ENTREPRENEURIAL SKILLS ACQUISITION PERFORMANCES AMONG TEACHERS AND STUDENTS: ASSESSMENT OF THE POLICY OF UNIVERSAL BASIC EDUCATION PROGRAMME FOR SUSTAINABILITY AND FINANCIAL WELLNESS, NIGERIA
https://doi.org/10.83151/k43m-3p06
This paper aims to examine entrepreneurial skills acquisition performances in the Universal Basic Education (UBE) Programme in Nigeria for the sustainability and financial wellness of school children and teachers using the objectives of UBE as a benchmark. The population was over 3,000 teachers, with the sample of 150, while the learners were 20,300, with a sample of 1,015 from Cross River State in Calabar, Ikom, and Ogoja Education Zone. Stratified and simple random sampling procedures were adopted for this study. Three research questions addressed entrepreneurial skills acquisition of teachers/learners in catering, bread making, fruit/juice drinks, restaurant, ICT, AI tools, photography/videography, hair dressing, tailoring, snails, poultry, fishery, and gardening. Students’ Upper Basic Education Entrepreneurial Skills Scale (SUBEESS) and Teachers’ Entrepreneurial Skills Scale (TESS) were employed to collect data. Cronbach Alpha reliability results were obtained with the values ranging from 0.81 to 0.92. respectively. Descriptive survey research design and descriptive statistics; frequency counts/percentages, means, and standard deviation were the statistical tools used for analysis. The outcome was generally low entrepreneurial skills among teachers/learners in the UBE programme. The study recommended a paradigm shift for entrepreneurial skills acquisition to be put in practice at both lower and upper basic levels for transformation, sustainability, and commendable financial wellness. Government and UBE administrators should provide funds and facilities for entrepreneurial skills centers and implement them for training in schools.
Keywords: Assessment, UBE Programme, Policy, Entrepreneurial skills acquisition performance, sustainability, financial wellness.
Dr. Judith Tawo-Oben Agbor
ENTREPRENEURIAL SKILLS ACQUISITION PERFORMANCES AMONG TEACHERS AND STUDENTS: ASSESSMENT OF THE POLICY OF UNIVERSAL BASIC EDUCATION PROGRAMME FOR SUSTAINABILITY AND FINANCIAL WELLNESS, NIGERIA https://doi.org/10.83151/k43m-3p06
This paper aims to examine entrepreneurial skills acquisition performances in the Universal Basic Education (UBE) Programme in Nigeria for the sustainability and financial wellness of school children and teachers using the objectives of UBE as a benchmark. The population was over 3,000 teachers, with the sample of 150, while the learners were 20,300, with a sample of 1,015 from Cross River State in Calabar, Ikom, and Ogoja Education Zone. Stratified and simple random sampling procedures were adopted for this study. Three research questions addressed entrepreneurial skills acquisition of teachers/learners in catering, bread making, fruit/juice drinks, restaurant, ICT, AI tools, photography/videography, hair dressing, tailoring, snails, poultry, fishery, and gardening. Students’ Upper Basic Education Entrepreneurial Skills Scale (SUBEESS) and Teachers’ Entrepreneurial Skills Scale (TESS) were employed to collect data. Cronbach Alpha reliability results were obtained with the values ranging from 0.81 to 0.92. respectively. Descriptive survey research design and descriptive statistics; frequency counts/percentages, means, and standard deviation were the statistical tools used for analysis. The outcome was generally low entrepreneurial skills among teachers/learners in the UBE programme. The study recommended a paradigm shift for entrepreneurial skills acquisition to be put in practice at both lower and upper basic levels for transformation, sustainability, and commendable financial wellness. Government and UBE administrators should provide funds and facilities for entrepreneurial skills centers and implement them for training in schools. Keywords: Assessment, UBE Programme, Policy, Entrepreneurial skills acquisition performance, sustainability, financial wellness.