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Benue
State
University
Journal
of
Education
(BSUJE)
Vol.
20,
No.
1
©
2020
(pp
53-62)
REINVENTING
BUSINESS
EDUCATION
PROGRAMME
IN
DELTA
STATE
UNIVERSITY,
ABRAKA
FOR
GLOBAL
COMPETITIVENESS
Igberaharha,
Omovigho
Clever
Ph.D
Department
of
Business
Education
Delta
State
University,
Abraka
Abstract
The
study
examined
reinventing
Business
Education
programme
in
Delta
State
University,
Abraka
for
global
competitiveness.
Two
research
questions
were
raised
and
two
null
hypotheses
were
formulated
for
the
study.
The
researcher
adopted
a
survey
research
design.
The
population
of
the
study
was
408,
consisting
of
11
Business
Education
lecturers
and
397
(100L=54;
200L=145;
300L=78
&
400L=118)
in
Delta
State
University,
Abraka.
The
sample
of
the
study
was
110
made
of
11
lecturers
and
99
students.
Since
the
11
lecturers
were
of
a
manageable
size,
no
sampling
was
done
but
25%
of
the
students’
population
was
used,
adopting
the
_
systematic
random
sampling
technique
to
arrive
at
99.
The
researcher
developed
a
15-item
four-point
modified
likert
scale
instrument
for
the
study,
tagged
“Reinventing
Business
Education
Programme
in
DELSU
Questionnaire
(RBEPDELSUQ)”.
Mean
was
used
to
answer
the
research
questions
while
the
t-test
was
used
for
the
null
hypotheses.
The
findings
revealed
that
the
skills
acquired
in
the
Business
Education
programme
of
DELSU
Abraka
were
not
relevant
for
global
competitiveness.
Amongst
others,
it
was
recommended
that
the
curriculum
of
Business
Education
in
DELSU
vis-a-vis
other
tertiary
institutions
in
Nigeria,
needs
an
in-depth
review.
The
review
should
be
done
in
consonance
with
the
international
communities
to
ensure
that,
the
programme
contents
can
produce
graduates
that
can
meet
the
needs
of
global
relevance
and
competitiveness.
Keywords:
Reinventing,
Business
Education,
Glohal
Competitiveness
ny
Benue
State
University
Journal
of
Education
2020
54
Introduction
The
role
of
education
as
the
bedrock
of
social,
economic,
politica)
and
cultural
development
can
never
be
overemphasized.
All
over
the
world,
education
is
expected
to
be
highly
rated
in
national
development
plans
because
it
is
the
most
important
instrument
of
change.
Accordingly,
any
fundamental
change
in
intellectual
and
social
outlook
has
to
be
proceeded
by
educational
revolution,
The
fulfilment
of
this
role
lies
in
a
well-
structured
educational
programme
that
is
consonance
with
global
needs,
aspirations
and
competitiveness.
A
curriculum
or
educational
programme
for
this
21“
Century
must
reflect
an
understanding
and
acknowledgment
of
the
changing
nature
of
people
as
learners
and
the
challenges
and
demands
that
will
continue
to
shape
their
learning
in
the
future.
Recipients
will
need
a
wide
and
adaptive
set
of
skills
to
meet
the
changing
expectations
of
society
and
to
contribute
to
the
creation
of
a
more
productive
and
global
relevance.
The
aim/goal
of
Business
Education
is
the
production
of
manpower,
which
possesses
the
requisite
knowledge,
skill
and
attitude
for
harnessing
other
resources
and
bringing
them
together
into
a
cooperative
relationship,
yielding
the
goods
and
services
demanded
by
the
society
for
the
satisfaction
of their
wants
and
needs.
Business
Education
is
designed
for
students
seeking
to
acquire
knowledge
from
a
broad
base
of
business
and
education.
The
student
will
acquire
the
skills
needed
to
integrate
management,
marketing,
accounting,
finance
and
education
concepts
to
functions
well
as
business
studies
teachers.
Jubril
(2010)
defines
Business
Education
asa
specialized
area
of
vocational
education
that
provides educational
training,
skills
development,
attitudes
adjustment
towards
business
orientation
and
academic
challenges.
Bilyaminu
(2011)
views
Business
Education
as
an
aspect
of
total
education
programme
that
provides
the
knowledge,
skills,
attitudes
and
understanding
needed
to
perform
in
the
business
world
as
a
producer
and/or
consumer
of
goods
and
services.
Professionally,
Business
Education
can
be
defined
as
a
programme
designed
to
provide
students
with
the
basic
processes
of
educational
training;
decision
making;
the
philosophy,
theory,
and
psychology
of
management;
practical
applications;
business
start-up
and
operational
procedures.
Business
Education
programme
in
this
context
is
responsible
for
equipping
students
with
skills,
attributes,
knowledge,
attitudes
and
behaviours
required
for
teaching,
entrepreneurship,
administrative
and
clerical
work,
Stephen
(2010)
in
Adamu
(2014)
maintained
that
Business
Education
programme
was
prepared
to
provide
students
with
knowledge,
skills,
attitudes,
and
values
required
for
graduates
gainful
employment
or
self-reliance.
Senior
(2009)
in
Adamu
(2014)
indicated
that,
a
good
curriculum
should
provide
students
with
skills
on:
effective
communication;
supervision;
coordinating;
planning
and
think
strategically;
clear
vision;
Information
and
Communication
Technology;
creativity/sel
f-
confidence;
good
self-management
and
time-
management
which
are
consider
as
requisite
skills
for
job
opportunity.
Due
to
the
importance
of
Business
Education,
there
is
the
need
to
reinvent
it
for
global
competitiveness.
Statement
of
the
Problem
The
quality
of
education
obtained
in
the
Nigerian
Universities
has
been
watered
down
over
the
years,
In
the
1980s,
Nigerian
universities
and
other
tertiary
institutions
were
highly
rated
with
international
standards,
which
commanded
a
premium
anywhere
in
the
world.
But
in
the
recent
years,
the
educational
system
has
passed
through
tremendous
odds,
which
has
placed
a
grip
of
insecurity
and
uncertainty
about
the
relevance
of
educational
instruction
to
current
market
realities
(Okumagbe,
2007).
Nigerian
education,
including
Business
Education,
has
not
been
structured
towards
global
competitiveness
because
too
much
emphasis
has
been
placed
on
theoretical
and
Reinventing
Business
Education
programme
in
Delta
State
University,
Abraka
for
Global
Competitiveness
55
aciudemic
knowledge,
There
is
also
undue
emphasis
on
the
possession
of
certificates
instead
of on
what
one
can
do.
The
educational
processes
are
geared
primarily
to
preparing
candidates
for
external
examinations.
Through
this
process
of
education,
the
products
usually
acquire
knowledge
and
facts
with
little
real
understanding
and
without
saleable
skills.
The
result
of
this
type
of
education
is
that
institutions
turn
out
graduates
without
useful
knowledge
and
skills
and
who
also
become
alienated
from
the
rural
environment
(Maduegbunam
&
Okafor,
2014).
It
can
be
stressed
that
the
Nigerian
education
system
has
failed
to
equip
its
products
with
the
necessary
tools
to
live
in
the
modern
world
and
excel
in
their
environment.
[It
noted
that
the
phenomena
of
automation
and
globalization
have
produced
a
highly
competitive
new
world
order
that
is
accelerating,
knowledge-driven
and
global.
Hence,
the
researcher
examined
reinventing
Business
Education
programme
in
Delta
State
University,
Abraka
for
global
competitiveness,
Purpose
of
the
Study
The
purpose
of
the
study
was
to
examine
reinventing
Business
Education
programme
in
Delta
State
University,
Abraka,
for
global
competitiveness.
This
purpose
is
expressed
in
the
following
specific
objectives
to:
I.
Examine
the
skill
acquisition
relevance
of
Business
Education
programme
in
DELSU,
Abraka
for
global
competitiveness.
2.
To
examine
the
entrepreneurial
and
self-reliance
relevance
of
Business
Education
programme
in
DELSU,
Abraka
for
global
competitiveness.
Research
Questions
The
following
research
questions
guided
the
study:
1.
What
is
the
skill
acquisition
relevance
of
Business
Education
programme
in
DELSU,
Abraka
for
global
competitiveness?
2.
What
is
the
entrepreneurial
and
self-
reliance
relevance
of
Business
Education
programme
in
DELSU,
Abraka
for
global
competitiveness?
Hypotheses
The
null
hypotheses
were
formulated
and
tested
at
0.05
level
of
significance:
Ho,:
There
is
no
significant
difference
in
the
responses
of
students
and
lecturers
of
Business
Education
on
the
skill
acquisition
relevance
of
Business
Education
programme
in
DELSU,
Abraka
for
global
competitiveness
Ho,:
There
is
no
significant
difference
in
the
responses
of
students
and
lecturers
of
Business
Education
on
the
entrepreneurial
and
self-reliance
relevance
of
business
education
programme
in
DELSU,
Abraka
for
global
competitiveness
Business
Education
Programme
in
Delta
State
University
(DELSU),
Abraka
B.ED
Business
Education
FIRST
SEMESTER
100
LEVEL
EDU
100
Introduction
to
Teaching
Profession
2C
EDU
101
Foundations
of
Education
2C
BED
101
Word
Processing
1
2C
BED
102
Business
Mathematics
2C
BED
103
Business
Communication
and
Methods
ACC
101
Introduction
to
Accounting
1
2C
#BUS
102
Introduction
to
Business
Mathematics
3C
ECN
102
Principles
of
Economics
[3C
GST
101
Use
of
English
and
Library
4C
GST
102
Logic,
Philosophy
and
Human
Existence
2C
SECOND
SEMESTER
100
LEVEL
BED
111]
Word
Processing
11]
2C
BED
112
Principles
of
Marketing
2C
BED
113
Principles
of
Business
Education
2C
BED
114
Introduction
to
Vocational
Education
2C
ACC
111
Introduction
to
Accounting
I]
Benue
State
University
Journal
of
Education
2020
56
2C
ECN
111
Principles
of
Economics
[1
2C
GST
111
Nigeria
People
and
Culture
2C
GST
112
History
and
Philosophy
of
Science
GST
113
Peace
Studies
and
Conflict
Resolution
2C
EDU
114
114
Introduction
to
Language
Education
2E
BED
115
Principles
&
Practice
of
Cooperative
2E
FIRST
SEMESTER
200
LEVEL
EDU
200
Principles
of
Instruction
2C
EDU
201
Philosophy
of
Education
2C
EDU
202
Curriculum
Theories
and
Development
2C
BED
202
Economics
of
Production
2C
BED
203
Office
administration
and
Management
2C
BED
204
Human
Resource
Management
in
Education
ACCa
201
Introduction
to
Financial
Accounting
13C
ACC
202
Introduction
to
Cost
and
Management
Accounting
3C
ECN
201
Introductory
Microeconomics
|
2C
CSC
200
Introduction
to
Computer
2C
EDU
203
Micro
Teaching
(Teaching
Skills)
2E
.
BUS
201
Principles
of
Management
I
3E
SECOND
SEMESTER
200
LEVEL
EDU
211
Special
Methods
of
Teaching
2C
EDU
212
Test
and
Measurement
3C
BED
212
Office
Information
Technology
2C
BED
213
Vocational
Guidance
2C
BED
214
Principles
of
Business
Finance
2C
ACCa
211
Introduction
to
Financial
Accounting
II
2C
ACCa
213
Taxation
1
2C
CES
211
Entrepreneurship
and
Innovation
2C
ECN
211Introductory
Microeconomics
112C
ACCaAuditing
1
2C
EDU
214
Citizenship
and
Moral
Education
BED
215
Marketing
Management
Education
2E
FIRST
SEMESTER
300
LEVEL
EDU
300
Teaching
Practice
3C
EDU
301
Introduction
to
Educational
Administration
and
Planning
2C
EDU
302
Educational
Technology
2C
BED
301
Research
Methods
and
Data
Processing
in
Business
Education
3C
BED
302
Nigerian
Marketing
System
and
Commercial
Policy
12C
ACCa
301
Financial
Accounting
and
Reporting
I
2C
ACCa
303
Cost
Accounting
3C
CPL
301
Commercial
Law
3C
EDU
305
Educational
Statistics
2E
BED
303
Banking
Education
2E
SECOND
SEMESTER
300
LEVEL
EDU
311
Educational
Psychology
2C
EDU
312
Research
Methods
and
Statistics
2C
EDU
313
ICT
in
Education
2C
BED
311
Business
Statistics
2C
BED
312
Business
Education
and
Human
Relations
2C
BED
313
Information
Management
System
2C
BED
314
Elements
of
Consumer
Education
2C
BED
315
Nigerian
Marketing
System
and
Commercial
Policy
11
2C
BED
316
Marketing
Services
2C
BFNa
315
Financial
Management
2C
CES
311
Entrepreneurship
Studies
(Business
Creation
&
Growth)
2C
EDU
314
Emergent
problems
in
Nigeria
Education
2E
BED
317
Entrepreneurship
Education
|
2E
FIRST
SEMESTER
400
LEVEL
EDU
401
Teaching
Practice
3C
EDU
402
Guidance
and
Counseling
2C
EDU
404
School
Administration
and
the
law
2C
BED
401
Students
Industrial
Work
Experience
Scheme
(SIWES)
6C
BED
402
Principles
Advertising
and
Sates
Management
3C
BED
403
Administration
of
Business
Education2C
_
BED
404
Retail
and
Wholesale
Management
2C
EDU
406
Curriculum
Innovation
and
Revision
2E
SECOND
SEMESTER
400
LEVEL
EDU
410
Research
Project
6C
EDU
411
Special
Education
2C
BED
411
Small
Scale
Management
2C
BED
412
Seminar
2C
BED
413
Business
Organization
and
Organizational
Behaviour
3C
ACCa
411
Public
Sector
Accounting
3C
BED
414
Contemporary
Issues
in
Business
Education
2E
BED
415
Manpower
Training
and
Development
2E
Source:
Business
Education,
Departmental
Handbook,
DELSU
(2017)
Business
Research
Method
The
researcher
adopted
a
survey
research
design
for
the
study.
The
population
of
the
study
was
408,
consisting
of
1]
Business
Education
lecturers
and 397
students
(100L=54;
200L=145;
300L=78
&
400L=118)
in
Delta
State
University,
Abraka.
The
sample
of
the
study
is
110
made
of
11
lecturers
and
99
students.
Since
the
1]
lecturers
were
of
a
manageable
size,
no
sampling
was
done
but
25%
of
the
students’
population
was
used,
adopting
the
systematic
random
sampling
technique
to
arrive
at
99.
The
researcher
developed
a
15-
item
four-point
modified
likert
scale
instrument
for
the
study
tagged
“Reinventing
Business
Education
Programme
in
DELSU
Questionnaire
(RBEPDELSUQ)”.
Mean
was
used
to
answer
the
research
questions
while
the
t-test
was
used
to
test
the
null
hypotheses.
A
mean
of
2.50
and
above
was
used
as
a
basis
to
agree
to
the
research
questions,
while
a
mean
below
2.50
was
used
as
a
basis
to
disagree
to
the
research
questions.
Results
The
data
collected
were
analysed.
Research
Question
One:
What
is
the
skill
acquisition
relevance
of
Business
Education
programme
in
DELSU
Abraka
for
global
competitiveness?
Benue
State
University
Journal
of
Education
2020
58
Table
1:
Mean
responses
of
Business
Education
Lecturers
and
Students
on
the
Skill
Acquisition
Relevance
of
Business
Education
Programme
in
DELSU
Abraka
for
Global
Competitiveness
S/N
STATEMENT
N
Mean
Remark
1
The
marketing
skills
acquired
in
the
110
=©2.00
Disagree
programme
can
meet
international
standards
2
The
accounting
skills
acquired
in
the
110
=
2.03
Disagree
Business
Education
programme
has
relevance
for
global
competiveness
The
office
technology
management
skills
110
2.10
Disagree
embedded
in
Business
Education
has
relevance
for
operation
of
automated
machines
in
this
global
age
4
The
management
skills
obtained
from
1102.08
Disagree
Business
Education
can
meet
with
global
competition.
5
The
business
communication
skills
acquired
110
=2.09
Disagree
in
Business
Education
has
global
relevance
Grand
mean
2.06
Disagree
Table
|
shows
that
all
items
regarding
the
skill
acquisition
relevance
of
Business
Education
programme
in
DELSU,
Abraka,
for
global
competitiveness
showed
disagree
as
indicated
by
their
low
mean
which
are
below
2.50.
Also,
the
grand
mean
of
2.06
showed
that
the
skills
acquired
in
the
Business
Education
programme
of
DELSU
Abraka
are
not
relevant
for
global
competitiveness.
Research
Question
Two:
What
is
the
entrepreneurial
and
self-reliance
relevance
of
Business
Education
programme
in
DELSU
Abraka
for
global
competitiveness?
Reinventing
Business
Education
programme
in
Delta
State
University,
Abraka
for
Global
Competitiveness
59
Table
2:
Mean
responses
of
Business
Education
Lecturers
and
Students
on
the
Entrepreneurial
and
Self-Reliance
Relevance
of
Business
Education
Programme
in
DELSU,
Abraka
for
Global
Competitiveness
S/N
STATEMENT
N
Mean
Remark
6
10
Business
Education
programme
equips
students
with
vocational
skills
for
self-
employment
on
graduation
that
meets
global
standard
Business
Education
programme
provides
competencies
needed
to
work
in
data
processing
industries
of
international
repute
The
nature
of
training
provided
in
Business
Education
promotes
students’
entrepreneurial
vision,
to
start
new
venture
and
develop
potentials
to
succeed
in
global
businesses
The
entrepreneurial
skills
obtained
from
Business
Education
enables
graduates
to
operate
automated
machines
of
international
standard.
Training
provided
in
Business
Education
imparts
necessary
skills,
leading
to
the
production
of
craftsmen
and
other
skills
_among
graduates
for
their
enterprising
and
self-reliant
in
consonance
with
international
110
110
110
110
110
2.30
2.13
2.14
2.01
2.12
Disagree
Disagree
Disagree
Disagree
Disagree
standards
Grand
mean
2.14
Disagree
Table
2
shows
that
all
items
regarding
the
entrepreneurial
and
self-reliance
relevance
of
Business
Education
programme
in
DELSU
Abraka
for
global
competitiveness
showed
that
they
disagree
as
indicated
by
their
low
mean
which
are
below
2.50.
Also,
the
grand
mean
of
2.14
showed
that
the
skills
acquired
in
the
Business
Education
programme
of
DELSU
Abraka
are
not
relevant
for
global
competitiveness.
Hypotheses
Ho,:
There
is
no
significant
difference
in
the
responses
of
students
and
lecturers
of
Business
Education
on
the
skill
acquisition
relevance
of
Business
Education
programme
in
DELSU,
Abraka
for
global
competitiveness
Benue
State
University
Journal
of
Education
2020
60
Table
3:
Two-tailed
t-test
of
difference
between
Students
and
Lecturers
of
Business
Education
on
the
Skill
Acquisition
Relevance
of
Business
Education
Programme
in
DELSU
Abraka
for
Global
Competitiveness
Respondents
N
xX
Std
Df
Levelof
Std
t-cal
t-crit
Decision
sig.
error
Siodenits
3.51
072
19g
9.05
0.109
«1.81
1.96
accepted
Lecturers
99
3.56
0.80
Since
the
calculated
value
of
t-(1.81)
at
108
degree
of
freedom
is
lesser
than
the
critical
value
of
t-(1.96),
the
null
hypothesis
is
therefore
not
rejected.
Table
3
shows
that
there
is
no
significant
difference
in
the
responses
of
students
and
lecturers
of
Business
Education
on
the
skill
acquisition
relevance
of
Business
Education
programme
in
DELSU,
Abraka
for
global
competitiveness.
This
means
that
students
and
lecturers
of
Business
Education
responses
on
the
skill
acquisition
relevance
of
Business
Education
programme
in
DELSU
Abraka
for
global
competitiveness,
are
the
same
or
similar.
Ho,:
There
is
no
significant
difference
in
the
responses
of
students
and
lecturersof
Business
Education
on
the
entrepreneurial
and
self-reliance
relevance
of
business
education
programme
in
DELSU
Abraka
for
global
competitiveness
Table
4:
Two-tailed
t-test
of
difference
between
Students
and
Lecturers
of
Business
Education
on
the
entrepreneurial
and
self-reliance
Relevance
of
Business
Education
Programme
in
DELSU
Abraka
for
Global
Competitiveness
Respondents
N
X
Std
Df
Level
Std
teal
t-crit
Decision
ofsig.
error
‘Students
=
IT
3.45
0.66
198
0.05
=
0.120
1.81
1.96
accepted
Lecturers
99
3.60
0.73
Since
the
calculated
value
of
t-(1.120)
Discussion
of
Findings
at
108
degree
of
freedom
is
lesser
than
the
critical
value
of
t-(1.96),
the
null
hypothesis
is
therefore
not
rejected.
Table
4
shows
that
there
is
no
significant
difference
in
the
responses
of
students
and
lecturers
of
Business
Education
on
the
entrepreneurial
and
self-reliance
relevance
of
Business
Education
programme
in
DELSU,
Abraka
for
global
competitiveness.
This
means
that
students
and
lecturers
of
Business
Education
responses
on
the
entrepreneurial
and
self-
reliance
relevance
of
Business
Education
programme
in
DELSU,
Abraka
for
global
competitiveness,
are
similar.
The
study
examined
reinventing
Business
Education
programme
in
Delta
State
University,
Abraka,
for
global
competitiveness.
The
study
revealed
that
lecturers
and
students
responded
that
the
skills
acquired
in
the
Business
Education
programme
of
DELSU
Abraka
are
not
relevant
for
global
competitiveness.
Furthermore,
there
was
no
significant
difference
in
the
responses
of
students
and
lecturers
of
Business
Education
on
the
skill
acquisition
relevance
of
Business
Education
programme
in
DELSU,
Abraka
for
global
competitiveness.
In
supporting
the
findings,
Oduma
(2006)
noted
that
Business
Education
eraduates
iob
annlicants
face
emnlovment
Reinventing
Business
Education
programme
in
Delta
State
University,
Abraka
for
Global
Competitiveness
61
challenges
from
the
pertinent
areas
of
work
skills
acquired.
This
has
continued
to
be
the
source
of
Business
Education
job
applicants’
misfortune
in
recruitment
exercises.
Similarly,
Brett,
Mark
and
Craig
(2012)
observed
that
the
emerging
gap
between
graduate
attributes
and
what
industries
required
is
attributed
to
lack
of
requisite
job
skills
needed
for
managerial
roles.
The
findings
of
the
study
showed
that
lecturers'
and
students’
responses
on
the
entrepreneurial
and
self-reliance
acquired
in
the
Business
Education
programme
of
DELSU,
Abraka
are
not
relevant
for
global
competitiveness.
More
so,
there
was
no
significant
difference
in
the
responses
of
students
and
lecturers
of
Business
Education
on
the
entrepreneurial
and
self-reliance
relevance
of
Business
Education
programme
in
DELSU,
Abraka
for
global
competitiveness.
In
supporting
the
findings,
the
work
of
Okebukola
(2001)
had
earlier
shown
that
there
was
graduate
unemployment
and
that
universities
tend
to
produce
fewer
graduates
in
certain
areas
of
vocational
skills.
Jurie
and
Gideon
(2006)
added
that
vocational
skills
that
will
facilitate
self-reliance
of
graduates
are
not
integrated
in
the
curriculum
of
Business/Management
Education
in
Nigeria
tertiary
institutions.
Derman
and
Levin
(2007)
maintained
that
business
and
management
education
placed
too
much
emphasis
on
theory
and
quantitative
analysis;
little
emphasis
on
qualitative
factors;
much
emphasis
on
tools,
concepts
and
models;
much
emphasis
on
bureaucratic
management;
and
little
emphasis
on
entrepreneurial
and
vocational
activities.
Conclusion
Based
on
the
two
specific
objectives
tor
the
study,
it
was
concluded
that;
the
skills
acquired
in
the
Business
Education
programme
of
DELSU,
Abraka
are
not
relevant
for
global
competitiveness,
and
that
the
entrepreneurial
and
self-reliance
acquired
a
the
Business
Education
programme
of
DELSU,
Abraka
are
not
relevant
for
global
competitiveness.
Therefore,
there
is
the
need
to
study
what
is
happening
in
the
international
communities,
and
follow
same.
Recommendations
The
following
recommendations
are
made
in
this
study:
I.
The
curriculum
of
Business
Education
in
DELSU,
including
other
tertiary
institutions
in
Nigeria,
needs
an
in-depth
review.
The
review
should
be
done
in
consonance
with
the
international
communities
to
ensure
that,
the
programme
contents
produce
graduates
that
meet
the
needs
of
global
relevance
and
competitiveness.
zi
Business
Educators
should
use
new
methods
of
teaching
(such
as,
mentoring)
and
modern
technologies
of
teaching
(electronic
board),
from
time
to
time,
to
keep
pace
with
the
global
economy.
This
will
make
Business
Education
graduates
to
be
conversant
with
global
practices.
3.
The
training
acquired
in
Business
Education
should
be
more
practically
oriented
than
being
theoretical.
This
will
engender
practical
entrepreneurial
skills
acquisition
that
will
help
recipients
to
be
self-reliant.
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F.
Mark
B.
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C.
(2012).
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