BUSINESS EDUCATION STUDENTS ENTREPRENEURSHIP SKILLS ACQUISITION FOR THE ATTAINMENT OF SUSTAINABLE DEVELOPMENT IN JUNIOR SECONDARY SCHOOLS IN PORT HARCOURT LOCAL GOVERNMENT AREA, RIVER STATE

BUSINESS EDUCATION STUDENTS ENTREPRENEURSHIP SKILLS ACQUISITION FOR THE ATTAINMENT OF SUSTAINABLE DEVELOPMENT IN JUNIOR SECONDARY SCHOOLS IN PORT HARCOURT LOCAL GOVERNMENT AREA, RIVER STATE

1.1 Background to the Study

Entrepreneurship education has emerged as a critical component of business curricula worldwide, equipping learners with knowledge, skills and attitudes necessary for venture creation and sustainable economic growth. In Nigeria, public universities have integrated entrepreneurship modules to bridge the gap between theory and practice. Oboreh and Nnebe (2019) found that entrepreneurship education significantly enhances graduates’ skill acquisition, thereby improving employability and selfreliance among youths in SouthEast Nigeria (Oboreh and Nnebe, 2019). Similarly, Acharya and Chandra (2019) demonstrated that a balanced nurturance of knowledge, practical skills and positive attitudes fosters new venture creation among students (Acharya and Chandra, 2019).

Despite these advances at tertiary level, the incorporation of entrepreneurship education in junior secondary schools remains underexplored. Early introduction of entrepreneurial concepts can stimulate an entrepreneurial mindset before students transition to higher education or the labour market. Undiyaundeye and Otu (2022) reported that undergraduate students who acquired entrepreneurship skills early exhibited greater confidence in identifying business opportunities and exhibited higher benefit realisation compared to those with late exposure (Undiyaundeye and Otu, 2022). Extending this insight to junior secondary schools may yield similar benefits in nurturing entrepreneurial competencies from an early age.

Curriculum development scholars advocate for a structured skills acquisition framework that aligns with industry requirements. Akhmetshin et al. (2019) proposed curriculum evaluation models that integrate theoretical knowledge with competence assessment to ensure learners develop applied entrepreneurial skills (Akhmetshin et al., 2019). Such models, when adapted for secondary education, could address persistent skill gaps. Sousa et al. (2019) emphasised the role of digital education methodologies in creating entrepreneurial capacity, highlighting marked differences in perceptions between students and practising entrepreneurs (Sousa et al., 2019). Incorporating digital tools in junior secondary schools in Port Harcourt has potential to modernise pedagogy and foster interactive learning environments.

The relationship between entrepreneurial skills and sustainable development is well established. Hahn et al. (2020) showed that participation in entrepreneurship education enhances not only technical business skills but also social and environmental awareness, thereby contributing to longterm community resilience (Hahn et al., 2020). In the context of Port Harcourt Local Government Area in Rivers State, where economic diversification away from oil dependency is critical, equipping young learners with entrepreneurial competencies could support sustainable development goals through job creation, poverty reduction and environmental stewardship.

Empirical evidence suggests that experiential and projectbased approaches yield superior outcomes in skill acquisition. Lackéus (2020) compared three experiential learning approaches and concluded that immersive, realworld projects drive the highest gains in entrepreneurial behaviour and intention (Lackéus, 2020). Pinto and Reshma (2021) reinforced this by demonstrating that projectbased learning significantly improves both entrepreneurial and social skills among engineering students (Pinto and Reshma, 2021). Adapting such methodologies for business education students in junior secondary schools can foster problemsolving abilities, creativity and collaboration.

Contextual factors such as availability of resources, teacher preparedness and institutional support influence the effectiveness of entrepreneurship programmes. Mittal and Raghuvaran (2021) found that elearning courses mediate the relationship between entrepreneurship education and employability skills, highlighting the importance of robust technological infrastructure (Mittal and Raghuvaran, 2021). Olutuase, Brijlal and Yan (2023) developed an Africancontext model for stimulating entrepreneurial skills through tailored entrepreneurship education, emphasising the need for culturally relevant content and stakeholder engagement (Olutuase, Brijlal and Yan, 2023). Implementing such a model in junior secondary schools in Port Harcourt would require collaboration between school administrators, local industries and government agencies.

The foregoing literature underscores a gap in empirical research on entrepreneurship skills acquisition among business education students at the junior secondary level in Port Harcourt Local Government Area and its link to sustainable development. This study seeks to address this gap by investigating the extent of entrepreneurship skills acquisition, the factors that facilitate or hinder this process and the perceived contribution of these skills to sustainable development outcomes in the local context.

1.2 Statement of the Problem

Although entrepreneurship education at the tertiary level has been extensively studied, its application in junior secondary schools remains limited. In Port Harcourt Local Government Area, curricular frameworks for business education seldom include structured modules for entrepreneurship skills acquisition. This omission may deny students the opportunity to develop critical competencies such as opportunity recognition, resource management and ethical decisionmaking at an early stage.

Schools often lack trained teachers with specialised expertise in entrepreneurship pedagogy. Many business education instructors have backgrounds in accounting or general business studies but have not received targeted professional development in entrepreneurship education methods. Consequently, instructional practices focus on theoretical concepts and rote learning rather than experiential activities that cultivate practical skills.

Moreover, inadequate infrastructure and limited access to digital resources constrain the implementation of interactive and projectbased learning approaches. Without computer labs, internet connectivity and simulation tools, teachers struggle to engage students in realworld entrepreneurial exercises. This deficiency may impede the development of eskills and digital literacy essential for modern enterprise creation.

There is also scant evidence on how early entrepreneurship skills acquisition influences students’ attitudes towards selfemployment and their contributions to sustainable development within their communities. While studies among undergraduates indicate positive correlations between entrepreneurship education and venture creation, the transferability of these findings to junior secondary learners is uncertain.

Finally, policy frameworks at the state and local government levels do not explicitly prioritise entrepreneurship education in secondary schools, resulting in inconsistent programme implementation. The absence of monitoring and evaluation mechanisms further limits understanding of programme effectiveness and areas for improvement.

This study therefore seeks to investigate the current state of entrepreneurship skills acquisition among business education students in junior secondary schools in Port Harcourt Local Government Area, identify enabling and constraining factors, and assess the perceived impact of acquired skills on sustainable development outcomes.

1.3 Purpose of the Study

The main purposes of this study are to

1. Examine the extent to which business education students in junior secondary schools in Port Harcourt Local Government Area acquire entrepreneurship skills.

2. Identify the instructional practices, infrastructural resources and stakeholder support that facilitate or hinder entrepreneurship skills acquisition.

3. Assess the perceived contribution of entrepreneurship skills acquired by these students to sustainable development in their communities.

1.4 Research Questions

1. What is the level of entrepreneurship skills acquisition among business education students in junior secondary schools in Port Harcourt Local Government Area?

2. Which instructional practices, infrastructural resources and stakeholder support influence entrepreneurship skills acquisition among these students?

3. How do business education students perceive the contribution of their acquired entrepreneurship skills to sustainable development in their communities?

1.5 Hypotheses

The following null hypotheses will be tested in this study
H01 there is no significant relationship between instructional practices and entrepreneurship skills acquisition among business education students in junior secondary schools in Port Harcourt Local Government Area
H02 there is no significant relationship between infrastructural resources and entrepreneurship skills acquisition among business education students in junior secondary schools in Port Harcourt Local Government Area
H03 there is no significant relationship between stakeholder support and the perceived contribution of entrepreneurship skills to sustainable development among business education students in junior secondary schools in Port Harcourt Local Government Area

1.6 Significance of the Study

This study is significant to curriculum planners and educational policy makers because it will provide empirical evidence on the necessity of integrating entrepreneurship modules into business education curricula at the junior secondary level. Insights into effective instructional practices and resource requirements will guide teacher training programmes and infrastructure investments.

School administrators and teachers will benefit from recommended pedagogical strategies and digital methodologies tailored to early adolescence. By highlighting the role of stakeholder engagement, the study will inform partnerships between schools, local industries and nongovernmental organisations aimed at enriching learning experiences and expanding access to entrepreneurial opportunities.

Policy makers at the state and local government levels will gain datadriven justification for policy reforms that prioritise entrepreneurship education as a driver of youth empowerment and sustainable development. Evidence of positive links between early skills acquisition and community outcomes may attract funding and motivate the establishment of monitoring frameworks.

Finally, the study contributes to academic scholarship by filling a gap in the literature on entrepreneurship education in junior secondary schools within the Nigerian context. The findings will serve as a reference for future research on educational interventions designed to foster entrepreneurial mindsets and sustainable development among young learners.

1.7 Scope of the Study

This study focuses on business education students in junior secondary schools located within Port Harcourt Local Government Area of Rivers State. It examines entrepreneurship skills acquisition, associated instructional and infrastructural factors, stakeholder support and perceived contributions to sustainable development. The study covers school sessions from 2023 to 2024 and involves both public and private junior secondary institutions.

1.8 Operational Definition of Terms

1. Business Education Students refers to learners enrolled in the business studies or commerce stream in junior secondary schools in Port Harcourt Local Government Area

2. Entrepreneurship Skills Acquisition refers to the process through which learners develop competencies such as opportunity recognition, resource planning, risk management, innovation and ethical decisionmaking

3. Sustainable Development refers to economic growth, social equity and environmental stewardship aimed at meeting present needs without compromising future generations

4. Junior Secondary Schools refers to educational institutions offering three years of formal schooling after primary education, typically comprising students aged twelve to fifteen years.

5. Stakeholder Support refers to the involvement and contributions of teachers, school administrators, parents, community members and external organisations in promoting entrepreneurship education