The Nigeria society is facing lots of challenges in the area of socioeconomic and political development; but most importantly in the area of generating employment opportunities for her teaming citizens. Describing the unemployment situation in Nigeria, Denga cited in Uwaneze (2016) affirmed that looking for job in Nigeria is fast becoming a job itself. This clearly portrays the mobility of graduates from different educational levels in the country to engage creative ability that will lead to self-reliance. Thus, there is need to look inward into employment generating subjects and courses; bearing in mind the content of national philosophy of education as stated in the National Policy on Education: the training of the mind in the understanding of world around and the acquisition of appropriate skills, the development of both mental and physical abilities as equipment for the individual to live in and contribute to the development of his society (Federal Government of NigeriaFGN, 2014).

The above is in line with the objectives of business education/ vocational education as it is meant to satisfy the continuously changing needs of the labour market (Zarifis, 2002). Education being the bedrock for development in any society plays a crucial part in this process. The development of an all inclusive Business Education therefore becomes imperative. It is observed around the world, with particular reference to Nigeria, that there is an increase in the rate of unemployment coupled with thousands of people losing their jobs, due to the current global economic recession. Thus, the promises of the politicians can no longer hold water anymore as regards the provision of employment. In fact in recent times the slogan has even changed to government not being able to provide jobs for all her citizens and that citizen should rather be employers of labour than being job seekers.

According to United States Embassy in Nigeria (2012), in the Nigeria Economic Fact Sheet revealed the level of unemployment in the country as follows, that unemployment increased from 21.1% in 2010 to 23.9% in 2011 and remained at 23.9% in 2012. It further revealed that unemployment is concentrated in the y o u n g e r a g e g r o u p w i t h unemployment rates of 41.6% among youths. Not only unemployment rates are higher for females (24.9%) than for males (17.7%). It was discovered by the Fact Sheet that the States with the highest unemployment rates are concentrated in the North Eastern part of the country and in the Niger Delta with Yobe State having the highest level of unemployment (39%), followed by Zamfara (33.4%) and Sokoto (32.4%), while Lagos had the least (7.6%). While the unemployment rate among the youth stands with the average of 35.9%, presently the Federal Government accepted World Bank (2013) unemployment rate of 28.57% for Nigeria (Gana, 2016).

The purpose of this study is the role of business education in poverty eradication in primary school; bearing in mind the importance of business education to national development. The paper will further examine the concept, types and causes of poverty and how the knowledge of business education could assist in curbing unemployment, a major social problem in the society. Finally, the study will discuss the problems hindering the use of business education as an instrument to checkmate poverty and bring about sustenance of prosperity among the citizenry and the nation at large.


Business education is a programme of study that prepares individuals with multiple skills for teaching and entrepreneurship activities. Ali (2010) states  that dearth of employment related skills; entrepreneurial skills and ignorance of the work environment among youths have caused economic and personal hardship within the past few years. With so many graduates in the labour market, employers look for evidence of skills which would make an individual stand out from the crowd. In the last decade there had been growing economic downturn in the country leading to a situation of drop in the capacity of government and corporate organizations to provide employment to graduates of institutions of higher learning. This has been the case with students from Jos . The situation has led to a paradigm shift from relying on government jobs to the acquisition of entrepreneurial skills for self-reliance. Functional educational programmes, such as effective business education, that is supposed to instill entrepreneurship and job skills for self-sustenance amongst the graduates, may have not done much.

Based on the factors and issues emphasized above, there may exist skills gap in the business education programme. Therefore, the focus of the researcher is to systematically investigate and document The role of business education in poverty eradication in primary school in jos north local government area of plateau state

1.3 Objective of the Study

The major the role of business education in poverty eradication in primary school

. Specifically the study will determine:

  1. Measure presently adopted by Business education in poverty alleviation for national
  • Roles that Business educationist should further play in poverty alleviation for national
  • To proffer solutions and recommendations on the issues facing business education in school

1.4 Research Question


  • What are the measures presently adopted by Business education in poverty alleviation for National
  • What are the roles Business education should further play in poverty alleviation for National

1.5 Significance of the Study

The focus of this study brings to the fore the crucial need for The role of business education in poverty eradication . The study highlights the problems of the level of education in the country and its equivalence to level of poverty in the society by virtue of lack of employment or knowledge of how to startup businesses. One of the MDG goals highlights education as a critical factor for reducing poverty and dependency in developed nations. Therefore, this thesis contributes to knowledge by identifying what is important to the economy, which is qualitative education focused on the needs of the economy per time, rather than the resolution of the United Nations to increase budgetary details or increasing the number of people that go through school.

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