits or restricts The committee refused to act under constraint.

Entrepreneurship: Entrepreneurship is the creation or extraction of value. With this definition, entrepreneurship is viewed as change, generally entailing risk beyond what is normally encountered in starting a business, which may include other values than simply economic ones

Chemistry: Chemistry is the study of substances—that is, elements and compounds—while biology is the study of living things. However, these two branches of science meet in the discipline of biochemistry, which studies the substances in living things and how they change within an organism.

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