A SURVEY OF BUSINESS SUBJECTS TEACHERS AND FACILITIES (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Business education started in the middle of the 19th century and this was due to the innovation of typewriter in offices in the United States of America at that time. Before the introduction of Business Education, book-keeping, typists, stenographers and clerks learned the ‘trade’ on the job. But as the Business structure of the United States becomes more and more complex, learning the trade on the job became less and less feasible. Consequently, in the later half of the 19th century, enterprising citizens established independent ‘private ventures’ or business schools to meet the demand for this level of workers. As the expansion of industries and government led the need for workers trained in typewriting and bookkeeping, these individual were required to posses high proficient skill in typing and shorthand. This new demand led to the establishment of not only business colleges but also the development of sound curriculum. Eventually, typewriting, bookkeeping and shorthand courses were established as part of secondary school curriculum to provide the business word with adequate supply of clerks, typists, stenographers and book keeps.
From the on-going brief history one can deduce the reason that led to the introduction of business in school curriculum as being continuous growth of clerical occupation contrary to the early period. The estimate today is that one worker out of seven is involved in clerical work and one quarter of this figure are secretaries, clerks or stenographers approximately 18% are book-keeps and about 6% to 7% are operators of newer typer’s of electronic machine.
With the coming of Lord Lugard into the administration of Nigeria in 1940, there arose the need for administrative workers, clerks and other office attendants. This was glaringly inadequate since he had to introduce indirect rule in some parts of the country only to use his British officials as administrators. The general shortage of facilities lingered until the end of the Second World War in 1945. it was at this time that Nigerians who fought on the British side oversea brought back the exposure they enjoyed there and stated to educate their Nigerians on the need for them to participate in the administrator of their fatherland. This training by the ex-service men stopped many Nigerians to look for white-collar jobs. As a result the need for more schools became urgent. Secondary schools therefore produced the workers for these clerical jobs.
