James Edokpolor

The study examined the correlation between work self-efficacy and job performance of business educators in public universities. A correlational design was adopted and data were collected from a randomly selected sample of 142 business educators (12 HODs and 130 lecturers) using a structured psychological scale. Data where analyzed using Pearson correlation matrix and linear regression. Pearson correlation matrix was employed to answer the research question while linear regression was used to test the null hypotheses at 0.05 level of significance. The result showed a significant but low correlation between work self-efficacy and task performance (r = .263; p = .002). The result also showed a significant but low correlation between work self-efficacy and contextual performance (r = .238; p = .007). The results also showed a significant but low correlation between work self-efficacy and overall job performance (r = .315; p = .000). These findings suggest that if university administrato...

Considering the complex and multiple job performed by business studies teachers, there is need to examine the relationships between three dimensions of knowledge management (KM), three dimensions of work engagement (WE) and two components of job performance (JP). There is need also to examine the mediating effect of WE in the relationship between KM and JP of business studies teachers. A correlational design was used in the study and data were collected from 138 business studies teachers in public universities in Nigeria. The authors applied bivariate correlation, linear regression and path analysis via 5000 re-samples bootstrap method. The results showed that KM dimensions, i.e. knowledge acquisition, knowledge dissemination and responsiveness to knowledge significantly predict WE. It also showed that WE dimensions, i.e. cognitive engagement, emotional engagement and physical engagement significantly predict JP components, i.e. task and contextual performance. The results also show...

As of late, proof proliferates that joblessness, underemployment and destitution have become uncontrolled among most Undergraduate of Universities (UUs). However, this tricky situation suggests that most UUs do not apply the conviction that they are fit for performing entrepreneurial careers. This might also obstruct their choices to begin and deal with business career upon graduation. The study, therefore, aims to examine the moderating effect of Entrepreneurial Career Intention (ECI) on the relationship between Entrepreneurial Career Self-Confidence (ECSC) and Sustainable Development Core Values (SDCVs). A correlational design was applied and data were gathered from a randomly chosen sample of 308 final year UUs, utilizing a self-revealed survey questionnaire. Correlational Metrix was applied to decide the degree of connection among study variables and hierarchical regression was applied to test the hypothetical propositions. The outcomes of the study showed that ECSC and ECI were significantly and positively related to SDCVs. The outcomes additionally showed that ECI moderated the relationship between ECSC and SDCVs. These discoveries recommend that high degrees of ECSC and ECI exerted by the UUs activate high degrees of accomplishing the SDCVs among UUs. The outcomes of the study have added to existing literature. The outcomes of the study have given an understanding into how ECI can assist in moderating the relationship between ECSC and SDCVs.

This chapter aims to examine the impact of global partnership in TVET (GPTVET), optimization of resources (OR), development of higher-order skills (DHOS), and equitable access to lifelong learning (EALLL) on core values of sustainable development (CVSD). A correlational design was adopted, and data were collected from a randomly selected sample of 520 TVET lecturers using a structured questionnaire. Data were analyzed using mean, standard deviation, bivariate correlational matrix, and hierarchical regression with Statistical Package for Social Sciences (SPSS) version 23.0. The results showed that GPTVET, OR, DHOS, and EALLL significantly and positively influence the accomplishment of CVSD. These findings suggest that the implementation and integration of quality TVET programme through global partnership would predict the accomplishment of CVSD.

Constructivism is a theory of learning that explains how knowledge is created, and how people learn. As such, constructivism has been studied by researchers in science, mathematics, as well as philosophy to the extent that radical constructivism which is an offshoot of cognitive constructivism represents the state-of-the-art in mathematics and science education around the world. However, there is less work on constructivist teaching and learning in business education. This paper therefore aims at discussing the role of constructivist approaches in the teaching and learning of business education. The first discussion is centred on constructivist learning theory, followed by the major tenets of constructivist theory. Next, the attributes of constructivism are discussed. The application of constructivist approaches to business education is also discussed. Finally, how business educators or business studies teachers can encourage meaningful learning as an aspect of constructivism is fur...

The purpose of this research was to assess the role of career development services in developing student's lifelong learning self-efficacy as perceived by vocational and adult education lecturers. A survey design was employed for the research. A sample of 99 vocational and adult education lecturers from universities and colleges of education in Edo State participated in the research. A structured questionnaire, validated by two experts was used for the collection of data. The Cronbach alpha was used to determine the reliability of instrument, which yielded a coefficient value of .78. Thirty items questionnaire was administered to the respondents by the researchers, with the help of two trained research assistants. The data were analysed using mean, standard deviations and t-test statistics. The findings of the research showed that career development services have a role to play in developing student's lifelong learning self-efficacy. It showed that there was no significant d...

The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers ...

The purpose of this research is to assess the use of students-centered methods in the teaching of business studies in junior secondary schools in Oredo Local Government Area of Edo State. One research question was raised and answered using the mean statistic, while two hypotheses was formulated and tested using t-test statistic. The descriptive survey research design was employed for the research. A four-point scaled questionnaire was used as instrument for collection of data. The sample size was 399 which comprised of 42 business studies teachers and 357 students in junior secondary schools. The instrument was validated by experts and its reliability coefficient obtained using Cronbach’s alpha formula was .82 and .86 respectively. The research found that students-centred methods are underutilized in the teaching of business studies especially at the junior secondary school level of education. It was therefore recommended among others that government and all other major Stakeholders...

The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers ...

The main purpose of this research was to assess the current position of business education; the need to reposition business education for post oil-boom economy; and the possibilities of repositioning business education for post oil-boom economy. A total of 132 business educators from universities and colleges of education in Edo and Delta States participated in this study. Survey design was employed as the data collection method for this research. A four point scaled questionnaire was used for the data collection. The instrument attained a Cronbach alpha value of 0.85. the data were analyzed using mean and standard deviations calculations, while three hypotheses were tested using t-test statistic. The results show that the current position of business education is inadequate in terms of resources and without the capacity to equip students with the requisite attributes that would inspire them to start and operate their own business and become self-reliant in post oil-boom economy. It...

This research investigates the relationship between business education students’ human capital and core values of sustainable economic development from a gender perspective. This research specifically investigates four interrelated questions. First, do male and female business education students experience different types of general human capital? Second, do male and female business education students possess different types of specific human capital? Third, do differences in both male and female business education students’ general human capital have a differential effect on sustainable development of Nigerian economy? And finally, do differences in both male and female business education students’ specific human capital have a differential effect on sustainable development of Nigerian economy? To answer these questions, bivariate correlation was employed. The hypotheses were tested using analysis of variance and multiple regressions. Using a survey data of all the final-year under...

This study investigated the level of physical facilities adequacy and instructional resources utilization for teaching and learning effectiveness in Technical and Vocational Education and Training (TVET) programmes. A quantitative research design was used, with a sample of 700 participants (85 lecturers and 615 students) which was randomly selected across three Federal Universities in South-South, Nigeria. Structured questionnaires were used to collect data from TVET lecturers and students. Mean, standard deviation and t-test were used for data analyses. Physical facilities were found to be inadequate for teaching and learning processes in TVET programmes. Also, instructional resources were found to be underutilized during teaching and learning in TVET programmes. One of the recommendations made for the study is that TVET managers should endeavour to collaborate with major stakeholders for the provision of funds that would assist in ensuring adequate provision of physical facilities...

This manuscript aims at discussing the issues and challenges facing the teaching and learning of Technical and Vocational Education and Training (TVET) in the COVID-19 pandemic era. Next, the manuscript discussed how stakeholders (e.g. governments, parents as well as TVET managers, lecturers and students can seize the opportunity to revamp TVET programme in the post COVID-19 era. Finally, the manuscript discussed the possible ways to overcome the issues and challenges facing TVET programmes in the COVID-19 pandemic era. Consequently, the authors drew logical conclusions on the discussions arising from the subject matter.

The intent of this research is to assess the implementation state of entrepreneurship programme and its influence in developing entrepreneurship key competencies among undergraduate students. The survey design was employed for the research. A total population of 8,101 undergraduate students from University of Benin was used. A sample of 382 undergraduate students was used for the research. A structured questionnaire, validated by two experts was used for the data collection. The Cronbach alpha statistical method was employed to determine the reliability of the instrument, which yielded the coefficient alpha value of 0.87. Twenty items questionnaire was administered to the respondents with the help of two trained research assistants. The data were analyzed using the mean, standard deviation, and t-test statistics. The research revealed that entrepreneurship programme is not properly implemented particularly at the university level. It also revealed that students are not well-equipped...

PurposeThis study aims to examine the mediating role of entrepreneurial skills developed by undergraduates (ESDU) in the relationship between entrepreneurship education (EE) and the core values of sustainable development (CVSD).Design/methodology/approachThis is a correlational study that used a structured questionnaire for quantitative data collection from 399 purposively selected Nigerian university undergraduates.FindingsThe results confirmed the statistically significant and positive mediating role of ESDU on the relationship between EE and the CVSD.Originality/valueThis study has contributed to the mediating role of ESDU in the relationship between EE and the CVSD. This interrelationship can further provide a better understanding or insights into how ESDU can help mediate the relationship between EE and the CVSD.

Concerning on the rates social burden among the graduates of business education in Nigeria has provided an opportunity for the authors to extant the study to examine the current state of business education curriculum and the reformulation of business education curriculum equips the undergraduates with skills to start a business and engaging towards lifelong learning. A cross-sectional survey design was applied to achieve the objectives of the study. The design of the research is a quantitative method. Structured questionnaires were given to a sample of 289 participants (43 lecturers and 246 students) which were randomly selected across three universities in Nigeria. The data obtained are analyzed by the Statistical Package for Social Sciences (SPSS) version 23.0 and the mean statistic is used to answer the research questions and standard deviations are used to assess the degree to which participants’ scores are clustered around the mean. The results show that the business education ...

The purpose of this research was to assess the role of career development services in developing student’s lifelong learning self-efficacy as perceived by vocational and adult education lecturers. A survey design was employed for the research. A sample of 99 vocational and adult education lecturers from universities and colleges of education in Edo State participated in the research. A structured questionnaire, validated by two experts was used for the collection of data. The Cronbach alpha was used to determine the reliability of instrument, which yielded a coefficient value of .78. Thirty items questionnaire was administered to the respondents by the researchers, with the help of two trained research assistants. The data were analysed using mean, standard deviations and t-test statistics. The findings of the research showed that career development services have a role to play in developing student’s lifelong learning self-efficacy. It showed that there was no significant differenc...

This study has investigated the level of physical facilities adequacy and instructional resources utilization for teaching and learning effectiveness in technical and vocational education and training (TVET) programs. A mixed method design was adopted for the study. A stratified random sampling technique was adopted for the study. A sample of 703 participants, which comprised 85 lecturers and 615 undergraduate students while three Heads of Department were purposively selected from Department of Vocational Education cross Federal Universities in South-South, Nigeria. Questionnaires were administered to TVET lecturers and undergraduate students, while Heads of Department were interviewed. Physical facilities, such as, workshops, laboratories, equipment/hand tools, ,entrepreneurship centers, departmental libraries, ICT centers, and lecture rooms, were found to be moderately adequate. Other physical facilities, such as, lecture halls/theater, career counseling centers, lecturers offices...

Today, inadequate funding has appeared to be the major challenge of Technical and Vocational Education and Training (TVET) sector. The quest to source for qualified manpower, procure modern facilities and develop curricula has been found to be rather unimpressive and unfruitful. This unpleasant situation has consequently affected the realization of the ultimate goal of TVET; that is producing skilled and competent graduates that would have a direct impact on technological progress, industrialization, job creation, and poverty alleviation. It is against this upsurge that the study attempted to find out if Public-Private Partnership (PPP) would be effective in the management practice of TVET programme in the 21 st century. The method of inquiry was a survey research design. A total population of 44 lecturers from the Department of Vocational and Technical Education, University of Benin and Ambrose Alli University was used for the study. The instrument for data collection was a structu...

There is an increasing evidence that education generally and vocational education particularly in Nigeria is facing serious challenge of financial resource mismanagement, which seem to be traceable to high level of corruption or corrupt practices exhibited by school administrators. This unpleasant situation has contributed to lack of effectiveness and efficiency, accountability, transparency, and integrity in the utilization of funds for execution of projects. However, the quest to achieve the main objectives of vocational education appears to be rather unrealistic. Therefore, the issue of mismanagement or lack of clarity in the utilization of funds for execution of projects have called for the coalition of all major stakeholders within and outside Nigeria so as to help bypass the corrupt governance of vocational education programme. This study aims at investigating the extent to which public-private-civil society partnership (PPCSP) can help in establishing good governance practices of vocational education programme in Federal Universities in South-South geopolitical region of Nigeria. Four research questions were raised and answered using the Mean and standard deviations descriptive statistics, and four corresponding null hypotheses were formulated and tested using the t-test statistic. A descriptive survey research design was employed for the study. The study population comprised of all the vocational education lecturers in South-South Nigerian Federal Universities. A 4-point scaled questionnaire was administered to 154 vocational education lecturers. The instrument was validated by 4 experts, and the reliability coefficient using Cronbach alpha was α=.90. The analysis of the data collected revealed that to a very high extent PPCSP can help in promoting good governance practices (e.g., effectiveness, efficiency, transparency, accountability, and integrity) in the utilization of funds for execution of projects by vocational education administrators. When the corresponding null hypotheses were tested, the study found no significant difference in the Mean responses of male and female vocational education lecturers as regards the extent to which PPCSP can help in promoting good governance practices in the utilization of funds for execution of projects. Based on these findings, there is the need for all the major stakeholders of vocational education within and outside Nigeria to collaborate in order to promote good governance practices in the utilization of funds for execution of projects by vocational education administrators.

In September 25, 2015, like every other Member States of the United Nations (UN), the Federal Government of Nigeria accepted the UN Vision 2030 agenda for Sustainable Development for mankind, which includes 17 goals, 169 targets and 230 indicators. The fulfillment of these goals and targets require active participation of the present and future generations; hence, provision of equal opportunity for young youths to access quality Technical and Vocational Education and Training (TVET) programmes and development of knowledge and skills among youths in Nigeria cannot be overemphasized. The main aim of this study, therefore, was to examine the correlation among equitable access to high-quality TVET, development of human capital, equitable access to economic resources and generation of income capacity to secure life-sustaining essentials among young youths. A correlational survey research design was adopted for the study, with a sample of 155 technical and vocational education lecturers (58 Males and 97 Females) via random selection technique across Federal Universities in South-South, Nigeria. A structured questionnaire was used for data collection. The Bivariate correlation with Mean and standard deviations, t-test and simple linear regressions were used for the data analyses. The results revealed that the correlation between the provision of equitable opportunity for young youths (both male and female) to access quality TVET programme and equitable access to economic resources upon graduation is positive and significant. Also, the results revealed that the correlation between development of technical knowledge and vocational skills and generation of income capacities for securing life-sustaining essentials among youths is positive and significant. Based on these findings, it was recommended, among others, that managers and administrators of TVET programmes should endeavour to device a strategic means of providing equitable opportunity for youths (both male and female) to access TVET programmes in order to promote equitable access to economic resources upon graduation.

The study assessed the relationships between and among talent management strategies (such as the selection of talented lecturers, development of talented lecturers and retention of talented lecturers) and development of entrepreneurial career and lifelong learning tasks among business education undergraduates. The study sample consist 140 business education lecturers from Nigerian federal universities. Bivariate correlation statistic revealed a positive relationship between talent management strategies and the development of entrepreneurial career and lifelong learning tasks. Simple linear regressions statistic also revealed significant relationships among the selection of talented lecturers, development of talented lecturers and retention of talented lecturers and development of entrepreneurial career and lifelong learning tasks. The results will be of benefit to lecturers, administrators, employers, curriculum planners, policy makers, parents, researchers, students and general public. The results will further inform these stakeholders about the relevance of talent management in equipping undergraduates with the skills to engage in entrepreneurial career and lifelong learning tasks upon graduation.

The study examined relationships between experiential learning, vicarious learning and higher-order thinking skills (HOTS) among business education undergraduate students. A correlational survey design was used to achieve the aim of the study. The sample consists of 151 (43 Males and 108 Females) business education lecturers from Federal Universities in South-South, Nigeria. Four-point scale questionnaires were validated by two experts and the reliability coefficient using Cronbach’s alpha method was 0.93 for experiential learning, 0.92 for vicarious learning, and 0.96 for HOTS. The bivariate correlation matrix showed positive relationships among experiential learning, vicarious learning and development of HOTS. The Fisher Z statistic also showed significant difference in relationship between experiential and development of HOTS based on gender. Fisher Z statistic showed no significant difference in relationship between vicarious learning and development of HOTS based on gender. Based on these findings, managers of business education programme should endeavour to create an enabling environment and atmosphere that would assist students to touch and observe during instructional processes, thereby, equipping them with the requisite skills and competencies to confidently engage in entrepreneurial careers and lifelong learning tasks upon graduation.

This study investigated the relationship between technical and vocational education and training (TVET) students’ lifelong career-specific human capital and core values of sustainable development based on gender. A correlational survey research design was employed, with a sample of 750 TVET students (214 Males and 536 Females) which was randomly selected across three Federal Universities in South-South, Nigeria. A structured questionnaire was used for data collection. The mean, standard deviation, t-test, and linear regression were used for data analyses. The results showed that male students experience higher levels of lifelong-entrepreneurship specific human capital than female students, which showed a significant difference between male and female students. Conversely, the female students possess higher levels of lifelong-learning specific human capital than the male students; which also showed a significant difference between male and female students. The results also showed that the correlation between lifelong-entrepreneurship human capital and sustainable development is positively high for the male students and moderate for female students, which however depicted that the role of lifelong-entrepreneurship specific human capital on sustainable development is not significantly different between male and female students. In the same vein, the correlation between lifelong-learning human capital and sustainable development is positively moderate for the male students and low for the female students; but the role of lifelong-learning specific human capital on sustainable development is significantly different between male and female students. One of the recommendations for the study is that managers of TVET should provide the learning environment that can equip male and female students with lifelong-career specific human capital so as to participate in the sustainable development of Nigeria.

This research investigates the relationship between business education students' human capital and core values of sustainable economic development from a gender perspective. This research specifically investigates four interrelated questions. First, do male and female business education students experience different types of general human capital? Second, do male and female business education students possess different types of specific human capital? Third, do differences in both male and female business education students' general human capital have a differential effect on sustainable development of Nigerian economy? And finally, do differences in both male and female business education students' specific human capital have a differential effect on sustainable development of Nigerian economy? To answer these questions, bivariate correlation was employed. The hypotheses were tested using analysis of variance and multiple regressions. Using a survey data of all the final-year undergraduate students (N = 375) of business education in Federal Universities in South-South geopolitical region of Nigeria, the results showed a positive correlation between general and specific human capital and core values sustainable development. Male and female business education students experience almost the same type of general human capital. The results also showed that male students possess higher level of specific human capital than female students. The results further showed that changes or variations in core values of sustainable development caused by both general and specific human capital are higher in male than the female students. Logical conclusions and implications for future practices are discussed.

This research specifically investigated the factors that determine students’ perception towards choice of career in business education. Based on this specific objective, one research question was asked and three corresponding null hypotheses were formulated. A survey research design was adopted for the study. A four-point scaled questionnaire was used as the instrument for data collection. A sample of 286 undergraduate students of business education from the three federal universities in south-south, Nigeria participated in the research. The instrument was validated and reliability coefficient obtained using Cronbach’ alpha method was 0.66. The research found that there are factors that influence students’ perception towards choice of career in business education. Consequently, the authors drew a logical conclusion, and it was recommended, among others, that federal government should endeavour to formulate policies and implement advocacy programmes in order to enhance students’ perception towards the choice of career business education.

The study examined the influence of formative assessment methods on the effective teaching and learning processes of Business Education in federal universities in South-South, Nigeria. A descriptive survey research design was employed for the study. The sample was 464 which comprised 90 Business Education lecturers and 374 undergraduate students. A four-point Likert scale questionnaire was used as the
instruments for data collection. Two instruments were designed for the study, one for lecturers and the other for students. The reliability coefficient was 0.80 and 0.82 Cronbach alpha respectively. The research questions were answered using mean and Standard Deviations. The hypotheses were tested using t-test statistic. The analysis revealed that Business Education lecturers occasionally mark and return students’ formative assessment works; that marks are occasionally reliable, and
students’ works are rarely returned promptly; that feedback is rarely done with the intention to effect correction through interaction. The analysis also revealed that Business Education lecturers often utilized question and answer method and they occasionally utilized other methods of formative assessment. Finally, the Business Education students and lecturers rated the question and answer method of formative assessment as effective, but also observed that other formative assessment methods are ineffectively utilized for the teaching and learning processes.

Despite the laudable missions of business education, researchers and educators have continued to lament over the alarming rates of unemployment and underemployment among graduates and dropout among students. These unpleasant situations show that business education students' lack the opportunity to learn-by-doing, observe role models, receive positive encouragement from teachers and counselors, and be emotionally aroused. The non-existence of these self-efficacy antecedents seem to hinder business education students' decisions to make the best and optimal educational choices that would enable them to acquire the requisite skills and abilities to engage in entrepreneurial and lifelong learning career activities. The purpose of this research therefore is to assess the influence of self-efficacy antecedents on career decision-making among business education students in federal universities in south-south, Nigeria. Four research questions were asked and answered using mean and standard deviation statistics and four null hypotheses were tested using t-test statistic. A survey design was employed for the research. A four-point scaled questionnaire was used as the instrument for data collection. A sample of 198 students from the University of Benin and University of Uyo, participated in the research. The instrument was validated by 4 experts, 2 from business education and 2 from measurement and evaluation. The reliability coefficient obtained using Cronbach' alpha method was .91. The research found that self-efficacy antecedents do not have influence on career decision-making among business education students in federal universities in south-southern, Nigeria. The hypotheses showed a significant difference in male and female students' responses as regards the influence of self-efficacy antecedents on career decision-making. There was a significant difference in office and accounting education students' responses as regards the influence of self-efficacy antecedents on career decision-making. It was recommended, among others, that strategies should be put in place to develop business education student's self-confidence in order for the students to engage in entrepreneurial and lifelong learning career activities later in life.

The purpose of this research is to assess the use of students-centered methods in the teaching of business studies in junior secondary schools in Oredo Local Government Area of Edo State. One research question was raised and answered using the mean statistic, while two hypotheses was formulated and tested using t-test statistic. The descriptive survey research design was employed for the research. A four-point scaled questionnaire was used as instrument for collection of data. The sample size was 399 which comprised of 42 business studies teachers and 357 students in junior secondary schools. The instrument was validated by experts and its reliability coefficient obtained using Cronbach's alpha formula was .82 and .86 respectively. The research found that students-centred methods are underutilized in the teaching of business studies especially at the junior secondary school level of education. It was therefore recommended among others that government and all other major Stakeholders should endeavour to provide sufficient amount of financial resources so as to help in ensuring the implementation of students-centred methods in the teaching business of studies especially at the junior secondary school level of education.

Despite the increasing rates of unemployment and underemployment, together with the high incidence of dropouts, there are little or no research evidence about entrepreneurial skills and lifelong learning for career self-efficacy among Business Education students. The study therefore aims at determining whether Business Education is capable of developing entrepreneurial skills and lifelong learning for career self-efficacy among studentsin Federal Universities in south-south Nigeria.A sample of 234 Business Education students in Federal Universities in the three States of south-southern geopolitical zone of Nigeria participated in the research. A four-point scale questionnaire was used for collection of data. The instrument attained a Cronbach alpha value of .91. Data were analyzed using the mean and Standard Deviation calculations and null hypotheses were tested using the t-test statistic. The results show that Business Education do not have the capability of developing entrepreneurial skills and lifelong learning for career self-efficacy among students. There was also no significant difference between the mean responses of male and female students of Business Education regarding the development of entrepreneurial skills and lifelong learning for career self-efficacy. Adequate provision of career development services, adequate supply of manpower in terms of quality and quantity, adequate procurement of instructional facilities and equipment, striking a balance between theory and practice that will help to stimulate student's confidence to engage in entrepreneurial and lifelong learning career activities throughout their lifespan were further recommended for the research.

The main purpose of this research was to assess the current position of business education; the need to reposition business education for post oil-boom economy; and the possibilities of repositioning business education for post oil-boom economy. A total of 132 business educators from universities and colleges of education in Edo and Delta States participated in this study. Survey design was employed as the data collection method for this research. A four point scaled questionnaire was used for the data collection. The instrument attained a Cronbach alpha value of 0.85. the data were analyzed using mean and standard deviations calculations, while three hypotheses were tested using t-test statistic. The results show that the current position of business education is inadequate in terms of resources and without the capacity to equip students with the requisite attributes that would inspire them to start and operate their own business and become self-reliant in post oil-boom economy. It further showed that adequate optimization of resources would help to reposition business education for post oil-boom economy. There was no significant difference between the mean ratings of business educators in universities and colleges of education on the current position of business education; no significant difference between the mean ratings of business educators in Edo and Delta States on the need to reposition business education for post oil-boom economy; and no significant difference between mean ratings of male and female business educators on the possibilities of repositioning business education for post oil-boom economy. It is recommended that government and other relevant stakeholders should endeavour to invest their resources (both financial and otherwise) on business education in order to help in repositioning the programme for post oil-boom economy.

Despite the increasing rates of unemployment and underemployment, together with the high incidence of dropouts, there are little or no research evidence about entrepreneurial skills and lifelong learning for career self-efficacy among Business Education students. The study therefore aims at determining whether Business Education is capable of developing entrepreneurial skills and lifelong learning for career self-efficacy among students in Federal Universities in south-south Nigeria. A sample of 234 Business Education students in Federal Universities in the three States of south-southern geopolitical zone of Nigeria participated in the research. A four-point scale questionnaire was used for collection of data. The instrument attained a Cronbach alpha value of .91. Data were analyzed using the mean and Standard Deviation calculations and null hypotheses were tested using the t-test statistic. The results show that Business Education do not have the capability of developing entrepreneurial skills and lifelong learning for career self-efficacy among students. There was also no significant difference between the mean responses of male and female students of Business Education regarding the development of entrepreneurial skills and lifelong learning for career self-efficacy. Adequate provision of career development services, adequate supply of manpower in terms of quality and quantity, adequate procurement of instructional facilities and equipment, striking a balance between theory and practice that will help to stimulate student's confidence to engage in entrepreneurial and lifelong learning career activities throughout their lifespan were further recommended for the research.

This research aimed at assessing the extent to which functional business education can help in developing creative ideas, innovative capabilities and Nigerian economy. The population consists of 132 business educators' in universities and colleges of education in Edo and Delta States. Two research questions were answered using mean statistic and two corresponding hypotheses was tested using t-test statistic. A 4-point scale questionnaire was used for the data collection, validated by two experts, and the reliability coefficient value using Cronbach alpha was .80. The results revealed that functional business education can help in developing creative ideas and innovative capabilities among students as well as help Nigerian economy to meet her developmental needs. The results also revealed that there was no significant difference between the mean responses of male and female business educators as regards the extent to which functional business education can help in developing creativity ideas and innovation capabilities among students. The results further revealed that there was no significant difference between the mean responses of male and female business educators as regards the extent to which functional business education can help in developing Nigerian economy. It was recommended, among others, that government and other major stakeholders should endeavour to collaboratively invest resources (both financially and otherwise) on business education so as to provide the practical environment that would grant students the opportunity to think creatively and act innovatively.

The purpose of this research was to assess the role of career development services in developing student's lifelong learning self-efficacy as perceived by vocational and adult education lecturers. A survey design was employed for the research. A sample of 99 vocational and adult education lecturers from universities and colleges of education in Edo State participated in the research. A structured questionnaire, validated by two experts was used for the collection of data. The Cronbach alpha was used to determine the reliability of instrument, which yielded a coefficient value of .78. Thirty items questionnaire was administered to the respondents by the researchers, with the help of two trained research assistants. The data were analysed using mean, standard deviations and t-test statistics. The findings of the research showed that career development services have a role to play in developing student's lifelong learning self-efficacy. It showed that there was no significant difference between the mean ratings of vocational and adult education lecturers on the role of career development services in developing student's lifelong learning self-efficacy. These findings showed that vocational and adult education lecturers have the same perception on the role of career development services in developing student's lifelong learning self-efficacy. It was therefore recommended, among others, that government through curriculum designers should integrate career development services into vocational and adult education programmes. This would help to instil confidence and positive attitude on students and working adults so that they can continuously learn new skills that would stimulate them for lifelong learning activities.

The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers in Edo and Delta States on the extent to which TVET can equip students with skills for job creation. It further revealed that there was no significant difference between the mean ratings of male and female TVET lecturers on the extent to which TVET can equip students with skills for sustainable development of Nigerian economy. Optimizing sufficient amount of financial resources, regular supplies of state-of-the-art facilities, sourcing for qualified manpower, and organization of advocacy programme, that would help in effective management delivery of TVET were further recommended.

The research aimed at assessing the extent to which Office Technology and Management (OTM) education students have acquired e-commerce competencies for proficiency in modern business organizations. A survey method was employed for the research. A total of 274 final year students of OTM education from Federal and State universities and polytechnics in Edo State participated in the research. A four-point scaled questionnaire was used as the instrument for data collection. Three hypotheses were tested at 0.05 level of significance. The instrument attained a Cronbach alpha value of 0.87. The data were analyzed using t-test, mean, and standard deviations statistics. The results showed that there was no significant difference between mean ratings of male and female OTM education students on the extent to which they have acquired competencies in fundamental word processing applications. It was recommended, among others, that curriculum designers should integrate e-commerce courses into OTM education curriculum for students to be gainfully employed in the 21 st century workplace.

Constructivism is a theory of learning that explains how knowledge is created, and how people learn. As such, constructivism has been studied by researchers in science, mathematics, as well as philosophy to the extent that radical constructivism which is an offshoot of cognitive constructivism represents the state-of-the-art in mathematics and science education around the world. However, there is less work on constructivist teaching and learning in business education. This paper therefore aims at discussing the role of constructivist approaches in the teaching and learning of business education. The first discussion is centred on constructivist learning theory, followed by the major tenets of constructivist theory. Next, the attributes of constructivism are discussed. The application of constructivist approaches to business education is also discussed. Finally, how business educators or business studies teachers can encourage meaningful learning as an aspect of constructivism is further looked at. Consequently, the authors drew a useful conclusion for the subject matter, and it was recommended, among others; that administrators, managers, teachers, and instructors should endeavor to implement the constructivist approaches in business education programme in order to promote effective teaching and learning delivery.

The research aims at assessing the extent to which systemic approach influence the development of creative thinking and innovative capabilities for lifelong learning career motivation among TVET students in federal universities in south-southern geopolitical zone of Nigeria. The descriptive survey design was employed for the research. A nonprobability sampling, also known as a nonrandom sampling, by employing convenience sampling technique was used to select a sample of 150 undergraduate TVET students. A four-point scaled questionnaire was administered to students. The instrument was validated by 4 experts and the reliability coefficient obtained using Cronbach's alpha statistical method was .71. Qualified lecturers were found to be employed and utilized for teaching of TVET courses, though not adequate. Entrepreneurial resource centres, libraries, ICT tools, laboratories, workshops, infrastructures, and instructional materials were found to be inadequate for the teaching and learning of TVET courses. Teaching and learning process were also found to be ineffective. Finally, creative thinking and innovative capabilities were found not to be acquired by TVET students, thereby lowering their efficacy and determination for lifelong learning. The research show a significant difference between male and female student's responses as regards the extent to which the optimization of resources influences the teaching and learning of TVET. It also show a significant difference between male and female student's responses as regards the extent to which teaching and learning of TVET influence the development of creative thinking and innovative capabilities. It further shows a significant difference between male and female student's responses as regards the influence of creative thinking and innovative capabilities on lifelong learning career motivation. It was recommended, among others, that government should endeavour to collaborate with stakeholders of TVET in order to optimize quality inputs for effective teaching and learning, thus equipping students with creative thinking and innovative capabilities for lifelong learning.

This chapter aims to examine the impact of global partnership in TVET (GPTVET), optimization of resources (OR), development of higher-order skills (DHOS), and equitable access to lifelong learning (EALLL) on core values of sustainable development (CVSD). A correlational design was adopted, and data were collected from a randomly selected sample of 520 TVET lecturers using a structured questionnaire. Data were analyzed using mean, standard deviation, bivariate correlational matrix, and hierarchical regression with Statistical Package for Social Sciences (SPSS) version 23.0. The results showed that GPTVET, OR, DHOS, and EALLL significantly and positively influence the accomplishment of CVSD. These findings suggest that the implementation and integration of quality TVET programme through global partnership would predict the accomplishment of CVSD.