Competency-Based Teaching as an Imperative for Skill Acquisition in Business Studies in Public Secondary Schools in Rivers State

Abstract

The persistent gap between Business studies curriculum delivery and the practical skills demanded of secondary school graduates in Nigeria remains a major concern for educators and policymakers. Competency-based Teaching (CBT) is an imperative, not an option, for equipping Business studies students’ in Rivers State public secondary schools with employable skills. This position paper contends that the prevailing theoretical, exam-focused pedagogy has consistently failed to produce graduates with practical competencies in entrepreneurship, financial literacy and office administration. The paper argue that CBT, rooted in mastery learning, performance- based assessment and real-world-application, offers the only viable solution to this skill deficit. However successful implementation. The paper highlighted the benefits of implementing CBT, identifies key barriers to effective implementation, and outlines strategies for effective implementation. The paper concludes that without decisive government intervention, including mandated CBT frameworks, sustained teacher retooling and public-private partnerships, Rivers state public secondary school will perpetuate graduate unemployability and economic underdevelopment. Among its recommendation is a call upon the Ministry of Education to urgently adopt CBT as a non-negotiable reform, backed by robust funding and accountability mechanisms to ensure Business Education delivers its transformative promise.