Background to the Study
Skill as basic ability is the means by which man adjust to life. A person’s attitude and work functions are required and necessary antidotes suggesting the suitable skills performance and acquisition of same by going through a given work sample. In the work place, skill is what the workers give in exchange for numeration. If the skill (or the cluster of skills popularly referred to as aptitudes) given is satisfactory, the worker gets satisfaction and the employer gets satisfactoriness in correspondence. This process, if sustained culminates in promotion, retaining and prolonged tenure that leads to productivity (Lofquist & Darwist, 1967; Adeyemo, 2003). On retirement from active working life, man’s repertoire of skills will no longer be relevant to help him to adjust to life. He needs new skills on how to enjoy his leisure and adjust in his new way of life. This situation is the same for a handicapped person, a widow or indeed any person whose way of life has changed radically. Hence man’s rehabilitation in these contexts requires new skills with special consideration to his aptitudes and work functions. In this case of youth, whole adjustment in the world of worke will rest solely on skill developed and used first at school and later at work; the economic, moral and political time of the nation will in time to come and depend on it and these will from time to time determine its survival (Lofquist & Darwist, 1967; Adeyemo, 2003). Skill is the ability to perform some tasks creditability. Up to a point, the more practice in the doing of specific task the faster and better they can be done. It is associated with know-how while speed and accuracy are some of its traits and characteristics. Children who love to paint with crayon and water color often develop unusual perspective and excellent representation of nature. McCarthy (1972) has identified six scales and eighteen skills that can be sorted grouped to describe various aptitudes in children for placement, when the promotion and remediation is a highly treasured experience which every good teacher must possess.
Acquisition and reinforcement of skills and aptitudes through science laboratories and workshop practice and other curricular and extracurricular activities represent the most natural ways of stimulating science education and real life work which lead to high productivity.
These considerations underscore the need to focus skill development and assessment in our teacher education and in-service training programmes, more especially in the science based teaching subject areas of physics, chemistry, biology, integrated science, agricultural science, introductory technology, wood work, metal work, electrical electronics, home economics, clothing and textiles etc. This project wok therefore attempts to explore briefly the concepts of skills acquisition as a determinant of business growth with special considerations of their acquisition on some selected small business in Lagos, Nigeria.
1.2 Statement of the Problem
Financial problem may deprive some student from learning a handwork thereby depriving them the need skill to make them self-employ. Lack of entrepreneurship teachers and inadequate facilities and equipment for learning pose a great challenge. Lack of interest by the student to learn a handwork also poses a great challenge to skill acquisition. Lack of required skills needed and inadequate training are equally great challenge. Entrepreneurship in particular is attracting the attention of policy makers and researchers because it has been recognized during the last decade as an important untapped source of economic growth. However, people still lacked some of the important characteristics associated with entrepreneurial orientation (Berger, 2002; Gebremeskel et al 2004) While the effort of youth in developing entrepreneurial orientations necessary for successful entrepreneurship faces serious...
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