Review Article

Functional Mathematics Education: A Tool for Developing Entrepreneurship for Sustainable Self Reliance of Nigerian Graduates

Odiri E. Onoshakpokaiye 1 *
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1 Institute of Education, Delta State University, Abraka, NIGERIA* Corresponding Author
Contemporary Mathematics and Science Education, 2(1), January 2021, ep21003, https://doi.org/10.30935/conmaths/9678
Submitted: 20 August 2020, Published: 04 February 2021
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ABSTRACT

The responsibility of every nation to her citizens is by providing a job for them. Many Nigerian graduates and school leavers are on the street in search of job as a result of lack of employment opportunities, this has become a very serious problems in the nation today. There is the need to inculcate in the students entrepreneurial skills through functional mathematics to enable them to be self-employed. In the Nigeria system of education much emphasis has not been placed on functional mathematics, not knowing that it is the tools for entrepreneurship. Most of the school leavers and graduates from Nigerian schools are unemployed as result of insufficient job opportunity. There is need for the government to lay more emphasis on the teaching of mathematics to make it more functional so that the students can acquire mathematics skills that will assist them to be an entrepreneur and become self-reliance. Nigeria as a nation need functional mathematics and entrepreneurship skills in their various schools to enable her citizens acquire practical skills for sustainable self-reliance. The Paper examined the importance of mathematics, entrepreneurship, functional mathematics and entrepreneurship and ways to develop entrepreneurship for sustainable self-reliance. Some recommendations were also made.
Keywords: functional mathematics, entrepreneurship, self-reliance, Nigerian graduates

CITATION (APA)

Onoshakpokaiye, O. E. (2021). Functional Mathematics Education: A Tool for Developing Entrepreneurship for Sustainable Self Reliance of Nigerian Graduates. Contemporary Mathematics and Science Education, 2(1), ep21003. https://doi.org/10.30935/conmaths/9678

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