Implementation Of Business Education (Otm) Curriculum Content And Human Resource Provision In Selected Tertiary Institutions In South East, Nigeria

Implementation of Business Education (OTM) Curriculum Content and Human Resource Provision in Selected Tertiary Institutions in South-East, Nigeria

Okpala Chiamaka Elizabeth^*1, Prof. Joy. A. Okeke-Ezeanyanwu^*2

¹Department of Business Education, Nwafor  Orizu College of Education, Nsugbe, Anambra State

²Department of Vocational Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus, Anambra State

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0015

Received: 20 December 2024; Accepted: 30 December 2024; Published: 05 February 2025

ABSTRACT

The study investigated the extent of implementation of business education (OTM) curriculum content and provision of human resources in tertiary institutions in South East, Nigeria. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Survey research design was adopted for the study. The population of the study comprised 110 business education OTM lecturers in selected public tertiary institutions in South East, Nigeria. The entire population was used as the sample size for the study. The instrument for data collection was a validated structured questionnaire developed by the researchers. The test of reliability of the instrument using Cronbach Alpha yielded coefficient values of 0.87 and 0.86 for clusters 1 and 2 respectively.. The mean value was used to answer the research questions while the standard deviation was used to ascertain the homogeneity or otherwise of the respondents’ responses. t-test was used to test the null hypotheses at 0.05 level of significance. Findings of the study revealed, among others, that the curriculum content and human resources aspects of the business education (OTM) curriculum are implemented to a high extent in tertiary institutions in South East, Nigeria. Based on these findings, the researchers recommended, among others, that administrators of business education (OTM) programme in tertiary institutions should promote continuous assessment of the curriculum content to ensure it remains up-to-date and relevant to industry standards.

Keywords: Implementation, Curriculum Content, Human Resources, Tertiary Institutions, Business Education

INTRODUCTION

Business education is an aspect of the vocational education programme offered at the tertiary level of education which prepares students for careers in business. Business education is the education that prepares individual for business competencies necessary for teaching business attitudes, concepts, skills and knowledge. American Vocational Association in Umezulike (2021) defined business education programme as a broad and comprehensive discipline whose instructional programme encompasses knowledge, skills, vocation and aptitude needed by all citizens in order to effectively manage their personal businesses and also function in the economic system. Business education students are expected to possess relevant skills, competencies and knowledge in major aspects of business. Edokpolor and Egbri (2017) saw business education programme as a unique academic programme that equips its recipients with skills to function independently as self-employed and employers of labour. Oludare et al. (2022) averred that business education is a programme of instruction that offers various skills in accounting, marketing, office technology and management (OTM) and recently entrepreneurial education. The  OTM programme which is an aspect of the business education programme is the main focus of this research work.

Office Technology and Management (OTM) is a field of study in business education that focuses on equipping students with the necessary skills and knowledge to manage and operate modern office equipment and technologies. Office technology and management is one of the programmes offered by Universities and Colleges of Education under the supervision of National University Commission (NUC) and National Commission for Colleges of Education (NCCE). These agencies have the responsibilities of ensuring quality and high standard of academic programmes. College of Education offer 3 years course in Business Education while Universities in Nigeria offer four years course in Office Technology and Management (Oyedele & Grace, 2018). The OTM was designed to equip students with vocational skills in the programme and socio-psychological competence required for management of office (Ejeka & Mgbonyebi, 2016).

Specifically, the objectives of the OTM are to equip students with the knowledge, competencies and skills needed to successfully hold positions as secretaries, managers, administrative assistants in both private and public sectors; develop in students the knowledge that will make them versatile and adaptable to the changing situation in the business world; and develop the potentials of students for further academic and professional pursuits (Ndogu et al., 2021). To realize these objectives, the curriculum was structured to provide students with skills on competency based approach because it is hoped that after graduation, students should be equipped for job opportunities and enhancement. Sadly, the realization of the objectives of business education (OTM) in tertiary institutions appears to have not been met. Ile and Okafor (2021) claimed that the educational outcomes of technical and vocational institutions are largely disconnected from the industrial and socioeconomic needs of the country due to an excessive emphasis on paper qualifications at the expense of competence. On the other hand, Ile and Okafor averred that the business education programme has not effectively achieved the objectives set for it by the Federal Republic of Nigeria (FRN, 2013) because of failure of tertiary institutions administration to implement the curriculum.

Curriculum is the means through which the laid down educational philosophy of a nation is translated into concrete reality. Curriculum is concerned with the goals and objectives of instruction, the content, organization and evaluation of instruction. It contains a prescribed course of studies which students must learn in order to reach a certain level of education. Mulenga (2018) stated that a curriculum is a plan that includes learning opportunities for a specified time period and location, a tool that seeks to modify students’ behaviour through organized activities. Thus curriculum implementation is critical to the realization of the objectives of business education in tertiary institutions.

Curriculum implementation in tertiary institutions refers to the process of putting into action the planned curriculum of higher education programmes such as universities, colleges, and vocational schools. Nwazor in Lawrence and Adejare (2020) defined implementation of curriculum as day-to-day activities which school management and teachers undertake in the pursuit of the objective of any given curriculum. Curriculum implementation is the stage of presentation of a combination of the curriculum content and topics, methodology and instructional materials by the teachers to the learners, most of the time in a classroom setting, a subject or combinations that will enable them to take up such learning that the teacher wants to pass across to them.  Okolocha and Efanimjor (2021) stated that the curriculum content is an important aspect of the curriculum to consider in the curriculum implementation phase.

Curriculum content refers to the specific knowledge, skills, and concepts that are taught and learned within an educational programme or course. It encompasses the subject matter that students are expected to learn and the goals and objectives of the educational programme. Curriculum content can vary widely depending on the level and type of education, such as primary, secondary, or tertiary education, as well as the subject area or discipline being taught (Okolocha & Efanimjor, 2021). The content of the curriculum is typically designed to meet specific learning outcomes and academic standards, with the aim of preparing students for future academic and career pursuits. In tertiary institutions in Nigeria, the curriculum content for business education (OTM) generally includes courses related to office administration, business communication, computer applications, and management principles (Lawrence & Adejare, 2020). Some of the specific courses that may be covered in business education (OTM) programme in Nigeria as indicated by Lawrence and Adejare include:

1. Business communication: This course teaches students how to communicate effectively in a business environment, both verbally and in writing.
2. Office management: This course covers the basics of managing an office, including office equipment and supplies, scheduling, and customer service.
3. Accounting and finance: This course teaches students the basics of accounting and finance, including bookkeeping, financial statements, and budgeting.
4. Computer applications: This course covers the use of computers in the office environment, including word processing, spreadsheets, and database management.
5. Human resource management: This course covers the basics of managing personnel, including recruitment, training, and performance management.
6. Entrepreneurship: This course teaches students the basics of starting and running a business, including business planning, marketing, and financial management.
7. Business law: This course covers the basics of business law, including contracts, intellectual property, and employment law.

Overall, the curriculum content in business education (OTM) programmes in Nigeria is designed to prepare students for careers in office administration, management, and entrepreneurship, with a focus on practical skills and hands-on experience. The realization of the goals of these courses requires the input of lecturers, technologists and non-tutorial staff who form the human resources.

Human resource in education refers to the people who are involved in the education sector, including teachers, administrators, support staff, and other professionals who work to ensure that students receive a high-quality education. Human resources in education refer to the lecturers or teachers, academics and the non-academic staff of an educational institution. Every educational system at every level depends heavily on the human resources for execution of its programme. Lawrence and Adejare (2020) averred that human resources play a crucial role in the successful implementation of the business education (OTM) curriculum in tertiary institutions in Nigeria. The business education (OTM) curriculum is designed to equip students with the knowledge, skills, and attitudes necessary to function effectively in office management and administration. The implementation of the curriculum in tertiary institutions can be influenced by factors such as the type of institution and its location.

The type of institution plays a significant role in curriculum implementation, as public schools, private schools, community colleges, and universities differ in resources, goals, and student populations. According to Ekpoto and Bassey (2018), these differences affect how the curriculum is implemented. For instance, limited resources, including funding, teaching staff, and facilities, can hinder effective implementation, leading to compromises such as using outdated textbooks or managing larger class sizes (Ihionkhan & Akhigbe, 2022). Additionally, the goals and mission of an institution influence curriculum priorities; for example, private tertiary institutions with religious affiliations may focus more on religious education, while public schools adhere to a standardized curriculum. The type of student population also matters, as community colleges often have diverse students with varying educational goals, requiring a more flexible and adaptable curriculum. Institutions like private schools and universities may have greater flexibility in designing their curriculum, unlike public schools that follow government-imposed standards (Ekpoto & Bassey, 2018).

The location of a tertiary institution is another factor influencing curriculum implementation. School location refers to the specific site where educational facilities are situated, which affects accessibility for students, staff, and the local community. Factors such as proximity to residential areas, transportation infrastructure, and available amenities influence the effectiveness of the institution. Abamba (2021) highlights that school location significantly affects students’ academic achievement. In Nigeria, rural schools face challenges such as a lack of teachers, poorly equipped facilities, and inadequate laboratories, which adversely affect students’ motivation and performance (Enyekit & Ukata, 2022). Studies suggest that students in rural areas often have lower educational aspirations compared to their urban counterparts (Abamba, 2021). However, these claims have not been empirically verified in the context of business education (OTM) programs in South East Nigeria. Against this backdrop, the researcher determined the extent of Implementation of curriculum content and human resource provision of business education (OTM) curriculum in selected tertiary institutions in South East, Nigeria.

Statement of the Problem

In recent times, there has been a significant increase in unemployment among graduates of the Business Education (Office Technology Management – OTM) programme. This alarming trend has not only destabilized the economic prospects of these individuals but has also led to a rise in criminal activities within this group. The growing unemployment rate undermines the core objectives of Business Education, which aim to equip graduates with skills for self-reliance, entrepreneurship, and job creation. Consequently, this raises serious concerns about the effective implementation of the Business Education (OTM) curriculum in universities and colleges of education. The researchers are concerned over the potential socio-economic repercussions of this trend in Southeast Nigeria. The persistent unemployment among graduates is expected to have devastating effects on both the social life and economic stability of the South East region. It is against this backdrop therefore that the researchers sought to determine the extent of implementation of curriculum content and human resource provision of business education curriculum in selected tertiary institutions in South East, Nigeria.

Purpose of the Study

The  purpose of the study was to determine the extent of Implementation of curriculum content and human resource provision of business education (OTM) curriculum in selected tertiary institutions in South East, Nigeria. Specifically, the study:

1. examined the extent of implementation of the curriculum content of business education (OTM) in tertiary institutions in South East, Nigeria.
2. investigated the extent of provision of human resources of the business education (OTM) curriculum in tertiary institutions in South East, Nigeria.

Research Questions

The following research questions guided the study:

1. To what extent is the curriculum content of business education (OTM) implemented in selected tertiary institutions in South East, Nigeria?
2. To what extent are human resources provided in the business education (OTM) programme in selected tertiary institutions in South East, Nigeria?

Hypotheses

The following null hypotheses guided the study and were tested at .05 level of significance:

1. There is no significant difference in the mean ratings of OTM lecturers in Universities and Colleges of Education on the extent of implementation of the curriculum content of business education (OTM) in selected tertiary institutions in South East, Nigeria.
2. There is no significant difference in the mean ratings of OTM lecturers in rural and urban areas on the extent human resources are provided in the business education (OTM) in selected tertiary institutions in South East, Nigeria.

METHOD

The research design that was adopted in this study was descriptive survey. The design was considered appropriate for the study because the researchers collected information directly from business education (OTM) lecturers in tertiary institutions in South East, Nigeria in order to investigate the extent of implementation of curriculum content and human resource provision of business education (OTM) in selected tertiary institutions in South East, Nigeria through a questionnaire. This study was conducted in South-East, Nigeria. The South-East is one of the six geo-political zones in Nigeria. South-East, Nigeria (Igboland) is the smallest of Nigeria’s informal geopolitical zones and consists of five States of Abia, Anambra, Ebonyi, Enugu and Imo States. The population of the study comprised 110 business education (OTM) lecturers from 12 public tertiary institutions offering business education (office technology and management) programme in South East, Nigeria comprising both males and females with varied qualifications and years of teaching experiences. The study adopted census method. The entire population of 110 business education (OTM) lecturers were used for the study.

The instrument for data collection was a structured questionnaire developed by the researchers. The instrument was titled: Extent of Implementation of Curriculum Content and Human Resource Provision of Business Education (OTM) Curriculum in Selected Tertiary Institutions Questionnaire (EICCHRPBECTIQ) with two main Sections – A and B. Section A contained two items on respondents’ background information covering type of institution and location while Section B contained a total of 18 items arranged in two clusters (1 and 2 Clusters). Cluster B1 contains 10 items on the implementation of curriculum content and Cluster B2 contained 8 items on implementation of human resource. The questionnaire was structured on a 4- point rating scale of Very High Extent (VHE) – 4, High Extent (HE) – 3, Low Extent (LE) – 2 and Very Low Extent (VLE) – 1.  The instrument was validated by three experts. Two of the experts were from the Department of Vocational Education, while one expert was from Measurement and Evaluation Unit of the Department of Educational Foundation all in the Faculty of education, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus. To establish the reliability of the instrument, a pilot test was carried out. The instrument was administered on 10 business education (OTM) lecturers in Delta State University, Abraka and Federal College of Education (Technical), Asaba both in Delta State who were not included in the population of the study. The application of the Cronbach Alpha reliability for the two clusters yielded coefficient values of 0.87 and 0.86 for clusters 1 and 2 respectively with an overall reliability co-efficient of 0.87. Out of the 110 copies of questionnaire administered, 98 copies were retrieved in good condition. These amounted to 89% questionnaire return rate. The retrieved copies of the questionnaire were used for the analysis of data for the study.

The data collected from respondents were analyzed using descriptive statistics, specifically mean and standard deviation, and inferential statistics through t-tests. The mean was used to determine the central tendency, providing the typical value of a variable, while the standard deviation assessed the variability or consistency of the respondents’ ratings. A four-point rating scale was used, with mean values of 2.50 or above indicating a high extent and below 2.50 indicating a low extent. For hypothesis testing, the t-test was employed at a 0.05 level of significance to compare mean responses between groups, such as universities and colleges of education or rural and urban areas. The decision rule was based on the calculated t value: if it was less than the critical value, there was no significant difference, and the hypothesis was accepted; otherwise, the hypothesis was rejected. Data analysis was conducted using SPSS version 21.

RESULTS

Research Question 1

To what extent is the curriculum content of business education (OTM) implemented in tertiary institutions in South East, Nigeria?

Analysis of this research question is presented in Table 1 below:

Table 1: Respondents Mean Ratings on the Extent Curriculum Content of Business Education (OTM) is Implemented in Selected Tertiary InstitutionsN = 98

Data in Table 1 revealed the extent curriculum content of business education (OTM) is implemented in tertiary institutions in South East, Nigeria.  Table 1 showed that the respondents opined that item, 1 and 3 with mean ratings of 3.68 and 3.52 are implemented in tertiary institutions to a very high extent. They also rated items 2, 4, 5, 6, 7, 8, 9 and 10 with mean ratings ranging between 2.87 and 3.45 to a high extent. The standard deviation scores ranging between 0.79 and 1.08 indicated that the respondents’ opinions were related.  The mean of means of 3.26 indicated that the curriculum content of business education (OTM) is implemented in tertiary institutions in South East, Nigeria to a high extent.

Research Question 2

To what extent are human resources provided in business education (OTM) programme in tertiary institutions in South East, Nigeria?

Analysis of this research question is presented in Table 2 below:

Table 2: Respondents Mean Ratings on the Extent Human Resources are Provided in Business Education (OTM) programme in Selected Tertiary Institutions N = 98

Data in Table 2 revealed the extent human resources are provided in business education (OTM) in tertiary institutions in South East, Nigeria.  Table 2 showed that the respondents opined that item 11-18 with mean ratings ranging between 2.75 and 3.49 are provided in tertiary institutions to a high extent. The standard deviation scores ranging between 0.77 and 1.01 indicated that the respondents’ opinions were related.  The mean of means of 3.24 indicated that human resources are provided in business education (OTM) in tertiary institutions in South East, Nigeria to a high extent.

Test of Hypotheses

Hypothesis 1

There is no significant difference in the mean ratings of OTM lecturers in Universities and Colleges of Education on the extent of implementation of the curriculum content of business education (OTM) in selected tertiary institutions in South East, Nigeria.

Analysis of this research question is presented in Table 6 below:

Table 3: t-test of Business Education (OTM) Lecturers  on Implementation  of  Curriculum Content of Business Education across Selected Tertiary Institutions

Result from Table 3 indicated the independent t-test of OTM lecturers in Universities and Colleges of Education on the extent of implementation of the curriculum content of business education (OTM) in tertiary institutions in South East, Nigeria. The results revealed t-calculated =1.55, p-value=0.12 and degrees of freedom of 96. The p-value of 0.12 was greater than 0.05 level of significance, hence the decision was not to reject the null hypothesis. This means that there is no significant difference in the mean ratings of business education (OTM) lecturers in Universities and Colleges of Education on the extent of implementation of the curriculum content of business education (OTM) in tertiary institutions in South East, Nigeria.

Hypothesis 2

There is no significant difference in the mean ratings of business education (OTM) lecturers in rural and urban areas on the extent human resources are implemented in business education (OTM) in selected tertiary institutions in South East, Nigeria.

Analysis of this research question is presented in Table 7 below:

Table 4: t-test of Business Education (OTM) Lecturers on Provision of Human Resources in Business Education across Selected Tertiary Institutions

Result from Table 4 indicated the independent t-test of business education (OTM) lecturers in rural and urban areas on the extent human resources are provided in business education (OTM) in tertiary institutions in South East, Nigeria. The results revealed t-calculated =1.47, p-value=0.14 and degrees of freedom of 96. The p-value of 0.14 was greater than 0.05 level of significance, hence the decision was not to reject the null hypothesis. This means that there is no significant difference in the mean ratings of business education (OTM) lecturers in rural and urban areas on the extent human resources are provided for business education (OTM) in tertiary institutions in South East, Nigeria.

DISCUSSION OF FINDINGS

The finding of the study revealed that the curriculum content of business education (OTM) is implemented in tertiary institutions in South East, Nigeria to a high extent. This finding may have resulted because business education (OTM) lecturers in tertiary institutions in South East, Nigeria possess the necessary pedagogical and subject matter competences required for training of business education (OTM) students in South East, Nigeria.  The finding of the study is in line with Ndogu et al. (2021) who revealed that the curriculum content of OTM programme is adequate to train and produce graduates to be skillful for office management. Esene (2015) reported that the contents of Entrepreneurship Development Education (EDE) courses are adequate in scope and coverage towards meeting entrepreneurial skills of the OTM graduates for self-employment and employers of labour. In the same vein, Okolocha and Efanimjor (2021) who revealed that 68 contents of the curriculum are adequate and 46 contents are not adequate for the acquisition of office technology and management skills. 11 contents of business education curriculum are adequate and four contents are not adequate for the acquisition of entrepreneurship skills. Umoru and Lawal (2020) revealed that the curriculum content of OTM is generally adequate.

Furthermore, finding of the study revealed that business education (OTM) lecturers in Universities and Colleges of Education did not differ in their opinions on the extent of implementation of the curriculum content of business education (OTM) in tertiary institutions in South East, Nigeria. This finding showed that business education (OTM) lecturers irrespective of their institution type did not differ in their opinions on the extent of implementation of the curriculum content of business education (OTM) in tertiary institutions in South East, Nigeria. The findings of the study are in agreement with Okolocha and Efanimjor (2021) who reported that business educators do not differ on the extent the curriculum content of business education is implemented. This is an indication that the curriculum content of business education (OTM) is implemented to a high extent.

The finding of the study showed that human resources are provided in the business education (OTM) in tertiary institutions in South East, Nigeria to a high extent. The finding of the study further revealed that the required human resources like business education (OTM) lecturers, Departmental secretaries, clerical officers and other support staff are implemented in tertiary institutions in South East, Nigeria. This finding is in disagreement with Lawrence and Adejare (2020) who reported that human resources, though not fully available, but are moderately available in tertiary institutions. The disagreement with Lawrence and Adejare’s findings, which reported moderate availability of human resources, suggests that there may be variations in the provision of academic staff and resources across different institutions within the South East. These differences could be attributed to factors like institutional priorities, funding, and staffing. Ndogu et al. (2021) reported that academic staff are not adequate for training the students in order to acquire the desired skills. The study’s findings contrasting with Ndogu et al.’s report of inadequate academic staff for training students to acquire desired skills highlight potential disparities in the assessment of staff adequacy. This disagreement raises questions about the methodology used in evaluating academic staff availability and the specific criteria used to determine adequacy. However, Onajife (2020) reported that there are competent OTM lecturers in Colleges of Education. Onajife’s report of competent OTM lecturers in Colleges of Education aligns with the current study’s findings, suggesting that there may be variations in staff quality and competence within different types of educational institutions. This emphasizes the importance of recognizing not just the quantity but also the quality of academic and non-academic staff.

Furthermore, finding of the study revealed that no significant difference in the opinions of business education (OTM) lecturers in rural and urban areas on the extent human resources are provided in  business education (OTM) in tertiary institutions in South East, Nigeria. This finding indicates irrespective of their location, business education (OTM) lecturers did not differ in their opinions on the extent human resources are implemented in   business education (OTM) in tertiary institutions in South East, Nigeria. This is in agreement with Okolocha and Efanimjor (2021) who also found no significant difference in the opinions of business educators based on location.

CONCLUSION

The researchers concluded from the findings of the study that the curriculum content and human resources in in business education (OTM) in selected tertiary institutions in South East, Nigeria are implemented to a high extent. Therefore, there is an imperative need for collaborative efforts among stakeholders in the Business Education programme, including educational institutions, government bodies, educators, and policymakers, to address the identified gaps. This collaboration is essential to enhance the implementation of the business education (OTM) curriculum in tertiary institutions effectively. The study underscores the urgency to develop strategic measures and interventions. It stresses the importance of devising and implementing actionable strategies aimed at improving the implementation status of the business education (OTM) curriculum. This might involve policy changes, resource allocation, infrastructure development, or targeted support programmes to improve the quality of business education (OTM) in South East, Nigeria.

RECOMMENDATIONS

Based on the findings of this study, the researcher proffered the following recommendations:

1. Administrators of business education (OTM) programme in tertiary institutions should promote continuous assessment of the curriculum content to ensure it remains up-to-date and relevant to industry standards. Periodic reviews and updates of the curriculum should be conducted to align with the dynamic business environment.
2. The administrators of business education (OTM) programme in tertiary institutions should ensure that both tertiary institutions irrespective of their location should have equitable access to high-quality human resources by developing and implementing policies that distribute faculty resources evenly. Administrators of business education (OTM) programme in tertiary institutions should invest in the professional development of OTM lecturers to enhance their teaching skills and industry knowledge.

Suggestions for Further Research

The study has helped to open up some areas for further research which include;

1. A similar study could be carried out in other States in Nigeria for purposes of comparison.
2. Factors affecting the implementation of the OTM curriculum in tertiary institutions in South East, Nigeria.
3. Comparative Analysis of the implementation of the OTM curriculum in private and public tertiary institutions in South East, Nigeria.

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