The study investigated teachers’ competencies in the teaching of entrepreneurship education in secondary schools in Enugu education zone. The purpose was to determine the skills possessed by the teachers in the teaching of entrepreneurship education in schools. Descriptive research design was adopted for the study. The population consisted of 106 made of 26 principals and 80 teachers teaching entrepreneurship education in the secondary schools in the area. No sampling as all the teachers and principals in the area were used for the study. The mean and standard deviation were used to answer the research questions where as the t-test statistic were used to test the two null hypotheses formulated at 0.05 level of significance. The requisite skills in the teaching of entrepreneurship education coupled with persistent use of lecture method as against integrative approach in the instructional process in the classroom among others. The study also showed among others, inadequacy of teachers, poor skills among them, and inadequate instructional materials in the teaching of entrepreneurship education in schools. There is significant difference in the mean ratings of male and female teachers on the skills for the teaching of entrepreneurship education in secondary schools. There is significant difference in the mean ratings of urban and rural teachers on the method of teaching adopted in teaching entrepreneurship education in secondary schoolsBased on the findings, the study made some useful recommendations and conclusions.


Title page
List of Tables
Table of contents

Background of the study
Statement of the problem
Purpose of the study
Significances of the study
Scope of the Study
Research Questions

Conceptual Framework
Concept of Entrepreneur
Concept of Entrepreneurship Education
Concept of Entrepreneurial Skill
Concept of Assessment
Concept of Competency
Concept of gender
Concept of location
Teachers’ Factors in teaching of Entrepreneurship education
Theoretical Framework
Competency Base Theory
Alfred Marshall’s theory of Entrepreneurship
Max Weber’s Sociological theory of Entrepreneurship
Review of Related Empirical Studies
Summary of Review of Literature

Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Techniques
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data collection
Method of Data Analysis

Summary of Findings

Discussion of Results
Educational Implications
Limitations of the Study
Suggestion for further study
Summary of the Study



Background of the study
Education is indispensable for all nations aspiring towards basic knowledge to achieve greatness. It is based on this premise that Ogbonnaya (2003) asserted that a nation that considers compulsory education for citizens sees it as an agent of sustainable growth and development. In recognition of the above, education in Nigeria is an instrument “par excellence for effecting national development” (Federal Republic of Nigeria, FRA, 2004: 49). Education represents the totality of the institutional structures and processes that determine both learning and teaching as the means for the transmission and improvement of a society’s repertoire of knowledge, ideas, abilities, beliefs, culture and morality from one generation to another (Ibrahim, 2004).

Okeke (2009) observed that the functionality of Nigeria’s education is in doubt from his research findings on the high rate of unemployment among educational output form primary to university levels in Nigeria. According to Nnamani (2007) statistics shows that up to 40% of graduates of tertiary institutions in Nigeria remain unemployed after the National Youth Services Corps. This ugly trend in educational output in Nigeria continues to grow unabated with severe consequences to the educations rector. The nation’s educational system has not provided enough job opportunities for its outputs or graduates (Haris, 2010). In recognition of the inability of the economy to absorb the teeming unemployed youths, the Federal Government of Nigeria though the National Education Research Development Council (NERDC) proposed the introduction of entrepreneurship education in the entire school curriculum in the country.

An entrepreneur is a person who takes risks, has initiative and creativity and makes things happen through the skills bestowed on the person (Obosode, 2009). An entrepreneur, therefore, applies creative and innovative talents to start their own business or project or expand one that already exists. The skills that will enable individuals operate their jobs or businesses have to be taught in schools by the teachers so as to realize the self-reliant bid of the government. The necessary skills needed to be impacted on the students are contained in the curriculum. The entrepreneurship education curriculum offers subjects like basic technology education and basic business education to enable individual students acquire the entrepreneurial skills which will enhance self-employment opportunity. Specifically the module of the entrepreneurship education curriculum incorporates the following goals.

·      The development of learners awareness of professional and entrepreneurial opportunities

·      The development of pupils’ awareness of socially-responsible entrepreneurial behaviour.

·      Concept of business and business organization

·      Entrepreneurial thought and action

·      Creativity and idea generation

·      Design thinking opportunity

·      Evaluation and business planning

·      Entrepreneurial marketing, public policy and economic development

·      New venture creation

·      Human relation management

·      Technology entrepreneurship

·      Entrepreneurial finance

The above goals are to be attained with the teaching of entrepreneurship education in the

school. This will enable the products of the school to acquire necessary skills to be successful entrepreneurs of their business outfits.

Entrepreneurship education generates innovative opportunities for students to be successful to themselves and of great value to their communities (Peter, 2007). The attainment of this objective is critical and requires teachers that are knowledgeable and competent to implement the entrepreneurship education curriculum in secondary schools. This is realized through the acquisition of certain levels of skills by the teacher.

Skills as used here refer to the competencies required of the teachers for the implementation process of the entrepreneurship education in the classroom situation. The skills may be managerial, accounting and financial skills, marketing and sale skills and general business competencies. The managerial skills deal with communicative skills of the teacher which may be oral or written. The financial skill requires knowledge of accounts in business outfits. The marketing and general business skill competencies comprise the skill in the sale of goods and the running of different types of business which one is exposed to. The teachers are expected to be armed with the above competencies in an effort to impart the skills on the students so as to be functional members of the society.

According to UNESCO (2010) entrepreneurship education emerged as a response to international call and the need to curb the high rate of unemployment globally and to reduce the reliance on government paid jobs which has manifested greatly in developing countries like Nigeria. Hicks (2007) asserts that a combination of lack of labour market opportunities and lack of skills result in many young people being unable to secure a job in the formal economy. Most of the schools in Nigeria do not promote any entrepreneurship education that youth would need to either start a business, join and increase the productivity of an existing business, or more generally develop a more proactive and entrepreneurial attitude in their professional career.

Entrepreneurship education has a spiral effect of ensuring sustainable development and growth in a country like Nigeria. Similarly, entrepreneurship education enables secondary schools students to acquire life long entrepreneurship skills. Through entrepreneurship education, students including those with disabilities, learn organizational skills including time management, leadership development and entrepreneurial skills, all of which are highly transferable skills sought by employers (Derio, 2008). Specially, the curriculum content of.....

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