ABSTRACT
This study investigated the the funding of teaching and learning resources in business education through Public Private Partnership (PPP) for effective programme delivery. Five research questions were raised in the study. The research design used was the descriptive survey research design. The data were collected from Heads of Departments (HODs) across three departments of Business Education in Universities where Business Education programmes are offered in Edo State, namely; University of Benin, Benin City, Ambrose Alli University, Ekpoma, and Benson Idahosa University, Benin City.
The research instrument used for the study was a self-structured questionnaire which was validitated by the researcher’s supervisor and two other experts in the department of Vocational and Technical Education. The Cronbach alpha reliability technique was used to ascertain the reliability of the research instrument which yielded a reliability coefficient of 0.86, indicating that the instrument was reliable. The data was analysed using descriptive statistics such as frequency, percentages, means and standard deviation presented in tables.
Results revealed that the DBFO and OMM models where rated highest among five models of PPP with cluster means of 4.00, followed by DB model with a cluster mean of 3.90. However, the least rated models of PPP where the BOO and BOT models with their respective cluster means of 3.62 and 3.86. The study thus concludes that all five models of PPP are effective in funding teaching and learning resources in business education but the DBFO and OMM models of PPP were the most effective among all five models of PPP. Based on the findings, it was recommended that country-level situational analyses are critical first steps to understanding the scale and nature of PPP models, as well as the legal, political and regulatory frameworks that impact their ability to effectively fund teaching and learning resources in Business education programmes.
