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Background of Study
One of the issues of great controversy among educators in tertiary institutions today is the issue of the poor state of equipment and facilities. A school of thought argues that the problem is that of inadequate equipment required for teaching the students that is responsible for the quality of graduate the university produce. While another school of thought believes that it is the manner of utilization of the available equipment and facilities in the universities.

Federal Ministry of Education, Science and Technology in 1985 decided to enhance the academic performance of students in different institution by equipping the schools with standard equipment. Okoro (1998) pointed out that the facilities which include the buildings, equipment, tools and school materials available are inadequate for effective use in schools. One of the major problems in tertiary institutions in Nigeria is lack of materials and equipment.

Oranu (2000) revealed that lack of physical facilities is the problems of tertiary institutions in Nigeria. On the problems existing in the schools and the system of education, it is lack of materials and necessary equipment in teaching science and technology subjects (Aromolaran, 2005). To achieve the sub-goals of equipping students to live effectively in the age of science and technology, the practice of starving the schools of equipment, facilities and fund need to change (Nwana, 2003).

The Federal Government of Nigeria (2004) pointed out that the government is aware that only limited equipment and facilities exist for teachers at different levels. Afolabi (2001) noted that the federal government is directing its attention and resources to the development of an engineering infrastructure that will enable Nigerian design, fabricate and mass-produce basic equipment, machine, tools and engines within the shortest possible time.

He also stated the remarks made by the Federal Government that Nigerian must respond to the challenges of technological development in a methodological stage by stage process targeted at an ultimate sustainable national competence in era of industrialization in Nigeria. It is evident that inadequate provision of equipment and facilities is due to low level of funding tertiary institutions in Nigeria and this made it impossible to actually attain the desired carrying capacity in Nigerian universities.

It is also clear that proper installation of equipment in our workshop cannot be carried out without adequate fund. Consequently, the workshops and laboratories as a means of aiding the teachers of Business education are not properly equipped for the tasks. Hence, this research work is meant to find out strategies for financing Business Education in Nigeria.


Statement of Problem
The youth represents a tremendous potentials development of human capital which the society cannot afford to neglect. Students’ future prospects are of vital concern to all. Many students face high unemployment after graduation, joblessness and difficulties in getting a firm foothold into the labour market. These have led to problem of unemployment especially among vocationally graduating students leaving various educational institutions. The youth graduate from school without the needed skills or competencies that would enable them function in today’s emerging society. Therefore, this research work suggests strategies for financing Business Education in Nigeria so as to promote active participation in the workforces.

Purpose of Study
The main purpose of this study was to identify the strategies for financing Business Education in Nigeria.
Specifically, the study sought to:
1. Evaluate how TETFUND could help in financing business education in Nigeria.
2. Ascertain how endowment funds could be utilized to finance Business Education in Nigeria.
3. Evaluate developmental strategies adopted by Parents-Teachers’ Association in meeting the educational objectives of business education.
4. Ascertain how multi-national companies could assist in financing Business Education in Nigeria.

Significance of Study
Since Business Education brings about a roller-sharp, both the individual and for any sovereign nation economically, the position of vocation education programme in any state of Nigeria therefore becomes of paramount importance to its citizens. Technical education, which focuses on independence pursuit in training competent and manipulative industrial skill; have to be intense, well handled by the Nigerian citizen and government, in the educational policies.
The country in its entirety will also benefit from this study as it will lead to the banishment of ignorance and prejudice. The study will review the correct principle for the proper implementation of vocational technical education at secondary School.
The study will be useful to principals, teachers and educational administrators in Ebonyi State to sit up to their responsibilities so that students will acquire the appropriate manipulative skill in Business Education and competitive capabilities for continuing learning.

Research Question
The following research guided the study:
1. In what way(s) can TETFUND help in financing business education in Nigeria?
2. How can endowment funds be utilized to finance Business Education in Nigeria?
3. What developmental strategies can Parents-Teachers’ Association adopt in meeting the educational objectives of business education?
4. In what way(s) can multi-national companies assist in financing Business Education in Nigeria?
Scope of Study
This research work is focused mainly on the strategies for financing Business Education in Nigeria; using Ebonyi State university as a case study where there is inadequate funding on Business Education.



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