Download Skills Required for Information and Communication Capacity Building as Perceived by Business Education Teachers in Colleges of Education in North- East Zone Nigeria. Vocational Teacher Education students who are writing their projects can get this material to aid their research work.
The major thrust of this study is to determine the skills required for ICT capacity building as perceived by Business Education teachers in Colleges of Education in North East Zone of Nigeria.
In doing this, three (3) purposes identifying 3 ICT tools was proposed as follows – multi-media projection skills, internet skills and word/data processing skill. On the process, three (3) research questions and three (3) hypotheses were formulated to guide the study.
Background information was provided in chapter one which explains ICT skills as having the basic understanding of what computer and other ICT tools are and how they can be used as resource materials to facilitate effective instructional delivery.
And capacity building as activities which strengthens the knowledge, abilities, skills and behavior of individuals and improve institutional structures and processes such that the organization can effectively meet its mission and goals in a sustainable way.
Chapter two was devoted to an indepth discussion of related literature under conceptual framework, theoretical framework, related empirical literature and summary.
Effective performance in any given occupation requires acquisition of certain skills and knowledge in that occupation. Skill is important because it enables an individual to do something well.
In the process of teaching business education courses in this era dominated by technology, information and communication technology (ICT) skills are required in order for Business Education teachers to be able to use ICT tools for teaching in business education.
One of the major concerns of Business Education programme is to provide instruction for and about business and to prepare professional teachers to teach business education courses.
Amahua (2011) defined business education as that branch of vocational and technical education which equips the learners with knowledge, skill and attitude which will enable them to function efficiently in the production and consumption of goods and services.
Nwosu (2003) emphasized that business education at tertiary institutions’ level is concerned mainly with the development of skills and knowledge needed to enable an individual function well in the world of work.
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