IMT INTERNATIONAL JOURNAL OF THE ARTS AND SCIENCES (IJOTAS), VOL. 3 NO.

Assessment of the Implementation of Trade / Entrepreneurship Curriculum for

Senior Secondary Schools in Enugu State, Nigeria

NdidiamakaOzofor, Ph.D
Department of Mathematics Education, Faculty of Education
Michael Opara University of Agriculture, Umudike, Abia State
Email: [email protected]

Theresa AmakaAni, Ph.D

Department of Educational Foundations, Faculty of Education
Ebonyi State University, Abakaliki, Ebonyi State
Email: [email protected]; Phone: +2347030534103
(Corresponding author)

Peter Andrew Ani

Department of Guidance and Counselling
OdumegwuOjukwu University, Igbariam, Anambra State

Abstract
The study was carried out to assess the implementation of trade/entrepreneurship curriculum in
senior secondary schools in Enugu State, Nigeria, for sustainable development in the state. To
achieve this, three research questions and two null hypotheses were formulated to guide the study.
The study adopted a descriptive research design. The sample size for the study comprised all the 18
principals and 203 teachers which represented 20% of the population of teachers from the 18
secondary schools selected across the six education zones in the state. The sample was selected
using proportionate stratified random sampling technique. The instrument used for data collection
was a structured questionnaire designed by the researcher using a 4-point Likert scale which was
titled “Assessment of the Implementation of Entrepreneurship Curriculum in Secondary Schools”
(AIECSS). Cronbach alpha statistical technique was used to determine the reliability of the
instrument which yielded a reliability coefficient of 0.86. The data collected were presented in
tables and analyzed using mean and standard deviation for the research questions and t-test for
testing the null hypotheses.The findings of the study revealed that only five out of 34
trade/entrepreneurship subjects are being offered in secondary schools in the state. The study also
found that the implementation of the trade/entrepreneurship curriculum and the availability of
trade/entrepreneurship teachers in senior secondary schools in the state are of low extent. Based on
the findings,it was recommended that the government should recruit more qualified
trade/entrepreneurship teachers and provide opportunities for those who are already in the system
to be retrained through in-service programmes, workshops and seminars.
Keywords: Assessment, implementation, entrepreneurship, curriculum, sustainable development

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Introduction
Education has been recognized all over the world as a veritable tool for meeting the manpower need
of a nation and for building a viable society. A functional education is a vital instrument for
national and sustainable development and it involves the acquisition of fundamental knowledge and
essential development skills needed for technological breakthrough and socio-political development
which accelerates economic growth. Thus, the goals and programmes of education in Nigeria at any
point in time are geared towards the developmental vision and aspirations of the nation. As the
quest for functional education continued to increase coupled with the mounting pressure to join the
global trend in technological revolution, economic growth and self-reliance, the new curriculum for
secondary education in Nigeria recognized the place of entrepreneurship/trade subjects in meeting
these current national challenges. Moreover, the increasing rate of unemployment, poverty, youth
restiveness and other socio-economic challenges plaguing the youths today call for a practical
oriented education geared towards skill acquisition and self-reliant.

Entrepreneurship Education
Entrepreneurship education can be seen as education programmes directed towards equipping
learners with business oriented skills, values and motivations for gainful self-employment, wealth
creation and enhanced productive capacity in various economic ventures. It involves the training of
learners in the process of developing creative ideas and innovative tactics towards identifying
societal need, improving existing opportunities or proffering solutions to societal challenges for
wealth creation and self-reliance. Akudolu (2010) sees entrepreneurship education as the
acquisition of knowledge, skills and attitude to enable the learner apprehend life challenges in
whatever form and take decisive steps to realize new trends and opportunities for meeting those
challenges in all aspects of human life. Olusola and Salau (2012) assert that schooling in Nigeria
must prepare the young generations from the primary through secondary and university education
to tackle the problem of self-reliance rather than thinking of government employment only. Trade
and Entrepreneurship subjects have been entrenched into the new senior secondary education to
empower and equip the students with necessary skills and ideas that will enable them become
functional members of the society right from the completion of their secondary education.
According to NERDC (2009), the major aim is that the students having successfully passed through
the senior secondary education, should have acquired the skills in a specific trade to enable them
create jobs and generate wealth.

The New Trade/Entrepreneurship Curriculum of Senior Secondary Education

In the new National Policy on Education (FGN, 2013), senior secondary education is described as
one of the Post-Basic Education children receive after a successful completion of 9-year Basic
Education and passing the Basic Education Certificate Examination (BECE). The new senior
secondary education curriculum was introduced in 2009 in line with the 9-3-4 system of education

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which was introduced in 2008 to replace the 6-3-3-4 system. A significant part of the new curricula
is the inclusion of thirty-four (34) trade/entrepreneurship subjects. The new trade curriculum was
designed to meet the targets of the National Economic Empowerment and Development Strategy
(NEEDS), which are expressed as: value re-orientation, poverty eradication, job creation, wealth
generation and using education to empower the citizenry (NERDC, 2009). In pursuance of this, the
National Policy on Education (NPE) provided that each students is expected to offer one (1)
trade/entrepreneurship subject selected from the list of the thirty-four (34) trade/entrepreneurship.
The list includes: Auto Body Repair and Spray Painting, Auto Electrical Work, Auto Mechanical
Work, Auto Parts Merchandising, Air Conditioning and Refrigeration, Welding and Fabrication
Engineering Craft Practice, Electrical Installation and Maintenance Work, Radio, TV and
Electronic Servicing, Block Laying, Brick Laying and Concrete Work, Painting and Decorating,
Plumbing and Pipefitting, Machine Woodworking, Carpentry and Joinery, Furniture Making,
Catering Craft Practice, Garment Making, Clothing and Textile, Dying and Bleaching, Printing
Craft Practice, Cosmetology, Photography, Mining, Tourism, Leather Goods Manufacturing and
Repair, Stenography, Data Processing, Store Keeping, Book Keeping, GSM Maintenance and
Repair, Animal Husbandry, Fishery, Marketing and Salesmanship.

Implementation of the Trade/Entrepreneurship Curriculum

Curriculum implementation deals with the translating of planned curriculum contents into specific
action procedures and practices for the achievement of the objectives of the curriculum. Offorma
(2002) defined curriculum implementation as the planning and execution of the contents of
curriculum in order to bring about certain changes in the behaviour of the learners and the
assessment of the extent to which the changes take place. Therefore, achievement of the goals of the
new trade curriculum of senior secondary education requires diligent implementation of the
curriculum. The implementation of the new trade curriculum commences at the Senior Secondary
One (SS 1) in September 2011 and was to be done year by year. The first graduates of the new
curriculum were to sit for the senior secondary school certificate examination (SSCE)

Sustainable Development
Sustainable development can be seen as the consistent improvement of the social and economic
viability of the society without endangering the same for the future generation. Thus, experts in this
field have continued to advocate in favour of global consideration of renewable resources. In line
with this view, Patil (2014) stated that sustainable development entails that resources that are
renewable should be employed in every possible situation and resources that are non-renewable
should be used rarely in order to ensure their viability for the future generations to come.
Sustainable development involves the designing of a social and economic system that ensures that
standards of education continue to improve, the rise in the real income is maintained and the
economic growth of the nation continues to improve (Kyro, 2015).

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Education equips individuals with the right information, attitude, values and skills that enable them
become functional and contributing members of the society. Hence, the role of entrepreneurship
education in achieving sustainable development cannot be overemphasized. Onyido and Duru
(2019) asserted that the development of an educational system that is knowledge based both in
structure and functionality requires the inclusion of entrepreneurship education. According to
Laurie, et al (2016), through entrepreneurial education sustainable development has become a
significant issue for all well-meaning administrations of countries across the globe. Also Kuratcko
(2009) observed that due to its impact on the growth of economies and sustainable development via
entrepreneurial drive and persistence entrepreneurship education is fast becoming a central point of
economies globally. According to Eneh (2011), the fact that the country has over the years
remained a developing country, has further strengthened the argument on the need for companies
and person to fully adopt and implement the principles of entrepreneurship. Thus, it can be
concluded that the inclusion of entrepreneurship subjects in the programmes of secondary education
in Nigeria is a welcome development for realization of sustainable development and economic
sustenance.

Statement of the Problem

The content of any curriculum may be laudable, the objective may be inspiring, but the outcomes
and successful achievement of these objectives depend, to a great extent, on the implementation of
the curriculum. On the other hand, failure in the implementation consequentially results in failure of
the curriculum. Nigeria is in dire need of education programmes that is functional and effective in
cushioning the effects of persistent economic woes and abject poverty in the society. This
underscores the need for consistent evaluation of the implementation of the entrepreneurship
education which has been designed to tackle this national challenge and promote sustainable
development. Hence, this study was undertaken to assess the extent of implementation of the new
trade/entrepreneurship curriculum in secondary education in Enugu State.

Purpose of the Study

The study was designed to:
1. Find out trade/entrepreneurship subjects that are being offered in senior secondary schools
in Enugu State;
2. Determine the extent of implementation of trade/entrepreneurship curriculum in senior
secondary schools in Enugu State; and
3. Ascertain the extent of availability of male and female trade/entrepreneurship teachers in
senior secondary schools in Enugu State.

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Research Questions
The questions that guided the study were as follows:
1. Which of the trade/entrepreneurship subjects are being offered in senior secondary schools
for the implementation of the trade/entrepreneurship curriculum in Enugu State?
2. To what extent is the implementation of trade/entrepreneurship curriculum by teachers in
senior secondary schools in Enugu State?
3. To what extent are trade/entrepreneurship male and female teachers available in senior
secondary schools in Enugu State?

Research Hypotheses
𝐻𝑜1 : There is no significant difference in mean responses of principals and teachers on the
extent of implementation of trade/entrepreneurship curriculum in senior secondary
schools in Enugu State.
𝐻𝑜2 : There is no significant difference in mean responses of male and female teachers on the
extent of availability of teachers of trade/entrepreneurship curriculum in senior secondary
schools in Enugu State

Method
The study which was carried out in Enugu State, Nigeria, adopted a descriptive research design.
The population for the study comprised 1,034 respondents, made up of 18 principals and 1,016
teachers from the eighteen (18) secondary schools that participated in the study. A total of 221
respondents was sampled for the study which is made up of 20% of the population of teachers and
all the 18 principals. Proportionate stratified random sampling technique was used for sampling.
The instrument used for data collection was a structured questionnaire titled “Assessment of the
Implementation of Entrepreneurship Curriculum in Secondary Schools”. The instrument was
designed with a 4-point Likert scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly
Disagree (SD) for Research Question 1 and Very Great Extent (VGE), Great Extent (GE), Low
Extent (LE) and Very Low Extent (VLE) for research question two and three. The face and content
validation of the instrument were carried out by the researcher and two other experts, one from the
field of Measurement and Evaluation and another one from Social Sciences. Cronbach alpha
reliability technique was used to determine the reliability of the instrument which yielded a
reliability coefficient of 0.86, thereby indicating that the instrument was reliable and capable of
eliciting pertinent results for answering the research questions. The questionnaire was administered
to the respondents by the researcher with the help of three research assistants who were selected and
briefed on the purpose of the study and the content of the questionnaire. A total of 214 copies of the
questionnaire from 198 teachers and 16 principals were returned giving a 97% return rate. The data
collected were analyzed using mean with standard deviation for answering the research questions
while t-test was used for testing the null hypotheses at 0.05 level of significance. The decision rule
for the questionnaire items was based on the scale mean of 2.50. Any item with a mean rating of

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2.50 and above was considered to be implemented at “great extent” while any item with a mean
rating below 2.50 was considered to be implemented at “low extent”. The null hypotheses were
considered rejected if the p-value was less than the significance level of 0.05. Otherwise, the null
hypotheses were considered accepted.

Results
Which of the trade/entrepreneurship subjects are being offered in senior secondary schools in
Enugu State?

Table 1: Mean and standard deviation of responses on trade/entrepreneurship subjects

offered in secondary schools
s/n Item SA A D SD 𝑥 Sd Dec.
1 Auto body repair and spray printing 17 197 1.08 0.27 SD
2 Auto electrical work 13 201 1.06 0.24 SD
3 Auto mechanical work 20 194 1.09 0.29 SD
4 Auto parts merchandising 14 200 1.07 0.25 SD
5 Air conditioning and refrigeration 16 198 1.07 0.26 SD
6 Welding and fabrication engineering craft 11 203 1.05 0.22 SD
7 Electrical installation and maintenance
12 202 1.06 0.23 SD
work
8 Radio, TV and electronic servicing 30 184 1.14 0.35 SD
9 Block laying, brick laying and concrete
5 209 1.02 0.15 SD
work
10 Painting and decorating 14 200 1.07 0.25 SD
11 Plumbing and pipefitting 11 203 1.05 0.22 SD
12 Machine woodworking 14 200 1.07 0.25 SD
13 Carpentry and joinery 57 51 106 1.77 0.84 D
14 Furniture making 15 199 1.07 0.26 SD
15 Upholstery 24 190 1.11 0.32 SD
16 Catering craft practice 144 55 15 2.60 0.62 A
17 Garment making 49 28 35 102 2.11 1.23 D
18 Clothing and textile 87 127 1.41 0.49 SD
19 Dyeing and bleaching 120 94 1.56 0.50 D
20 Printing craft practice 17 197 1.09 0.27 SD
21 Cosmetology 132 82 1.62 0.49 D
22 Photography 20 194 1.09 0.29 SD
23 Mining 14 200 1.07 0.25 SD
24 Tourism 16 198 1.07 0.26 SD

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25 Leather goods manufacturing and repair 11 203 1.05 0.22 SD

26 Stenography 13 201 1.06 0.24 SD
27 Data processing 23 127 51 13 2.74 0.73 A
28 Store keeping 44 170 1.21 0.41 D
29 Book keeping 33 119 50 12 2.81 0.76 A
30 GSM maintenance and repair 13 201 1.06 0.24 SD
31 Animal Husbandry 67 87 47 13 2.97 0.88 A
32 Fishery 13 201 1.06 0.24 SD
33 Marketing 56 97 29 32 2.83 0.98 A
34 Salesmanship 17 31 166 1.30 0.61 SD
SA – Strongly Agree, A – Agree, D – Disagree, SD –Strongly Disagree

The results in Table 1 show that serial numbers 16, 27, 29, 31 and 33 have mean ratings of 2.60,
2.74, 2.81, 2.97 and 2.83 respectively. These are greater than the benchmark mean of 2.50 and
therefore indicate that the respondents agree that the trade/entrepreneurship subjects presented in
the tables items are being offered in senior secondary schools for the implementation of the
trade/entrepreneurship curriculum in Enugu State.

Research Question 2
To what extent is the implementation of trade/entrepreneurship curriculum in senior secondary
schools in Enugu State?

Table 2: Mean and standard deviation responses on extent of implementation of

trade/entrepreneurship subjects in secondary schools
Items VGE GE LE VLE 𝑥 Sd Dec.
My school offer at least one
1 90 87 18 19 3.16 0.92 GE
trade/entrepreneurship subject
My school possess the new
2 59 87 50 18 2.87 0.91 GE
trade/entrepreneurship curriculum
Teaching resources and facilities are
available for teaching and learning
3 - - 43 171 1.20 0.40 VLE
of trade/entrepreneurship subjects in
my school
Trade/entrepreneurship teachers
utilize relevant instructional
4 - - 30 184 1.14 0.35 VLE
materials in teaching the subjects in
my school
5 Trade/entrepreneurship teachers 49 28 35 102 2.11 1.23 LE

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adopt appropriate methods in

teaching the subject
Continuous assessment is duly
6 carried out in trade/entrepreneurship - 31 95 88 1.73 0.69 LE
subjects and using appropriate tools
Clinical supervision of
entrepreneurship teachers is
7 45 57 29 83 2.30 1.19 LE
frequently carried out to ensure
effective teaching and learning
Grand mean 2.07 0.81 LE

VGE – Very Great Extent, GE – Great Extent, LE – Low Extent, VLE – Very Low Extent

From the results in Table 2, it can be seen that the extent to which the trade/entrepreneurship
curriculum is being implemented in senior secondary schools in Enugu State is of low extent. This
is indicated by the grand mean rating of 2.07 which is less than the benchmark mean of 2.50.

Research Question 3
To what extent are male and female trade/entrepreneurship teachers available for implementation of
the curriculum in senior secondary schools in Enugu State?

Table 3: Mean and standard deviation responses on extent of availability of male and female
trade/entrepreneurship teachers
Male Female
Dec.
s/n Items Teachers Teachers 𝑥g Sdg
𝑥g Sdg 𝑥g Sdg
Secondary schools have adequate
42 number of male 1.64 0.69 1.73 0.74 1.69 0.72 LE
trade/entrepreneurship teachers
Secondary schools have female
43 1.59 0.70 1.56 0.50 1.58 0.60 LE
trade/entrepreneurship teachers
Male trade/entrepreneurship teachers
44 are sponsored for in-service trainings, 1.15 0.50 1.17 0.55 1.16 0.53 VLE
workshops,
Female trade/entrepreneurship
45 subjects are taught at least two times 2.62 1.02 2.83 0.59 2.73 0.81 GE
in a week
Female trade/entrepreneurship subject
46 1.20 0.40 1.10 0.36 1.15 0.38 GE
teachers attend their classes regularly

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and timely
Male trade/entrepreneurship teachers
47 are properly motivated and they teach 2.88 1.05 2.94 0.66 2.91 0.86 VLE
the subjects with passion
Overall grand mean 1.85 0.73 1.89 0.57 1.87 0.65 LE

VGE – Very Great Extent, GE – Great Extent, LE – Low Extent, VLE – Very Low Extent, 𝒙g –
grand mean, Sdg – grand standard deviation

The result in Table 3 shows that grand mean response for male teachers is 1.85 while the grand
mean response for female teachers is 1.89. The overall grand mean for both male and female is
1.87. All the mean responses are below the decision rule mean of 2.50 which indicates that the
availability of male and female teachers for the implementationof trade/entrepreneurship curriculum
in senior secondary schools in Enugu State is low.

Hypothesis 1
There is no significant difference in mean responses of principals and students on the extent of
implementation of trade/entrepreneurship curriculum in senior secondary schools for sustainable
development in Enugu State.

Table 4: Results of t-test analysis of mean rating of principals and teachers on the extent of
implementation of trade/entrepreneurship curriculum in senior secondary schools
Respondents N 𝑋 Sd df t-cal t-crit Sig. Decision

Principals 16 15.50 2.83

212 1.354 1.96 0.177 Accept
Ho1

Teachers 198 14.44 3.03

In Table 4, the calculated value of t-test is 1.354 with a p-value of 0.177. This shows that the p-
value is greater than the significance level of 0.05. Thus, the null hypothesis of no significant
difference in mean responses of principals and students on the extent of implementation of
trade/entrepreneurship curriculum in senior secondary schools for sustainable development in
Enugu State is accepted.

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Hypothesis 2
There is no significant difference in mean responses of male and female teachers on the extent of
availability of teachers for implementation of trade/entrepreneurship curriculum in senior secondary
schools for sustainable development in Enugu State.

Table 5: Results of t-test analysis of mean rating of male and female teachers on the extent of
availability of teachers for implementation of trade/entrepreneurship curriculum in senior
secondary schools
Respondents N 𝑋 Sd df t-cal t-crit Sig. Decision

Male Teachers 81 12.46 2.16

196 0.97 1.96 0.33 Accept
Ho2
Female Teachers 117 12.20 1.73

The result in Table 5 shows that the calculated value of t-test is 0.97 with a p-value of 0.33 while
the critical value is 1.96. It can be seen that the p-value is greater than the significance level of 0.50.
The null hypothesis is therefore, accepted which implies that there is no significant difference in
mean responses of male and female teachers on the extent of availability of teachers for
implementation of trade/entrepreneurship curriculum in senior secondary schools for sustainable
development in Enugu State.

Discussion of Findings
The findings of the study as presented in Table 1 revealed that only five out of the 34
entrepreneurship subjects contained in the curriculum are being offered in secondary schools in
Enugu State. These are Catering Craft Practice, Data Processing, Book Keeping, Animal Husbandry
and Marketing. The majority of the technical subjects such as Auto body repair and spray printing,
Auto electrical work, Auto mechanical work, Air conditioning and refrigeration, Welding and
fabrication engineering craft, Electrical installation and maintenance work, Radio, TV and
electronic servicing are not being offered. This is very worrisome as it shows limited exposure of
students to specific entrepreneurial skills they ought to acquire by offering the subjects. It is
detrimental to the achievement of the major goal of introducing the curriculum: create jobs and
generate wealth and by extension, achieving sustainable development. This finding was in
consonance with Umar (2016) who found that, in most secondary schools, all the students offer the
same trade subject because they have no options as many of the trade subjects have not been
introduced in the school at all. The findings also corroborated Adejumo (2013) that schools only
introduce students to trade subjects at their preparatory stage for senior secondary schools
certificate examination (SSCE). This implied that these trade subjects are not taught in the
secondary schools for the purpose of skill acquisition which is the goal but for the purpose of

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passing examination only. It showed that the schools have not properly imbibed the vision for
introducing the new trade curriculum.

The results in Table 2 showed that the implementation of the trade/entrepreneurship curriculum in
senior secondary schools in the state is of low extent. The respondents confirmed that the extent of
availability and utilization of teaching resources and instructional materials in teaching and learning
of trade/entrepreneurship subjects is very low. The results also showed that although the schools
possess the curriculum, there is no clinical supervision of trade/entrepreneurship subject teachers to
ensure effective teaching and learning and teachers do not adopt appropriate methods in teaching
the subjects. The result is in tandem with Olokundun, Falola, Ibidunni and Inelo (2014) who also
found that the approach of the curriculum to teaching entrepreneurship is primarily theoretical.
Similarly, the finding agrees with Obi and Okekeokosisi (2018) that teachers do not make use of
effective methods in their teaching of entrepreneurship to students. The extent of implementation of
any curriculum is key to the achievement of the objectives of the curriculum. The much desired
contribution of the trade/entrepreneurship curriculum to the economic growth and sustainable
development in Nigeria might be at jeopardy

Data in Table 3 showed that the extent of availability of male and female teachers for the
implementation of the trade/entrepreneurship curriculum in senior secondary schools in Enugu
State is low. The respondents were of the view that secondary schools in the state do not have
adequate number and qualified trade/entrepreneurship teachers. It was also revealed that
trade/entrepreneurship teachers are not properly motivated to teach the subjects with passion and
are not given opportunity for retraining through sponsored in-service programmes, conferences and
workshops. Teachers play vital role in implementation of any education programmes as they are
usually the direct executors of the details of the programmes. The dearth of qualified and motivated
teachers has become a major concern in education sector in Nigeria. A study conducted by the
British Council in 2014 revealed that most trained teachers that had obtained qualifications for
teaching in schools are not employed hence increasing the rate of unemployment in Nigeria. The
finding also concur with Olokundun et al (2014) where the respondents confirmed that beyond their
initial degree or teacher training qualification no form of workshop or training has been organised
by the ministry of education as regards entrepreneurship education.

Conclusion
The study was undertaken to assess the implementation of the new trade/entrepreneurship
curriculum in senior secondary schools in Enugu State, Nigeria. Based on the findings of the study
it can be concluded that the extent of implementation of the curriculum for sustainable development
in the state is low. This can be seen from the fact that only few trade/entrepreneurship subjects are
being offered in the schools. The number of qualified teachers for trade subjects in the secondary

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schools is inadequate and the teachers do not adopt appropriate methods in teaching the subjects
coupled with the dearth of teaching resources and facilities for teaching the subjects.

Recommendations
Based on the findings of the study, the following recommendations were made.
1. The government through the federal and state ministries of education should embark on
sensitization and enlightenment of the school principals and teachers on the goals
entrepreneurship education and need for the students to acquire entrepreneurial skills.
2. The governments, NGOs and well-meaning individuals should intervene in schools by
providing necessary resources and facilities for hands-on training of students and practical
teaching of the entrepreneurship subjects in the schools.
3. The government should recruit more qualified male and female trade/entrepreneurship teachers
and provide opportunities for those who are already in the system to be retrained through in-
service programmes, workshops and seminars.

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